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FoundationTrainingTeacherHandouts

Thispacketcontainsallofthehandoutsforthetrainingandthecontentoftheslides.

1 FT3.5 TeacherHandouts 080117KI

ã 2017 GrapeSEED. All rights reserved.

FoundationTrainingAgenda

Day1

Welcome&IntroductionsWhoWeAre&WhatWeDoTheTools,TheClass,TheTeacher

BREAK

HowtoTeachVocabularyCardsHowtoTeachSongs

LUNCH

HowtoTeachActionActivitiesHowtoTeachChants

BREAK

HowtoTeachStoriesStudentEngagement&PacingDay1Close&Reflect

Day2

Introduction&AnnouncementsDay1ReviewConceptsofPrintTeachingPhonicstheGrapeSEEDWayHowtoTeachPhonogram,PhonogramWordCards&SharedReadingPoems

BREAK

HowtoTeachSharedReadingBigBooksHowtoTeachWriters

LUNCH

PracticeTeachingVideowithDiscussionGrapeLEAFLessonPlannerVideo

BREAK

HowtoPrepareforYourFirstDayProgressionofLearningVideo&DiscussionStudentMaterials:REPDay2Close&Evaluation



Day1

FoundationTrainingObjectives

1. UnderstandGrapeSEED&theNaturalApproach2. Practiceusingtheteachingcomponents3. Discusscrucialteachingtips4. Teach&recordasamplelessontopeers5. Self&peerreflectiononvideo6. Havefun!

WhoWeAre&WhatWeDo

GrapeSEEDisanengaging,orallanguageacquisitioncurriculumthatprovidesabridgetoreadingandwritingskills.

TwoObjectivesofGrapeSEED1. SpeakEnglish2. BridgetoReadingandWriting

PrimaryGoal:SpeakEnglish

TheBridgeAsolidfoundationinorallanguageskillsandanintroductiontoreadingandwriting.

Yournotes



Researchshowsthatwritingpracticecanhelpdevelopandstrengthenstudents’aural(listening)andoral(speaking)skillsbyteachingthemthatthesoundstheyhearandspeakrelatetopatternsoflettersinwrittenwords.Adams,1990;Simmons,1998;Snow,Burns&Griffin,1998.

GrapeSEEDprovidesasolidfoundationinorallanguageskillsandanintroductiontoreadingandwriting.

Yournotes



NaturalLanguageAcquisition

Mother&BabyVideoWhatwasthemotherdoingtohelpherchildrenacquirethelanguage?

LearnSinhalaVideo:Whatweresomesimilaritiesbetweenthevideos?

Whatwerethedifferences?

TeachGrapeSEEDlikeamother-childinteractionbycreatinganaturallanguageclassroomenvironment.

Whatstopsusfromspeakingour2ndor3rdlanguage?

TheNaturalApproachTheory• Languageacquisitionoccursthrough

ComprehensibleInput.• ComprehensibleInput:tounderstandwhathas

beensaid.

Yournotes



GrapeSEEDstudentsareexposedtowords,sentencesandmessagesmanytimestoensureacquisition.

LanguageLearningDifferentThanAcquisition• Languagelearningisgrammarbased.• Requireslearningrulesaboutthelanguageitself.

GrammarisComplex

AcquisitionThroughImmersionVideo

LanguageLearningRequires:• Knowingandexplainingtherulesofthelanguage.• Teachinggrammar,includingsentencestructureand

verbconjugation.

Yournotes



AcquisitionisMoreNatural• SubconsciousProcess

• Notawareoflanguageacquisition;simplycommunicating

• Donotneedlanguagerules.• Feelwhenit’scorrect.

• Experienceinrealways• Uselanguageforcommunication

Whatisyourfirstreactiontothesentence?

WithGrapeSEED,Students…• Donotneedtoknowgrammar.• Donotneedtoknowwhyitiscorrect.• Simplyexperiencelanguagethecorrectway,

subconsciously

GrapeSEEDusesNaturalLanguageAcquisitionprinciplestoexposethechildrentolanguagerepeatedly,thecorrectway.

Yournotes



Learningvs.AcquisitionLearningis:

• Memorization• Grammar• Listsofwords

Acquisitionis:• Understandingthemeaning• Communication• Fullcontext

TheAffectiveFilterEmotionsinfluencingacquisition:

• Studentmotivation• Selfconfidence• Anxietylevelinclass

Yournotes



GrapeSEEDDesign

GrapeSEEDisdesignedusingtheFunctional–NotionalApproach.

Functions• Thepurposeforusinglanguage

• Givedirections• Askoranswerquestions• Expressgratitude• Apologize

• Universaltoanylanguage

ExpressionsThephraseorwordstoexpress/communicate

• “Iamsorry”communicatesanapology.

Notions• Whatthespeakeristalkingabout• People,places,how,howmuch

• Givedirectiontosomewhere• Askquestionsaboutsomething• Expressgratitudeforsomething• Apologizeforsomething

GrapeSEEDisorganizedin“Units.”

Yournotes



GrapeSEEDDesign• Carefullyselectedandorderedfunctionsand

expressions• Opportunitiestopractice

• Repeating• Actingout• Answeringquestions• Askingquestions

StudentsdonotneedtomemorizeeachteachingcomponentbecauseGrapeSEEDisa“spiralcurriculum.”

ASpiral• Introduceswordsandconcepts

• TaughtagaininlaterUnits• Practiceforacquisition• MasterynotachievedinoneUnit

Yournotes



Words,Functions,andNotionsBuildUnits1-40

SkippingUnitsornotstartingatUnit1causesconfusionanddifficultiesforlearners.

GrapeSEEDisa“roadmaptoproficiency.”

DoNOTadjustorchangethecurriculum.

Summary• Languageacquisitionreliesonimmersion.• Classroomisfriendlytolowerstudents’affective

filter.• Languageisrepeated.• Designfocusesonexposuretoandunderstandingof

practicallanguage.• Lotsofpracticeisrequired.

Yournotes



Exposures

AteachingcomponentreferstowhatyouwillusetoteachsuchasaSong,Story,ActionActivity,Poems,BigBooks,andChant.

An“exposure”iseachdayacomponentistaught.

Exposurestoteachingcomponentsarethepracticeneededforstudentstoacquirethelanguage.

20exposuresareneededtoachievethefullbenefitsofthecurriculum.

GrapeSEEDisdesignedforaminimumof40-minutelesson,four-fivedaysperweek.

Studentsexperiencedeliberatelanguageexposurethroughsongs,chants,actionactivities,storiesandsharedreading.

Yournotes



ConclusionofGrapeSEEDDesign• FocusonlanguageACQUISITION• Followthecurriculumasdesigned• Bychangingonepart,allpartsareimpacted

• Confusionincreases• Studentmotivationdecreases• Efficiencydecreases

Yournotes



TheTools,TheTeacher,TheClass

GrapeSEEDisDividedinUnits.

TeachingComponents• Songs• Stories• ActionActivities• Chants• Poems• BigBooks• VocabularyCards• PhonogramCards• PhonogramWordCards

Guides&ManualsQuickStartGuide

• HowandwhyGrapeSEEDworks

Teacher’sManuals• Componentobjectives• Vocabularycardstouse• Teachingnotes

StudentMaterials• RepeatedExposure&Practice(REP)• Books• CDs• DVDs

Yournotes



OngoingSupportfromGrapeSEEDCoach

ClassVideoClip

1. Whatmakesthisteachereffective?

2. WhatwereyourfirstimpressionsofGrapeSEED?

3. Howdoesthisdifferfromwhatyouwereexpecting?

4. Whatareyoulookingforwardtolearninginthistraining?

Whatdidtheteacherdoandwhatwastheimpact?

