Gsv4-U1-Tm-U01_Teacher Manual.pdf

Teacher ManualTeacher Manual Unit 1 © 2018 GrapeSEED Media Limited 1 © 2018 GrapeSEED Media Limited © 2018 GrapeSEED Media Limited 11 Preface Advances in technology and transportation are making the g[.]

Teacher Manual

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Advances in technology and transportation are making the global community more

connected than ever A language that bridges that expanse is most important English

continues to be that bridge language for international business, education, and diplomacy

English is also used in most technical manuals and global Internet content

Many countries are exploring ways to provide high-quality English education

Educators are introducing English studies to their youngest students to minimize

first-language accents affecting older English-first-language students Early learning also immerses

young learners into the culture of English and nurtures their ability to think in English

Currently, conventional grammar-based English acquisition programs are not

producing desired results in building communication skills These programs are mainly

designed for adults Even after using such programs for many years, young students often

cannot communicate well in English Students may test adequately through memorization

of grammar and structure, but their spoken English is often limited

This is why GrapeSEED developed a new and efficient approach It teaches English

using the same principles that children use to learn their first language Children process

language in a direct way They can easily retrieve and use basic language functions as a

result of hearing them repeated over and over again This natural language acquisition

ensures that young students will learn to recognize English speech and to process and

speak their thoughts without first interpreting from their native language

GrapeSEED is a fun and engaging oral language acquisition curriculum that achieves

more advanced communication skills than traditional programs With GrapeSEED,

students learn naturally to think and speak in English using child-friendly materials

designed for early language development

Natural Language Acquisition 4

GrapeSEED Is Made for Children 4

GrapeSEED Platforms Platform #1 – Vertical Phonics 6

GrapeSEED Phonics 6

Platform #2 – Functional-Notional Approach 7

Language Functions 8

Language Expressions 8

Language Notions 9

Platform #3 – Controlled Vocabulary 9

Platform #4 – Language Arts 10

Phonics and Phonograms 10

Shared Reading 11

Concepts of Print 11

Reading Awareness 12

Word Assembly 12

Segmenting and Blending 13

Writing Awareness 13

Platform #5 – Repeated Exposure and Practice (REP) 14

Audio Support 14

Audio-Visual Support 14

GrapeSEED Methodology Teacher-Student Interaction (TSI) 15

GrapeSEED Design Spiral Curriculum 16

Lesson Plans – Units 1-20 18

Time Per Lesson 18

GrapeSEED’s Natural Progression Process 19

Phonological Awareness 19

Pronunciation Focus 20

Units 20

Special Terms for Teaching Tool Objectives 22

Table of Contents

Teaching Tools – Verbal Skills

Action Activities 24

Chants 26

Songs 28

Stories 30

Story Dictionaries 32

Vocabulary Picture Cards 34

Teaching Tools – Language Arts Skills Single-Letter Phonogram Cards 36

Shared Reading Poems 38

Shared Reading Big Books 40

Writers 42

Single-Letter Phonogram Writing 43

Repeated Exposure and Practice 44

Teacher Function and Focus Engage on a Personal Level 45

Maintain an Interactive Environment for Comprehension 45

Set Achievable Goals, Then Celebrate Reaching Them 46

Focus on Communication 46

Implement Long-Term Repeated Exposure 46

Modeling Proper Speech 46

Teacher Preparation Is Key to Success 47

Be Patient 47

GrapeSEED Glossary 48

Scope and Sequence – Year 1 Units 1-5 52

GrapeSEED’s 54 Sounds of the 66 Phonograms 54

Unit Overview Unit 1 Overview 56

A Look Ahead to Unit 2 58

Understanding a Teaching Tool Summary 60

Teaching Tools for Unit 1 63

In order to preserve the language expectations of an “at home” setting, it is imperative that an English-only immersion environment be maintained in the GrapeSEED classroom

Students must always be supported and encouraged to use their new language skills to communicate This language acquisition approach works both for traditional English as a Foreign Language (EFL) students who live in a non-English-speaking environment and for English as a Second Language (ESL) students who live in English-speaking countries

Natural Language Acquisition

The GrapeSEED language acquisition program is designed the way children

learn their primary language—by hearing it, responding to it, and using it They learn

language through personal social interactions and from passive observation Babies listen

to utterances in their surroundings In time those utterances, or sounds, begin to have

meaning The sounds become associated with actions and behaviors Over time, children

can discern the sounds and associate them with words, and then later use those words to

communicate As children develop, their language skills advance to a point where they can

express their daily wants, needs, and experiences

With GrapeSEED, students learn English just as they learned their primary language

They begin to associate speech with meaning The controlled, integrated GrapeSEED

vocabulary creates early familiarity with words children naturally use Sentence content

and structure are similarly geared to a child’s environment By making English learning

meaningful to children, and by teaching English in the way that children naturally learn,

GrapeSEED quickly builds fluency

GrapeSEED Is Made for Children

In contrast to conventional programs, GrapeSEED is based on a “joy of learning”

philosophy and does not rely on a grammatical structure approach It is designed to

teach children words and expressions that have an immediate and practical application

in their daily lives This communicative approach to language instruction, and the quality

materials that support it, help turn the GrapeSEED classroom into a vibrant language

environment in which students love to learn

A GrapeSEED classroom is intended to emulate an “at home” language environment

It is one where there is an informal and nurturing interaction between the language

teacher and the student Students are expected, but not forced, to make attempts to

communicate using the English expressions they are learning This is similar to home,

where family members encourage children to use language they are hearing They feel

a sense of joy and connection when they are able to communicate This is the same with

students When they are encouraged and helped to comprehend what they are learning,

they can start communicating and enjoy participating

Introduction

In order to preserve the language expectations of an “at home” setting, it is imperative

that an English-only immersion environment be maintained in the GrapeSEED classroom

Students must always be supported and encouraged to use their new language skills to

communicate This language acquisition approach works both for traditional English as a

Foreign Language (EFL) students who live in a non-English-speaking environment and for

English as a Second Language (ESL) students who live in English-speaking countries

GrapeSEED was created by building on the foundation of five carefully integrated

platforms: Vertical Phonics, the Functional-Notional Approach, a Controlled Vocabulary

chosen specifically for children, Language Arts Skills that support the development of oral

communication ability, and an opportunity for Repeated Exposure and Practice It is the

purposeful way in which all five of these platforms are seamlessly integrated that makes

GrapeSEED the best way for children to develop English Oral Language skills

Platform #1 – Vertical Phonics

Vertical Phonics teaches students to decode words based on a list of phonograms and

their respective sounds With Vertical Phonics, students learn all the sounds of a letter

or letter combination at one time and in the order of frequency, with those that are used

most often presented first Students learn to associate phonograms with the sounds they

represent, and then they learn to read and write by assembling phonograms Students

practice with phonogram flash cards until they get to the point where they automatically

associate the phonogram with its sounds, and then they learn to read by recognizing

phonograms within text With practice, students learn to decode unfamiliar words and

improve their reading skills

GrapeSEED Phonics

GrapeSEED’s unique system of Vertical Phonics has seven distinct advantages:

1 Phoneme-phonogram relationships are key With repeated practice and systematic

review, students memorize them to the point where they can automatically respond with the proper phoneme when shown the phonogram (letter)

2 By learning the sounds of each phonogram in the order of frequency, students learn

which sound to try first when decoding a new word

GrapeSEED Platforms

Seamless Integration Between Five Platforms

VerticalPhonics Functional-Notional

Approach

Controlled Vocabulary LanguageArts Skills Exposure & Repeated

Practice

3 The GrapeSEED approach avoids the use of confusing diacritical marks and linguistic terms (such as “long” and “short” vowels) Instead, students learn phonograms that are parts of actual English words—an approach that is especially helpful for young students

4 Learning the third and fourth sounds

of certain phonograms increases the number of words that are decodable, reducing the need for guessing

5 There are few special decoding rules;

the general rules apply to most of the language

6 By the time students start reading, they are already familiar with seeing these words in print (e.g., in the Poems, Big Books, Repeated Exposure and Practice (REP), and Writers they have used)

7 By the time students start working with the first Reader in Unit 11, they have learned to assemble words so that they can begin reading with ease and confidence

Platform #2 – Functional-Notional Approach

GrapeSEED is based on a communicative approach and a carefully organized functional-notional framework This framework was chosen for the GrapeSEED curriculum to assure communicative ability As such, it also provides a fun, entertaining environment in which all academic objectives are taught (e.g., phonemic and phonological awareness, phonics, spelling, and proper syntax) Students learn situational dialogue, correct use of tenses, proper use of irregular verbs, etc., through entertaining Songs, Chants, Poems, and Stories

Language acquisition through the Functional-Notional Approach is a simple process that uses the same methods by which infants acquire their first language A child listens to the expressions of language and associates a sound or a series of sounds with its function (that is, what it accomplishes) They mimic sounds until they learn to reproduce the most basic of necessary functions They add new notions (meanings/ideas) as they understand them and find opportunities to use them The child adds more and more general notions

as they learn to be more expressive and precise The child adds more specific notions

as they gain knowledge of the world around them As they mature and master basic language, they increase the number of functions and notions, developing a greater ability

to communicate

Horizontal and Vertical Phonics are two completely different systems that can’t

be interchanged or combined—just as the Functional-Notional Approach can’t

be combined with the grammatical approach

To successfully teach your students how to read using GrapeSEED, you should use only GrapeSEED’s Vertical Phonics approach.

GrapeSEED was created by building on the foundation of five carefully integrated

platforms: Vertical Phonics, the Functional-Notional Approach, a Controlled Vocabulary

chosen specifically for children, Language Arts Skills that support the development of oral

communication ability, and an opportunity for Repeated Exposure and Practice It is the

purposeful way in which all five of these platforms are seamlessly integrated that makes

GrapeSEED the best way for children to develop English Oral Language skills

Platform #1 – Vertical Phonics

Vertical Phonics teaches students to decode words based on a list of phonograms and

their respective sounds With Vertical Phonics, students learn all the sounds of a letter

or letter combination at one time and in the order of frequency, with those that are used

most often presented first Students learn to associate phonograms with the sounds they

represent, and then they learn to read and write by assembling phonograms Students

practice with phonogram flash cards until they get to the point where they automatically

associate the phonogram with its sounds, and then they learn to read by recognizing

phonograms within text With practice, students learn to decode unfamiliar words and

improve their reading skills

GrapeSEED Phonics

GrapeSEED’s unique system of Vertical Phonics has seven distinct advantages:

1 Phoneme-phonogram relationships are key With repeated practice and systematic

review, students memorize them to the point where they can automatically respond with the proper phoneme when shown the phonogram (letter)

2 By learning the sounds of each phonogram in the order of frequency, students learn

which sound to try first when decoding a new word

GrapeSEED Platforms

Seamless Integration Between Five Platforms

VerticalPhonics Functional-Notional

Approach

Controlled Vocabulary LanguageArts Skills Exposure & Repeated

Practice

3 The GrapeSEED approach avoids the use of confusing diacritical marks and linguistic terms (such as “long” and “short” vowels) Instead, students learn phonograms that are parts of actual English words—an approach that is especially helpful for young students

4 Learning the third and fourth sounds

of certain phonograms increases the number of words that are decodable, reducing the need for guessing

5 There are few special decoding rules;

the general rules apply to most of the language

6 By the time students start reading, they are already familiar with seeing these words in print (e.g., in the Poems, Big Books, Repeated Exposure and Practice (REP), and Writers they have used)

7 By the time students start working with the first Reader in Unit 11, they have learned to assemble words so that they can begin reading with ease and confidence

Platform #2 – Functional-Notional Approach

GrapeSEED is based on a communicative approach and a carefully organized functional-notional framework This framework was chosen for the GrapeSEED curriculum to assure communicative ability As such, it also provides a fun, entertaining environment in which all academic objectives are taught (e.g., phonemic and phonological awareness, phonics, spelling, and proper syntax) Students learn situational dialogue, correct use of tenses, proper use of irregular verbs, etc., through entertaining Songs, Chants, Poems, and Stories

Language acquisition through the Functional-Notional Approach is a simple process that uses the same methods by which infants acquire their first language A child listens to the expressions of language and associates a sound or a series of sounds with its function (that is, what it accomplishes) They mimic sounds until they learn to reproduce the most basic of necessary functions They add new notions (meanings/ideas) as they understand them and find opportunities to use them The child adds more and more general notions

as they learn to be more expressive and precise The child adds more specific notions

as they gain knowledge of the world around them As they mature and master basic language, they increase the number of functions and notions, developing a greater ability

to communicate

Horizontal and Vertical Phonics are two completely different systems that can’t

be interchanged or combined—just as the Functional-Notional Approach can’t

be combined with the grammatical approach

To successfully teach your students how to read using GrapeSEED, you should use only GrapeSEED’s Vertical Phonics approach.

