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GrapeSEED English Learning Program
Grapeseed is an innovative English language program developed from research starting in 1967 at Meysen Academy in Japan, emphasizing natural communication over grammar. It includes a comprehensive set of educational materials and teacher training designed to enhance language acquisition through engaging, multi-sensory methods. Currently, Grapeseed is utilized in 16 countries to support over 40,000 students, particularly those who are at-risk or have learning disabilities, significantly improving their language proficiency and academic performance.
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GrapeSEED English Learning Program
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- 5. HOW WE GOTSTARTED WITH GRAPESEED In 1967, Meysen Academy was founded in Japan. The school provided locals and their children an early education learning environment where children were taught through play, stories and singing.
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- 7. As the schoolsgrew over the next 45 years, and as the teachers refined their practices, they looked for better, more effective ways to teach English to young children. But there was nothing that they could turn to. There had to be a better way! WITH SUCCESS, CAME NEW CHALLENGES
- 8. INITIATED WORLD-WIDE RESEARCH “Inall successful language teaching methods, the focus is on the message and not the form, on what is being said, rather than how it is said.” “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 environment.” "Language, oral and written, is primarily a means of communication used by people in multiple and varied social contexts to express themselves, interact with others, learn about the world, and meet their individual and collective needs. “
- 9. KEY FINDINGS • Natural,meaningful communication comes first, not grammar • Vocabulary grows via frequent use of common expressions, not by rote memory • Pronunciation develops with constant listening, reading and communicating • Higher proficiency comes from progressively complex use of the language over time
- 10. WHAT IT INCLUDES Classroom Home 3-5songs 3-5 stories 1-4 action activities 1-2 chants 50-70 vocabulary cards 2 shared reading big books 2-3 shared reading poems 2-3 phonogram cards 2-3 phonogram word cards Writers Home Connection RESULT: GRAPESEED Each Unit Contains:
- 11. WHAT IS GRAPESEED GrapeSEEDhas an oral language acquisition and critical listening focus that is designed for the way children naturally learn language. Backed by research and proven results, it levels the playing field for children, and closes the achievement gap.
- 12. WHAT GRAPESEED INCLUDES Highquality educational materials Comprehensive teacher training Professional development services Computer software and multimedia Online support solutions and services
- 13. WHAT MAKES GRAPESEED DIFFERENT Natural,meaningful communication based approach Careful application of the scientific research on practice and repetition Multi-sensory tools and strategies that employ visual, auditory, and kinesthetic methods
- 14. WHAT MAKES GRAPESEED DIFFERENT Validatedby ongoing research studies and decades of classroom experience Extensive training, mentoring, and support services to teachers and principals
- 15. TEACHER MATERIALS Introduces andreviews language-level vocabulary and expressions in a variety of content Reinforces concepts with original visual illustrations Designed to support comprehension and communication Provides teachers with a variety of presentation styles to enhance retention
- 16. STUDENT MATERIALS Develops students’listening skills by presenting academic content in an entertaining format Attracts students to engage with lessons taught in the classroom Illustrates concepts with position, movement, and direction Demonstrates emotions and progressions of thoughts over time, helping students to understand and construct complex language
- 17. STUDENT MATERIALS -EXAMPLES
- 18. STUDENT MATERIALS -EXAMPLES Mr. Lineman teaches letters and phonics Stretches and shrinks its form to create the letters Verbally pronounces the letters and its sounds Combines letters into words Makes learning fun, and is loved by the children for its humorous behavior
- 19. PROVEN BY RESEARCHSTUDIES Significant gains helped move students out of at-risk status ESL students reached grade level proficiency in half the time as the national average Highly significant growth in all areas of language development and literacy Gains in all subgroups, not just in at-risk populations Boys out-performed girls because of extremely high engagement Dose effect – the more GrapeSEED is used, the better the results Gains are sticking- children retain their skills into higher grades
- 20. PROVEN BY RESEARCHSTUDIES
- 21. PROVEN BY RESEARCHSTUDIES
- 22. HOW SCHOOLS BENEFIT Astonishinglyhigh student engagement accelerates memory and learning Immediate school success for at- risk student subgroups Increases test scores in language for all students Increases School Performance Profile (SPP) scores Comprehensive, proven program that is a complete English learning solution
- 23. BENEFITS FOR STUDENTS Providesimmediate success that improves confidence The students learn English language faster Creates a newfound excitement stemming from successful communication Begins a lifetime of excellence in the language Builds hope for a better future
- 24. GRAPESEED IN THEUSA Educators in the United States are using the program not only for immigrant children, but also with preschool and early elementary children for language development, with economically disadvantaged children, and with children who have learning disabilities.
- 25. GRAPESEED WORLDWIDE Today, GrapeSEEDis in use in 16 countries, over 600 schools, and serving more than 40,000 students daily.
- 26. Thank You To learnmore, please visit: grapeseed.com contact.us@grapeseed.com 1 (800) 449-8841
Editor's Notes
- #10 Natural Learning Process Communication comes first, not grammar Vocabulary grows via frequent use of common expressions, not by rote memory Pronunciation develops with constant listening, reading and communicating Higher proficiency comes from progressively complex use of the language over time
- #21 GRAPH 1: Our results follow the natural progression of children learning language, i.e listening comes first (children have to be able to hear the words of the language before they can speak) and our kindergarten students were certainly successful in listening. Next, speaking comes in. And our first and second graders were high in speaking and oral language. And finally, what we want in third grade is that reading is there. And our students were successful in reading by the end of second grade. Over 85% of the GrapeSEED second graders were at Bridging and Reaching on the WIDA Reading Assessment. --------------------------------------------------------------------------------- GRAPH 2: CELF is a nationally normed test - meaning growth is measured against national norms, which change on a bi-weekly basis. Since children naturally grow simply with time, normal growth, when compared to national norms, would appear as a flat / horizontal line. Does that make sense? I’ll repeat it: normal growth compared to national norms would appear as a flat line. You can see the steep upward slope in measured growth in all six sub-categories. Clearly the GrapeSEED students are growing at a much faster rate. Such growth is essential for closing the gap.
- #22 GRAPH 1: The researchers took note of a so-called “dose effect”. The more GrapeSEED “medicine” the children received, the better their performance. This chart shows the dose effect at work. It compares (starting on the left) children who had no GrapeSEED, to children who had GrapeSEED only in kindergarten, only in first grade, and finally, on the far right, those who had GrapeSEED in both kindergarten and in first grade. Clearly, the children who had the most GrapeSEED performed the best on their DRA (reading test) scores. Finally, the researchers pointed out a finding of great importance to educators: the gains from GrapeSEED were sticking with the children, even after they had left the program. ------------------------------------------------------------------------- GRAPH 2: The researchers highlighted an unexpected result of the Clintondale studies. This graph shows the boys out-performing the girls on the sight word test. Educators in the US consider this to be very significant as national studies show girls out-performing boys. Boys matched or out-performed girls in skill areas; and no difference was found between boys and girls in ability to read books