Repeated Exposure & Practice

Implementation
Guide

© 2018 GrapeSEED Media Limited

© 2018 GrapeSEED Media Limited
www.grapeseed.com
TABLE
OF
CONTENTS
ABOUT THIS GUIDE 3

WHO IS IT FOR?
WHAT IS ITS PURPOSE?
REPEATED EXPOSURE AND PRACTICE (REP)

WHY REP CLASS? 4

TIME ALLOTMENT 5

RECOMMENDED TIME SPENT IN EACH CLASS

TRACKING 6

WHAT IS TRACKING?
WHY DO WE HAVE STUDENTS TRACK?
PROGRESSION OF TRACKING AS A SKILL
PROGRESSION OF TRACKING IN GRAPESEED

REP CLASS PROGRESSION 8

CYCLES
MODULES
BEGINNING CYCLE
MIDDLE CYCLE
ENDING CYCLE

SUGGESTIONS 13

CLASS SETUP
QUESTIONS TO ASK
OTHER TIPS

SUMMARY 14

© 2018 GrapeSEED Media Limited

 ABOUT THIS GUIDE

WHO IS IT FOR?
This guide is designed and written for REP teachers who teach an in-school REP class. That
teacher may be the regular classroom teacher. They may also be a separate teacher who only
teaches in-school REP. For guidelines on how REP should be done at home, please refer to the
Unit Newsletters.

WHAT IS ITS PURPOSE?

The purpose of this guide is to make sure students get the most out of REP class by helping
teachers maintain a balance of efficiency and effectiveness in each lesson by:

• Setting clear goals that students can reach.

• Understanding how to best use the REP materials.
• Creating a comfortable, inviting, and engaging environment for students.

REPEATED EXPOSURE AND PRACTICE (REP)

Acquiring a new language can be challenging. Most experts point to a central issue that
every language learner struggles with: time. Having enough time with the new language is
difficult in our increasingly busy lives. Learners must have regular, consistent exposure to
materials they can understand. GrapeSEED students have time with their teacher in their regular
class, referred to as Teacher-Student Interaction (TSI). REP will provide students with more time
to reinforce what is learned in TSI class.

GrapeSEED provides materials designed to give students more time with English through
Repeated Exposure and Practice (REP). These materials are referred to as the REP book, CD,
and DVD (Units 1–15). The REP book and DVD are divided into sessions that make them easier
to use. They can and should be used at home by students. They are also designed to be used at
school in REP class.

REP class gives your students the additional exposure to the English language they need to
acquire it. It is an effective and enjoyable review of the concepts students are learning in TSI.

12cmCompact Disc Label Film(23-116mmĭ)

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. © 2018 GrapeSEED Media Lim

3 © 2018 GrapeSEED Media Limited

 WHY REP CLASS?

The reasons for providing additional exposure to English through REP class in school are CLEAR.

C
Comprehension
To improve comprehension of what is being taught in class by seeing
action words such as “run,” “walk,” and “jump” and positional
language such as “above,” “below,” and “around” represented
through animation and live action on the GrapeSEED DVDs.

L Listening
To build auditory and oral skills in an entertaining way. Students will
hear correctly spoken English through the continuous use of the
GrapeSEED CDs.

E
Enjoyment
To extend the enjoyment of learning students experience in GrapeSEED
class. Learning will improve as students feel more familiar and
comfortable with the components of each unit.

A
Additional Context
To provide another context for learning, such as seeing a chant acted out on
the DVD or hearing a song put to music on the CD using the same content
students are learning in TSI. Because the material is familiar, students can
transfer the knowledge learned in class and apply it to new contexts.

R
Repetition
To help students commit to memory the words and phrases they are
learning in class by providing sufficient exposure. Over time, students
become comfortable enough to repeat what they are learning and
eventually use these words and phrases in authentic communication.