Yournotes



ATypicalGrapeSEEDUnitIncludes:• 5-10Songs• 2-4ActionActivities• VocabularyPictureCards• 2-3SharedReadingPoemsw/PhonogramCards• 1-2SharedReadingBigBooks• 3-5Stories• 1StoryDictionary• 1-2Chants(Unit3+)

ReadingandWritingActivities(Unit3+)

Units1-10

Implementation• UseONLYthewayGrapeSEEDisdesigned• Purpose:1.SpeakEnglish2.ToBridgeReading&

Writing• Standardbydesign:4days/week,40-minutelesson• UseofREPmaterials:Minimum20min,4-5

days/week

Yournotes


GrapeSEEDImplementation:PreparingforSuccess


Circlethestatementthatbestrepresentsyou.C B A

ClasstimewiththeEnglishTeacher

Duetomyschoolschedule,Iamunabletoprovideafull40minuteGSlessonforeachofmyclasses.

Myschoolscheduleallowsmetoprovide40minuteGSlessonforeach

ofmyclasses.

Myschoolscheduleallowsmetoprovidea50minuteGSlessonforeachofmy

classes.

Daysperweek MyGSclassesarelessthan3timesperweek.

MyGSclassesare3or4timesperweek.

MyGSclassesare5timesperweek.

REPTime StudentsdoRepathome20minutesperday.

20minutesofREPatschoolperday.

Studentsdo20minutesofREPinschoolANDathome

eachday.

REPinSchool REPbooksandCDs/DVDsarenotusedatschool.

REPbooksandCDs/DVDsareusedschoolmostof

thetime.

REPbooksandCDs/DVDswillalwaysbeusedat

school.Wewillonlysendthemhomeattheendof

theUnit.

EnglishInstruction

IamnotconfidentinmyEnglishabilityanditmakesmeuncomfortabletothinkaboutusingEnglishonly.

IamcomfortableandconfidentwithusingEnglishonly,butIstillpracticeandwantto

learnmore.

IamafluentEnglishspeakerandfeelveryconfidenttouseonly

English.

InstructionalUse

Ihavebeenaskedtouseotherinstructionalmaterials

(curriculum)duringGrapeSEEDtime.

IuseonlyGrapeSEEDmaterials,butcancut

somethingsorusethemdifferentlythanIwastaught/wastrained.

IonlyGrapeSEEDmaterialsusedduringinstructional

time.

EnglishEnvironment

LanguageotherthanEnglishisspokeninmyclassroom.

Englishonlyenvironment:namebadges,labels,

majorityofcommunicationin

English.

MyclassroomwillbecompletelyEnglishOnly.Includesnamebadges,classroomlabelsandall

communication.

ClassroomSetup

Idonothavethefurniture,propsandspaceIneedfor

teachingGrapeSEED.

IwillhavemostofwhatIneed(furniture,propsandspace)forteaching

GrapeSEED.

IwillhaveeverythingIneed(furniture,propsand

space)forteachingGrapeSEED.

ClassSize Ihavemorethan25studentsinmyclassroom.

Ihave20-25studentsinmyclass.

Myclasssizewillbe20studentsorless.

TeacherLessonPlanning

Idonothaveanytimetoplanmylessonsduringmy

workday.

Iwillhaveenoughtimetoplanmylessonsonmost

days.

IhaveasmuchtimeasIneedtoplanandprepareformylessonseveryday.

Totalnumberineachcolumn


GrapeSEEDImplementation:PreparingforSuccess


NEXTSTEPSDetermineyourpreparednessforGrapeSEED.A. IfyouhavemostlyALLAs–CONGRATULATIONS!Youhavedoneeverythingtoensureyour

GrapeSEEDlessonswillbesuccessful,creatingtheoptimallearningenvironmentforyourstudents.

B. IfyouhavemostlyBs–Great!YouareontracktohavesuccesswithGrapeSEED.CarefullyconsiderifthereareanyadjustmentsthatyoucanmaketomoveyouranswersclosertoA.

C. IfyouhavemostlyCs,orawidemixofA,B,Cs–don’tpanic!TakethisinformationbacktoyourschoolandtalkwithyourprincipalaboutwhatyouneedtobesuccessfulwithGrapeSEED.Ifyouneedmoreinformationorsupport,pleaseletusknow.We’dlovetohelpyou.

D. Ifyoudonotfeellikeyoucanfindyoursituationintheseexamples,talktoaCoachduringthistrainingandseehowwecansupportyou.

ACTIONPLANWhatarethreethingsyoucandotomakesureyouandyourstudentsaresetupforsuccess(i.ethreewaystomoveclosertoA)?

1.

2.

3.



HowtoTeachVocabularyCards

IntroductiontoVocabularyCards• Enhancelearningnewwordsinteachingcomponents• Learnthemeaningofexpressionsandfullsentences• Hearcorrectpronunciation

LearningObjectives&TeachingInstructionsQuickStartGuidepage21

Teacher’sManual,pp18-19

WatchModelExampleWritedown:

• Whatdoestheteacherdo?

• Whatistheimpact?

WatchClassroomExampleWritedown:

• Whatmatches?

• Whatdoesn’tmatch?

Yournotes



PartnerPractice:1. Teachthewordtwice.2. Usegesturesormovementtoindicatemeaning.3. Makesureyour“student”canseethecard.4. Clearlyenunciatethewords.

Closing• Usevocabularybeforeteachingcomponents.• Helpscomprehension.• UsetheTeacher’sManualtomatchcardswith

components.• Teachtwicewithclearpronunciation.

Yournotes



HowTeachSongs

IntroductiontoSongs• Singingiseasyandfun• Effectiveforteachingnewvocabulary&expressions• Singingactivatesthebrain• Brainstoresandrecallsexpressionsusedtospeak

LearningObjectives&TeachingInstructionsQuickStartGuidepage22-23

Teacher’sManual,pp18–19

WatchtheModelVideoWritedown:

1. Whatdoestheteacherdo?

2. Whatistheimpact?

Yournotes



WatchtheClassroomExampleWritedown:

1. Whatmatches?

2. Whatdoesn’tmatch?

PartnerPractice:1. Teachvocabularycardsfirst.2. Pointdirectlytotheteachingcardsoruseprops.3. Usefacialexpressionsandgesturesthatconvey

emotionandmeaning.4. Clearlyenunciatethewordswhileyousing.

Closing:• Songsactivatestudents’brains.• Singinglowersaffectivefilter,neededforlanguage

acquisition.• Movementshouldbemeaningful.• Useclearpointing,gesturing,facialexpressions.

Yournotes



HowtoTeachActionActivities

IntroductiontoActionActivities• Introduce,reviewandreinforcevocabulary• Studentsrespondphysicallytocommands


Teacher’sManual,pp.30

WatchtheModelExampleWritedown:

• Whatdoestheteacherdo?

• Whatistheimpact?

Yournotes




1. Whatmatches?


PartnerPractice:1. PresentrelevantVocabularyCards2. Demonstrateactions,saythecommands3. Watchthestudentsdoitcorrectly4. Speakatapaceeasytofollow5. Userelevantfacialexpressions,actions,gestures,

props

Closing• Engagesthroughmovement.• StudentsthinkinEnglish.• Lowersaffectivefilter.• Bewellprepared.• Modelclearactions.

