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What units have you implemented?

K.C. has done a deserts theme, M.V. has done geology, insects.  First units have gone slow due to behaviors and getting students used to routines of class, or routines in GLAD.  K.C. is now getting ready to start the solar system.

What GLAD strategies did you use?

M.V. and K.C. used C.C.D. and discussed different ways to present it and time.  Some do 1 to 2 words per week, down to 1 word per 2 weeks.

Changes for next implementation?

K.C. is using graffiti wall to create a formative assessment for the students.  Waiting to see if students can create higher level questions on their own, or if those need to be provided for the students' assessments.  K.C. recommends to not rush and don't take on more strategies than you can manage.

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|What units have you implemented?
MVE: Let's Make a Change; Leadership and Citizenship

What GLAD strategies did you use?
MVE: Inquiry Chart, observation charts, big book, pictorial input, chosen narrative input, chant, 3-standards, CCD chart, close reading for unit

Changes for next implementation?

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- Agenda for the session.
- Participating teachers share their strategies and artifacts:
*Ms. Garcia: Friendship unit based on book "Corduroy". GLAD strategies: Content cognitive dictionary (good friends). Big Book and comparative input chart ready to go. Chants (real bears) -discussion with Kit Carson teachers about inquiry chart not being about bears but "real and imaginary". Chants. Narrative input chart with pictures in sequence. Retelling.
Ms. Garcia shares how her students retold the Corduroy story using the "retelling bubbles " focusing on details.
*Ms. Shirley: Ms. Shirley shows her artifacts in her room. Observation charts (real bears). Chants. Comparative chart (interesting conversation with Kit Carson teachers about how long it should take to create a comparative chart.). Inquiry chart on bears. Using chants as close-read texts (and marking sight words in them!). Balloon Fiesta writing (not GLAD). Inquiry book linked to unit.
- Kit Carson teachers share:
*Lesley: Narrative Input Chart (including pictures with large background. Students say what they know about each picture). *Robin: Comparative Chart. Mind Map (both color coded!!).
*Jose: In bilingual classroom. Bilingual Corduroy portfolios (translation work...!):Chants, poems. Characters, setting and plot (puzzle map), cognitive dictionary. Calendar activities in first grade bilingual classroom (calendar, weather, number grid, planets).
Next steps:
*Ms. Garcia / Lesley / Robin: American symbols = Narrative input about Betsy Rose.
*Ms. Garcia: Not very successful on sentence patterning last year. This year she will do it differently.
*Ms. Shirley: This year more pictures to illustrate and reinforce meaning in chants.
- Cognitive Dictionary Video: All teachers agree strategy showed in video does not match CD

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What unit have you implemented? All kinder implemented communities. Mountain View did a process grid. This was their first time doing a process grid. Kit Carson brought in chants, Mr.Hurtado did it for math.  CCD Chart was a success. Observation chart was also a success. The graphic organizer was also used. The inquiry chart was also very successful because it's a live document and processing throughout the unit. The observation chart is another favorite because they get to discuss what they saw and it was neat to see their progress. The graphic organizer was challenging because they have been trained at the end of April.
Any changes for next implementation? Yes, they would decide to try the pictorial input chart before the process grid. The big book is something they would also like to do. Another challenge was community unit was a difficult concept. Next time  make ourselves feel more comfortable with the unit.
Overall our glad unit was a little uncomfortable, but there were many success and the students were learning.
Are you using the CCD Chart strategy?
A teacher mentioned that she is using it, but not exactly the same.