4 © 2018 GrapeSEED Media Limited

 TIME ALLOTMENT

In language acquisition, it is important to strike a balance between efficiency and

effectiveness. Research on the neuroscience of learning shows that the affective filter is heightened
when students become overexposed. That is, if students spend too much time with unfamiliar
content they may become overwhelmed and lose confidence in their ability as a language learner.
The amount of time students spend in TSI and REP depends on the age of the student. The times
recommended for each age group are designed to maintain active learning. Time in REP gradually
increases each year by 5 minutes until students are 8–9 years old. From that point on, students
spend 40 minutes in TSI and 40 minutes in REP (80 minutes total).

RECOMMENDED TIME SPENT IN EACH CLASS

AGE TSI In-School REP Total

4–5 Year Olds 20 Minutes 60 Minutes

5–6 Year Olds 25 Minutes 65 Minutes

6–7 Year Olds 40 Minutes 30 Minutes 70 Minutes

7–8 Year Olds 35 Minutes 75 Minutes

8–9 Year Olds 40 Minutes 80 Minutes

Note: Time allotment advances by age, not unit.

5 © 2018 GrapeSEED Media Limited

 TRACKING

WHAT IS TRACKING?
Tracking is physical (with a finger) or
visual (with the eyes) movement in
correspondence with text that is being read.
The English language is written from left to
right and from the top of the page to the
bottom. Proper tracking involves looking at
and processing all of the letters and words in
this order. This movement is essential to
successfully read and understand English text.

WHY DO WE HAVE STUDENTS TRACK?

To read and understand English text, students need to first notice individual sounds, then
notice those sounds in the context of individual words, and then notice how words connect to form
phrases. Students must recognize that the individual sounds of a word are processed in order from
left to right. The physical pointing motion is helpful in directing and focusing students on
individual sounds within the word. Once students recognize that words are made up of individual
sounds and words carry meaning, they need to develop the habit of looking at a phrase. Phrasing
helps them to anticipate what the next word will be. It helps them keep their place and notice all
the sounds. In GrapeSEED, students are first taught to track the text physically with their finger,
but our goal is for students to progress to visual-only tracking.

PROGRESSION OF TRACKING AS A SKILL

As students learn to assemble and decode words, tracking is used as a strategy to form a
bridge between the developing skills of decoding and fluency. When the teacher models tracking,
it helps the student to follow along and become familiar with the text, which builds confidence.
This needs to be done through oral reading before students are ready for silent reading.

Require physical tracking with the finger until the child has established strong phonological
processing skills, does not make tracking errors, and has learned to pay attention to detail. It is so
much more effective and efficient to teach this essential skill correctly from the beginning. Once
developed, students can begin to track text visually without any physical aid. The skills of moving
left to right across words and lines and matching voice to print without the support of a pointing
finger are foundational to fluent reading. This is also our goal for GrapeSEED students.

6 © 2018 GrapeSEED Media Limited

PROGRESSION OF TRACKING IN GRAPESEED
Tracking is an important skill students develop over time. In Units 1–5, the TSI teacher first
models how to properly track text with Shared Reading components in class. In Units 6–15,
students physically track the text of Shared Reading components in REP class. Students visually
track the text of Shared Reading components in REP class in Units 16–20. Students are also
expected to track text in Units 11-20 Readers. (See chart below).

Teacher or Units
Class Component Student-led
1–5 6–10 11–15 16–20
T Physical
Shared Reading
S Physical Visual
TSI
T
Readers
S Physical Visual
T
Shared Reading
S Physical Visual
REP
T
Verbal Skills
S

: Components students are physically tracking are marked with this finger icon in the REP book.
: Components students are visually tracking are marked with this eye icon in the REP book.

TRACKING FOR UNITS 6–10

In Units 6–10, students can start tracking in REP class. Model
and then encourage students to start tracking by sliding one of
their fingers continuously under the words. Students should only
track with those components that are marked as Shared Reading
with the finger icon in the REP book.

TRACKING FOR UNITS 11–15

In Units 11–15, students continue tracking Shared Reading components by sliding one of their
fingers continuously under the words. They now also track the text of the Basic Readers in the same
manner. Over these units, students should begin to progress from physical to visual tracking.
During this progression, move students from using a finger to visual tracking with support (using
a bookmark or other aid to track a line of text at a time), and then to visual-only tracking once
they are ready.

