GLAD and SIOP Comparison

Guided Language Acquisition Design (GLAD) and the Sheltered Instruction Observation Protocol (SIOP)

By Erick Herrmann, President of Academic Language Learning Institute, Inc. Project GLAD Tier IV National Consultant Trainer and National SIOP Trainer Email: erickjherrmann@gmail.com Phone: 503-261-3364 www.ALLIinc.com

GLAD and SIOP are two models for effectively teaching English Learners (EL).  The models differ in significant ways, yet both are effective in helping EL achieve and gain academic language proficiency.

The SIOP Model, composed of 8 components and 30 features, provides a framework for the essential elements needed in effective sheltered instruction.  The SIOP explains, in relatively general terms, the essential elements for teaching EL, such as providing content and language objectives, connecting learning to background experiences and previous learning, focusing on key vocabulary, making teaching comprehensible, teaching students learning strategies, providing practice and application of learning, reflecting on lesson delivery and providing appropriate review and assessment.  The protocol itself is a useful tool in planning, delivering, and rating lessons.  The training is usually delivered in a three-day workshop format, although some variation exists.

The GLAD model provides 5 components, Focus/Motivation, Comprehensible Input, Guided Oral Practice, Reading/Writing and Closure, with a specific set of teaching strategies teachers can use in the classroom to help EL achieve.  The training consists of  a two-day workshop in which the strategies and research are presented.  The second part of the training consists of a 4 or 5-day classroom demonstration of a thematic unit in which the strategies scaffold learning.  One GLAD trainer teaches the students for the morning while another coaches the participants on what the teacher is doing and why.  In the afternoons teachers work to plan for instruction using the GLAD Model.

So, while the SIOP Model and training provides a general framework and protocol for providing effective sheltered instruction and academic language development for EL, GLAD does this by providing specific teaching strategies.

 

GLAD Components

 

SIOP Components

 

 

 

Unit Planning Pages, Idea Pages – Lesson Preparation

 

 

 

Focus/Motivation Lesson Preparation, Building Background, Strategies, Interaction, Practice/Application, Lesson Delivery, Review/Assessment

 

 

 

Input – Lesson Preparation, Building Background, Comprehensible Input, Strategies, Interaction, Lesson Delivery, Practice/Application, Review/Assessment

 

 

 

Guided Oral Practice – Interaction, Strategies, Practice/Application, Review/Assessment

 

 

 

Reading Writing – Interaction, Strategies, Practice/Application, Review/Assessment

 

 

 

 

 

GLAD Components/Strategies

 

SIOP Components/Features

 

 

 

This document is an attempt to explicitly point out which components and features of the SIOP Model fit into the GLAD strategies presented through the 7-day GLAD training.

 

Disclaimer:  Many of the SIOP components and features overlap with many of the GLAD strategies.  This document points out the emphasized SIOP features and components; more components and features may be evident in various GLAD strategies.

 

 

 

Unit Planning Pages, Idea Pages – Lesson Preparation (LP)

 

LP: Content Objectives clearly defined, displayed and reviewed with students

 

LP: Language objectives clearly defined, displayed and reviewed with students

 

LP: Content concepts appropriate for age and educational background of students

 

LP: Supplemental materials used to a high degree, making the lesson clear and meaningful

 

LP: Adaptation of content to all levels of student proficiency

 

LP: Meaningful activities that integrate lesson concepts with language practice opportunities for reading, writing, listening and speaking

 

 

 

Focus/Motivation Lesson Preparation, Building Background (BB), Strategies (ST), Interaction (IN), Practice/Application (PA), Lesson Delivery (LD), Review/Assessment (RA)

 

 

 

Cognitive Content Dictionary

 

LP: Meaningful activities that integrate lesson concepts with language practice opportunities for reading, writing, listening and speaking

 

BB: Key vocabulary emphasized

 

ST: Apple opportunities for students to use learning strategies

 

ST: A variety of questions that promote higher-order thinking skills

 

IN: Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts

 

IN: Grouping configurations support content and language objectives of the lesson

 

IN: Sufficient wait time for student responses consistently provided

 

IN: Ample opportunities for students to clarify in L1 as needed with aide, peer, or L1 text

 

RA: Assessment of student comprehension and learning of all lesson objectives

 

 

 

Observation Charts

 

LP:Meaningful activities that integrate lesson concepts with language practice opportunities for reading, writing, listening and speaking

 

BB: Concepts explicitly linked to students’ background experiences

 