Yournotes



HowtoTeachChants

IntroductiontoChants• BegininUnit3• Said,notsung• Repetitiveseriesofquestionsandanswers• Comprehensionisimportantforacquisition


Teacher’sManual,pp.162



2. Whatistheimpact?

Yournotes




1. Whatmatches?


PartnerPractice:1. Teachvocabularycardsfirst.2. Teachthequestionandanswertogetherasone.3. Usefacialexpressionstoaidcomprehension.4. Saychantusingnaturalspeed,intonation,and

expression.5. Lookforopportunitiestouselanguage.

ClosingStudents:

• Learntoaskandanswerquestions.• Stayengagedthroughcues,facialexpression,and

gestures.• Understandspeechthroughnaturalintonation.

Yournotes



HowtoTeachStories

IntroductiontoStories• Readingstoriesexpandsstudents’Englishvocabulary.• Increasesfamiliaritywithdifferentsentence

structures.• InUnit3,thereisanothertypeofstory:FocusStory.• StoryDictionaryisREP.

FocusStory:• Aspecialstorycontainingmostvocabulary,

expressionsandlearningobjectivesofthecurrentUnit.

• Mustbereadeveryday.

“JonnyBear”StoryDictionary• FoundinREPbook.• ReviewspreviousUnit.• StartUnitbyshowing“JonnyBear”DVD.• TeachatleastfivetimesduringtheUnit.

• FocusStoryhasCURRENTvocabularyandexpressions• StoryDictionaryhasPREVIOUSvocabularyand

expressions

LearningObjectives&TeachingInstructionsQuickStartGuidepp27

Teacher’sManual,pp.50-51

Yournotes





2. Whatistheimpact?


1. Whatmatches?


Yournotes



PartnerPractice:1. Teachvocabularycardsfirst.2. Usefacialexpressionsandprecisepointingfor

comprehension.3. Makesureyourstudentsseethepictures.

Closing:• Studentshearvocabularyandexpressions.• Focusonpicturestoincreaseinterestand

comprehensibleinput.• Knowthestorywellandbeprecisewithpointing.• Askquestionstohelpstudentspracticeusing

language.

Yournotes



StudentEngagement&Pacing

Reduceoreliminatebehaviorproblemsbeforetheyarisethroughstudentengagementandpacingstrategies.

StudentEngagement• Activementalconnectionsstudentsmakeduringthe

learningprocess• Whathappensinstudents’brainsduringinstruction

Pacing• Timeforeachcomponent

• Informationprovidedinthelessonplanner• Howslowlyorswiftlytheteachermovesfromone

componenttothenext

MemoryMode• Teachingthecomponentswithoutinterruptions,

fluidlyandaccuratelyeachtime.

ClassroomManagement• Teachermovesthatimpactstudentengagement• Preplannedoron-the-spot

EffectiveClassroomManagementMeans…• Moretimeforstudentlanguageacquisition• Lesstimewastedontransitions,providing

instructions,orcontrollingstudentbehavior

Yournotes



Keepingstudentsengagedandpacingyourlessonwellwillminimizestudentdisciplineissuesandpromotegoodclassroommanagement.

BoredStudentsWillBeDisruptiveStudents

GrapeSEEDInspiresEngagement• Designedforchildren.• Songs,stories,actionactivitiesarefunand

stimulating.• Studentsrelaxandenjoy.• Art,musicandrhythmdecreasestudentanxiety.• Acquisitionhappensfaster.

TeacherCreatesEnvironment• StudentsshouldNOTbeafraidtomakemistakes.• Lowaffectivefilterresultsinfasterrateoflanguage

acquisition.

StudentConfidenceIncreases• Multipleexposurestothewords,functions,and

notions.• Environmentwherestudentsarewillingtotakerisks.• Createalowanxietyenvironment.

Yournotes



WatchClassroomExamples#1:DesiredStudentResponse:Students’Speech&ActionsMimicTeacher’s

• Speakclearly;reciteatappropriatevolume• Pronunciation,intonationmimicstheteacher’s

speech

Writedowntheteachermovesthatachievetheaboveresults:

#2:DesiredStudentResponse:StudentsParticipateandMove

• Studentsactivelyengaged• Respondingcommands,instructions• Enjoyingthelesson• Movementsarethesameastheteacher’sactions


Yournotes



#3:DesiredStudentResponse:StudentsSpeaking,UsingtheLanguage

• Studentparticipationextendsbeyondfollowingteacherinstructionsorsimplyresponding.

• Studentspracticelanguage.


#4:DesiredStudentResponse:PositiveInteractionswithTeacher;StudentsHavePositiveSelf-Image

• Studentsfeelsafe,comfortable,happywiththeteacher.


Yournotes



ConfirmtheEvidence:FiveCriticalEngagementTeachingStrategies

1. Askaquestion,thencallonthestudent.2. Buildonstudentresponses.3. Changetheteachingorderofthecomponents.4. Monitorstudentacquisition,providingappropriate

levelofdifficultyforstudentlearning/challenge.5. Usepurposefulmovementandgestures.

“SilentPeriod”• Expecta“SilentPeriod”wherestudentsarereluctant

tospeak.• Donotbefrustrated;donotforcespeaking.• SilentPeriodquicklypasses.

Closing:• Keepstudentsengagedeveryminutetoreduceor

eliminatedifficultstudentsordisciplineproblems.• Teacher’sgoalistokeepstudents’mindsconnected

tolearning.• Relaxedandhappystudentsnaturallyacquire

language.

ENDOFDAY1

Yournotes



Day2

Day1Reflections

Day1Review

ConceptsofPrint

TwoObjectivesofGrapeSEED1. SpeakEnglish2. BridgetoReading&Writing

ConceptsofPrint• CharacteristicsofEnglishasprintedlanguage

• Spacesbetweenwords• Sentencesbeginwithacapitalletterandend

withapunctuationmark• Booksarereadfromfronttoback• Englishisreadfromlefttoright

ConceptsofPrint:BigBooks&Poems

Yournotes



PointingtoText,StudentsLearn…1:Textisreadfromlefttorightandtoptobottom.2:Therearespacesbetweenwords.3:Allsentencesbeginwithacapitalletter.4:Allsentencesendwithapunctuationmark.6:Printrepresentsspokenlanguage.7:Thereisadifferencebetweenindividuallettersandprintedwords.

Concept#5:BooksHaveaFront&BackCover–BigBooks

Concept#9:SomeWordsRhyme–BigBooks&Poems

Concept#8:DifferenceBetweenCapital&LowercaseLetters-SharedReadingPoems,BigBooks&Writers

Yournotes



TeachingPhonicstheGrapeSEEDWay

Phonogram&Phoneme

Phonogram• Phonogramisthewrittenletterthatreferstothe

sound.• Writtenletter“a”

Phoneme• Phonemeisthesoundthelettermakes.• Thesounds“a”

GrapeSEEDintroducesallsoundsofaletteratonce.

VerticalPhonicsApproach• Theverticalapproachintroducesallthesoundsof

thephonogramatonce• Thephonogramsandphonemesareintroduced,

practiced,reinforced,andreviewedsystematically

Noneedtomemorizewhentointroduce,reinforce,reviewphonogramsbecauseitisbuiltintoGrapeSEED!