TRACKING FOR UNITS 16–20

In Units 16–20, students fully progress from tracking by pointing continuously under the
words to tracking with their eyes. Students should now be able to visually track the text that is
spoken or sung on the CD for all Shared Reading components, marked with the eye icon in the
REP book, as well as all the text in the Intermediate Readers.

7 © 2018 GrapeSEED Media Limited

 REP CLASS PROGRESSION

CYCLES
In-School REP, just like TSI, follows a progression of learning so that each day is a new
experience for students. There are beginning, middle, and ending portions to each unit in REP as
well. For each of these, the REP teacher takes students through a cycle. Each cycle, made up of
different modules, is unique and allows teacher and student to become more familiar with the
components over time in a way that is enjoyable, gradual, and beneficial.

MODULES
Just as the amount of exposure students receive is important, so too is the kind of exposure
they receive. The activities for REP class listed below (called modules) are designed to meet students
where they are. The level of challenge from these activities should be “just right.” If they are too
easy, they become boring. If they are too difficult, they become frustrating.

: Some modules may require teachers to have an intermediate level of English and will be marked with this icon.
If you don’t feel comfortable facilitating these modules, please use other modules when planning your REP class.

An example of how a teacher might assemble a portion of a middle cycle is shown below:

Beginning Cycle Middle Cycle Ending Cycle

SAMPLE UNIT 8 REP LESSONS

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MODULE TIME MODULE TIME MODULE TIME MODULE TIME MODULE TIME
Concentrated Casual Buddy Concentrated Casual
Listening 6 Watching 12 Listening 10 Watching 8 Watching 15

MIDDLE
CYCLE Casual Concentrated Casual Casual Buddy
18 6 10 15 15
Listening Watching Listening Watching Listening

Concentrated Casual Casual Concentrated

Listening 6 Listening 12 Watching 10 Listening 7

TOTAL 30 30 30 30 30

Note: This is just a sample. Teachers are invited to mix modules together to suit their preference.

8 © 2018 GrapeSEED Media Limited

 BEGINNING CYCLE | 8 LESSONS

Each unit starts with the beginning cycle which consists of two separate but equally important
modules: Review and Introduction. Students transition to the middle cycle after eight lessons.

REP
DVD CD
REVIEW
BOOK
MODULE 1
10–20 Minutes (2–4 Lessons)

Review consists of a systematic review of the previous unit. Instruct each student to open his or
her book to the correct session for the day. As the students listen, encourage them to follow along
in their REP books by looking at the corresponding illustrations as they try to construct meaning.
Be sure to occasionally pause the CD in the middle of a song to informally assess students’
familiarity with the previous unit. Listen to their voices and watch their mouths. Spend more time
on review if there is room for improvement.
Note: Unit 1 REP will not have a Review module because it is the first unit. Unit 1’s beginning cycle will only consist of
the Introduction module.

REP
DVD CD
MODULE 2 INTRODUCTION BOOK

10–20 Minutes (4–6 Lessons)

Introduction is a chance for students to see the current unit come to life via the DVD. Do not
use the CD or REP book during Introduction, as components from the unit are still being
introduced in TSI. Each lesson consists of one session from the DVD. The next session should be
shown on the next day.
Note: In Units 16–20, there is no DVD. For these units, let students choose any DVD from Units 1–15 to review and enjoy.

MIDDLE CYCLE | 10–15 LESSONS

The middle cycle provides the opportunity to construct unique REP class lessons with the
modules outlined below. Each REP lesson during the middle cycle consists of 2–3 modules. Each
module should be used multiple times over the course of the middle cycle. Spend 10–15 lessons in
the middle cycle before transitioning into the ending cycle.
When developing a middle cycle, make sure that students are not required to sit in concentrated
modules for more than 4–8 minutes at a time. For example, if an REP class is 30 minutes, consider
starting with a concentrated listening module, followed by a casual listening module, and concluding
with an additional concentrated listening module to give students a break from tasks that require a
heavy cognitive load.