Over time, a child builds a “memory bank” of language functions which he selectively

retrieves each time he wants to convert thought into expression The more he hears them

(exposure) and the more he uses them (expression), the easier and faster he retrieves each

language function (fluency) and fills in the blanks with known “notions” (proficiency) It

is difficult for a child to become proficient in English oral language by memorizing lists of

words and grammatically structured sentences Instead, he must learn language function “templates,” hear them used repeatedly in various and proper ways, and develop the confidence to personally interchange notions within those templates to express different thoughts The more children experience a language function within meaningful context, the better they retain it Once they have achieved retention, the only thing they need is an opportunity to use the expression Use builds fluency

GrapeSEED provides students with a powerful progression of critical language functions supported by an expanding knowledge of notions Students learn to use the language to express or request facts, ideas, and feelings; to accept, refuse, or influence the actions of others; and to get things done in a personal or social environment

Language Functions

Language functions are used to accomplish tasks

Example of a language function for expressing feelings of fondness:

I like…

Example of a language function combined with general notions:

I like my mother and father

Example of a language function with specific notions:

I like ketchup and salt on my fries

Language Expressions

Expressions are the phrases or words to express/communicate An example would

be “I am sorry.” It is a language expression for communicating apology The language

function (e.g., apology) is the task the language expression accomplishes If a person wants

to apologize, he will use one of a variety of language expressions or phrases/words to

perform the language function of apology, such as “I am sorry, I regret, I apologize.”

New Term Definitions

Functions: The objective or

task of a language expression

Notions: Meanings expressed

as nouns, pronouns, verbs,

prepositions, conjunctions,

adjectives, or adverbs

General Notions: Meanings

necessary for basic, daily

language use

Specific Notions:

Topic-related meanings that are less

frequently utilized

Expressions: A word, phrase,

or sentence used to express a

language function

Language Notions

Language notions are used to express ideas, such as numbers, times, degrees, distance, dimension, speed, quality, shape, taste, ownership, cause and effect, etc Notions are divided into General Notions and Specific Notions General notions receive substantial priority for emphasis and early comprehension GrapeSEED’s vocabulary is strategically introduced to support the introduction and progression of gradually maturing language notions

Platform #3 – Controlled Vocabulary

GrapeSEED’s early vocabulary development is child-friendly The learning process

is fun because it comes in the form of singing, chanting, and storytelling In the course of carrying out these activities, students learn new words and how to use them correctly

Young children require multiple exposures to new words before being able to reproduce them The GrapeSEED approach recognizes this requirement by limiting the rate at which new words are introduced, restricting vocabulary to those words and expressions that students need to use most often at their current point of learning, and reinforcing words that were introduced earlier For example, Unit 1 of GrapeSEED includes 200 unique words, and each successive unit adds no more than 100 words This approach allows students time to learn language expressions without too much emphasis

on learning new vocabulary

GrapeSEED’s primary focus is on understanding the vocabulary within expressions needed for effective communication Instead of building a large vocabulary of less frequently used, specialized words, it emphasizes words and phrases that are useful for

basic oral English proficiency With GrapeSEED, vocabulary building comes after the

ability to communicate is established

In choosing which vocabulary words to teach, GrapeSEED has evaluated the most reputable vocabularies and age-related word lists for children With the benefit of computerized control of vocabulary usage, the selected words are integrated into all the teaching materials Systematic review is built into each lesson As a result, students are able to achieve maximum learning in minimum time

Over time, a child builds a “memory bank” of language functions which he selectively

retrieves each time he wants to convert thought into expression The more he hears them

(exposure) and the more he uses them (expression), the easier and faster he retrieves each

language function (fluency) and fills in the blanks with known “notions” (proficiency) It

is difficult for a child to become proficient in English oral language by memorizing lists of

words and grammatically structured sentences Instead, he must learn language function “templates,” hear them used

repeatedly in various and proper ways, and develop the confidence to personally interchange notions within those

templates to express different thoughts The more children experience a language function within meaningful context, the better they retain it Once they have achieved retention,

the only thing they need is an opportunity to use the expression Use builds fluency

GrapeSEED provides students with a powerful progression of critical language functions supported by an

expanding knowledge of notions Students learn to use the language to express or request facts, ideas, and feelings; to accept, refuse, or influence the actions of others; and to get

things done in a personal or social environment

Language Functions

Language functions are used to accomplish tasks

Example of a language function for expressing feelings of fondness:

I like…

Example of a language function combined with general notions:

I like my mother and father

Example of a language function with specific notions:

I like ketchup and salt on my fries

Language Expressions

Expressions are the phrases or words to express/communicate An example would

be “I am sorry.” It is a language expression for communicating apology The language

function (e.g., apology) is the task the language expression accomplishes If a person wants

to apologize, he will use one of a variety of language expressions or phrases/words to

perform the language function of apology, such as “I am sorry, I regret, I apologize.”

New Term Definitions

Functions: The objective or

task of a language expression

Notions: Meanings expressed

as nouns, pronouns, verbs,

prepositions, conjunctions,

adjectives, or adverbs

General Notions: Meanings

necessary for basic, daily

language use

Specific Notions:

Topic-related meanings that are less

frequently utilized

Expressions: A word, phrase,

or sentence used to express a

language function

Language Notions

Language notions are used to express ideas, such as numbers, times, degrees, distance, dimension, speed, quality, shape, taste, ownership, cause and effect, etc Notions are divided into General Notions and Specific Notions General notions receive substantial priority for emphasis and early comprehension GrapeSEED’s vocabulary is strategically introduced to support the introduction and progression of gradually maturing language notions

Platform #3 – Controlled Vocabulary

GrapeSEED’s early vocabulary development is child-friendly The learning process

is fun because it comes in the form of singing, chanting, and storytelling In the course of carrying out these activities, students learn new words and how to use them correctly

Young children require multiple exposures to new words before being able to reproduce them The GrapeSEED approach recognizes this requirement by limiting the rate at which new words are introduced, restricting vocabulary to those words and expressions that students need to use most often at their current point of learning, and reinforcing words that were introduced earlier For example, Unit 1 of GrapeSEED includes 200 unique words, and each successive unit adds no more than 100 words This approach allows students time to learn language expressions without too much emphasis

on learning new vocabulary

GrapeSEED’s primary focus is on understanding the vocabulary within expressions needed for effective communication Instead of building a large vocabulary of less frequently used, specialized words, it emphasizes words and phrases that are useful for

basic oral English proficiency With GrapeSEED, vocabulary building comes after the

ability to communicate is established

In choosing which vocabulary words to teach, GrapeSEED has evaluated the most reputable vocabularies and age-related word lists for children With the benefit of computerized control of vocabulary usage, the selected words are integrated into all the teaching materials Systematic review is built into each lesson As a result, students are able to achieve maximum learning in minimum time

Platform #4 – Language Arts

Reading, spelling, literature, and composition develop students’ written and spoken language skills However, for students learning English, a tremendous amount of language

learning must take place before they are ready to begin learning to read and write

Accordingly, GrapeSEED begins by devoting most classroom teaching time to listening

and speaking skills As these skills develop, the curriculum gives more time to Language

Arts

In preparation for reading, GrapeSEED covers numerous skills and abilities that prepare students for reading This learning is commonly referred to as “reading readiness”

and can include all areas of academic preparedness (e.g., hand-to-eye coordination skills,

pencil control) For a student learning English, much of this drill is unnecessary because

the skills are learned in the first-language classroom During its development, GrapeSEED

streamlined the reading readiness and learning-to-read processes to maximize learning

time

In GrapeSEED, the study of Language Arts begins with simple phonograms and phonemes and continues through word assembly and decoding, reading, writing,

dictation, and creative writing fundamentals The following sections list and define the

early programs GrapeSEED uses to develop Language Arts skills

Phonics and Phonograms

Phonics is any method of teaching reading by associating letters and letter combinations with their sounds (phonemes) A phonogram is one unit of sound,

represented by a single letter or a combination of two, three, or four letters A single

phonogram may have more than one sound, and a single sound may have more than

one phonogram For example, the phonogram “a” has four different sounds Similarly,

“a,” “ay,” and “eigh” are three different phonograms that share the same sound When

a phonogram has multiple sounds, the GrapeSEED curriculum teaches them at the same

time, in order of frequency

Teaching phonograms involves using flashcards combined with a kinesthetic activity (e.g., air-writing) until students automatically recall a phonogram’s sounds whenever they

see it During Units 1-7, students learn three to five single-letter phonograms in each unit

Students review all single-letter phonograms in Unit 8 before moving on to begin learning

multi-letter phonograms in Unit 9

Shared Reading

Shared Reading is done with Poems and Big Books, both of which are written in large text Teachers display the Poem or Big Book to their class while reading aloud and tracking the text, and students “read” along with their teacher This activity helps prepare students

to read on their own later, by enabling them to recognize phonograms and to produce the sounds (phonemes) they make They also learn that words consist of phonograms, and how to segment (decode) words into the sounds that make them up Students are learning these concepts while also learning specific words, such as numbers and colors All Shared Reading materials are part of the integrated process of teaching vocabulary—especially high-frequency words—as well as critical language functions

Concepts of Print

With the large print of GrapeSEED’s Shared Reading materials, students learn important concepts of print They learn how to handle a book correctly and to read books from front to back They also learn the connection between the text and the pictures—that the text describes what is happening in the pictures

1 Text is read from left to right and top to bottom

2 There are spaces between words

3 All sentences begin with a capital letter

4 All sentences end with a punctuation mark

5 Books have a front and back cover

6 Print represents spoken language

7 There is a difference between individual letters and printed words

8 There is a difference between uppercase and lowercase letters

Platform #4 – Language Arts

Reading, spelling, literature, and composition develop students’ written and spoken language skills However, for students learning English, a tremendous amount of language

learning must take place before they are ready to begin learning to read and write

Accordingly, GrapeSEED begins by devoting most classroom teaching time to listening

and speaking skills As these skills develop, the curriculum gives more time to Language

Arts

In preparation for reading, GrapeSEED covers numerous skills and abilities that prepare students for reading This learning is commonly referred to as “reading readiness”

and can include all areas of academic preparedness (e.g., hand-to-eye coordination skills,

pencil control) For a student learning English, much of this drill is unnecessary because

the skills are learned in the first-language classroom During its development, GrapeSEED

streamlined the reading readiness and learning-to-read processes to maximize learning

time

In GrapeSEED, the study of Language Arts begins with simple phonograms and phonemes and continues through word assembly and decoding, reading, writing,

dictation, and creative writing fundamentals The following sections list and define the

early programs GrapeSEED uses to develop Language Arts skills

Phonics and Phonograms

Phonics is any method of teaching reading by associating letters and letter combinations with their sounds (phonemes) A phonogram is one unit of sound,

represented by a single letter or a combination of two, three, or four letters A single

phonogram may have more than one sound, and a single sound may have more than

one phonogram For example, the phonogram “a” has four different sounds Similarly,