BB: Links explicitly made between past learning and new concepts

 

ST: Apple opportunities for students to use learning strategies

 

IN: Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts

 

IN: Grouping configurations support content and language objectives of the lesson

 

IN: Sufficient wait time for student responses consistently provided

 

IN: Ample opportunities for students to clarify in L1 as needed with aide, peer, or L1 text

 

PA: Activities provided for students to apply content and language knowledge in the classroom

 

PA: Activities integrate all language skills

 

RA: Assessment of student comprehension and learning of all lesson objectives

 

 

 

Inquiry Charts

 

BB: Concepts explicitly linked to students’ background experiences

 

BB: Links explicitly made between past learning and new concepts

 

ST: Apple opportunities for students to use learning strategies

 

IN: Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts

 

IN: Grouping configurations support content and language objectives of the lesson

 

IN: Sufficient wait time for student responses consistently provided

 

IN: Ample opportunities for students to clarify in L1 as needed with aide, peer, or L1 text

 

PA: Activities provided for students to apply content and language knowledge in the classroom

 

RA: Assessment of student comprehension and learning of all lesson objectives

 

 

 

Scientist Awards/3 standards

 

LP: Supplemental materials used to a high degree, making the lesson clear and meaningful

 

BB: Key vocabulary emphasized

 

ST: A variety of questions that promote higher-order thinking skills

 

 

 

Big Book

 

BB: Key vocabulary emphasized

 

CI: Speech appropriate for students’ proficiency level

 

ST: Scaffolding techniques consistently used assisting and supporting student understanding

 

IN: Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts

 

IN: Grouping configurations support content and language objectives of the lesson

 

IN: Ample opportunities for students to clarify in L1 as needed with aide, peer, or L1 text

 

 

 

Input – Lesson Preparation, Building Background, Comprehensible Input (CI), Strategies, Interaction, Lesson Delivery, Practice/Application, Review/Assessment

 

 

 

Pictorial Input

 

LP: Supplemental materials used to a high degree, making the lesson clear and meaningful

 

LP: Adaptation of content to all levels of student proficiency

 

LP: Meaningful activities that integrate lesson concepts with language practice opportunities for reading, writing, listening and speaking

 

BB: Key vocabulary emphasized

 

CI: A variety of techniques used to make content concepts clear

 

ST: Scaffolding techniques consistently used assisting and supporting student understanding

 

ST: A variety of questions that promote higher-order thinking skills

 

IN: Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts

 

LD: Students engaged approximately 90% to 100% of the period

 

LD: Pacing of the lesson appropriate to students ability level

 

 

 

Comparative Input

 

LP: Supplemental materials used to a high degree, making the lesson clear and meaningful

 

LP: Adaptation of content to all levels of student proficiency

 

LP: Meaningful activities that integrate lesson concepts with language practice opportunities for reading, writing, listening and speaking

 

BB: Key vocabulary emphasized

 

CI:A variety of techniques used to make content concepts clear

 

ST: Scaffolding techniques consistently used assisting and supporting student understanding

 

ST: A variety of questions that promote higher-order thinking skills

 

LD: Students engaged approximately 90% to 100% of the period

 

LD: Pacing of the lesson appropriate to students ability level

 

 

 

Narrative Input

 

LP: Supplemental materials used to a high degree, making the lesson clear and meaningful

 

LP: Adaptation of content to all levels of student proficiency

 

LP: Meaningful activities that integrate lesson concepts with language practice opportunities for reading, writing, listening and speaking

 

BB: Key vocabulary emphasized

 

CI: A variety of techniques used to make content concepts clear

 

ST: Scaffolding techniques consistently used assisting and supporting student understanding

 

ST: A variety of questions that promote higher-order thinking skills

 

IN: Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts

 

LD: Students engaged approximately 90% to 100% of the period

 

LD: Pacing of the lesson appropriate to students ability level

 

 

 

Graphic Organizers

 

LP: Supplemental materials used to a high degree, making the lesson clear and meaningful

 

LP: Adaptation of content to all levels of student proficiency

 

LP: Meaningful activities that integrate lesson concepts with language practice opportunities for reading, writing, listening and speaking

 

BB: Key vocabulary emphasized

 

CI: A variety of techniques used to make content concepts clear

 

ST: Scaffolding techniques consistently used assisting and supporting student understanding

 

ST: A variety of questions that promote higher-order thinking skills

 

IN: Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts

 

LD: Students engaged approximately 90% to 100% of the period

 