9 © 2018 GrapeSEED Media Limited

 REP
DVD CD
CASUAL LISTENING
BOOK
MODULE 1
10–20 Minutes

Casual Listening is a chance for students to really enjoy each component. During this time,
while listening to the CD, students can do the motions for the component. After 3–4 lessons, pick
two or three components that students are becoming confident with and let them sing or say each
along with the CD. Rotate opportunities to listen and speak along often so that, in this module,
students spend the majority of their time actively listening. This chance to get up and move will be
a fun and meaningful time for students.

REP
DVD CD
CONCENTRATED LISTENING
BOOK
MODULE 2
4–8 Minutes

Concentrated Listening is an opportunity for students to experience the components of a unit in

another context. It also develops emergent literacy skills, such as understanding that words and
pictures convey meaning, and words are made of different sounds.
Each student uses their own book while the CD is played for the class. In Units 1–5, students
are learning to turn the pages with the CD as well as look at the corresponding illustrations as
they try to construct meaning. In Units 6–15, students start tracking the words of Shared Reading
components with a finger. In Units 16–20, this progresses to being able to visually track without
the aid of any physical pointing. As students become comfortable, they can recite the component as
they track. The recommended times should not be exceeded because this module demands more
concentration.
: The components students are tracking will be marked with one of these icons in the REP book.

REP
DVD CD
MODULE 3 CASUAL WATCHING BOOK

10–15 Minutes

Casual Watching is a time for student to see the songs, stories, chants, and poems of the
current unit come to life on the DVD through animation and live action segments. Seeing the
components acted out aids in building comprehension. Select one DVD session per lesson. During
this time, students can feel free to get up and dance and sing along if they aren’t distracting others.
Note: In Units 16–20, there is no DVD. For these units, let students choose any DVD from Units 1–15 to review and enjoy.

REP
DVD CD
MODULE 4 CONCENTRATED WATCHING BOOK

4–8 Minutes

Concentrated Watching focuses primarily on the Shared Reading components, "Phonics

Funtime, and Mr. Lineman" sections of the DVD. Select one or two components to be recited along
with the DVD. Informally assess student progress in saying or reading the Shared Reading
components accurately and with clear enunciation.
Note: In Units 16–20, there is no DVD. For these units, let students choose any DVD from Units 1–15 to review and enjoy.

10 © 2018 GrapeSEED Media Limited

 REP
DVD CD
BUDDY LISTENING
BOOK
MODULE 5
10–15 Minutes

Buddy Listening is a fun activity wherein students share a book and take turns following along
(e.g., pointing to the pictures, turning the pages, tracking when appropriate). Move around the
room to monitor students to ensure each partner gets equal time with the responsibility of
following along by turning the pages and tracking the text during Shared Reading components.
This time allows for an enjoyable break, and it also gives the students a chance to learn from one
another. Consider pairing higher ability students with those that may still be learning proper book
handling skills or tracking skills or who may still be developing their understanding of the
material.

REP
DVD CD
WRITING
BOOK
MODULE 6
10–15 Minutes

Writing is a unique module that will not be utilized until Unit 3. It should be limited to 3–5
times per unit and only used if time permits. Coordinate with the classroom teacher to determine
which Writing Fun activities students can complete in the REP book. REP time should not be used
to complete activities from the unit Writer. These are intended to be done under the direction of
the TSI teacher.

ENDING CYCLE | 7–12 LESSONS

The ending cycle is the time to both challenge students and allow them to interact with the
unit’s components in different ways, bringing them to life. Each REP lesson during the ending
cycle consists of 2–3 modules.

: Some modules may require teachers to have an intermediate level of English and will be marked with this icon.
If you don’t feel comfortable facilitating these modules, please use other modules when planning your REP class.

REP
DVD CD
STOP & GO
BOOK
MODULE 1
4–8 Minutes

Stop & Go is a way to informally assess students’ progress during In-School REP. Though
memorization is not the goal, students will naturally learn the material as they hear it repeated
throughout the unit. If possible, get feedback from the classroom teacher on one or two
components with which to challenge students. If it’s a song that is sung through twice, play it
through once, stop the CD, and have students recite or sing the song from their books without
assistance from you or the music. If it’s any other component, let them sing or say it without the
assistance of the CD. Listen and watch closely. Let the TSI teacher know if there are any areas
where students may need more support.