“a,” “ay,” and “eigh” are three different phonograms that share the same sound When

a phonogram has multiple sounds, the GrapeSEED curriculum teaches them at the same

time, in order of frequency

Teaching phonograms involves using flashcards combined with a kinesthetic activity (e.g., air-writing) until students automatically recall a phonogram’s sounds whenever they

see it During Units 1-7, students learn three to five single-letter phonograms in each unit

Students review all single-letter phonograms in Unit 8 before moving on to begin learning

multi-letter phonograms in Unit 9

Shared Reading

Shared Reading is done with Poems and Big Books, both of which are written in large text Teachers display the Poem or Big Book to their class while reading aloud and tracking the text, and students “read” along with their teacher This activity helps prepare students

to read on their own later, by enabling them to recognize phonograms and to produce the sounds (phonemes) they make They also learn that words consist of phonograms, and how to segment (decode) words into the sounds that make them up Students are learning these concepts while also learning specific words, such as numbers and colors All Shared Reading materials are part of the integrated process of teaching vocabulary—especially high-frequency words—as well as critical language functions

Concepts of Print

With the large print of GrapeSEED’s Shared Reading materials, students learn important concepts of print They learn how to handle a book correctly and to read books from front to back They also learn the connection between the text and the pictures—that the text describes what is happening in the pictures

1 Text is read from left to right and top to bottom

2 There are spaces between words

3 All sentences begin with a capital letter

4 All sentences end with a punctuation mark

5 Books have a front and back cover

6 Print represents spoken language

7 There is a difference between individual letters and printed words

8 There is a difference between uppercase and lowercase letters

Reading Awareness

Most of the reading objectives in Units 1-10 are focused on reading awareness The curriculum addresses them initially through the Shared Reading of Poems and Big Books

and then briefly expands on them in the Units 3-7 Writers Units 8-15 progress to reading

readiness, with students learning 40 multi-letter phonograms and how to segment, blend,

assemble, decode, and write words

It is important to allow this reading process to follow the GrapeSEED progression and not add reading objectives prematurely By adhering to the GrapeSEED program, students

will begin to read by Unit 16 with relative ease and confidence, because they will already

be familiar with the highest-frequency words and will be able to instantly recognize 66

Assembly is a basic step in learning to read and write If a student can write a word,

he will most likely recognize it in text, remember its pronunciation, and read it fluently

Starting in Unit 4, the teacher will use the whiteboard to assemble words that contain single-letter phonograms This will continue in Unit 8 with the Writer activities Only

phonetically decodable words are assembled; high-frequency sight words are spelled

The teacher must be very careful not to turn assembly time into a horizontal phonics activity—e.g., to assemble rhyming words or word families Instead, students should

learn to assemble simple vocabulary words that they have learned and should rely on

phonogram sight-to-sound memory This activity is critical to Vertical Phonics It is

streamlined, very simple, and vital to the success of the program

Assembly: The (Vertical Phonics) process of blending individual sounds (or phonograms)

into whole words without using the names of letters to do so (spelling).

1 Hearing /f/, /ē/, and /t/ and correctly writing the complete word

2 Seeing phonograms “t,” “f,” and “ee” and arranging them to display the

word feet.

Segmenting and Blending

Once students have learned all the phonograms of two- and three-letter words, the teacher may begin segmenting and blending those words during Shared Reading activities To segment decodable words, have the students say the correct sounds in order—but do not spell the words Point to each phonogram as students make its sound

Then, blend the sounds so students hear the phonemes coming together to make the word

Expect students to repeat this blended pronunciation This activity should not be time consuming, as it is performed briefly before moving on

Segmenting: The process of breaking a word into individual phonemes when given the

word orally or when seeing the word on the white board or in a book.

Blending: The process of saying a word when given the word phoneme by phoneme or

identifying the sounds of a word by saying them in a slow, connected manner Blending usually follows segmenting After students say each sound in a word, they blend, or slowly connect, the sounds to form the correct pronunciation of the word Blending is a readiness activity that prepares students for phonetic decoding.

Writing Awareness

Young children whose motor skills are not yet developed are not ready to write with

a pencil However, they can learn to “air-write” the 26 letters of the English alphabet

Air-writing is the students’ first introduction to stroke order Always follow the official GrapeSEED stroke order on the Phonogram Cards—and be sure to make each letter backward when presenting phonograms to the class so students will see and write them correctly

To allow young students time to develop motor skills to control a pencil, trace over lines, and write letters of the alphabet on their own, the GrapeSEED curriculum introduces writing in Unit 3 Between Units 3 and 7, students complete one Writer per unit in which they learn the GrapeSEED alphabet stroke order for both capital and small letters and the numbers 1-10 The Unit 7 Writer introduces basic reading readiness activities, in which students identify and write the beginning, middle, and ending sounds of selected words

Reading readiness activities in the Writer increase significantly beginning in Unit 8—after most students have developed sufficient motor skills and learned to write the alphabet

Reading Awareness

Most of the reading objectives in Units 1-10 are focused on reading awareness The curriculum addresses them initially through the Shared Reading of Poems and Big Books

and then briefly expands on them in the Units 3-7 Writers Units 8-15 progress to reading

readiness, with students learning 40 multi-letter phonograms and how to segment, blend,

assemble, decode, and write words

It is important to allow this reading process to follow the GrapeSEED progression and not add reading objectives prematurely By adhering to the GrapeSEED program, students

will begin to read by Unit 16 with relative ease and confidence, because they will already

be familiar with the highest-frequency words and will be able to instantly recognize 66

Assembly is a basic step in learning to read and write If a student can write a word,

he will most likely recognize it in text, remember its pronunciation, and read it fluently

Starting in Unit 4, the teacher will use the whiteboard to assemble words that contain single-letter phonograms This will continue in Unit 8 with the Writer activities Only

phonetically decodable words are assembled; high-frequency sight words are spelled

The teacher must be very careful not to turn assembly time into a horizontal phonics activity—e.g., to assemble rhyming words or word families Instead, students should

learn to assemble simple vocabulary words that they have learned and should rely on

phonogram sight-to-sound memory This activity is critical to Vertical Phonics It is

streamlined, very simple, and vital to the success of the program

Assembly: The (Vertical Phonics) process of blending individual sounds (or phonograms)

into whole words without using the names of letters to do so (spelling).

1 Hearing /f/, /ē/, and /t/ and correctly writing the complete word

2 Seeing phonograms “t,” “f,” and “ee” and arranging them to display the

word feet.

Segmenting and Blending

Once students have learned all the phonograms of two- and three-letter words, the teacher may begin segmenting and blending those words during Shared Reading activities To segment decodable words, have the students say the correct sounds in order—but do not spell the words Point to each phonogram as students make its sound

Then, blend the sounds so students hear the phonemes coming together to make the word

Expect students to repeat this blended pronunciation This activity should not be time consuming, as it is performed briefly before moving on

Segmenting: The process of breaking a word into individual phonemes when given the

word orally or when seeing the word on the white board or in a book.

Blending: The process of saying a word when given the word phoneme by phoneme or

identifying the sounds of a word by saying them in a slow, connected manner Blending usually follows segmenting After students say each sound in a word, they blend, or slowly connect, the sounds to form the correct pronunciation of the word Blending is a readiness activity that prepares students for phonetic decoding.

Writing Awareness

Young children whose motor skills are not yet developed are not ready to write with

a pencil However, they can learn to “air-write” the 26 letters of the English alphabet

Air-writing is the students’ first introduction to stroke order Always follow the official GrapeSEED stroke order on the Phonogram Cards—and be sure to make each letter backward when presenting phonograms to the class so students will see and write them correctly

To allow young students time to develop motor skills to control a pencil, trace over lines, and write letters of the alphabet on their own, the GrapeSEED curriculum introduces writing in Unit 3 Between Units 3 and 7, students complete one Writer per unit in which they learn the GrapeSEED alphabet stroke order for both capital and small letters and the numbers 1-10 The Unit 7 Writer introduces basic reading readiness activities, in which students identify and write the beginning, middle, and ending sounds of selected words

Reading readiness activities in the Writer increase significantly beginning in Unit 8—after most students have developed sufficient motor skills and learned to write the alphabet

Platform #5 – Repeated Exposure and Practice (REP)

Repeated Exposure and Practice (REP) materials extend the students’ practice and learning beyond the classroom These materials correlate with what students are learning

in the classroom They also provide new content to strengthen and expand student

learning at the appropriate level REP materials consist of a book with a CD for each

unit To provide additional audio-visual support to younger students, an engaging DVD is included in Units 1-15

REP CDs and DVDs provide an important

balance between auditory and visual learning while

reviewing all vocabulary and language functions that have been taught in class

Audio Support

The CDs provide audio support, developing and strengthening students’ listening skills Listening skills are critical to language learning As students focus on listening

without the distraction of visual stimulation, they learn to reproduce sounds more clearly,

and their ability to process language develops more fully

Additionally, as children hear English, they mentally visualize what they are hearing, reinforcing their ability to think in English Listening also nurtures their imagination and

develops communication skills

Audio-Visual Support

The DVDs for Units 1-15 provide value for the younger students, visually illustrating concepts that are hard to understand without seeing them Concepts such as:

• Position, movement, and direction

• Emotion—e.g., happiness, sadness, excitement

• Progression of thoughts or situations over time

• Cultural nuances, such as typical gestures

Students who use REP materials daily

will reach a higher level of proficiency

in a shorter period of time They will

be ready to communicate in English

more quickly than students who do

not take advantage of REP materials

GrapeSEED’s method of instruction is based on the concept that combining multiple modes of instruction—visual, kinesthetic, social, verbal, and aural—allows students to experience the same content in different ways This multi-modal approach is key to the success of GrapeSEED

Teachers use Teacher-Student Interaction (TSI) to guide student learning through stories, singing, use of gestures, and participating in Action Activities to reinforce oral language acquisition

Teacher-Student Interaction (TSI)

In Teacher-Student Interaction (TSI), the teacher interacts directly with students, guiding their classroom English communications and interactions TSI is the teacher’s opportunity to introduce new English content and to help students comprehend and correctly use the expressions they are learning

GrapeSEED teaching tools and content that may be used during TSI are divided into two groups—Verbal Skills and Language Arts The vocabulary and expressions taught through the tools and content of one group are also taught in the other, each group reinforcing the other

Verbal Skills Tools

• Vocabulary Picture Cards

Language Arts Tools

• Phonogram Cards

• Phonogram Word Cards

• Shared Reading Big Books

• Shared Reading Poems

• Writers (Unit 3+)

Repeated Exposure and Practice (REP)

time is also important Students do best when they spend time on REP activities in addition to the time they spend working

on English with their teacher in TSI

GrapeSEED Methodology

Platform #5 – Repeated Exposure and Practice (REP)

Repeated Exposure and Practice (REP) materials extend the students’ practice and learning beyond the classroom These materials correlate with what students are learning

in the classroom They also provide new content to strengthen and expand student

learning at the appropriate level REP materials consist of a book with a CD for each

unit To provide additional audio-visual support to younger students, an engaging DVD is included in

Units 1-15

REP CDs and DVDs provide an important

balance between auditory and visual learning while

reviewing all vocabulary and language functions that have been taught in class

Audio Support

The CDs provide audio support, developing and strengthening students’ listening skills Listening skills are critical to language learning As students focus on listening

without the distraction of visual stimulation, they learn to reproduce sounds more clearly,

and their ability to process language develops more fully

Additionally, as children hear English, they mentally visualize what they are hearing, reinforcing their ability to think in English Listening also nurtures their imagination and

develops communication skills

Audio-Visual Support

The DVDs for Units 1-15 provide value for the younger students, visually illustrating concepts that are hard to understand without seeing them Concepts such as:

• Position, movement, and direction

• Emotion—e.g., happiness, sadness, excitement

• Progression of thoughts or situations over time

• Cultural nuances, such as typical gestures

Students who use REP materials daily

will reach a higher level of proficiency

in a shorter period of time They will

be ready to communicate in English

more quickly than students who do

not take advantage of REP materials

GrapeSEED’s method of instruction is based on the concept that combining multiple modes of instruction—visual, kinesthetic, social, verbal, and aural—allows students to experience the same content in different ways This multi-modal approach is key to the success of GrapeSEED

Teachers use Teacher-Student Interaction (TSI) to guide student learning through stories, singing, use of gestures, and participating in Action Activities to reinforce oral language acquisition

Teacher-Student Interaction (TSI)

In Teacher-Student Interaction (TSI), the teacher interacts directly with students, guiding their classroom English communications and interactions TSI is the teacher’s opportunity to introduce new English content and to help students comprehend and correctly use the expressions they are learning

GrapeSEED teaching tools and content that may be used during TSI are divided into two groups—Verbal Skills and Language Arts The vocabulary and expressions taught through the tools and content of one group are also taught in the other, each group reinforcing the other

Verbal Skills Tools

• Vocabulary Picture Cards

Language Arts Tools

• Phonogram Cards

• Phonogram Word Cards

• Shared Reading Big Books

• Shared Reading Poems

• Writers (Unit 3+)

Repeated Exposure and Practice (REP)

time is also important Students do best when they spend time on REP activities in addition to the time they spend working

on English with their teacher in TSI

GrapeSEED Methodology

GrapeSEED is based on the functional-notional framework, or communicative approach,

to align with the way children think and acquire language

Young children think in whole ideas Their first verbal expressions are attempts to communicate broad concepts When children begin learning their home language, their first words and phrases are those they find most effective in their attempts to convey whole ideas to get desired responses At first, a listener has to guess what a child’s single word means in the context of a broad idea For example, when a child says the word

“ball,” does that mean “Throw the ball,” “I’m afraid of the ball,” or “Give me the ball”?

To express themselves more clearly, children will learn to combine words that they have already learned with relevant new words to express more complex notions This process

of language compilation is how language acquisition based on function works It also develops proper use of words for notions that may have no tangible emblem to represent them, words like “through,” “over,” “love,” and “far.” When learning a second language, children will naturally apply this same process

The purpose of a first language is communication The purpose of a GrapeSEED classroom environment is communication, not vocabulary lists, grammar, and structure

memorization

Spiral Curriculum

GrapeSEED is designed as a spiral curriculum that introduces students to words, language functions, and notions that they will use with increasing complexity while reinforcing their previous learning This design of interwoven content keeps students moving toward the unit’s learning objectives, no matter which teaching tool is being used

to present the content

GrapeSEED content Teaching tools include teaching cards, Vocabulary Picture Cards, Phonogram Cards, DVDs, CDs, and other tangible forms of content delivery

Units are to be taught consecutively so that students progressively increase their comprehension, communication skills, fluency, and proficiency, which all help maintain interest in learning

This is an important difference between GrapeSEED and other programs, as the words, the functions, and the notions build upon each other from Unit 1 through Unit 40

What is learned in Unit 2 builds on what was learned in Unit 1 and so on

Table 1 Structural Overview of the GrapeSEED Program

*The vocabulary count shown in the table above is cumulative, representing the total number

of English words the student knows at each level

Vocabulary* 500 1000 1,400 1,700 2,500 3,500

Phonics Single-Letter Phonograms

Single-Letter Phonograms, Multi-Letter Phonograms (U9-10)

Multi-Letter Phonograms, Phonogram Review

Phonogram

Reading Objectives AwarenessReading ReadinessReading Learning to Read

Comprehension, Fluency, Greater Proficiency

Beginning Cognitive Skills

Reading Format

Shared Reading:

Poems, Big Books

Shared Reading:

Poems, Big Books, Let’s Start Reading (U8-10)

Shared Reading:

Poems, Big Books, Basic Readers

Shared Reading:

Guided Reading with Discussion

Guided Reading:

Independent Reading with Academic Questions

Independent Reading: Word Building

Reading

Writing Objectives Letters, Words, Numbers

Letters, Words, Numbers, Sentences

Words,

Answers, Expressive

Writing Format Stroke OrderAir-Writing Stroke OrderAir-Writing Replication Transcription Independent Writing Creative Writing

Spelling Vocabulary 0 GrapeSEED 40 GrapeSEED 100 GrapeSEED 500 GrapeSEED 1,500 GrapeSEED 2,000

GrapeSEED is based on the functional-notional framework, or communicative approach,

to align with the way children think and acquire language

Young children think in whole ideas Their first verbal expressions are attempts to communicate broad concepts When children begin learning their home language, their

first words and phrases are those they find most effective in their attempts to convey whole ideas to get desired responses At first, a listener has to guess what a child’s single

word means in the context of a broad idea For example, when a child says the word

“ball,” does that mean “Throw the ball,” “I’m afraid of the ball,” or “Give me the ball”?

To express themselves more clearly, children will learn to combine words that they have already learned with relevant new words to express more complex notions This process

of language compilation is how language acquisition based on function works It also develops proper use of words for notions that may have no tangible emblem to represent

them, words like “through,” “over,” “love,” and “far.” When learning a second language, children will naturally apply this same process

The purpose of a first language is communication The purpose of a GrapeSEED classroom environment is communication, not vocabulary lists, grammar, and structure

GrapeSEED content Teaching tools include teaching cards, Vocabulary Picture Cards, Phonogram Cards, DVDs, CDs, and other tangible forms of content delivery

Units are to be taught consecutively so that students progressively increase their comprehension, communication skills, fluency, and proficiency, which all help maintain interest in learning

This is an important difference between GrapeSEED and other programs, as the words, the functions, and the notions build upon each other from Unit 1 through Unit 40

What is learned in Unit 2 builds on what was learned in Unit 1 and so on

Table 1 Structural Overview of the GrapeSEED Program

*The vocabulary count shown in the table above is cumulative, representing the total number

of English words the student knows at each level

Vocabulary* 500 1000 1,400 1,700 2,500 3,500

Phonics Single-Letter Phonograms

Single-Letter Phonograms, Multi-Letter Phonograms (U9-10)

Multi-Letter Phonograms, Phonogram Review

Phonogram

Reading Objectives AwarenessReading ReadinessReading Learning to Read

Comprehension, Fluency, Greater Proficiency

Beginning Cognitive Skills

Reading Format

Shared Reading:

Poems, Big Books

Shared Reading:

Poems, Big Books, Let’s Start Reading (U8-10)

Shared Reading:

Poems, Big Books, Basic Readers

Shared Reading:

Guided Reading with Discussion

Guided Reading:

Independent Reading with Academic Questions

Independent Reading: Word Building

Reading

Writing Objectives Letters, Words, Numbers

Letters, Words, Numbers, Sentences

Words,

Answers, Expressive

Writing Format Stroke OrderAir-Writing Stroke OrderAir-Writing Replication Transcription Independent Writing Creative Writing

Spelling Vocabulary 0 GrapeSEED 40 GrapeSEED 100 GrapeSEED 500 GrapeSEED 1,500 GrapeSEED 2,000

Lesson Plans – Units 1-20

Continuing with the spiral curriculum philosophy, carefully designed Lesson Plans have been developed

to use with Units 1-20 The Lesson Plans determine

when and how often to teach each teaching tool to

ensure maximum exposure following a deliberate

learning progression for students The Lesson Plans

organize student practice to create variation and

increased complexity within each lesson Students

are given specifi c practice and then are quickly moved

into another task, perhaps without fully automating

the fi rst one There are several moves within each

lesson, each presenting something diff erent before

returning to the fi rst skill This fl exible application of tasks

and interlacing of teaching tools is important in the language

acquisition process, as students are constantly interacting with the

language through meaningful exposures

After thirty lessons, students move to the next unit, even though they will not have

“mastered” all the content of the unit Learning a language is diff erent from learning

arithmetic, where each step must be mastered before moving on No child will master

all concepts in the material Learning is a process: exposure, emphasis, review, and

reinforcement The power of GrapeSEED is its comprehensive built-in system of exposure,

introduction, and review throughout all forty units This continuous process ensures

success for those learners who take advantage of the opportunities presented

Time Per Lesson

Generally, a GrapeSEED lesson for children should be 40-60 minutes (not to exceed 40 minutes for 4-year-olds) Content should be thoroughly taught a minimum of 15 times in

each unit to ensure desired profi ciency

and interlacing of teaching tools is important in the language

acquisition process, as students are constantly interacting with the

GrapeSEED incorporates the three-stage progression typical of anyone learning their native language When using any GrapeSEED teaching tool, consciously progress through these three stages:

Stage 1: I Say, You Listen.

The teacher presents the material while the students listen attentively

The teacher helps the students understand the material and provides opportunities to interact with each component before or after it is presented

Stage 2: You Say, I Support.

The teacher asks the students—as a class—to speak the material (whether it be a Song, Chant, or Story) The teacher supports their efforts by modeling and correcting any pronunciation errors

Stage 3: You Say, I Listen.

The teacher listens attentively, ready to model correct usage if mistakes are made as the students speak Students will be familiar and confident with the content at this stage but will need to continually practice so that they can use the language naturally, thinking in English

Phonological Awareness

The first step of language acquisition is to acquire the ability to hear distinct sounds within words and to reproduce those sounds A student who has this ability is able, for example, to hear and reproduce the sounds of /sh/, /ee/, and /p/ in the word “sheep.”

Phonemic and phonological awareness begins day one of Unit 1 and is a featured part of each lesson GrapeSEED focuses on the proper pronunciation of the sounds that make up different words While students are learning to speak the sounds of English, they are also learning a phonics system that will serve them well in the future It is critical that good pronunciation habits be established at these early stages since they provide the foundation upon which students’ language skills will be built

Phonemes that should be emphasized in each lesson are identified in the Learning Objectives sections for each teaching tool Do not emphasize all the phonemes in one day

or repeat the same ones every day Instead, emphasize two simple ones or only one if its

Lesson Plans – Units 1-20

Continuing with the spiral curriculum philosophy, carefully designed Lesson Plans have been developed

to use with Units 1-20 The Lesson Plans determine

when and how often to teach each teaching tool to

ensure maximum exposure following a deliberate

learning progression for students The Lesson Plans

organize student practice to create variation and

increased complexity within each lesson Students

are given specifi c practice and then are quickly moved

into another task, perhaps without fully automating

the fi rst one There are several moves within each

lesson, each presenting something diff erent before

returning to the fi rst skill This fl exible application of tasks

and interlacing of teaching tools is important in the language

acquisition process, as students are constantly interacting with the

language through meaningful exposures

After thirty lessons, students move to the next unit, even though they will not have

“mastered” all the content of the unit Learning a language is diff erent from learning

arithmetic, where each step must be mastered before moving on No child will master

all concepts in the material Learning is a process: exposure, emphasis, review, and

reinforcement The power of GrapeSEED is its comprehensive built-in system of exposure,

introduction, and review throughout all forty units This continuous process ensures

success for those learners who take advantage of the opportunities presented

Time Per Lesson

Generally, a GrapeSEED lesson for children should be 40-60 minutes (not to exceed 40 minutes for 4-year-olds) Content should be thoroughly taught a minimum of 15 times in

each unit to ensure desired profi ciency

and interlacing of teaching tools is important in the language

acquisition process, as students are constantly interacting with the

GrapeSEED incorporates the three-stage progression typical of anyone learning their native language When using any GrapeSEED teaching tool, consciously progress through these three stages:

Stage 1: I Say, You Listen.

The teacher presents the material while the students listen attentively

The teacher helps the students understand the material and provides opportunities to interact with each component before or after it is presented

Stage 2: You Say, I Support.

The teacher asks the students—as a class—to speak the material (whether it be a Song, Chant, or Story) The teacher supports their efforts by modeling and correcting any pronunciation errors

Stage 3: You Say, I Listen.