LD: Pacing of the lesson appropriate to students ability level

 

 

 

Guided Oral Practice – Interaction, Strategies, Practice/Application, Review/Assessment

 

 

 

T-graph/ Team Points

 

ST: A variety of questions that promote higher-order thinking skills

 

IN: Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts

 

IN: Grouping configurations support content and language objectives of the lesson

 

IN: Sufficient wait time for student responses consistently provided

 

IN: Ample opportunities for students to clarify in L1 as needed with aide, peer, or L1 text

 

RA:Regular feedback provided to students on their output

 

 

 

 

 

Picture file

 

LP: Supplemental materials used to a high degree, making the lesson clear and meaningful

 

LP: Adaptation of content to all levels of student proficiency

 

LP: Meaningful activities that integrate lesson concepts with language practice opportunities for reading, writing, listening and speaking

 

BB: Key vocabulary emphasized

 

ST: Apple opportunities for students to use learning strategies

 

ST: Scaffolding techniques consistently used assisting and supporting student understanding

 

ST: A variety of questions that promote higher-order thinking skills

 

IN: Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts

 

IN: Grouping configurations support content and language objectives of the lesson

 

IN: Ample opportunities for students to clarify in L1 as needed with aide, peer, or L1 text

 

PA: Hands-on materials and/or manipulatives provided for students to practice using new content knowledge

 

PA: Activities provided for students to apply content and language knowledge in the classroom

 

PA: Activities integrate all language skills

 

 

 

Exploration report

 

LP: Supplemental materials used to a high degree, making the lesson clear and meaningful

 

LP: Adaptation of content to all levels of student proficiency

 

LP: Meaningful activities that integrate lesson concepts with language practice opportunities for reading, writing, listening and speaking

 

BB: Key vocabulary emphasized

 

ST: Apple opportunities for students to use learning strategies

 

ST: Scaffolding techniques consistently used assisting and supporting student understanding

 

ST: A variety of questions that promote higher-order thinking skills

 

IN: Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts

 

IN: Grouping configurations support content and language objectives of the lesson

 

IN: Ample opportunities for students to clarify in L1 as needed with aide, peer, or L1 text

 

PA: Hands-on materials and/or manipulatives provided for students to practice using new content knowledge

 

PA: Activities provided for students to apply content and language knowledge in the classroom

 

RA: Comprehensive review of key vocabulary

 

RA: Comprehensive review of key content concepts

 

 

 

 

 

Chants

 

LP: Supplemental materials used to a high degree, making the lesson clear and meaningful

 

LP: Adaptation of content to all levels of student proficiency

 

LP: Meaningful activities that integrate lesson concepts with language practice opportunities for reading, writing, listening and speaking

 

BB: Key vocabulary emphasized

 

ST: Apple opportunities for students to use learning strategies

 

ST: Scaffolding techniques consistently used assisting and supporting student understanding

 

ST: A variety of questions that promote higher-order thinking skills

 

PA: Activities provided for students to apply content and language knowledge in the classroom

 

RA: Comprehensive review of key vocabulary

 

RA: Comprehensive review of key content concepts

 

 

 

Sentence Patterning Chart

 

LP: Supplemental materials used to a high degree, making the lesson clear and meaningful

 

LP: Adaptation of content to all levels of student proficiency

 

LP: Meaningful activities that integrate lesson concepts with language practice opportunities for reading, writing, listening and speaking

 

BB: Key vocabulary emphasized

 

ST: Apple opportunities for students to use learning strategies

 

ST: Scaffolding techniques consistently used assisting and supporting student understanding

 

ST: A variety of questions that promote higher-order thinking skills

 

IN: Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts

 

IN: Grouping configurations support content and language objectives of the lesson

 

IN: Ample opportunities for students to clarify in L1 as needed with aide, peer, or L1 text

 

PA: Hands-on materials and/or manipulatives provided for students to practice using new content knowledge

 

PA: Activities provided for students to apply content and language knowledge in the classroom

 

RA: Comprehensive review of key vocabulary

 

RA: Comprehensive review of key content concepts

 

 

 

Found Poetry

 

LP: Supplemental materials used to a high degree, making the lesson clear and meaningful

 

LP: Adaptation of content to all levels of student proficiency

 

LP: Meaningful activities that integrate lesson concepts with language practice opportunities for reading, writing, listening and speaking

 

BB: Key vocabulary emphasized

 

ST: Apple opportunities for students to use learning strategies

 