Yournotes



OtherPhonicsApproachesHorizontalApproach

• Introduceslettersoundsin“soundgroups”• Teachesshortandlongsounds

ReasonsGrapeSEEDDoesNOTUseHorizontalPhonics• Introduceswordsstudentsmaynotknow• Introduceswordswithoutsupportingteaching

componentslikesongs,poems,actionactivities,etc.

GrapeSEEDcurriculumiscarefullydesignedtointroducephonogramsandphonemesinacarefullystructuredorder.

VerticalPhonics• BestsupportsNaturalApproachtoLanguage

Acquisition• Basedoncommunicationandunderstanding• Doesn’trelyongrammar• Learnsoundsandlettersincontextsstudents

understand

Yournotes



VerticalPhonics,cont.• Easiertoteach• Requireslessstudentmemorization• Alignedwithresearch:AssociativePrinciple

of Memory• Wordstaughtwithassociatedsounds

PhonicsComponents• Phonograms,PhonogramWordCards,Shared

ReadingPoems,SharedReadingBigBooks,Writers

Studentswill…• Identifysoundandletterrelationships• Recognizelettersandsoundsinwords• Learnconceptofprint• Learnletterformation&strokeorder

Yournotes



HowtoTeachPhonograms,PhonogramWordCards,Poems

SharedReading• Students“share”readingtext,guidedbyateacher• Teachermodelsfluencyandexpression

IntroductiontoPoems• Shorttextsthatintroduce1or2singleletter

phonograms• Reviewpreviouslylearnedphonemes• Teachconceptsofprint

LargeTextisForSharedReading


Teacher’sManual,p38

Yournotes



WatchtheModelExampleWritedown:


2. Whatistheimpact?


1. Whatmatches?


Yournotes



PartnerPractice:1. First,presentphonogramcard;Second,teach

phonogramwordcard;Third,introducethepoem.2. Track(pointto)thewordsasyoureadthepoem.3. Afterreadingitonce,pointoutthetargetlettersand

saytheirsound.4. Readthepoemasecondtimewithnatural

expression.

Closing:• PoemsareSharedReading

• Studentsexperiencebasicreadingskills• Pointtothetextwhilereadingthemtwice.

• Powerfulmodelandimportantexposure• Teachinthisorder:Phonogramcard,Phonogram

WordCard,Poem

Yournotes



HowtoTeachBigBooks

IntroductiontoBigBooks• SharedReading

• Interactivereadingexperience• Studentsshare“reading,”guidedbythe

teacher• Designedtohelpstudentsacquirelanguage• Learnconceptsofprint


Teacher’sManual,pg44



2. Whatistheimpact?

Yournotes




1. Whatmatches?


PartnerPractice:1. Singthroughthebookthefirsttime,whiletracking

text.2. Askaquestionorcommentonthearttostimulate

conversationandbuildcomprehension.3. Readasecondtimewithanaturalpace;tracking

text.

Closing:• SharedReadinghelpsstudentsunderstandconcepts

ofprint• Pointingtothewordsiscrucial• Teachtwice

o 1:lowersaffectivefiltero 2:naturallanguageacquisition

Yournotes



HowtoTeachWriters

GrapeSEEDisanorallanguageacquisitioncurriculumthatprovidesabridgetoreadingandwritingskills.

IntroductiontoWriters• Practiceintroductorywritingskills• Writeletters,numbers,words,sentences• Reinforcephonogramsandtheirsounds• Completedinclass(Units3-10)


WatchtheClassroomExample1Writedown:1. Howdidtheteacherexplaintheassignment?

2. Whatwerethestudentsdoingwhileshewasexplaining?

3. HowdoweknowthisisnotthefirstlessonofUnit3?

Yournotes



WatchtheClassroomExample2Writedown:1. Howdidtheteacherexplaintheassignment?

2. Whatwerethestudentsdoingwhilehewasexplaining?

3. HowdoweknowthisisnotthefirstlessonofUnit3?

WatchClassroomExample3Writedown:1. Whatwasthestudentdoing?

2. DoesitmatchtheinstructionsfromtheQSG?

GivingcleardirectionsduringtheearlyWriterswillhelpstudentsdevelopintroductorywritingskills.

Closing:• StartsinUnit3.• Teacher-ledwithspecificmodeling.• Modelthepagesforthestudents.• Confirmstudentsknowthenameoftheletter,its

soundandhowtowriteit.

Yournotes



PracticeTeachingVideo&Discussion

PreparetheLesson• Chooseone6-8-minutesection• 10minutestoprepare• ReviewtheTeachers'Manual• RefertothenotesrecordedonTipsforTeaching

handout

Watch&Discuss• 5minutesperteacher:Watch1teaching

component–mostcomfortable&thetransition• 2minutes:Discuss• Writedownpointstoremember

Closing:• Confident,student-focusedteachingrequiresalot

ofwork.• Studentengagement,comprehensionandpacing

relyonyourpreparationandlessondelivery.

GrapeLEAFLessonPlanningVideo

Yournotes



HowtoPrepareforYourFirstDayScenarios&Questions

SCENARIOA:YouarepreparingtoteachyourfirstGrapeSEEDlesson!TheclassstartsintwodayssoyouaretryingtorememberallyoulearnedinFoundationTraining.Whenyougetbacktoyourclassroom,itneedstobesetupforGrapeSEEDlearning.Yourchairsarestackedup.Thereisnothingonthewall,nothingonthefloor.1. Howshouldyouprepareyourclassroomspace?

2. Whattypesoffurnitureorclassroomequipmentmightyouneedforyourclassroom?

SCENARIOB:Yourteachingcardsareallstillinthebox.Youhavenotgatheredanyprops.Youarestillunfamiliarwithallthesongs,storiesandotherteachingcomponents.Youarestillnotsurewhichordertoteachthematerialsin.3. Whatshouldyoudotoprepareyourteachingcards?

4. Howwillyoumemorizethecomponentswellbeforethefirstlesson?

SCENARIOC:Thefirstfewdaysofyourclasswilldeterminemanystudents’perceptionsaboutEnglishandiftheywillhaveconfidenceinyourclass.Ifyoudonotknowtheteachingcomponentswell,yourstudentswillbeverydistracted.Ifyouarenotmakingeyecontactwithyourstudents,usinggesturesanddrawingyourstudentsintoyourteaching,theywillnotunderstandwhatishappeningandtheywillnothaveagoodexperiencewithEnglish,makingeachdaymoredifficult.5. Whatwillyoudotoensureyourstudentshaveasuccessfulandpositivefirstdayof

GrapeSEED?

SCENARIOD:Studentswillnotknowwheretheyaresupposedtoputtheirjacketsandbags.Theywillnotknowwheretosit,orevenwheretogowhentheywalkthroughyourclassroomdoor.Youcanexpectthatwhenyourstudentsarrive,theywillnotunderstandwhatyousay.Manystudentsmaybeapprehensiveorscared.Someparentsmayhavetalkedtotheirchildbeforesendingthemtoyourclasssotheyknowwhattoexpect,butotherswillhavenot.6. Listthethingsyoucantodotohelpstudentsfeelcomfortable,secure,andunderstand.