The teacher listens attentively, ready to model correct usage if mistakes are made as the students speak Students will be familiar and confident with the content at this stage but will need to continually practice so that they can use the language naturally, thinking in English

Phonological Awareness

The first step of language acquisition is to acquire the ability to hear distinct sounds within words and to reproduce those sounds A student who has this ability is able, for example, to hear and reproduce the sounds of /sh/, /ee/, and /p/ in the word “sheep.”

Phonemic and phonological awareness begins day one of Unit 1 and is a featured part of each lesson GrapeSEED focuses on the proper pronunciation of the sounds that make up different words While students are learning to speak the sounds of English, they are also learning a phonics system that will serve them well in the future It is critical that good pronunciation habits be established at these early stages since they provide the foundation upon which students’ language skills will be built

Phonemes that should be emphasized in each lesson are identified in the Learning Objectives sections for each teaching tool Do not emphasize all the phonemes in one day

or repeat the same ones every day Instead, emphasize two simple ones or only one if its

Pronunciation Focus

Pronunciation focus is built into the learning objectives of most of the GrapeSEED teaching tools in Units 1-10 In Units 1-20, Shared Reading is an ideal time to focus on

proper pronunciation since that is the primary objective of those components (Poems

and Big Books) and most high-frequency words appear repeatedly within their texts

Consistently drawing attention to proper pronunciation of focus phonemes will help all

children improve their skills by helping them to hear (aural skill) and pronounce (oral

skill) the English language without an accent that reflects the phonemes of their native

language

Units

The curriculum consists of 40 units, with each unit being taught in 30 lessons To ensure maximum alignment with age-appropriate content, it is recommended that

students start in Unit 1 at the age of 4-5 years (48-60 months) and progress at the rate of 5

units per year

To ensure efficient learning, GrapeSEED integrates the vocabulary and language functions assigned to each unit into Teaching Tools or components—individual Songs,

Chants, Stories, Shared Reading Poems or Big Books, or Action Activities It balances new

content with systematic reviews of previously covered content to provide the practice and

repetition that leads to fluency This essential framework is repeated in each unit with new

and interesting topics

Students will be most successful when daily instruction and REP time includes a progression of increasingly complex and meaningful exposures to all content—that is,

exposures that are not just rote repetition but actively engage the students

A Unit Objectives Overview is

provided before the Teaching Tools,

or components, for each unit to provide teachers with an overview of what they will be teaching

Additionally, beginning with

Unit 2, in Year 1 front matt er, A Look

Back at the previous unit’s objectives

is provided so that the teacher can quickly review what the students were most recently taught

Finally, each unit includes

A Look Ahead with the next unit’s

objectives so that the teacher can quickly review what the students will be progressing towards

58

Vocabulary bed boot brush button cap circle/line (kids) comb (n) doll dress eat food glasses hat in out march open close/shut pajamas pants pat pocket point rub shirt

shoes short long shorts skip sky socks stomp string sweater sweatshirt swim toothbrush touch toys umbrella underwear wash wiggle worm zipper

• Listen to identify words.

• Listen to identify phrases.

Determine Meaning

• Recognize the meaning of words and phrases used in class.

Speak and Write

• Communicate simple information about the story.

Oral and Written Exchanges

• Listen to and participate in conversations.

• Respond to simple questions.

• Respond to directions with actions.

Conduct Research

• Recall information from experience to answer questions.

• Recall information provided to answer questions

59

Foundational Skills

Concepts of Print

• Follow words left to right and top to bottom

• Match spoken words to print.

Phonological Awareness

• Listen to sounds in words

/n/, /m/, /t/, /p/, /k/, /s/, /r/, /b/, /d/, /z/, /v/, /u/, /g/, /l/, /sh/, /th/, /ch/, /wh/, /ing/, /lders/, /k/+/l/, /t/+/s/, /s/+/w/, /n/+/d/, /n/+/t/, /r/+/l/, /ow/+/r/

• Listen to the sounds /b/, /g/, /l/, /u/, and /ū/ while air-writing the letters.

Phonics and Word Recognition

• Produce the sounds /b/, /g/, /l/, /u/, and /ū/ when shown the letters

• Recognize words using picture clues

bed, boot, brush, button, cap, circle/line (kids), comb (n), comb (v), doll, dress, eat, fish, food, glasses, hat, in, out, march, open, close/shut, pajamas, pants, pat, pocket, point, rub, shirt, shoes, short, long, shorts, skip, skirt, wash, wiggle, worm, zipper

Fluency

• Approximate singing or reading with purpose and understanding.

56

alligator animals baby ball bear big small/little bird boys brother chair circle line [lines]

climb come go crawl dance elephant family fast slow father floor fly friend

giraffe girls gorilla grass hands hop house jump kangaroo lion monkey mother over under panda play rabbit rock run sing sister sit sleep snake stand steps

stop go tall short teacher tiger tree turtle up down walk yes no zebra zoo 1 3 5 7 9 10

Focus:/d/, /f/, /k/, /m/, /z/

Phonograms

Construct Meaning

• Listen to identify words.

• Listen to identify greetings and phrases.

Determine Meaning

• Recognize the meaning of words and phrases used in class.

Speak and Write

• Communicate simple information about the story.

Oral and Written Exchanges

• Listen to and participate in conversations.

• Respond to simple questions.

• Respond to directions with actions.

Conduct Research

• Recall information provided to answer questions.

• Recall information from experience to answer questions.

A Look Back at Unit 1

grandfather grandmother hippopotamus/hippo

Receptive, Productive, and Interactive

57

Foundational Skills Concepts of Print

• Follow words left to right and top to bottom

• Match spoken words to print

Phonological Awareness

• Listen to sounds in words

/m/, /d/, /f/, /z/, /k/, /s/, /l/, /v/, /r/, /n/, /n/+/d/, /f/+/r/, /t/+/l/, /p/+/l/, /f/+/l/, /l/+/d/, /t/+/s/, /t/+/r/, /b/+/l/, /g/+/r/, /n/+/d/+/z/, /th/, /th/+/r/

• Listen to the sounds /d/, /f/, /k/, /m/, /z/ while air-writing the letters.

Phonics and Word Recognition

• Produce the sounds /d/, /f/, /k/, /m/, /z/ when shown the letters

• Recognize words using picture clues

alligator, animals, baby, ball, bear, big, small/little, bird, boys, brother, chair, circle, line [lines], climb, come,

go, crawl, dance, elephant, family, fast, slow, father, floor, fly, friend, giraffe, girls, gorilla, grandfather, grandmother, grass, hands, hippopotamus/hippo, hop, house, jump, kangaroo, lion, monkey, mother, over, under, panda, play, rabbit, rock, run, sing, sister, sit, sleep, snake, stand, steps, stop, go, tall, short, teacher, through, tiger, tree, turtle, up, down, walk, yes, no, zebra, zoo, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

Fluency

• Approximate singing or reading with purpose and understanding Concepts of Print.

• Follow words left to right and top to bottom.

• Match spoken words to print.

• Recognize punctuation at the end of sentences.

• Recognize and name upper and lowercase letters

• Recognize that a sentence begins with an uppercase letter.

60

A Look Ahead to Unit 3

Vocabulary

ant bag bathroom blocks book box card classroom clothes door eraser ground hook inside outside jungle gym laugh left right

light lunch marker office paint paper play dough play- ground reach sand sandbox school scissors shake slide snack song

spin storybook swing tape wall water window black blue brown orange pink purple red white yellow

Focus:/c/, /e/, /n/, /x/

Review:/b/, /d/, /f/, /k/, /l/, /m/ /u/

Phonograms

Learning Objectives

Receptive, Productive, and Interactive Construct Meaning

• Listen to identify words.

• Listen to identify phrases

Determine Meaning

• Recognize the meaning of words and phrases used in class.

Speak and Write

• Communicate simple information about the story.

Oral and Written Exchanges

• Listen to and participate in conversations.

Respond to simple questions.

• Respond to directions with actions.

Conduct Research

• Recall information from experience to answer questions.

• Recall information provided to answer questions.

merry-go-round

61

Foundational Skills Concepts of Print

• Follow words left to right and top to bottom

• Match spoken words to print.

• Recognize and name upper and lowercase letters “C/c,’’ “X/x,” “E/e,” and “N/n”.

Phonological Awareness

• Listen to sounds in words

/t/, /l/, /r/, /c/, /s/, /z/, /m/, /n/, /v/, /e/, /ē/, /ch/, /wh/, /th/, /ks/, /ing/, /kwh/, /t/+/s/, /n/+/t/, /b/+/l/, /n/+/d/, /s/+/k/, /ow/+/n/

• Listen to the sounds /c/, /s/, /ks/, /e/, /ē/ and /n/ while air-writing the letters.

• Listen to sounds in rhyming words.

Phonics and Word Recognition

• Produce the sound /c/, /s/, /ks/, /e/, /ē/ and /n/ when shown the letters.

• Produce the sounds while writing the letter.

• Produce the number words while writing 1-10.

• Recognize words using picture clues

ant, bag, bathroom, blocks, book, box, card, classroom, clothes, crayon, door, drink, eraser, game, ground, hook, inside, outside, jungle gym, laugh, left, right, light, lunch, marker, merry-go-round, office, page, paint, paper, pencil, play dough, playground, reach, sand, sandbox, school, scissors, shake, slide, snack, song, spin, storybook, swing, table, tape, trash, wall, water, window, black, blue, brown, green, orange, pink, purple, red, white, yellow

Fluency

• Approximate singing or reading with purpose and understanding.

Pronunciation Focus

Pronunciation focus is built into the learning objectives of most of the GrapeSEED teaching tools in Units 1-10 In Units 1-20, Shared Reading is an ideal time to focus on

proper pronunciation since that is the primary objective of those components (Poems

and Big Books) and most high-frequency words appear repeatedly within their texts

Consistently drawing attention to proper pronunciation of focus phonemes will help all

children improve their skills by helping them to hear (aural skill) and pronounce (oral

skill) the English language without an accent that reflects the phonemes of their native

language

Units

The curriculum consists of 40 units, with each unit being taught in 30 lessons To ensure maximum alignment with age-appropriate content, it is recommended that

students start in Unit 1 at the age of 4-5 years (48-60 months) and progress at the rate of 5

units per year

To ensure efficient learning, GrapeSEED integrates the vocabulary and language functions assigned to each unit into Teaching Tools or components—individual Songs,

Chants, Stories, Shared Reading Poems or Big Books, or Action Activities It balances new

content with systematic reviews of previously covered content to provide the practice and

repetition that leads to fluency This essential framework is repeated in each unit with new

and interesting topics

Students will be most successful when daily instruction and REP time includes a progression of increasingly complex and meaningful exposures to all content—that is,

exposures that are not just rote repetition but actively engage the students

A Unit Objectives Overview is

provided before the Teaching Tools,

or components, for each unit to provide teachers with an overview of what they will be teaching

Additionally, beginning with

Unit 2, in Year 1 front matt er, A Look

Back at the previous unit’s objectives

is provided so that the teacher can quickly review what the students were most recently taught

Finally, each unit includes

A Look Ahead with the next unit’s

objectives so that the teacher can quickly review what the students will be progressing towards

58

Vocabulary bed boot brush button cap circle/line (kids) comb (n) doll dress eat food glasses hat in out march open close/shut pajamas pants pat pocket point rub shirt

shoes short long shorts skip sky socks stomp string sweater sweatshirt swim toothbrush touch toys umbrella underwear wash wiggle worm zipper

• Listen to identify words.

• Listen to identify phrases.

Determine Meaning

• Recognize the meaning of words and phrases used in class.

Speak and Write

• Communicate simple information about the story.

Oral and Written Exchanges

• Listen to and participate in conversations.

• Respond to simple questions.

• Respond to directions with actions.

Conduct Research

• Recall information from experience to answer questions.

• Recall information provided to answer questions

59

Foundational Skills

Concepts of Print

• Follow words left to right and top to bottom

• Match spoken words to print.

