The Natural Approach

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Western Oregon University

Power Point presentation on the natural approach to ESOL education

The Natural Approach All information from these slides was provided by Diane Enright during our ED 684 First and Second Language Acquisition in Bilingual/ESOL class, winter of 2010.

The natural approach to teaching CLD students guides them through four stages: comprehension, early production, speech emerges and intermediate fluency.

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Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.

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Assignment: Balanced Literacy Lesson Plan Instruction Use the instructional plan template to create your lesson design you choose. Answer the highlight questions ask to help with your instructional plan. Make sure to include state standards in the lesson plan. Below is a copy of lesson plan you need put into instructional plan template. Copy of Lesson Plan to design. Lesson Plan Grade 1 Topic/Theme: I See the Tree – Vowel Team /ee/ In this lesson, students will identify the vowel team /ee/ through classroom connections, media connections, and real world connections. The students will develop a class-made /ee/ tree in which the students will increase their vocabulary with a variety of /ee/ words. Subject(s): English Language Arts Grade Level(s): 1 Intended Audience: Educators Suggested Technology: Computer for Presenter, Internet Connection, Microsoft Office Instructional Time: 1 Hour(s) 30 Minute(s) Keywords: team vowels, /ee/, ee, tree, phonics Instructional Component Type(s): Lesson Plan, Worksheet, Video/Audio/Animation, Formative Assessment Instructional Design Framework(s): Direct Instruction, Demonstration, Writing to Learn, Cooperative Learning Resource Collection: CPALMS Lesson Plan Development Initiative · Florida State Standard · LAFS.1.RF.3.3 :Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one-syllable words. c. Know final -e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two-syllable words following basic patterns by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read grade-appropriate irregularly spelled words. · LAFS.1.SL.1.1 :Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. LAFS.1.SL.1.1c : Ask questions to clear up any confusion about the topics and texts under discussion. LAFS.1.SL.1.1a : Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). LAFS.1.SL.1.1b : Build on others’ talk in conversations by responding to the comments of others through multiple exchanges LESSON CONTENT · Learning Objectives: What should students know and be able to do as a result of this lesson? • The students will know and apply grade-level phonics and word analysis skills in decoding words with the /ee/ vowel team. • The students will, with guidance and suppo ...

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1. The Natural Approach All information from these slides was provided by Diane Enright during our ED 684 First and Second Language Acquisition in Bilingual/ESOL class, winter of 2010.

2. The natural approach to teaching CLD students guides them through four stages: comprehension, early production, speech emerges and intermediate fluency.

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