PreparefortheFirstDayVideoSettingupyourGrapeSEEDroom

GeneralNotesü Usethecornerorfrontoftheroom

ü Havematerialsvisibleandready

ü Haveteachingcardsonstudents’eyelevel

ü Haveaplacetosetdownthematerials

ü Makesureeveryonecansee

CreatingBoundariesü Userugs,tapeorshelves

ü Havedefinedsittingareas

ü Removedistractingitems

Spaceü Createtwolearningareas

ü Makeuseofyourspace

ü Letyourstudentsmove

ActionActivitiesü PlanspaceforActionActivities

ü Teachstudentshowtousethespace

SmallThingsMakeaBigDifferenceü Useclipstosavetime,notwastetime

ü Turntaughtteachingmaterialsover

ü Don’tletyourtricksdistractyourstudents

ü Keepyourteachingcardsorganized

Let’sPutItAllTogetherü Havetwolearningareas

ü Definethesittingareawithchairsorrugs

ü Decorate!Withitemsthatarenotdistracting

ü Findspotsforyourteachingmaterials

ü Addallthelittlehelperstomakeyourclassgreat!

Closing:• Preparationandthoughtfulplanninghappensbeforeclass• Studentswillneedtimetounderstandclassroomroutinesandlanguage• Havepatienceandmakeeachdayapositiveexperience!



ProgressionofLearning

Review• GrapeSEEDisanexposure-basedcurriculum.• Teachthesamecomponentsuntil20exposures.• Anexposureiseachdayyouteachacomponent.

ProgressionofLearning1. Theprogressstudentsmakeoverthecourseofa

Unit.2. Studentsareabletospeakandunderstandmoreas

theUnitprogresses.3. Asstudentsbecomemoreable,lessonsdifferfrom

Day1throughtheendoftheUnit.

NaturalProgression• MovefromlistenerstospeakersofEnglish.• Atthereceptivelevel,studentslistentoteacher’s

speechandwatchgesturestounderstand.

Ifsuccessful,theteachers’speechandgesturesbecomecomprehensibleinput;thatis,inputthatisunderstoodbylearners.

ReceptivetoExpressive• Progressfrombeingalisteneratthereceptivelevel

toaspeakerattheexpressivelevelofEnglish.

Yournotes



Lookatthestudentorteacheractionandcirclethestagewherethisactionismostlikelytohappen.Inmanycases,itmaybemorethanonestage.Circleallthatapply.

TeacherorStudentAction Stage

1. TeacherteachesvocabularycardsT-S-T-S 1 2 3

2. TeachermodelsalltheactionsofanActionActivity 1 2 3

3. Teachercorrectsstudenterrors 1 2 3

4. IndividualstudentsmaysaythecommandsofanActionActivity 1 2 3

5. StudentswhoarereadywillsingalongwithaSong 1 2 3

6. StudentsfindaphonograminaPoem 1 2 3

7. TeacherusesapropforstudentstounderstandaSong 1 2 3

8. TeacherteachesvocabularycardsS-T-S 1 2 3

9. Studentsrespondinfullphrasesorsentences 1 2 3

10. TeacherstopssingingaSong,allowingstudentstolead 1 2 3

Closing:• Followsthenaturalprogressionoflearning• Movesfromteachermodelingtoindividualstudentpractice• Progressionhappensovertime• Studentsmovefromreceptivetoexpressive



HowtoUsetheREPMaterials

PurposeofREP• Studentsneedmoreexposure&practice• Providespracticeneededforincreasingfluency• Effectiveandenjoyablereinforcement

• EssentialinGrapeSEED

• Developsnaturalinflection,pronunciationandmeaningfulexpression

CorrectImplementationREPatschoolisidealbecause:1. Weknowitisbeingdone.2. Weknowitisbeingdonecorrectly.

StudentsUseREPatHome• Addedexposurewilladvancestudentlanguage

acquisition.• Engagemorefamilymembersinthejoyoflearning.

“SincecomprehensionofwhatisbeingseenorheardiscriticaltoREPsuccess,studentsmustfollowalongintheirtextbooktomaximizethebenefitsofREP.”

REPshouldberelaxedandenjoyablebothinschoolandathome.

Yournotes



REPatSchool:BeginningoftheUnit• Childrenmaysing and move orsitquietlyas they

enjoylistening.• Focusedlisteningincludesturningthepagesofthe

songbook.• Childrencanreciteorsingalong as they learn the

words.

REPatSchool:MiddleoftheUnit• Alternatebetweencasualandconcentrated

listening.• Guideconcentratedlistening.• Makesometimeforsingingandmoving.

REPatSchool:EndoftheUnit• Graduallyfollowwordswiththeirfingers(track

text).• Eventuallytrackwhilerecitingaloud.

HowtoStructuretheREPClass• Atleast20to30minutesofREPtimein school daily.• Start REP after week one of the Unit.• Play a CD Session.

Teacher monitors student engagement and tracking.• Every4thor5thREPclass,playtheDVD.• Every5thsession,anEnglish-speakingteacherleads

or monitors REP.

Yournotes

•



TrackingText• Trackfromlefttoright.• Progressfrompointingtowordsone-to-oneto

continuouslyunderthesentences.• Eventually,studentstrackwiththeireyes.

“Fluentreadingrequirestheabilitytomovelefttorightacrossalineofprintandacrosswords,matchingvoicetoprintwithoutthesupportofapointingfinger.”-Fountas&Pinnell

LearningtoTrackTakesTimeandGuidance• Be patient with youngchildrenas they arelearning

theconceptoftracking forthefirsttime.• Itwilltakeweeks(maybemonths)tofollowalong

andtrackwithaccuracy.

ExpectationsbyAge• Ages4–5,studentspointwiththeirfinger,helping

eyesreadlefttoright• Glidefingerunderword,ratherthanpointing

one-to-one• Onetoonecanleadtostaccato,robotic-like

reading• Ages6+,studentstrackwiththeireyes

Yournotes



IfREPIsLongerThan30Minutes• REPasdesignedfor30minutes,thenuseDVD.• students can sing and move along with the

DVD.

SendingHomeREPMaterials• Sameunitinschoolandathome• Sendhome:

CD & DVD after two weeks of each UnitBooks go home at the end of the Unit

• ParentsshouldhavechildrenspendmoretimewiththeCDsthantheDVD

Closing:• REPshouldbeenjoyable!• Provideopportunitiestosingandmove.• Createotherperiodsofconcentratedlistening.• Trackingbuildsabridgetoreading.• REPinschoolensuresessentialexposures.

Day2Closing&Evaluations

https://www.surveymonkey.com/r/FoundationTraining2017

Yournotes


AppendixTrainingTermsGlossary………….p57

ResearchBriefs………….pp58-63

PhonicsArticle………….p64

PracticeTeachingLessonPlan………….p65

FirstDayScenarios………….p66

TipsforTeaching………….pp67-68



FoundationTrainingGlossaryThefollowingaretermscommoninGrapeSEED.ThedefinitionsprovidedarehowGrapeSEEDusesthesetermsduringtrainingandcoaching.

1. AffectiveFilter:Theemotionsthatcanimpactlanguageacquisitionsuchasthestudent’smotivation,self-confidence,andlevelsofnervousnessorstressinyourclass.Whentheaffectivefilterishigh,studentsmayfeelstressed,self-conscious,bored,orotherwisedisengaged.Whentheaffectivefilterislow,studentsfeelconfident,engaged,enthused,and/orexcitedand,therefore,willingtopracticeEnglishintheclassroom.

2. Exposure:Anexposureiseachdaythecomponentisused.Noteachtimethecomponentisused.Thatmeansifyouteachthe“GoodMorningSong”duringyourdailylessonthatisoneexposuretotheGoodMorningSong,evenifyousingittwiceinaday.GrapeSEEDisbuiltonexposure,timeandpractice.

