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Implementing GANAG Structure for Pronoun Learning

Explore the GANAG structure to teach pronouns with high-yield strategies. Students describe pictures using singular pronouns. Includes modeling, buddy writing, and one-on-one conferencing for effective learning. Utilize Marzano's research-based strategies for increased student achievement.

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Implementing GANAG Structure for Pronoun Learning

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  1. Singular Pronouns Mrs. Davis’ First Grade ELL 2 Group Westside Elementary Rogers, AR October 14, 2011 Susan Hensley Rogers Public Schools

  2. The purpose of the GANAG structure To give students the opportunity to actively use the nine high-yield strategies: (2) Identifying Similarities and Differences (7) Cooperative Learning (8) Setting Objectives and Providing Feedback (3) Summarizing and Note Taking (4) Reinforcing Effort and Providing Recognition (9) Generating and Testing Hypotheses (5) Homework and Practice (10) Cues, Questions and Advance Organizers (6) Nonlinguistic Representations

  3. Goal: Describe pictures with a simple sentence using singular pronouns (8) Setting Objectives and Providing Feedback

  4. Student Notebooks and Folders

  5. Student Goal Sheets Goal= Use Common Pronouns Score Yourself

  6. Access Prior Knowledge: Review previous lesson- Pronoun T-Chart (10) Cues, Questions and Advance Organizers

  7. New Information: MODELING You can use a pronoun in place of a noun. The elephant is walking. It is walking. (6) Nonlinguistic Representations

  8. Application: Buddy Writing- Select a picture in a magazine and write a sentence describing it. Write the sentence again using a pronoun.

  9. (7) Cooperative Learning (5) Homework and Practice

  10. (7) Cooperative Learning (5) Homework and Practice

  11. (7) Cooperative Learning (5) Homework and Practice

  12. One-on-One Conferring (4) Reinforcing Effort and Providing Recognition

  13. Scoring to the Standards

  14. Generalize the Goal: Revisit the Goal- Score Yourself Again

  15. G A N A G SIOP Student Use of the High Yield Strategies

  16. Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervisionand Curriculum Development. Pollock, J. E. (2007). Improving student learning one teacher at a time. Alexandria, VA: Association for Supervision and Curriculum Development. Pollock, J. E., & Ford, Sharon M. (2009). Improving student learning one principal at a time. Alexandria, VA: Association for Supervision and Curriculum Development.

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