The Refugee Project Part 3: Keeping it Real
Jodie Shell • September 13, 2022

‘Bringing lessons to life’ is something that all educators strive to do. As teachers, we often refer to this instructional technique as ‘comprehensible input’. Developed by American linguist, education researcher, and activist Dr. Stephen Krashen, comprehensible input simply means including as much real or ‘true to life’ input (also referred to as props and realia) as possible while teaching multilingual-emergent students. Think about it this way: if you were learning the word 植物 (pronounced /you-moe-no/ and in English meaning ‘plant’) in your Japanese language class, you’d probably appreciate your teacher showing you a picture of a real plant or, better yet, bringing a variety of plants into the classroom to help you to understand, right?

As I taught my newcomer refugee class, I knew that trust was being built, confidence was beginning to grow, and progress was slowly but surely being made in our little community of English learners. A week or so in, I decided that it was time to add some new realia to my instruction. The underlying theme of the vocabulary, songs, stories, chants and action activities (known as Total Physical Response or TPR) that I was using to teach included family words, zoo animals, and the color red. I excitedly added my own family picture, plastic but realistic zoo animals from my toy bin, and a few red balloons to my tote bag.

As the lesson began that day, the level of engagement was high! The balloons, zoo animals, and introduction of my family were very well received and elevated the level of interaction, laughter and the ability to make meaning. Yet, as the lesson went on, an entirely different ‘realness’ began unraveling.

In the middle of bopping a few red balloons around as we wrapped up singing a song about the color red, a cell phone rang. One of moms who was in this class of women and children answered her phone in her heritage language. She began talking fast and loudly, gesturing and shouting to the others. Before I knew it, they all had tears streaming down their faces. She was receiving word that her husband, who stayed behind in their home country, had just been brutally killed. Using English vocabulary that they were beginning to pick up in our class, along with a word that transcends our language barriers, and with some graphic hand gesturing that mimicked how this killing had taken place, my heartbroken students were able to explain to me what was going on. To say that being in the midst of this situation felt surreal would be an understatement. Needless to say, class ended, and I slowly and quietly slid my teaching materials into my bag as we all sat together in silence together for a while.

Before I left that afternoon, three of the younger moms walked to the door with me. I thought they were seeing me off, but with tears and a look of pleading in their eyes they said ‘Miss, Pampers two?’ ‘Miss, Pampers four and Pampers two?’ ‘Pampers? Pampers, please, miss?’

They hadn’t asked me for anything like that before. Maybe they were speculating that with the horrifying news from home, their husbands (the few with American driver’s licenses…the nearest store too far to walk) would be preoccupied when returning after work and wouldn’t be able to get to a store? I wasn’t sure, but as you might imagine, I was more than willing to do whatever they needed that day. I drove to the nearest Target and spent a small fortune on diapers and wipes. I spotted an employee who appeared to be from the same culture as my students. I asked if they could please tell me the appropriate thing to do when someone passes away. Should I bring flowers? ‘No’, they laughed…’that’s for weddings. Just speak a word of comfort and maybe bring a little bit of food.’ I returned to the apartment complex to distribute the diapers and then drove home, my head spinning from the day’s events.

The following day, I prepared a large fruit salad to share with my brave, persevering students. I was definitely uncertain of what I would be walking into that day and prepared to be extremely flexible. When I arrived, guess who was there, ready to continue learning, singing, dramatizing and more? Every last one of my class members, including the sweet but strong woman who lost her husband at the hands of evil the day before.

The weight of the reality that some of our students’ experience can be so heavy and beyond our imaginations. Often, there is little that we can do to help (besides show up with diapers and fruit ).  Fortunately, as educators there is a reality that we have control over, and that’s what happens in our classrooms. When we take the time to build caring learning communities, to thoughtfully plan, and to joyfully present meaningful, worthwhile lessons, we give our students the desire to overcome and to carry on, even during the worst of times. And there’s nothing more real than that.