11 © 2018 GrapeSEED Media Limited

 REP
DVD CD
GrapeSEED THEATER
BOOK
MODULE 2
10–15 Minutes

GrapeSEED Theater is an exciting opportunity for students to bring the components to life on
their own. This module is generally done with stories that have multiple characters. Assign
students different roles to play, occasionally doubling up on roles if needed. Audience participation
is important too, so do not feel as if everyone must have a speaking part every time. Students act
out the component, saying their lines when it is their turn. You might even consider having your
class perform for another class if time permits.

REP
DVD CD
BOYS VS. GIRLS (CLASS VS. CLASS)
BOOK
MODULE 3
10–15 Minutes

Boys vs. Girls lets the students in your class show off a little of what they have been learning by
having competing groups recite the same component. If your class can handle it, keep track of
whose recitation is better each time. Friendly competition can encourage students to try harder
than they might otherwise, but it can also be discouraging if it becomes overly competitive. Classes
can also be divided other ways (e.g., multiple groups, front row vs. back row, etc.) If time and
logistics permit, consider challenging another REP class. Your students will enjoy seeing the
progress of friends with whom they do not share class time.

REP
DVD CD
TRACK & SPEAK
BOOK
MODULE 4
5–20 Minutes

Track & Speak is a module that can be led by the teacher in Units 1–5 and led by the students in
Units 6–20. In Units 1–5, encourage students to closely follow along as you track the text of Shared
Reading components as the CD plays. In Units 6–20, encourage students to read one or two Shared
Reading components as they track without the assistance of the CD or your voice. Listen closely to
make note of any areas students may need to improve. Occasionally, work on these as a class after
students finish reading the component. This time should be short in the beginning and gradually
increase over time.

REP
DVD CD
YOU BE THE TEACHER!
BOOK
MODULE 5
15–20 Minutes

You Be the Teacher! puts students “in charge” of the class. It lets you provide your students with
an additional context through which to experience the components. Have students “teach” from
their own REP books. Select two or three capable students to come up and lead several
components. Other students can also help with pointing to and holding components. Let the
student teacher decide how the class participates during their component(s). This is a unique
opportunity to empower your students to authentically interact with one another in English while
maintaining efficiency in the TSI classroom.

12 © 2018 GrapeSEED Media Limited

 SUGGESTIONS

CLASS SETUP
Make sure you have enough chairs and tables. Prepare whatever materials are needed for class
in advance. If, for example, you are using the CD and REP books for the current lesson, have every
book out and turned to the correct page with the CD on the right track before students enter the
class. Efficiency goes a long way when class time is so precious!

QUESTIONS TO ASK
If you are teaching REP but not TSI, it is important that you communicate frequently with the
TSI teacher. To make the conversation purposeful, you can use the following questions to guide
your discussion:

• What are students struggling with?

• What are they succeeding at?
• What do they need more practice doing?
• Are they staying engaged during REP time?
• Is there a point where they seem to lose interest?
• Which component (or module) should I make sure to include in the next REP lesson?

OTHER TIPS
• If you are a non-English speaker, consider video recording portions of REP class and
presenting them to the TSI teacher to provide a view of how students are progressing outside
of regular class time.
• If you are a non-English speaker, you may want to coordinate with the TSI teacher on
providing general instructions for behavior in the REP classroom, or more specific
instructions about activities in the class as students progress into modules that require more
production.

13 © 2018 GrapeSEED Media Limited

 SUMMARY

REP class is a powerful tool for your students’ learning. Effective and efficient classes will
help students by:
• Increasing the time they spend with the GrapeSEED content.
• Providing the practice they need to learn to move from physical to visual tracking.
• Build comprehension by allowing them to experience the components in new and exciting
contexts.
• Providing a fun and welcoming environment that will help them grow.

You play a critical part in helping each of your students acquire strong English oral language
skills. By building their social and academic confidence, you are laying the groundwork for their
success in English. Thank you for fulfilling this important role.

14 © 2018 GrapeSEED Media Limited

© 2018 GrapeSEED Media Limited