3. Functions:Afunctionisthepurposeforusingthelanguage.Someexamplesof“functions”aretogivedirections,askoranswerquestions,expressgratitude,apologize.LanguageFunctionsareuniversaltoanylanguage,thatis,youwouldapologizeorexpressgratitudeinanylanguage.

4. LanguageAcquisition:Absorbinglanguagethroughtheenvironment.Doesnotrelyongrammaticalteachingforacquisitionanduse.

5. LanguageLearning:Alanguagelearningapproachisagrammar-basedapproachinwhichstudentslearntherulesofthelanguageandapplytherulesbytranslatingsentencesbetweenfirstandsecondlanguages.

6. MemoryMode:Teachingthecomponentswithoutinterruptions,fluidlyandaccuratelyeachtime.[Note:Teachingin“MemoryMode”increasesstudents'excitementandengagementinthelearningandincreasestheeaseoflanguageacquisition.]

7. Notions:Anotionisthewhatthespeakeristalkingabout.Anotioncouldbethepeople,place,thehow,howmuchofsomething.(Orthenouns,pronouns,verbs,prepositions,conjunctions,adjectives,oradverb.)Examples:Givedirectiontosomewhere,askquestionsaboutsomething,expressgratitudeforsomething,apologizeforsomething).The“somewhere,”the“place”isthenotion.

8. Pacing:Pacingishowlongittakestoteacheachcomponent.GrapeSEEDprovidesthedesiredteachingtimeforeachcomponent,thetimeisprovidedintheonlinelessonplanner.Pacingisalsohowswiftlyorhowslowlytheteachercanmovefromonecomponenttothenext.

9. SilentPeriod:Periodoftimeinlanguageacquisitionwhenstudentsarereluctanttospeak.Asilentperiodiscommonforsomestudentswhenlearningsomethingnew.

10. StudentEngagement:Theactivementalconnectionsstudentsmakeduringthelearningprocess.Studentengagementisallaboutwhatishappeninginstudents’brainsduringinstruction.

11. TeacherMoves:The“teachermoves”(actionsandgestures)thatengagestudentsinthelessonasapartofclassroommanagement.Thesemovesareeitherpreplannedandbuiltintolesson,oron-the-spotreactionsduetogivenstudentresponses.



Affective Filter Research Brief

Linguist and educational researcher Stephen Krashen used the term “affective filter” to refer to the negative emotional and motivational factors that may interfere with second language acquisition. The interference acts like an invisible filter that slows down, distorts, or hinders language acquisition and production. The interference is caused by anxiety, self-consciousness, boredom, annoyance, alienation, etc. When the affective filter is high, students may feel stressed, self-conscious, bored, or otherwise disengaged. When the affective filter is low, students feel confident, engaged, enthused, and/or excited and, therefore, willing to practice English in the classroom. Affective filters can be raised or lowered because of the classroom environment and interactions with teachers and peers. The best classroom environment is one that encourages using the language and views mistakes as part of the learning progression for students. Interactions between teachers and among peers should be joyful even when mistakes are made.

GrapeSEED Application of Affective Filter Concept In the GrapeSEED curriculum, we maintain low affective filters in the follow ways: • We use engaging materials that capture students’ attention and create a safe, joyful

environment.• We use activities that engage students in authentic use of language, meaningful language about

people, places, and things through stories, chants, action activities, poems, big books, andsongs.

• We provide a language-rich environment to stimulate students’ use of English.• We do not test students on the material they are working on. This eliminates a major source of

stress and anxiety. We do monitor student acquisition of language and plan lessons to providestudents with more opportunities for listening, speaking, and writing to increase their level ofEnglish acquisition.

• We do not require students to speak or write when they are not willing or able to do so.Speaking is voluntary and encouraged. As students progress in a Unit, they join in with theirpeers and chant, sing, answer questions in a natural manner.

Our GrapeSEED Teachers maintain low affective filters in the following ways: • Create safe environments in which students take risks and willingly practice the use of English.• Exhibit joy of teaching and genuine interest in students, providing an engaging classroom.• Help students make connections between GrapeSEED language and use with students’ lives

and classroom activities.• Try to use English outside the classroom.• Use positive language.• Make eye contact with students and address students by name.

References Krashen, Stephen D. (1988). Second Language Acquisition and Second Language Learning. Prentice-Hall International.

http://www.sdkrashen.com/content/books/principles_and_practice.pdf (2009)



Functional Notional Research Brief

The functional-notional approach is a language teaching approach that falls under the broader category of communicative language teaching. Such approaches, which emerged in the 1970s and the 1980s, reflect a movement away from more mechanical practice of language patterns (e.g., Audiolingual Method, Grammar-Translation Method) to more meaningful and authentic language use. The Functional Notional approach was used by the Council of Europe to develop a communicative language syllabus which specified the communicative functions a learner would need in order to communicate effectively at a given level of competence.

The overall aim of the Council of Europe Modern English Projects was to find a method to teach a language to large numbers of people in the most efficient way. The Project focused on the largest single group of language learners: “People who want to prepare themselves to be able to communicate socially on straightforward everyday matters with people from other countries. People want to be able to make contact with each other as people, to exchange information and opinions, talk about experiences, likes, and dislikes, to explore our similarities and differences, the unity in diversity of our complicated and crowded continent (Van Ek).” Essential to efficient language acquisition are the language functions and general notions deemed appropriate for the learner.

The functional-notional approach emphasizes communicative purposes of speech and is based on the following premises: (a) Communication is meaningful behavior in context that requires language use rather than contrived sentence building. (b) Language is constructed around language functions and notions. • Functions: The purpose for using the language. Examples: Give directions, ask or answer

questions, express gratitude, apologize. Language Functions are universal to any language, thatis, you would apologize or ask express gratitude in any language.

• Notions: The what the speaker is talking about. These are the people, place, how, how much ofsomething. (Or the nouns, pronouns, verbs, prepositions, conjunctions, adjectives, or adverb.)Examples: Give direction to somewhere, ask questions about something, express gratitude forsomething, apologize for something).

• Expressions: The phrase or words to express/communicate. Examples: I am sorry is a languageexpression for communicating apology. The language function (e.g. apology) is the task thelanguage expression accomplishes. If a student wants to apologize, he can select from a varietyof language expressions or phrases/words to accomplish the language function of apology: I amsorry, I regret, I apologize.

The functional-notional approach offers a number of benefits in language learning. It emphasizes the communicative purpose of speech, and as a result, it presents learners with language to learn and use in a variety of fairly realistic, real-world situations. Language learning is facilitated when learners are introduced to both the grammatical knowledge of the language as well as the socio-cultural knowledge necessary for them to understand the language and its appropriate uses in various situations and contexts. Additionally, the functional-notional approach also considers the speaker’s purpose for speaking. It is learner-centered in that it focuses on the needs of learners to effectively communicate, and therefore it allows for language to be presented to learners in a manner that is appropriately arranged for their different proficiency levels and communicative needs.



GrapeSEED Application of Functional/Notional Concept GrapeSEED is designed using the functional – notional concept. What students talk about and the words they use to talk about it have been carefully selected and ordered. Students will be introduced to a topic and words and will have many chances to practice the messages, repeating, acting out, answering questions and asking questions. As students’ progress through the units they will revisit and build upon previous learning. The language functions (purposes for talking) and notions (what they talk about) are introduced at the appropriate time for the learner and build on each other as the learner progresses through the units. GrapeSEED is built as a “roadmap to proficiency” that provides students with a powerful progression of language learning through communication rather than through a list of vocabulary words and grammar rules to memorize. GrapeSEED students learn to communicate by asking and answering questions, expressing facts, giving directions and more in relevant, natural settings.