ST: Scaffolding techniques consistently used assisting and supporting student understanding

 

ST: A variety of questions that promote higher-order thinking skills

 

IN: Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts

 

IN: Grouping configurations support content and language objectives of the lesson

 

IN: Ample opportunities for students to clarify in L1 as needed with aide, peer, or L1 text

 

PA: Hands-on materials and/or manipulatives provided for students to practice using new content knowledge

 

PA: Activities provided for students to apply content and language knowledge in the classroom

 

RA: Comprehensive review of key vocabulary

 

RA: Comprehensive review of key content concepts

 

 

 

Mind Map

 

LP: Supplemental materials used to a high degree, making the lesson clear and meaningful

 

LP: Adaptation of content to all levels of student proficiency

 

LP: Meaningful activities that integrate lesson concepts with language practice opportunities for reading, writing, listening and speaking

 

BB: Key vocabulary emphasized

 

ST: Apple opportunities for students to use learning strategies

 

ST: Scaffolding techniques consistently used assisting and supporting student understanding

 

ST: A variety of questions that promote higher-order thinking skills

 

IN: Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts

 

IN: Grouping configurations support content and language objectives of the lesson

 

IN: Ample opportunities for students to clarify in L1 as needed with aide, peer, or L1 text

 

PA: Hands-on materials and/or manipulatives provided for students to practice using new content knowledge

 

PA: Activities provided for students to apply content and language knowledge in the classroom

 

RA: Comprehensive review of key vocabulary

 

RA: Comprehensive review of key content concepts

 

RA: Regular feedback provided to students on their output

 

RA: Assessment of student comprehension and learning of all lesson objectives

 

 

 

Process Grid/Expert Groups

 

LP: Supplemental materials used to a high degree, making the lesson clear and meaningful

 

LP: Adaptation of content to all levels of student proficiency

 

LP: Meaningful activities that integrate lesson concepts with language practice opportunities for reading, writing, listening and speaking

 

CI: Speech appropriate for students’ proficiency level

 

CI: Clear explanation of academic tasks

 

CI: A variety of techniques used to make content concepts clear

 

ST: Scaffolding techniques consistently used assisting and supporting student understanding

 

ST: A variety of questions that promote higher-order thinking skills

 

IN: Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts

 

IN: Grouping configurations support content and language objectives of the lesson

 

PA: Activities provided for students to apply content and language knowledge in the classroom

 

PA: Activities integrate all language skills

 

RA: Comprehensive review of key vocabulary

 

RA: Comprehensive review of key content concepts

 

RA: Regular feedback provided to students on their output

 

RA: Assessment of student comprehension and learning of all lesson objectives

 

 

 

Reading Writing – Interaction, Strategies, Practice/Application, Review/Assessment

 

 

 

Coop Strip Paragraph

 

LP: Supplemental materials used to a high degree, making the lesson clear and meaningful

 

LP: Adaptation of content to all levels of student proficiency

 

LP: Meaningful activities that integrate lesson concepts with language practice opportunities for reading, writing, listening and speaking

 

BB: Key vocabulary emphasized

 

ST: Apple opportunities for students to use learning strategies

 

ST: Scaffolding techniques consistently used assisting and supporting student understanding

 

IN: Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts

 

IN: Grouping configurations support content and language objectives of the lesson

 

PA: Hands-on materials and/or manipulatives provided for students to practice using new content knowledge

 

PA: Activities provided for students to apply content and language knowledge in the classroom

 

PA: Activities integrate all language skills

 

RA: Comprehensive review of key vocabulary

 

RA: Comprehensive review of key content concepts

 

RA: Regular feedback provided to students on their output

 

RA: Assessment of student comprehension and learning of all lesson objectives

 

 

 

Team Tasks

 

LP: Supplemental materials used to a high degree, making the lesson clear and meaningful

 

LP: Adaptation of content to all levels of student proficiency

 

LP: Meaningful activities that integrate lesson concepts with language practice opportunities for reading, writing, listening and speaking

 

BB: Key vocabulary emphasized

 

CI: Clear explanation of academic tasks

 

CI: A variety of techniques used to make content concepts clear

 

ST: Scaffolding techniques consistently used assisting and supporting student understanding

 

ST: A variety of questions that promote higher-order thinking skills

 

IN: Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts

 

IN: Grouping configurations support content and language objectives of the lesson

 

PA: Hands-on materials and/or manipulatives provided for students to practice using new content knowledge

 