Phonological Awareness

• Listen to sounds in words

/n/, /m/, /t/, /p/, /k/, /s/, /r/, /b/, /d/, /z/, /v/, /u/, /g/, /l/, /sh/, /th/, /ch/, /wh/, /ing/, /lders/, /k/+/l/, /t/+/s/, /s/+/w/, /n/+/d/, /n/+/t/, /r/+/l/, /ow/+/r/

• Listen to the sounds /b/, /g/, /l/, /u/, and /ū/ while air-writing the letters.

Phonics and Word Recognition

• Produce the sounds /b/, /g/, /l/, /u/, and /ū/ when shown the letters

• Recognize words using picture clues

bed, boot, brush, button, cap, circle/line (kids), comb (n), comb (v), doll, dress, eat, fish, food, glasses, hat, in, out, march, open, close/shut, pajamas, pants, pat, pocket, point, rub, shirt, shoes, short, long, shorts, skip, skirt, wash, wiggle, worm, zipper

Fluency

• Approximate singing or reading with purpose and understanding.

56

alligator animals baby ball bear big small/little bird boys brother chair circle line [lines]

climb come go crawl dance elephant family fast slow father floor fly friend

giraffe girls gorilla grass hands hop house jump kangaroo lion monkey mother over under panda play rabbit rock run sing sister sit sleep snake stand steps

stop go tall short teacher tiger tree turtle up down walk yes no zebra zoo 1 3 5 7 9 10

Focus:/d/, /f/, /k/, /m/, /z/

Phonograms

Construct Meaning

• Listen to identify words.

• Listen to identify greetings and phrases.

Determine Meaning

• Recognize the meaning of words and phrases used in class.

Speak and Write

• Communicate simple information about the story.

Oral and Written Exchanges

• Listen to and participate in conversations.

• Respond to simple questions.

• Respond to directions with actions.

Conduct Research

• Recall information provided to answer questions.

• Recall information from experience to answer questions.

A Look Back at Unit 1

grandfather grandmother hippopotamus/hippo

Receptive, Productive, and Interactive

57

Foundational Skills Concepts of Print

• Follow words left to right and top to bottom

• Match spoken words to print

Phonological Awareness

• Listen to sounds in words

/m/, /d/, /f/, /z/, /k/, /s/, /l/, /v/, /r/, /n/, /n/+/d/, /f/+/r/, /t/+/l/, /p/+/l/, /f/+/l/, /l/+/d/, /t/+/s/, /t/+/r/, /b/+/l/, /g/+/r/, /n/+/d/+/z/, /th/, /th/+/r/

• Listen to the sounds /d/, /f/, /k/, /m/, /z/ while air-writing the letters.

Phonics and Word Recognition

• Produce the sounds /d/, /f/, /k/, /m/, /z/ when shown the letters

• Recognize words using picture clues

alligator, animals, baby, ball, bear, big, small/little, bird, boys, brother, chair, circle, line [lines], climb, come,

go, crawl, dance, elephant, family, fast, slow, father, floor, fly, friend, giraffe, girls, gorilla, grandfather, grandmother, grass, hands, hippopotamus/hippo, hop, house, jump, kangaroo, lion, monkey, mother, over, under, panda, play, rabbit, rock, run, sing, sister, sit, sleep, snake, stand, steps, stop, go, tall, short, teacher, through, tiger, tree, turtle, up, down, walk, yes, no, zebra, zoo, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

Fluency

• Approximate singing or reading with purpose and understanding Concepts of Print.

• Follow words left to right and top to bottom.

• Match spoken words to print.

• Recognize punctuation at the end of sentences.

• Recognize and name upper and lowercase letters

• Recognize that a sentence begins with an uppercase letter.

60

A Look Ahead to Unit 3

Vocabulary

ant bag bathroom blocks book box card classroom clothes door eraser ground hook inside outside jungle gym laugh left right

light lunch marker office paint paper play dough play- ground reach sand sandbox school scissors shake slide snack song

spin storybook swing tape wall water window black blue brown orange pink purple red white yellow

Focus:/c/, /e/, /n/, /x/

Review:/b/, /d/, /f/, /k/, /l/, /m/ /u/

Phonograms

Learning Objectives

Receptive, Productive, and Interactive Construct Meaning

• Listen to identify words.

• Listen to identify phrases

Determine Meaning

• Recognize the meaning of words and phrases used in class.

Speak and Write

• Communicate simple information about the story.

Oral and Written Exchanges

• Listen to and participate in conversations.

Respond to simple questions.

• Respond to directions with actions.

Conduct Research

• Recall information from experience to answer questions.

• Recall information provided to answer questions.

merry-go-round

61

Foundational Skills Concepts of Print

• Follow words left to right and top to bottom

• Match spoken words to print.

• Recognize and name upper and lowercase letters “C/c,’’ “X/x,” “E/e,” and “N/n”.

Phonological Awareness

• Listen to sounds in words

/t/, /l/, /r/, /c/, /s/, /z/, /m/, /n/, /v/, /e/, /ē/, /ch/, /wh/, /th/, /ks/, /ing/, /kwh/, /t/+/s/, /n/+/t/, /b/+/l/, /n/+/d/, /s/+/k/, /ow/+/n/

• Listen to the sounds /c/, /s/, /ks/, /e/, /ē/ and /n/ while air-writing the letters.

• Listen to sounds in rhyming words.

Phonics and Word Recognition

• Produce the sound /c/, /s/, /ks/, /e/, /ē/ and /n/ when shown the letters.

• Produce the sounds while writing the letter.

• Produce the number words while writing 1-10.

• Recognize words using picture clues

ant, bag, bathroom, blocks, book, box, card, classroom, clothes, crayon, door, drink, eraser, game, ground, hook, inside, outside, jungle gym, laugh, left, right, light, lunch, marker, merry-go-round, office, page, paint, paper, pencil, play dough, playground, reach, sand, sandbox, school, scissors, shake, slide, snack, song, spin, storybook, swing, table, tape, trash, wall, water, window, black, blue, brown, green, orange, pink, purple, red, white, yellow

Fluency

• Approximate singing or reading with purpose and understanding.

Special Terms for Teaching Tool Objectives

Each type of teaching tool serves a specific function in the GrapeSEED curriculum

On the following pages, general objectives are provided for each type of tool In addition

to the general objectives, each tool has specific objectives based on the vocabulary and

language expressions they contain These specific objectives can be found in the Unit

Teaching Tools section of this manual

The following are important terms to understand when considering teaching tool objectives:

Foundational skills develop understanding of the basic skills needed to learn to

read and write, including concepts of print, phonological awareness, phonics, word recognition, and fluency

• Concepts of print refers to student understanding of the basic organization of

print and how it works, including alphabetic principles, print awareness, and the organization of poems, stories, and books

• Phonological awareness is the ability to hear and manipulate different sounds

in English

• Phonics and word recognition is the ability to apply an understanding of the

correspondence between sounds and spelling to identify written words

Fluency is the ability to read text accurately and quickly by rapidly decoding text

while maintaining a high level of comprehension

Receptive language is the ability to hear and understand language enough to

complete a task

• Construct meaning means students are able to listen and identify words and

phrases learned in class

• Determine meaning means students are able to recognize the meaning of these

words and phrases

Productive language is the ability to use language to complete a task.

• Speak and write means students are able to communicate information about

familiar topics through speaking or writing

Interactive language is the ability to engage in two-way interactive communication

using receptive and productive language to negotiate meaning when speaking with others

• Oral and written exchange means that students listen to and participate in

conversations and may respond to simple questions as they use words and expressions from class

• Conduct research means that students recall information that was either

previously provided or that comes from personal experience to answer questions

Progression of instruction is the systematic pathway of instruction that teachers use

to lead students through smooth progression of learning

Progression of learning is the pathway of progress students take over time to learn

new skills, moving from teacher support to greater student independence

Formative assessment is an informal process used during instruction to find out

what students can do with help, what they can do independently, and how they are progressing in relation to the objectives Teachers use this information to inform and improve their teaching practice

Special Terms for Teaching Tool Objectives

Each type of teaching tool serves a specific function in the GrapeSEED curriculum

On the following pages, general objectives are provided for each type of tool In addition

to the general objectives, each tool has specific objectives based on the vocabulary and

language expressions they contain These specific objectives can be found in the Unit

Teaching Tools section of this manual

The following are important terms to understand when considering teaching tool objectives:

Foundational skills develop understanding of the basic skills needed to learn to

read and write, including concepts of print, phonological awareness, phonics, word recognition, and fluency

• Concepts of print refers to student understanding of the basic organization of

print and how it works, including alphabetic principles, print awareness, and the organization of poems, stories, and books

• Phonological awareness is the ability to hear and manipulate different sounds

in English

• Phonics and word recognition is the ability to apply an understanding of the

correspondence between sounds and spelling to identify written words

Fluency is the ability to read text accurately and quickly by rapidly decoding text

while maintaining a high level of comprehension

Receptive language is the ability to hear and understand language enough to

complete a task

• Construct meaning means students are able to listen and identify words and

phrases learned in class

• Determine meaning means students are able to recognize the meaning of these

words and phrases

Productive language is the ability to use language to complete a task.

• Speak and write means students are able to communicate information about

familiar topics through speaking or writing

Interactive language is the ability to engage in two-way interactive communication

using receptive and productive language to negotiate meaning when speaking with others

• Oral and written exchange means that students listen to and participate in

conversations and may respond to simple questions as they use words and expressions from class

• Conduct research means that students recall information that was either

previously provided or that comes from personal experience to answer questions

Progression of instruction is the systematic pathway of instruction that teachers use

to lead students through smooth progression of learning

Progression of learning is the pathway of progress students take over time to learn

new skills, moving from teacher support to greater student independence

Formative assessment is an informal process used during instruction to find out

what students can do with help, what they can do independently, and how they are progressing in relation to the objectives Teachers use this information to inform and improve their teaching practice

Action Activities

Action Activities contain many action words and commands, such as spin around,

go through, jump high Allowing students to act out verbal commands helps them learn to

listen carefully—so they can do what the rest of the class

does—and improves their thinking in English Action

Activities also involve physical movement, a welcome

break for students who have been sitt ing for a period

of time Each Action Activity has been designed to

introduce, review, and reinforce important vocabulary

• Recognize the meaning of words and

phrases used in class

Oral and Written Exchanges

• Respond to directions with actions

Foundational Skills

Phonological Awareness

• Listen to sounds in words

Phonics and Word Recognition

• Recognize words using picture clues

Teaching Instructions

• Encourage students to perform actions with the teacher Establish good classroom

control by teaching students to instantly obey commands stop, go, listen, sit down, and

other key instructions that maintain proper classroom management

• Use an easel or magnets to display the teaching cards, allowing hands to be free to

point, gesture, and demonstrate, making teachers more interactive and involved with their students

• Although some of the Action Activities have a tune on the CD or DVD, the Action

Activities should most often be spoken in class

Teaching Tools – Verbal Skills

Hop, hop, hop like a rabbit.

Hop like a rabbit with a friend.

Climb, climb, climb like a monkey.

Climb like a monkey up a tree.