References Ahmed, A.I.M. (2013). The functional approach to second language instruction. World Journal of

English Language, 3(1). Huda, M.E. (2013). A critical appraisal of CLT on grammar, and implications for ELT in

Bangladesh. Global Journal of Human Social Science Linguistics & Education, 13(1). Finocchiaro, M. & Brumfit, C. (1983). The functional-National Approach. New York, NY: Oxford

University Press. Van Ek, J.A., & Alexander, L. G. Threshold Level English, Council of Europe Modern English

Project, 1975. Zhou, G. & Niu, X. (2015). Approaches to language teaching and learning. Journal of Language

Teaching and Research, 6(4).



Progression of Learning Research BriefTerms • Receptive: The ability to understand words, sentences, and meaning of what is said.• Comprehensible input: Language input understood by listeners despite them not understanding

all the words and structures in it. One level above no understanding.• Expressive: The ability to use words and language to communicate orally; to put thoughts and

words into words and sentences in a way that makes sense.• Exposures: Intentional instructional application according to GrapeSEED design• Contexts: The setting or circumstances for the use of the language, word, etc.• Movement from Receptive to Expressive: Intentional and gradual changes to instruction over

time in response to student acquisition of language resulting in students’ movement fromlistening/the receptive level to speaker/the expressive level.

• Progression of Learning: Intentional and gradual changes to instruction over time in responseto student acquisition of language.

• Repertoires: A group of language functions, notions and/or skills one possesses• Output: The words and language used in oral communication

The goal of GrapeSEED is English language acquisition for the purpose of oral communication. Using the natural approach method of language acquisition, students move from being listeners of English to being speakers of English. At the receptive level, students listen to teachers’ speech and watch teachers’ gestures trying to understand what is being said. If successful, the teachers’ speech and gestures become comprehensible input; that is, input that is understood or received by learners. Once students have this basic understanding of what is being said, they begin the journey from a listener at the receptive level to a speaker at the expressive level of English.

While the number of repeated encounters or exposures necessary for embedding the language in a person’s memory differs based on a variety of factors (age, experience w/language, need, motivation, etc), research indicates for ages 6-9, encountering words in stories on three occasions leads to “significant gains in word knowledge of all ages and abilities”; thus the journey from receptive level to expressive level for GrapeSEED students may begin after as few as three exposures.

There is consensus in research that learners need repeated encounters with words in different contexts to fully learn them. Different contexts are needed to enhance vocabulary learning. Reinforcement of learning increases with exposures to vocabulary in ways different from the original encounter. Students’ interest is raised when they must search for meaning and different uses of the words. Additionally, using the language in unique, meaningful ways helps to embed the language in their memory and moves students closer to being fluent speakers at the expressive level. At the expressive level, students independently communicate in English, putting thoughts and words into sentences that make sense.

After three exposures, GrapeSEED teachers can begin a systematic Movement from Receptive to Expressive or Progression of Learning to move students from receptive level to expressive level. This movement is similar to the Gradual Release of Responsibility model, defined by Duke and Pearson (2002), as the teachers’ move from assuming all responsibility for performing a task while student assumes none, to a situation where students assume all responsibility and teacher assumes none. In other words, students move from being listeners to speakers of English. (See Table below).



TABLE: Progression of Learning

Progression of Learning requires teachers to make intentional and gradual changes to instruction in response to student acquisition of language, moving through these stages:

1. teacher directed demonstration and modeling [student at receptive level]2. teacher-led student guided practice3. individual student practice and/or student demonstration [students at expressive level]

In GrapeSEED classrooms, the Progression of Learning incremental changes to instruction can occur in two areas. Teachers can adjust the following: • Quality of language output by students: Increase the complexity/sophistication of the use of

the language. Challenge students by rearranging the order of the questions and/or ask questionsrequiring students to use acquired words from other units.

• Expand the repertoires students use: Use the forms and functions in unique ways. Askstudents questions requiring them to respond with correct subject-verb agreements in theiranswers and/or ask questions requiring them to think about the relationships between the words(i.e. Is the horse in the barn? Is the horse on the farm? Is the goat in the barn? Is the goat on thefarm? Is the bird on the barn?)

References Bailey, A.L., & Heritage, M. (2014). The role of language learning progressions in improved

instruction and assessment of English language learners. TESOL Quarterly, 48(3), 480-506. Krashen, S. (1985). The input hypothesis: Issues and implications. Harlow: Longman. Mitchell, R., & Myles, F. (2004). Second language learning theories, second edition. London:

Hodder Arnold. Wolf, M.K., Everson, P., Lopez, A., Hauck, M., Pooler, E., & Wang, J. (2014). Building a

framework for a next-generation English language proficiency assessment system. ETS Research Report RR-14-34. Princeton, NJ: Educational Testing Service.

Teacher models, demonstrates, directs

• Students listen andmimic

Teacher leads practice and repetitions

• Students anticipate andrespond withwords,sentences, andmovements fromcurrent and previousunits

Teacher monitors students' words and actions, correcting as needed

• Students respondcreatively, indicatingunderstanding of thelanguage and its use andability to use languagein unique and authenticsitualtions



Natural Language Acquisition Research Brief

The idea behind the Natural Approach theory is that language acquisition occurs in only one way: by understanding messages via “comprehensible input,” that is, if the message is understood. Specifically, one learns to speak, read, and use a language only if they have the chance to practice understanding the language. They practice by (1) hearing people talk to and with them, (2) speaking to people, and (3) reading the language. The emphasis is on communication, understanding messages much like how they learned their first language. People spoke to you and you repeated sounds you heard, said words, formed sentences and then eventually learned to read in the language.

The Natural Approach, is different than a grammar based process (language learning) where one learns vocabulary words, including verbs and then forms sentences using those words and selecting the correct form of the verb. The grammar approach requires the learner to understand the language while grammar instruction takes place. For example, when you say something like, “We say apples if there are more than one apple,” the learner needs to understand the entire sentence. By contrast the Natural Approach just shows one apple and says, “Apple” or shows many apples and says, “Apples.” The focus of the Natural Approach is on the message and not on the grammatical structure of the message. The Natural Approach allows the teacher to focus on the message and not on correcting the student grammar during the instruction. In order to acquire language, the learner needs a source of natural communication. The emphasis is on the text of the communication and not on the form. In language learning, students receive direct instruction in the rules of language.

The Natural Approach Theory has implications for the classroom: • Pictures and other visuals call learners’ attention to what is being communicated.• Vocabulary is important; building vocabulary is essential.• Teachers must know if the message is understood by the student. At this stage of learning, the

teacher is not concerned about correcting the learner’s grammar.• The message must be interesting and engaging for learners. Engaged students are willing

learners. Students who have to memorize grammar rules are most often unwilling learners.• With a focus on listening (and reading), speaking will emerge on its own.• Grammar instruction should be restricted to where it will not interfere with communication.GrapeSEED Application of the Natural Approach Theory The creators of GrapeSEED adhere to the Natural Approach Theory. They want students to learn English in somewhat the same manner as they learned their first language; that is, people spoke to the child, used visuals to help the child understand, repeated the words and sentences, and used gestures all in an attempt to help the child understand the message. The main idea behind the Natural Approach is the understanding of the message. GrapeSEED is designed it to fit classrooms and today’s schools. GrapeSEED includes specific vocabulary and ideas, visuals, gestures, and repetition all to help students understand the message. Each GrapeSEED component is designed to engage students systematically in the GrapeSEED content and language acquisition process. The order of and the instructional strategies themselves are designed to increase language acquisition and reduce the amount of time it takes to learn. Vocabulary is systemically introduced, practiced, and acquired according to a plan. By using the GrapeSEED, according to the design, teachers create efficient learning opportunities for students and students learn English in a supportive and joyful classroom.

