How You Read with Your Child May Matter as Much as When You Start
I recently attended a conference for educators. As the conference came to a close and we were getting ready to pack up, a woman approached me in the booth and wanted to know what GrapeSEED was all about. I started explaining the program and how it benefits young learners. She commented on how she loved the way the materials looked and that it seemed like something her three-year-old daughter would like. But then she caught me by surprise. “How do I get started with reading for my daughter? I don’t know what to do. Should I read to her? What do I read?” She was a loving parent who wanted to do something to help her daughter with literacy, but she truly did not know how to get started.
She is not alone.
I later shared my conference experience with a librarian who told me that she was asked those same questions by a medical doctor – a highly-educated father with a Ph.D. – because he wasn’t sure when to start reading with his two-year-old son.
“When should I start reading with my child?” is a common question from many parents across all academic and socioeconomic backgrounds.
The American Academy of Pediatrics has asked pediatricians to help spread the word on the importance of reading with children and starting early. According to the US Department of Education , “Reading aloud to young children is so critical that the American Academy of Pediatrics recommends that doctors prescribe reading activities along with other advice given to parents at regular check-ups.”
So what should we tell parents when they ask, “When should I start reading with my child”? As soon as possible, even if she is a newborn! Your child hears the sound of your voice and begins learning the patterns of language as you read to her. Her communication skills start developing immediately, and reading to her will help nurture those skills as she grows.
But we can take it one step further by explaining to them that how they read with their child may be just as important as how early they start. By doing a few, simple things while reading together, caregivers can make a huge difference in their child’s comprehension and reading fluency. Here are some tips to share with any parent, grandparent, family member, or caregiver who spends time with a young learner, no matter their own literacy level.
- Read something with your child every day or as often as possible. It doesn’t have to be a children’s book; it can be a newspaper or magazine article or even a piece of mail (You might remember when twelve-year-old Mathew Flores asked his mailman for junk mail because his family couldn’t afford books or a bus pass to the library and he loved to read!).
- Read picture books, ask questions, and discuss what the pictures mean. This helps your child build an understanding of the meaning behind the words, build visual literacy skills , and make a connection to his own life. Picture books are also great for babies as their vision develops and they learn how to focus their eyes.
- Show your child the front and back of a book, as well as how to turn pages, read left-to-write, move from one line to the next, and other similar concepts known as concepts of print.
- Create a home library where your child can easily and safely access books. Swap or borrow books with friends and family. You can also find book drives, often at your local library or community center, where books are very inexpensive or free.
- Visit your local library as often as possible and ask your librarian for age-appropriate books, videos and programs. Libraries are expanding Story Time and other popular programs as the word is spreading about the benefits of developing early literacy skills; the library is playing a growing role in promoting this development.
- If your child is in day care or preschool, talk to the teachers, caregivers, or school librarians about reading with your child. They should have plenty of ideas, tips, and books or other materials for you to share with your little one.
- Encourage a life-long love of reading. Demonstrate how fun and rewarding reading can be by reading to yourself in the presence of your child. Also allow the child plenty of opportunities to read or look at books on her own. But above all, spend one-on-one time reading with your child, starting from birth or as early as possible.
For teachers of multilingual learners, one of the most powerful tools for teaching English is something you already use every day: your body! Movement and physicality can unlock understanding and make language memorable for learners. One highly effective approach is Total Physical Response (TPR) , a method developed by Dr. James Asher that connects language with physical actions. What is Total Physical Response (TPR)? TPR is a teaching method where teachers give commands in English and students respond with physical actions. For example, when you say, "Stand up" or "Open the book," learners act it out. This approach mirrors how children learn their first language—through listening and doing before speaking. Discover how using movement and physical actions can make English come alive for multilingual learners. This short guide shows you how Total Physical Response (TPR) builds confidence, comprehension, and classroom energy—without needing any extra materials Why Use TPR? Supports comprehension : Physical actions give students visual and kinesthetic clues to understand meaning. Reduces stress : There’s no pressure to speak right away. Learners can participate by simply listening and moving. Builds memory : The body helps the brain remember. Actions anchor vocabulary and structures in long-term memory. Engages learners : Movement keeps energy high and focuses attention, especially with younger students or those new to English. Discover how using movement and physical actions can make English come alive for multilingual learners. This short guide shows you how Total Physical Response (TPR) builds confidence, comprehension, and classroom energy—without needing any extra materials. How to Use TPR in the Classroom Start simple : Begin with everyday commands—sit down, stand up, raise your hand, touch your nose. Demonstrate each one clearly. Repeat and vary : Use repetition but change the order or speed to keep it fun. Add new vocabulary : Introduce verbs, classroom objects, or actions related to topics—run, jump, draw, point to the window. Involve students : Let them give commands once they’re ready. This encourages speaking without pressure. Use it across subjects : Combine TPR with songs, stories, or content lessons like science and math to support language across the curriculum. Movement is not just a break from learning—it is learning. When student teachers use TPR and physicality in English instruction, they make language come alive. Whether you're teaching young learners or newcomers of any age, using your body to teach builds confidence, comprehension, and connection. So next time you plan a lesson, don’t just say it— show it, move it, and live it . GrapeSEED’s Daily Lesson Plans each include movement called “Action Activities”. Learn more about these Action Activities, our other components, and how to get started with GrapeSEED in your classroom !
