GLAD Terms Glossary

Ever wonder what we mean by Accountable Talk Frames, or 10/2's?  Take a look here!  Terms can be found in alphabetical order, with numbers first.

• 10/2 - For every 10 minutes, students get 2 minutes of talk time to reflect and discuss with their neighbor.  These are best done when they are teacher guided with the use of accountable talk frames.

• Accountable Talk Frames - These are used to scaffold for different learner levels.  Here are a couple of documents that you can use to help you create these frames (Language Function and Sentence Frames and ESL Question Frames).  These are used during charting times to help the students begin discussing the material, as the more they discuss, the better they begin understanding!  Look here for examples used in chemistry (Ms. Jones has posted a few charts with their accompanying frames, such as "The Atom" towards the bottom of the page).

• CCD - The CCD is typically a several day process.  It first begins by introducing the word to the students and has the students say it together as a class.  By saying the new, probably unknown word together, the students do not feel on the spot.  After the word has been said several times, the teacher asks and records how many students have heard and not heard the word.  The students then work in their groups to predict a meaning of the word.  All groups share and predictions are written by the teacher on the CCD chart (a chemistry example can be seen here).  The teacher then teaches the students a hand signal with a synonym to the word.  This hand signal is used the entire day at any transitional point.  The teacher will say the word, the students then repeat the word, say the synonym, and do the hand signal.  Throughout the day the word will be used and the teacher will teach the final meaning.  The next day the students come back together in their groups to come up with a final meaning.  The teacher uses the students ideas to build a final meaning, and create a sketch for the word.  The teacher also does a word study, teaching the students any pre-fixes or suffixes to the word.  The teacher then models a sentence that uses the word, and each then then brainstorms a new sentence using the word to share with the teacher, and class.

• Color Chunking - Using the same color for similar items on a chart.  These colors can also be similar when using accountable talk frames to scaffold and guide students to where they can find the answer on the chart to be able to discuss with their neighbor.

• Community Time - where students bring their chairs together in one area to talk and create the chart.  Students do not bring anything else with them, but come ready to listen and to participate.  They do not bring anything with them for the purpose that they need to review the material as many times as possible.  So if students are actively participating, they then have the opportunity to listen, then share with their neighbor, then record it in their notebook, etc.  So with one activity, they have reviewed the material multiple times.  Whereas if they are recording as they are learning it, they are only doing it once, and chances are they are so preoccupied copying it that they are not actively listening.  White in community time, I remind them what the Big 3 are (Show Respect, Solve Problems, Make Good Decisions) so that they have an opportunity to show me they can accomplish those three things.

• ELD Review - After having created an input chart, a few lower learners can be brought to the chart and are asked leveled questions to help them practice the content in a non-threatening way.  The questions you ask them can be leveled and come from the ESL Question Frames document.

• Observation Charts -  Gallery walks are when the teacher has set up several different pictures (with an accompanying blank piece of paper) around the room that relate to the unit, and allows the students to get up and walk around and be active, to learn to work with a teacher-selected partner, and to think critically.  As the students went around, they had to work with their partner to write a question or comment for each picture.  This also gave the students insights as to what our unit will be about, to stir up any prior knowledge.  It also helps me understand pretty clearly those with a lot of prior knowledge and those with just a little.

• PFC - Standing for Picture File Cards, these are pictures that can be used for the gallery walks, chart reinforcement, card sorts, etc.  Frequently, one set of cards can be used for multiple purposes.  Mrs. Paul likes to print these in color and glue them to cardstock that are all the same color for the unit.

• Input Chart - This is any chart that are notes created as a class.  This can include a T-chart, Comparative, Pictorial, Narrative, Graphic Organizer (such as a web), etc.  Pretty much any chart that includes pictures and words that are color chunked and created with the class.  Different examples are modeled by Mrs. Paul and Ms. Jones.

• Open Card Sort - This is an activity that can be used before, after, or both, an input chart is created.  Each group is given a set of pictures and are asked to discuss them with their team to determine how the pictures should be categorized.  For an open sort, the students are not given category names, or the number of categories.  Accountable talk discussion frames can be used to help the students justify their choices.  The sort can also be used as a closed sort after instruction to think about the content they have learned, and to revise their previous thinking.