Sources: Krashen, Stephen D., Terrell, Tracy D. The Natural Approach: Language Acquisition in the Classroom, 1995.



WhatisVerticalPhonicsandWhatisHorizontalPhonics?

“VerticalPhonics”meansthatwhenabeginningorremedialreaderisbeingintroducedtothesoundsofaphonogram(aletterorlettercombination),heistaughtallthesoundsofthatphonogramatonetime."HorizontalPhonics,"isthemethodmostoftenusedbypublicandprivateschools,studentsareinitiallytaughtonlyonesoundforeachphonogram.

Verticalphonicsiseasiertoteach,requireslessmemoryskillandisalignedwiththeAssociativePrincipleofMemoryi.e."Teachtogether,whatbelongstogether."

Forexample:Itisobviouslywrongtoteachfirstthefirstnamesandseveralmonthslaterthemiddleorlastnamesofourpresidents.Butthatislikewhat"horizontalphonics"instructorsdowhentheyteachthealternatepossiblesoundsofaletterorletter

combinationatdifferenttimes.Whenteachingthenamesofthepresidents,weteachthefirst,middle(ifused),andlastnamesatthesametime.Thismakessenseandiscomparableto"verticalphonics"andtheAssociativePrincipleofMemory.

TheadvantagesofVerticalPhonicsare(Source:verticalphonics.com)1. Sound-phonogramrelationshipsarememorizedandretrievedeasier.2. Learningofconfusingdiacriticalmarksandlinguisticterms("long"&"short"sounds)are

postponeduntillatergradeswheretheyaremoreeasilytaught.3. Useofthirdsoundsofphonogramsreducesnumberofirregularwords.4. Scienceofprobabilityisputtoworkforthestudent—heistaughtwhichsoundtotryfirst.5. Therearefewspecialdecodingrules.6. VerticalPhonicscanbeused,exactlyasfirstlearned,untiltheolderstudentrecognizesalmost

allwordsinstantly.

Source:http://www.grapeseed.com/us/blog/teaching-vertical-phonics-for-literacy-development


Lesson PlanSchool: GrapeSEED Training School Class: 2016-2017 - Sample ClassTime: 40 Minutes, Unit: 1, Lesson: 1Created by: Sample Teacher

Lesson date: 02-23-2017 01:00 PM Taught by: Sample Teacher

Unit Title EST. Time Comments

1 Good Morning Song (x2)[0]play

01:00 PM(0:46)

1 Family at the Zoo[0]ball, bear, boys, circle, line (lines), come,go, lion

01:04 PM(3:21)

1 Red[0]yes, no

01:08 PM(2:06)

Sing once, read once. Point to the words both times.

1 Monkey[0]D, D-Dance/Bird/Panda, M, M-Monkey/Animals

01:10 PM(0:57)

Read while pointing to the words. Use the picture to briefly workon comprehension.

1 Animals Play[0]animals, bird, climb, crawl, giraffe

01:11 PM(3:21)

Point to the pictures. Take a moment to allow the students tolook at the picture before moving on to the next page.

1 Five Little Elephants[0]dance, elephant, kangaroo

01:14 PM(2:18)

Count out 5 before starting to sing the song.

1 One (x2)[0] 01:16 PM(1:00)

Sing once; read once. Point to the words both times.

1 Mice in the Barn[0]floor, grass, over/under, through, steps

01:17 PM(3:21)

1 Stand Up![0]hands, stand

01:21 PM(2:54)

Do the actions with the students. Make sure that the studentsare doing the correct action.

1 I Love Them All (x2)[0]baby, brother, tall/short

01:24 PM(2:06)

Before singing the song and to help the students understand"tall" and "short," call up one student point to him/her and say"short." Point to myself and say "tall."

1 Zoo[0]K, K-Kangaroo/Book/Sky, Z, Z-Zoo/Zebra

01:26 PM(0:57)

Read twice - Point to the words both times.

1 Hop Like a Rabbit[0]alligator, bird, crawl

01:27 PM(2:39)

Make sure students "stop" when I say "stop."

1 Family and Friends[0]big, small/little, family, friend, father, mother

01:29 PM(2:33)

1 Ten Little Monkeys (x2)[0]monkey, tree, play

01:32 PM(2:30)

1 What Do You See?[0]fly, girls, jump, run, sit, tiger

01:34 PM(2:12)

Make sure to use intonation to help students understand that"what do you see?" is a question.

1 Friends[0]F, F-Friend/Fun

01:36 PM(0:51)

Read the poem twice, pointing to the words both times.

1 Goodbye Song (x2)[0] 01:37 PM(1:00)

After singing the song and while dismissing the students, givethem each a "high five" at the door and say "Goodbye (theirEnglish name)." This will help them learn their names.

Total: 00:38:49

2017 GrapeSEED. All rights reserved.

sleep, family



HowtoPrepareforYourFirstDayScenarios&Questions

SCENARIOA:YouarepreparingtoteachyourfirstGrapeSEEDlesson!TheclassstartsintwodayssoyouaretryingtorememberallyoulearnedinFoundationTraining.Whenyougetbacktoyourclassroom,itneedstobesetupforGrapeSEEDlearning.Yourchairsarestackedup.Thereisnothingonthewall,nothingonthefloor.1. Howshouldyouprepareyourclassroomspace?

2. Whattypesoffurnitureorclassroomequipmentmightyouneedforyourclassroom?

SCENARIOB:Yourteachingcardsareallstillinthebox.Youhavenotgatheredanyprops.Youarestillunfamiliarwithallthesongs,storiesandotherteachingcomponents.Youarestillnotsurewhichordertoteachthematerialsin.3. Whatshouldyoudotoprepareyourteachingcards?

4. Howwillyoumemorizethecomponentswellbeforethefirstlesson?

SCENARIOC:Thefirstfewdaysofyourclasswilldeterminemanystudents’perceptionsaboutEnglishandiftheywillhaveconfidenceinyourclass.Ifyoudonotknowtheteachingcomponentswell,yourstudentswillbeverydistracted.Ifyouarenotmakingeyecontactwithyourstudents,usinggesturesanddrawingyourstudentsintoyourteaching,theywillnotunderstandwhatishappeningandtheywillnothaveagoodexperiencewithEnglish,makingeachdaymoredifficult.5. Whatwillyoudotoensureyourstudentshaveasuccessfulandpositivefirstdayof

GrapeSEED?

SCENARIOD:Studentswillnotknowwheretheyaresupposedtoputtheirjacketsandbags.Theywillnotknowwheretosit,orevenwheretogowhentheywalkthroughyourclassroomdoor.Youcanexpectthatwhenyourstudentsarrive,theywillnotunderstandwhatyousay.Manystudentsmaybeapprehensiveorscared.Someparentsmayhavetalkedtotheirchildbeforesendingthemtoyourclasssotheyknowwhattoexpect,butotherswillhavenot.6. Listthethingsyoucantodotohelpstudentsfeelcomfortable,secure,andunderstand.


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