PA: Activities provided for students to apply content and language knowledge in the classroom

 

PA: Activities integrate all language skills

 

RA: Comprehensive review of key vocabulary

 

RA: Comprehensive review of key content concepts

 

RA: Regular feedback provided to students on their output

 

RA: Assessment of student comprehension and learning of all lesson objectives

 

 

 

Story Map

 

LP: Supplemental materials used to a high degree, making the lesson clear and meaningful

 

LP: Adaptation of content to all levels of student proficiency

 

LP: Meaningful activities that integrate lesson concepts with language practice opportunities for reading, writing, listening and speaking

 

BB: Key vocabulary emphasized

 

ST: Apple opportunities for students to use learning strategies

 

IN: Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts

 

IN: Grouping configurations support content and language objectives of the lesson

 

PA: Activities provided for students to apply content and language knowledge in the classroom

 

PA: Activities integrate all language skills

 

RA: Comprehensive review of key vocabulary

 

RA: Comprehensive review of key content concepts

 

RA: Regular feedback provided to students on their output

 

RA: Assessment of student comprehension and learning of all lesson objectives

 

 

 

Group Frame

 

ST: Apple opportunities for students to use learning strategies

 

IN: Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts

 

IN: Grouping configurations support content and language objectives of the lesson

 

PA: Activities provided for students to apply content and language knowledge in the classroom

 

RA: Regular feedback provided to students on their output

 

RA: Assessment of student comprehension and learning of all lesson objectives

 

 

 

Clunkers and Links

 

LP: Supplemental materials used to a high degree, making the lesson clear and meaningful

 

LP: Adaptation of content to all levels of student proficiency

 

LP: Meaningful activities that integrate lesson concepts with language practice opportunities for reading, writing, listening and speaking

 

BB: Key vocabulary emphasized

 

ST: Apple opportunities for students to use learning strategies

 

IN: Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts

 

PA: Activities provided for students to apply content and language knowledge in the classroom

 

PA: Activities integrate all language skills

 

RA: Comprehensive review of key vocabulary

 

RA: Comprehensive review of key content concepts

 

RA: Regular feedback provided to students on their output

 

RA: Assessment of student comprehension and learning of all lesson objectives

 

 

 

Read the Walls

 

LP: Supplemental materials used to a high degree, making the lesson clear and meaningful

 

LP: Adaptation of content to all levels of student proficiency

 

LP: Meaningful activities that integrate lesson concepts with language practice opportunities for reading, writing, listening and speaking

 

BB: Key vocabulary emphasized

 

ST: Apple opportunities for students to use learning strategies

 

IN: Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts

 

PA: Activities provided for students to apply content and language knowledge in the classroom

 

PA: Activities integrate all language skills

 

RA: Comprehensive review of key vocabulary

 

RA: Comprehensive review of key content concepts

 

RA: Regular feedback provided to students on their output

 

RA: Assessment of student comprehension and learning of all lesson objectives

 

 

 

Ear-to-Ear reading

 

LP: Supplemental materials used to a high degree, making the lesson clear and meaningful

 

LP: Meaningful activities that integrate lesson concepts with language practice opportunities for reading, writing, listening and speaking

 

RA: Comprehensive review of key vocabulary

 

RA: Comprehensive review of key content concepts

 

RA: Regular feedback provided to students on their output

 

 

 

Listen and Sketch

 

ST: Apple opportunities for students to use learning strategies

 

ST: A variety of questions that promote higher-order thinking skills

 

PA: Activities provided for students to apply content and language knowledge in the classroom

 

 

 

 

 

Student Folders

 

ST: Apple opportunities for students to use learning strategies

 

ST: A variety of questions that promote higher-order thinking skills

 

PA: Activities provided for students to apply content and language knowledge in the classroom

 

 

 

Learning Logs/ Journals

 

ST: Apple opportunities for students to use learning strategies

 

ST: A variety of questions that promote higher-order thinking skills

 

PA: Activities provided for students to apply content and language knowledge in the classroom

 

PA: Activities integrate all language skills

 

RA: Comprehensive review of key vocabulary

 

RA: Comprehensive review of key content concepts

 

RA: Regular feedback provided to students on their output

 

RA: Assessment of student comprehension and learning of all lesson objectives

 

 

 

Writer’s Workshop

 

ST: A variety of questions that promote higher-order thinking skills

 

PA: Activities integrate all language skills

 

RA: Regular feedback provided to students on their output

 

 

 

 

 

 

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