Want to learn more about how GrapeSEED impacted this class of refugee English learners? Watch for Part 4 of our five-part blog series.

Ready to learn how the GrapeSEED curriculum will impact your students with our carefully designed vocabulary, songs, stories, action activities, phonics materials, chants and so much more?

Click the contact us button below to learn more!

Small Steps, Strong Starts: Supporting Multilingual Learners at Test Time

October 6, 2025
What is inevitable in most schools across the United States? Standardized testing! And for our English Language Learner students, there is no getting around it... standardized tests are nonnegotiable. So, what is the challenge for elementary teachers and administrators? Striking the right balance. The key to that balance is preparing children for these assessments without completely tossing out developmentally appropriate instruction AND without creating anxiety. Why Preparation Matters While standardized tests might not capture the full range of our students' growth, they do influence school accountability, placement decisions, and even the allocation of funding and other resources. So, we prepare our students…not by ‘teaching to the test’, but by giving them the skills that they need to feel comfortable and confident during testing time. Multilingual learners, especially, benefit when we scaffold their testing experience, making sure they understand test formats, directions, and strategies, so they can truly show what they know. Ready for a few practical test prep ideas? Let’s dig in! Meaningful and Age-Appropriate Strategies 1. Build Familiarity Through Routine Incorporate test-like questions into regular classroom activities in a low-stakes way. Use short passages, multiple-choice questions, and timed activities that mimic test conditions, without the pressure. 2. Focus on Language and Concept Development ELL students need time to develop academic vocabulary and comprehension skills. Embed test-related language (e.g., “main idea,” “infer,” “evidence”) into their daily instruction in ways that make sense contextually. 3. Use Play and Movement For younger learners, active learning helps reinforce skills. Try review games, partner quizzes, or station rotations. These help students internalize content and practice test-taking skills in an engaging, age-appropriate format. 4. Practice Metacognition and Self-Talk Teach simple test-taking strategies like rereading the question, eliminating wrong answers, and checking work. Model “think alouds” to show how good test-takers reason through tricky questions. 5. Support Emotional Readiness Let students know that tests are just one way to show learning. Create a calm, encouraging classroom culture that frames testing as a chance to “show what you’ve learned,” not a judgment on their worth or ability. A Final Thought for Administration Administrators play a vital role in ensuring that multilingual learner teachers are supported with training, resources, and realistic expectations. Providing carved out time for your teachers to focus on standardized test readiness and making room for differentiated assessments, shows your support and commitment. When done thoughtfully, preparing your students for testing time can reinforce key skills, boost their confidence, and ensure that every student…especially our multilingual learners…have a fair chance to succeed. Are YOU looking for the best way to support your multilingual learner students? Then YOU’RE looking for GrapeSEED! Click here to learn more.