Unit 1 - “Hop Like a Rabbit”© 2018 GrapeSEED Media Limited

About Daily Practice

• As they practice the Action Activities, students will become familiar with them and can perform the actions without needing any demonstration

• After students can perform the Action Activities without demonstration, occasionally change the order of commands so students will not get in the habit of just going through the motions without having to listen or think

Assessment

Spontaneous responses from students during Action Activities give teachers an opportunity to assess each student’s level of comprehension

Check to see if students can:

• Listen with comprehension

• Follow the commands correctly

• Follow similar commands used in conversation and daily interaction

Action Activities

Action Activities contain many action words and commands, such as spin around,

go through, jump high Allowing students to act out verbal commands helps them learn to

listen carefully—so they can do what the rest of the class

does—and improves their thinking in English Action

Activities also involve physical movement, a welcome

break for students who have been sitt ing for a period

of time Each Action Activity has been designed to

introduce, review, and reinforce important vocabulary

• Recognize the meaning of words and

phrases used in class

Oral and Written Exchanges

• Respond to directions with actions

Foundational Skills

Phonological Awareness

• Listen to sounds in words

Phonics and Word Recognition

• Recognize words using picture clues

Teaching Instructions

• Encourage students to perform actions with the teacher Establish good classroom

control by teaching students to instantly obey commands stop, go, listen, sit down, and

other key instructions that maintain proper classroom management

• Use an easel or magnets to display the teaching cards, allowing hands to be free to

point, gesture, and demonstrate, making teachers more interactive and involved with their students

• Although some of the Action Activities have a tune on the CD or DVD, the Action

Activities should most often be spoken in class

Teaching Tools – Verbal Skills

Hop, hop, hop like a rabbit.

Hop like a rabbit with a friend.

Climb, climb, climb like a monkey.

Climb like a monkey up a tree.

Unit 1 - “Hop Like a Rabbit”© 2018 GrapeSEED Media Limited

About Daily Practice

• As they practice the Action Activities, students will become familiar with them and can perform the actions without needing any demonstration

• After students can perform the Action Activities without demonstration, occasionally change the order of commands so students will not get in the habit of just going through the motions without having to listen or think

Assessment

Spontaneous responses from students during Action Activities give teachers an opportunity to assess each student’s level of comprehension

Check to see if students can:

• Listen with comprehension

• Follow the commands correctly

• Follow similar commands used in conversation and daily interaction

Chants are an excellent tool for learning proper English syntax and for isolating issues

of pronunciation or enunciation Students will first be introduced to Chants in Unit 3 Most

Chants consist of various forms of questions and answers It is important that students

understand what they are saying in the Chants so they can begin to use the expressions in

• Recognize the meaning of words and

phrases used in class

Oral and Written Exchanges

• Listen to and participate in

conversations

• Respond to simple questions

Foundational Skills

Phonological Awareness

• Listen to sounds in words

Phonics and Word Recognition

• Recognize words using picture clues

Teaching Instructions

• When introducing the Chant, teach the questions and answers together as one

element so that students must ask the questions and answer them Do not use them

as an echo dialogue drill in which the teacher asks and students answer, or vice versa

• Say the Chant using natural speed, intonation, and expression Do not allow students

to develop choppy or overly rhythmic speech habits

• Listen for pronunciation errors and correct them

• Look for opportunities to use the language from the Chants in everyday interactions

What is this? Is this a classroom?

No, it isn’t No, it’s not.

This is a bathroom This is a bathroom

Yes, it is Yes, it is.

Unit 3 - “Yes, It Is!”

© 2018 GrapeSEED Media Limited 3

About Daily Practice

• Ask students to listen as the teacher models a Chant When the students are familiar with the Chant, they can join in saying the Chant

• Listen to the students as they begin saying the Chant Model corrections only when necessary

• Check that students comprehend the diff erence between questions and answers and that they learn to properly express both the questions and answers

• Use the expressions (questions and responses) from the Chant in daily classroom interactions

• Once the students can say the Chant accurately, start applying and using the language in a natural way, not repeating both responses

(e.g., say only “No, it isnʹt” or “No, itʹs not”).

Assessment

Check to see if students can:

• Listen with comprehension

• Pronounce the questions and answers correctly

• Use the expressions in natural classroom conversation

What is this? Is this a classroom?

What is this? Is this a marker?

No, it isn’t. No, it’s not.

This is a pencil This is a pencil

Yes, it is Yes, it is.

What is this? Is this a snack?

No, it isn’t. No, it’s no

t.

This is play dough Th

is is play dough

Yes, it is Yes, it is.

Unit 3 - “Yes, It Is!”

© 2018 Gr edia Limited 2

What is this? Is this a storybook?

No, it isn’t No, it’s not.

This is a card This is a card

Yes, it is Yes, it is.

What is this? Is this a wall?

No, it isn’t No, it’s not.

This is a hook This is a hook

Yes, it is Yes, it is.

Unit 3 - “Yes, It Is!”

© 2018 GrapeSEED Media Limited 1

Chants are an excellent tool for learning proper English syntax and for isolating issues

of pronunciation or enunciation Students will first be introduced to Chants in Unit 3 Most

Chants consist of various forms of questions and answers It is important that students

understand what they are saying in the Chants so they can begin to use the expressions in

• Recognize the meaning of words and

phrases used in class

Oral and Written Exchanges

• Listen to and participate in

conversations

• Respond to simple questions

Foundational Skills

Phonological Awareness

• Listen to sounds in words

Phonics and Word Recognition

• Recognize words using picture clues

Teaching Instructions

• When introducing the Chant, teach the questions and answers together as one

element so that students must ask the questions and answer them Do not use them

as an echo dialogue drill in which the teacher asks and students answer, or vice versa

• Say the Chant using natural speed, intonation, and expression Do not allow students

to develop choppy or overly rhythmic speech habits

• Listen for pronunciation errors and correct them

• Look for opportunities to use the language from the Chants in everyday interactions

What is this? Is this a classroom?

No, it isn’t No, it’s not.

This is a bathroom This is a bathroom

Yes, it is Yes, it is.

Unit 3 - “Yes, It Is!”

© 2018 GrapeSEED Media Limited 3

About Daily Practice

• Ask students to listen as the teacher models a Chant When the students are familiar with the Chant, they can join in saying the Chant

• Listen to the students as they begin saying the Chant Model corrections only when necessary

• Check that students comprehend the diff erence between questions and answers and that they learn to properly express both the questions and answers

• Use the expressions (questions and responses) from the Chant in daily classroom interactions

• Once the students can say the Chant accurately, start applying and using the language in a natural way, not repeating both responses

(e.g., say only “No, it isnʹt” or “No, itʹs not”).

Assessment

Check to see if students can:

• Listen with comprehension

• Pronounce the questions and answers correctly

• Use the expressions in natural classroom conversation

What is this? Is this a classroom?

What is this? Is this a marker?

No, it isn’t. No, it’s not.

This is a pencil This is a pencil

Yes, it is Yes, it is.

What is this? Is this a snack?

No, it isn’t. No, it’s no

t.

This is play dough Th

is is play dough

Yes, it is Yes, it is.

Unit 3 - “Yes, It Is!”

© 2018 Gr edia Limited 2

What is this? Is this a storybook?

No, it isn’t No, it’s not.

This is a card This is a card

Yes, it is Yes, it is.

What is this? Is this a wall?

No, it isn’t No, it’s not.

This is a hook This is a hook

Yes, it is Yes, it is.

Unit 3 - “Yes, It Is!”

© 2018 GrapeSEED Media Limited 1

Learning through singing Songs is easy and fun for most students Songs are an eff ective way

to teach new vocabulary and expressions Singing

activates a diff erent part of the brain than speech;

therefore, it increases the brain’s ability to store

and recall expressions that can then be transposed

• Recognize the meaning of words and

phrases used in class

Oral and Written Exchanges

• Listen to and participate in

conversations

• Respond to simple questions

Foundational Skills

Phonological Awareness

• Listen to sounds in words

Phonics and Word Recognition

• Recognize words using picture clues

Teaching Instructions

• Use the GrapeSEED teaching posters, Vocabulary Picture Cards (VPCs), and, when

helpful, props to make the Songs meaningful

• Sing with facial expressions and gestures that convey the emotions and general

meaning of the Song

• Ensure that when students are singing, they are pronouncing the words clearly

When necessary, correct them appropriately

Hello, my friend What is your name?

What is your name? I am Pete.

I have a friend His name is Arty

His name is Arty I like him.

I have a friend Her name is Tonya

Her name is Tonya

• Sing the Song as you point to the pictures to support the lyrics Use physical props as needed

• Enunciate the words clearly and maintain eye contact with students so that they can see mouth movements and facial expressions

• Ask the class to sing the Song

About Daily Practice

• An icon is displayed when a short Song should be sung twice each time

• Clearly articulate while singing

• Listen for pronunciation errors, especially with fi nal consonants and all vowels

Require progressively bett er pronunciation from students

• Correct pronunciation errors and model correct pronunciation

• Periodically say the words of the Song in natural spoken English to help students understand the meaning and hear the sounds

• Use the words and expressions from the Song in daily classroom interaction whenever appropriate

• Occasionally, make a few comments before or after singing the Song, or ask a question related to its content or its expressions

• Towards the end of the unit, after the students have learned the Song, the CD or a musical instrument may be helpful for variety but should not be used often because students need to hear the words clearly

Assessment

Check to see if students can:

• Pronounce sounds and words correctly

• Use words and phrases from the Songs in conversation

Learning through singing Songs is easy and fun for most students Songs are an eff ective way

to teach new vocabulary and expressions Singing

activates a diff erent part of the brain than speech;

therefore, it increases the brain’s ability to store

and recall expressions that can then be transposed

• Recognize the meaning of words and

phrases used in class

Oral and Written Exchanges

• Listen to and participate in

conversations

• Respond to simple questions

Foundational Skills

Phonological Awareness

• Listen to sounds in words

Phonics and Word Recognition

• Recognize words using picture clues

Teaching Instructions

• Use the GrapeSEED teaching posters, Vocabulary Picture Cards (VPCs), and, when

helpful, props to make the Songs meaningful

• Sing with facial expressions and gestures that convey the emotions and general

meaning of the Song

• Ensure that when students are singing, they are pronouncing the words clearly

When necessary, correct them appropriately

Hello, my friend What is your name?

What is your name? I am Pete.

I have a friend His name is Arty

His name is Arty I like him.

I have a friend Her name is Tonya

Her name is Tonya

• Sing the Song as you point to the pictures to support the lyrics Use physical props as needed

• Enunciate the words clearly and maintain eye contact with students so that they can see mouth movements and facial expressions

• Ask the class to sing the Song

About Daily Practice

• An icon is displayed when a short Song should be sung twice each time

• Clearly articulate while singing

• Listen for pronunciation errors, especially with fi nal consonants and all vowels

Require progressively bett er pronunciation from students

• Correct pronunciation errors and model correct pronunciation

• Periodically say the words of the Song in natural spoken English to help students understand the meaning and hear the sounds

• Use the words and expressions from the Song in daily classroom interaction whenever appropriate

• Occasionally, make a few comments before or after singing the Song, or ask a question related to its content or its expressions

• Towards the end of the unit, after the students have learned the Song, the CD or a musical instrument may be helpful for variety but should not be used often because students need to hear the words clearly

Assessment

Check to see if students can:

• Pronounce sounds and words correctly

• Use words and phrases from the Songs in conversation

• Recognize the meaning of words and

phrases used in class

Oral and Written Exchanges

• Listen to and participate in

conversations

Conduct Research

• Recall information provided or from

experience to answer questions

Foundational Skills

Phonological Awareness

• Listen to sounds in words

Phonics and Word Recognition

• Recognize words using picture clues

Teaching Instructions

• If possible in classroom, ask students to sit on

the fl oor so that they can clearly see the pictures of the Story while they listen Tell the Story with natural expression, emotion, and interest

Note: As the Story is read, don’t stop to comment on each page Any comments about specifi c page content should be done before or after the Story

• Help students understand the Story by using gestures and pointing out objects or

actions in the artwork while reading This is critical to help students understand the meaning of the Story

The monkey climbs in the tree.

The monkey plays with a ball.

3

© 2018 GrapeSEED Media Limited

Unit 1 - Story “Animals Play”

The monkey climbs in the tree.