At this point in April, you’re surely juggling the familiar mix of testing calendars, field trips, restless learners, and the quiet awareness that the school year is nearing its close. It can truly feel like April showers are happening… literally and figuratively! And if you teach multilingual learners, this time of year often raises an important realization: language growth takes time and starts earlier than we think. So that being said, the month of April is a powerful time to pause and ask, ‘What foundations do we want firmly in place by next fall?’ Schools beginning curriculum conversations now are better positioned to support students from the very first weeks of the 2026–2027 school year, rather than playing catch-up later. As you reflect on next year’s goals and this year’s progress, you many notice that the students who struggled were likely those still developing key foundational skills—listening, speaking, sound awareness. GrapeSEED addresses this gap directly by focusing first on oral language , a key pillar of the Science of Reading . Rather than pushing print too early, GrapeSEED builds: · Deep listening comprehension · Accurate pronunciation and sound discrimination · Vocabulary and sentence patterns · Confidence using language both socially and academically These skills aren’t extras; they’re prerequisites for reading, writing, and future success. GrapeSEED’s structured, research-aligned approach gives schools a way to end the year with clarity and move into future planning with purpose. Professional learning, implementation timelines, and budgeting feel far less overwhelming when decisions are made with intention. Spring showers may signal the end of one school year, but they also prepare the ground for what comes next. With the right English foundation in place, students don’t just advance…they thrive. If 2026–2027 is on your mind, just click here and discover what GrapeSEED can do for your students.
Spring brings fresh beginnings, longer days, lighter coats, and a sense that what we do now shapes what comes next. In our schools, spring is also a season of reflection and planning. Yes, the school year is winding down for children, but the questions are just beginning for us adults: What worked? What didn’t? How can we do better for our newest learners next year? For schools welcoming young newcomer students, these questions carry extra weight. Early English acquisition isn’t something to “figure out later.” It’s foundational. When children build strong listening comprehension, oral language, and phonological awareness early, everything else…reading, writing, confidence…has a place to grow! That’s where GrapeSEED English for Children fits naturally into spring planning. GrapeSEED is built for young learners acquiring English , especially those who need language before they can access reading. Through carefully sequenced songs, stories, repetition, and joyful interaction, students develop the building blocks of language in a way that is both engaging and research based. Importantly, GrapeSEED aligns strongly with the Science of Reading . Students develop: Phonological awareness through daily exposure to sounds Oral language and vocabulary through rich, repeated input Listening comprehension before decoding and print expectations Automaticity and fluency through routines and meaningful repetition For students, this ‘oral language first’ pathway isn’t just helpful; it’s essential. If you’re reading this, you’re likely well aware that waiting until fall to investigate and implement something new often means rushing decisions, limited training time, and missed opportunities to start strong. That’s why it’s SO smart to use spring as the time of year to begin budgeting and exploring curriculum options like GrapeSEED for the 2026–2027 school year. As the world blooms outside AND inside, spring invites us to plant something that will last…language that grows with children, supports literacy, and helps every student feel successful from day one! Now is the season to plant the seeds. 🌱
March is Reading Month, which means classrooms everywhere are buzzing with read-alouds, favorite characters, cozy corners, and that unmistakable joy that comes when children realize: “Hey… I can read this!” For educators working with very young English learners, March is also a powerful reminder that strong readers don’t just magically appear in third grade—they’re built intentionally, joyfully, and early. Reading Starts Long Before Decoding When we think about reading success, it’s tempting to jump straight to phonics charts, sound walls and sight word lists. But for young ESL students, reading success starts even earlier, with listening, speaking, rhythm, repetition, and meaningful language experiences .  For example, before a child can read The Very Hungry Caterpillar, they need to understand words like apple, hungry, more, and finished. Before they can answer comprehension questions, they need confidence using language out loud. High-quality English acquisition lessons lay this crucial foundation by immersing students in rich, engaging oral language every single day. Why “Early” Really Matters Early childhood is a language goldmine. Young learners’ brains are wired for language acquisition, especially when lessons are developmentally appropriate, multi-sensory, and consistent. When English acquisition begins early and is delivered with intention, students don’t just learn English…they own it. For teachers, this looks like students joyfully echoing phrases, retelling stories with confidence, and recognizing familiar patterns in songs and poems. For administrators, it shows up as smoother transitions into upper grades, stronger literacy data, and fewer gaps to remediate later on. (Believe me, future you is very thankful.) Reading Month = Language Celebration March doesn’t have to be about “more work.” It can be about more joy . Songs that turn into stories. Stories that spark conversation. Conversation that strengthens comprehension. It’s a beautiful cycle—and one that works especially well when English instruction is systematic, playful, and grounded in how children actually learn language. Quality English acquisition supports reading month goals not by rushing students to read sooner, but by making sure they are truly ready when the time comes. This March, as we celebrate books and reading milestones, let’s also celebrate the language journeys that make those milestones possible. Because when we invest early, read often, and teach intentionally, we’re not just growing readers…we’re growing confident communicators for years to come. Happy Reading Month! If you’re looking for an English oral language acquisition curriculum that is designed for young learners and brand-new newcomers, look no further…you’ve found us! Just click below to learn more about getting started with GrapeSEED at your school!