Comprehensible Input in the English Learner Classroom

September 22, 2025
Are you a teacher of multilingual learners? If you’re answer is a resounding ‘YES’, then you have very likely heard the term ‘comprehensible input’ over and over again. But what does it actually mean and why does it matter so much? Comprehensible input is simply language that is just a teeny bit above a student’s level of understanding, but that can make sense and be understood with the scaffolds of context (like a story, for example), realia, props, gestures, facial expressions and so on. When your students receive this type of input during lessons, they are going to acquire language more naturally and effectively. You might be wondering, ‘why is this so important in my ESL classrooms?’ The answer is because language acquisition thrives on understanding. When students have a high level of anxiety because they’re overwhelmed with unfamiliar vocabulary and speech that is super-fast, they’re very likely to just ‘shut down.’ However, when we as teachers mindfully make our input very clear and add those scaffolds mentioned, children grow in confidence and are much more willing to engage and take academic risks. Try these easy yet effective strategies to build comprehensible input into your lessons: o Use props and realia: Using real life objects, props and pictures makes a big impact! Showing a picture of a tree while saying “This is a tree” makes meaning click instantly. o Slow your pace and use gestures: Use a moderate pace when speaking and be certain to pronounce words clearly. Use body language to support what you’re saying, when appropriate. Remember that a smile and a well-planned gesture can go a long way when building comprehensible input. o Repeat and rephrase: Saying things in a different way when is seems as though your point didn’t get across can be key. For example, if “Let’s line up” causes confusion or misunderstanding, try “Get in a line, please…one behind the other.” o Build on the ‘known’: Connect new learning to things that your students have already learned or experiences. This makes new information feel much more familiar and easier to grasp. o Check for understanding: Use short sentence frames and yes/no & either/or questions to check for understanding in a way that is low stress for your students. Remember, comprehensible input isn’t about “dumbing down” language—it’s about making it meaningful and accessible. When students understand what they’re hearing or reading, they’re more likely to respond, participate, and grow. And that’s when the real language magic begins! Does the GrapeSEED English for Children curriculum include comprehensible input? Yes, it definitely does, and in multiple ways! Learn all about it, along with how YOU can get started with GrapeSEED, by clicking here .

Supporting Self-Regulation in Your Young Newcomer Students

By Jodie Shell • September 8, 2025
Welcoming your youngest newcomer children to school … children who are new to the United States and adjusting to a new language, a new culture, and new way of ‘doing school’… requires so much more than just academic support. One of the most significant but most often overlooked challenges that brand-new newcomer children face is learning to self-regulate in this very new, very different looking learning environment. As teachers and administrators, supporting the cultivation of self-regulation skills in newcomer students not only supports their academic success, but their emotional well-being and sense of belonging, too. Understanding the Challenge Many newcomer students arrive with limited or interrupted schooling and likely have experienced some sort of trauma, migration stress, and culture shock. These factors can make self-regulation … managing emotions, behavior, and attention … especially difficult. Unfamiliar expectations around classroom behavior, routines, and interactions with classmates can contribute to feelings of confusion or frustration. So what can you do? Practical Strategies for Educators: 1. Build Predictable Routines: Clear, consistent daily routines help reduce anxiety and give students a sense of safety. Pictorial schedules and transition cues can be especially helpful for English language learner students. 2. Teach Vocabulary dealing with Emotions : Young newcomers may struggle to express emotions in a new language. Using facial expression cards and simple language to build a shared emotional vocabulary that supports communicating feelings will make a huge impact on building the sense of community needed in your school and classrooms. 3. Model and Practice Self-Regulation: Use modeling and role-playing to demonstrate strategies like taking deep, slow breaths, counting, or just taking a break can make a powerful impact. Also, consider creating a calm-down corner in your school or classroom where students can go to ‘reset’. 4. Establish Culturally Responsive Relationships: Learn about students’ cultural backgrounds and show curiosity and respect. Trusting relationships provide the foundation for students to feel safe enough to practice self-regulation. 5. Partner with Families and Specialists : Collaborate with other multilingual learner teachers, counselors, and families to ensure a unified approach. Remember that while they could be struggling to acclimate a bit themselves, parents and families can offer insight into what comforts and motivates their children. Supporting self-regulation is a journey, not a quick fix. With empathy, structure, and cultural sensitivity, we all can help newcomer students develop the emotional tools they need to flourish, both in and out of the classroom. At GrapeSEED, our curriculum is built on a foundation that encourages a calm, joy filled environment. Our daily lesson plans incorporates a low affective filter for students at every turn as they acquire English. Ready to learn more? Click here!

Make 'Welcome to School' Feel Like 'Welcome Home'

August 25, 2025
There’s something magical about the first few weeks of school; the fresh notebooks, sharpened pencils, and bright-eyed students walking through your classroom door, each with a story ready to unfold. As teachers, we don’t just teach content; we build communities. And when our classroom becomes a place where every student feels seen, heard, and valued, that’s when real learning begins.
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