1

© 2018 Grape imited Unit 1 - Story “Animals Play”

• Encourage students to listen intently

• As students become more familiar with the Story, ask questions after reading it so that they can answer using words, phrases, or sentences from the Story As their familiarity grows, their answers will progress from one-word answers into phrases, and then into full sentences Students should answer spontaneously and naturally

• When students are familiar with the Story, allow them to repeat it on their own At first, they may only be able to say the first few cards Take over when you need to and try again after a few more exposures Some Stories are repetitious and easier to memorize than others Remember, the overall objective is not rote memorization of the Story but comprehension and communication

Progression of Instruction

• Present the Vocabulary Picture Cards (VPCs) that apply to the Story, following the T-S-T-S pattern

• Tell the Story using natural expression, pointing to the pictures

About Daily Practice

• Tell the Story with natural flow, expression, and emotion each time

• After telling the Story, reinforce students’ comprehension by making a comment or two or by asking some questions

• As the students begin to say the Story on their own, work on any pronunciation issues that need improvement

Assessment

Check to see if students can:

• Listen with comprehension

• Use the vocabulary and expressions from the Story in daily interactions

• Recognize the meaning of words and

phrases used in class

Oral and Written Exchanges

• Listen to and participate in

conversations

Conduct Research

• Recall information provided or from

experience to answer questions

Foundational Skills

Phonological Awareness

• Listen to sounds in words

Phonics and Word Recognition

• Recognize words using picture clues

Teaching Instructions

• If possible in classroom, ask students to sit on

the fl oor so that they can clearly see the pictures of the Story while they listen Tell the Story with natural

expression, emotion, and interest

Note: As the Story is read, don’t stop to comment on each page Any comments about

specifi c page content should be done before or after the Story

• Help students understand the Story by using gestures and pointing out objects or

actions in the artwork while reading This is critical to help students understand the meaning of the Story

The monkey climbs in the tree.

The monkey plays with a ball.

3

© 2018 GrapeSEED Media Limited

Unit 1 - Story “Animals Play”

The monkey climbs in the tree.

1

© 2018 Grape imited Unit 1 - Story “Animals Play”

• Encourage students to listen intently

• As students become more familiar with the Story, ask questions after reading it so that they can answer using words, phrases, or sentences from the Story As their familiarity grows, their answers will progress from one-word answers into phrases, and then into full sentences Students should answer spontaneously and naturally

• When students are familiar with the Story, allow them to repeat it on their own At first, they may only be able to say the first few cards Take over when you need to and try again after a few more exposures Some Stories are repetitious and easier to memorize than others Remember, the overall objective is not rote memorization of the Story but comprehension and communication

Progression of Instruction

• Present the Vocabulary Picture Cards (VPCs) that apply to the Story, following the T-S-T-S pattern

• Tell the Story using natural expression, pointing to the pictures

About Daily Practice

• Tell the Story with natural flow, expression, and emotion each time

• After telling the Story, reinforce students’ comprehension by making a comment or two or by asking some questions

• As the students begin to say the Story on their own, work on any pronunciation issues that need improvement

Assessment

Check to see if students can:

• Listen with comprehension

• Use the vocabulary and expressions from the Story in daily interactions

• Recognize the meaning of words and

phrases from the previous unit

Speak and Write

• Communicate information about the

story

Oral and Written Exchanges

• Listen to and participate in

conversations

• Respond to simple questions

Foundational Skills

Phonics and Word Recognition

• Recognize words using picture clues

Hello! I am Jonny Bear!

• Create opportunities for students to use the words and expressions within the story

Solicit use of the words and expressions in natural conversation

Progression of Instruction

• Using the DVD to introduce a new unit allows students to understand that the Story Dictionary language is used in both the new unit and the previous unit This builds compilation awareness and encourages continual use of previously learned language

• Verify that students recognize the words and expressions used in the story by asking

a few questions about the story after the initial viewing

Assessment

Check to see if students can:

• Listen attentively with comprehension

• Use the vocabulary and expressions in daily interactions

• Recognize the meaning of words and

phrases from the previous unit

Speak and Write

• Communicate information about the

story

Oral and Written Exchanges

• Listen to and participate in

conversations

• Respond to simple questions

Foundational Skills

Phonics and Word Recognition

• Recognize words using picture clues

Hello! I am Jonny Bear!

• Create opportunities for students to use the words and expressions within the story

Solicit use of the words and expressions in natural conversation

Progression of Instruction

• Using the DVD to introduce a new unit allows students to understand that the Story Dictionary language is used in both the new unit and the previous unit This builds compilation awareness and encourages continual use of previously learned language

• Verify that students recognize the words and expressions used in the story by asking

a few questions about the story after the initial viewing

Assessment

Check to see if students can:

• Listen attentively with comprehension

• Use the vocabulary and expressions in daily interactions

Vocabulary Picture Cards

The Vocabulary Picture Cards (VPCs) enhance the learning of new words introduced

in context through other GrapeSEED tools The cards are important for learning the

meaning and correct pronunciation of the words Understanding the words will help

students understand the meaning of the expressions and full sentences used in each of the

content teaching tools

• Recognize the meaning of words and

phrases used in class

Foundational Skills

Phonics and Word Recognition

• Recognize words using picture clues

Teaching Instructions

• Use the Vocabulary Picture Cards (VPCs) in conjunction with teaching tools that

use the words, rather than using them by themselves Some words appear in several teaching tools It is important to use the cards with each component they apply to over the course of the lessons It is not necessary to use the same VPC for more than one component per lesson

• Using the Teacher-Student-Teacher-Student (T-S-T-S) patt ern, monitor the students’

pronunciation of each word and correct any problems

• Show each vocabulary card and say the word clearly

• Have the students repeat it

• Say the word again

• Have the students repeat it

About Daily Practice

• When introducing verbs, the teacher may need to act out the word so that students

understand the action, for example, fly.

• When introducing a card that has two or more words, the teacher should say the words separately while pointing to the picture and have students repeat the words separately After the students have a few exposures, the teacher can start saying the words together while pointing to the pictures

• As the students learn the new words, they may start to say them before you do

Maintain control and focus by teaching students to follow the T-S-T-S pattern or, after they have learned the words well, the Student-Teacher-Student (S-T-S) pattern

• Allow enough time for students to process each word as it is said

Assessment

Check to see if students can:

• Pay attention

• Repeat the words after you

• Pronounce the words correctly

• Display confidence in using the words in conversation

Vocabulary Picture Cards

The Vocabulary Picture Cards (VPCs) enhance the learning of new words introduced

in context through other GrapeSEED tools The cards are important for learning the

meaning and correct pronunciation of the words Understanding the words will help

students understand the meaning of the expressions and full sentences used in each of the

content teaching tools

• Recognize the meaning of words and

phrases used in class

Foundational Skills

Phonics and Word Recognition

• Recognize words using picture clues

Teaching Instructions

• Use the Vocabulary Picture Cards (VPCs) in conjunction with teaching tools that

use the words, rather than using them by themselves Some words appear in several teaching tools It is important to use the cards with each component they apply to

over the course of the lessons It is not necessary to use the same VPC for more than one component per lesson

• Using the Teacher-Student-Teacher-Student (T-S-T-S) patt ern, monitor the students’

pronunciation of each word and correct any problems

• Show each vocabulary card and say the word clearly

• Have the students repeat it

• Say the word again

• Have the students repeat it

About Daily Practice

• When introducing verbs, the teacher may need to act out the word so that students

understand the action, for example, fly.

• When introducing a card that has two or more words, the teacher should say the words separately while pointing to the picture and have students repeat the words separately After the students have a few exposures, the teacher can start saying the words together while pointing to the pictures

• As the students learn the new words, they may start to say them before you do

Maintain control and focus by teaching students to follow the T-S-T-S pattern or, after they have learned the words well, the Student-Teacher-Student (S-T-S) pattern

• Allow enough time for students to process each word as it is said

Assessment

Check to see if students can:

• Pay attention

• Repeat the words after you

• Pronounce the words correctly

• Display confidence in using the words in conversation

Single-Letter Phonogram Cards and Word Cards

The Single-Lett er Phonogram Cards (Units 1–8) are essential to GrapeSEED’s phonics program and are utilized to raise student awareness of phonemes (the sounds of lett ers)

and phonograms (their visual appearance) within words

Learning Objectives

Foundational Skills

Phonological Awareness

• Listen to sounds in words

Phonics and Word Recognition

• Produce sounds when shown the lett er

• Produce sounds while air-writing the lett er

• Begin by saying the name of the lett er while showing the Phonogram Card and

air-writing the lett er while giving its sound (Note: When a lett er has more than one sound, air-write as you say the fi rst sound, and then hold up your fi ngers as if counting to indicate the second, third, and fourth sounds as you say them.) Repeat throughout the unit

• After presenting the Single-Lett er Phonogram Card, show the Phonogram Word

• Point to the highlighted letter while saying its sound (Note: When a letter has more than one sound, say the sounds for all of them.)

• Then have students say the word

• Repeat the word after the students, emphasizing the target sound

• Do this for all the words on the card

• Teach all single-letter phonograms for the unit every day

About Daily Practice

• Continue regular practice of the Single-Letter Phonogram Cards even if students appear to have achieved mastery Automatic sight-to-sound recognition in long-term memory is critical for learning to read with GrapeSEED phonics

• Use the Phonogram Cards to review all letters that have been presented previously

When there are several phonograms to review, the teacher can divide that stack up in two and teach one-half each day

• As students become proficient, say the name of the letter without showing its Phonogram Card Have the students air-write it and say its sound(s), and then show the Phonogram Card once the students have said its sound(s) correctly This is to confirm that the students are making the correct association between the letters and their sounds

• Follow the stroke-order on the back of the Phonogram Card

• When air-writing, make big, deliberate strokes, using the whole arm—not just the finger This approach will help students learn the letters and their strokes better as well as make it easier to confirm that all students are air-writing correctly

• Once students are sufficiently familiar with the Phonogram Word Cards, discontinue regular use and review occasionally

Assessment

Check to see if students can:

• Produce the sound(s) of the letter when shown the phonogram

• Air-write the letter when hearing its sound(s)

Single-Letter Phonogram Cards and Word Cards

The Single-Lett er Phonogram Cards (Units 1–8) are essential to GrapeSEED’s phonics program and are utilized to raise student awareness of phonemes (the sounds of lett ers)

and phonograms (their visual appearance) within words

Learning Objectives

Foundational Skills

Phonological Awareness

• Listen to sounds in words

Phonics and Word Recognition

• Produce sounds when shown the lett er

• Produce sounds while air-writing the lett er

• Begin by saying the name of the lett er while showing the Phonogram Card and

air-writing the lett er while giving its sound (Note: When a lett er has more than one sound, air-write as you say the fi rst sound, and then hold up your fi ngers as if

counting to indicate the second, third, and fourth sounds as you say them.) Repeat throughout the unit

• After presenting the Single-Lett er Phonogram Card, show the Phonogram Word

• Point to the highlighted letter while saying its sound (Note: When a letter has more than one sound, say the sounds for all of them.)

• Then have students say the word

• Repeat the word after the students, emphasizing the target sound

• Do this for all the words on the card

• Teach all single-letter phonograms for the unit every day

About Daily Practice

• Continue regular practice of the Single-Letter Phonogram Cards even if students appear to have achieved mastery Automatic sight-to-sound recognition in long-term memory is critical for learning to read with GrapeSEED phonics

• Use the Phonogram Cards to review all letters that have been presented previously

When there are several phonograms to review, the teacher can divide that stack up in two and teach one-half each day

• As students become proficient, say the name of the letter without showing its Phonogram Card Have the students air-write it and say its sound(s), and then show the Phonogram Card once the students have said its sound(s) correctly This is to confirm that the students are making the correct association between the letters and their sounds

• Follow the stroke-order on the back of the Phonogram Card

• When air-writing, make big, deliberate strokes, using the whole arm—not just the finger This approach will help students learn the letters and their strokes better as well as make it easier to confirm that all students are air-writing correctly

• Once students are sufficiently familiar with the Phonogram Word Cards, discontinue regular use and review occasionally

Assessment

Check to see if students can:

• Produce the sound(s) of the letter when shown the phonogram

• Air-write the letter when hearing its sound(s)