Scribd Logo
Upload

Welcome to Scribd!

  • 43 views

    Goal 13-Glad Strategy Lesson

    Uploaded by

    api-331573270
    Guided Language Acquisition Design (GLAD) strategies use pictorial input to teach earth science concepts. The teacher used pictorial images paired with vocabulary words to teach students about the rock cycle. Students viewed the rock cycle process through diagrams and engaged with physical gestures. As an assessment, students viewed rock samples, labeled drawings of the samples, and placed them in the correct part of the rock cycle diagram. The pictorial lesson helped the designated English language learner follow along and take effective notes. It also improved comprehension for all students, who were able to ask more critical questions about the rock samples and the processes involved in the rock cycle.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Goal 13-Glad Strategy Lesson

    Uploaded by

    api-331573270
    43 views2 pages
    Guided Language Acquisition Design (GLAD) strategies use pictorial input to teach earth science concepts. The teacher used pictorial images paired with vocabulary words to teach students about the rock cycle. Students viewed the rock cycle process through diagrams and engaged with physical gestures. As an assessment, students viewed rock samples, labeled drawings of the samples, and placed them in the correct part of the rock cycle diagram. The pictorial lesson helped the designated English language learner follow along and take effective notes. It also improved comprehension for all students, who were able to ask more critical questions about the rock samples and the processes involved in the rock cycle.

    Original Title

    goal 13-glad strategy lesson

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Guided Language Acquisition Design (GLAD) strategies use pictorial input to teach earth science concepts. The teacher used pictorial images paired with vocabulary words to teach students about the rock cycle. Students viewed the rock cycle process through diagrams and engaged with physical gestures. As an assessment, students viewed rock samples, labeled drawings of the samples, and placed them in the correct part of the rock cycle diagram. The pictorial lesson helped the designated English language learner follow along and take effective notes. It also improved comprehension for all students, who were able to ask more critical questions about the rock samples and the processes involved in the rock cycle.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    43 views2 pages

    Goal 13-Glad Strategy Lesson

    Uploaded by

    api-331573270
    Guided Language Acquisition Design (GLAD) strategies use pictorial input to teach earth science concepts. The teacher used pictorial images paired with vocabulary words to teach students about the rock cycle. Students viewed the rock cycle process through diagrams and engaged with physical gestures. As an assessment, students viewed rock samples, labeled drawings of the samples, and placed them in the correct part of the rock cycle diagram. The pictorial lesson helped the designated English language learner follow along and take effective notes. It also improved comprehension for all students, who were able to ask more critical questions about the rock samples and the processes involved in the rock cycle.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Tracy Salzer | ED 537 Goal 13 |

    Guided Language
    Acquisition Design
    Strategies
    USING PICTORAL INPUT IN EARTH SCIENCE
    Background
    After learning about Guided Language Acquisition Design (GLAD) in my preliminary
    credential training program I was eager for the opportunity to use pictoral input in my
    teaching. Science is an area that I find lends itself easily to this type of instructional
    design, and provides language learners at all stages with an engaging and
    comprehensive way of acquiring new concepts, vocabulary, and background
    knowledge to support in-depth critical thinking.

    Pictoral input is a strategy in which vocabulary and key concept words are introduced
    with a corresponding pictoral image. Not only does the brain have an unlimited
    capacity for images, but this also provides a multi-modal approach to language. The
    students are viewing, hearing, writing, and drawing, which all build simultaneous
    neural pathways to language development and comprehension.

    The Lesson
    In this lesson, I used pictoral input strategies to teach a lesson on the rock cycle to
    my sixth grade class. I have one designated ELD student, who is in the emerging
    phase of language development. My learning objective was for the students to be
    able to view the process of the rock cycle, and be able to explain how rocks are
    changed by various forces as they travel through the cycle. Students were able to
    demonstrate their comprehension in the next activity by viewing rock samples,
    reading descriptions of the samples, drawing the samples, and placing their drawings
    in the appropriate place in the rock cycle diagram that was created during the whole-
    class GLAD lesson.

    This is a topic I am familiar with, and so it was a good choice for using this strategy
    and allowed me to engage my students with physical input (gestures, role play) as
    well during the lesson.

    Assessment and analysis of teaching


    My students enjoyed seeing the images unfold before them, and were much more
    attentive to the vocabulary attached to the imagery overall as a class. My ELD
    student was able to take effective notes and follow the lesson smoothly, with regular
    check-ins and prompting. Having seen the various processes diagramed for them
    already (erosion, compaction, burial, pressure, etc.) all students were able to ask
    more critical questions about the samples, and were observing them much more
    closely for evidence of these processes. I also noticed that there were fewer
    clarifying questions among my native English speakers, and more evaluative type
    questions.

    PAGE 1

    You might also like