GLAD is a model of professional development for language acquisition and literacy, strategies and models promote English language acquisition, academic achievement and intercultural skills. GLAD strategies are clear and practical, promoting positive interactions within the classroom among students and between teacher and students. In turn develops metacognitive use of high-level academic language and literacy.
The impact GLAD as a model of learning in students' comprehension and language development is the teacher maintains high expectations and standards for all students; it also develops metacognitive use of high-level language, academic and literacy. The teacher provides differentiated instruction strategies for providing students with equal opportunities to achieve goals.
Establishing a cross-cutting (including other subjects, not just science) activity where students develop holistically reading, writing, listening and speaking.
Another important feature of GLAD for the acquisition of language in an understandable way is that it includes activities for different learning styles of students and / or multiple intelligences.
The teacher begins by recalling the word (concept) new dictionary, asked students to repeat the word, at that time read the predictions that the students had done with it. Explain who will write the final meaning and the different resources used to obtain it. Start by reading a dictionary in front of students and calls on those who share their ideas about why you did not find the meaning in it, and then explains that if they can find in a dictionary taking up the ideas of children. Before use an encyclopedia and clarifies that the answer is very large. Finally using the Big Book about the unit they are studying, read the page that refers to the bell of freedom, to end a summary of meaning in a sentence complete with students' ideas. Finally ask students to construct a sentence using the team concept.
Students use their backgrounds to infer because it is not the meaning of the word (concept) in the dictionary. They are interested in details and question the teacher about the subject (Why is a broken the Liberty Bell?). Students explain when and why we used the Liberty Bell to complete the final definition. During the process the students remain focused on the subject, their responses indicate that they have acquired the language on the subject and apply it in their responses.
