Matching Books to ELLs (How to match students to different texts)

1. "Literature can play a critical role in immersing children in their new language." By: Miriam

1.1. Both school and classroom libraries are integral parts in the process because access to books have been shown to encourage more frequent reading

1.2. Placing meaningful books in English Language Learners hands help them develop and practice as readers and writers in a new language.

1.3. Teachers can use read alouds, book talks, story retelling, book buddies etc.

1.4. content accessibility

1.5. language accessibility

1.6. Inclusive books. I read "The Name Jar" when new Korean students arrived in my class

1.7. Building sentence walls/word walls

2. Choosing and Sharing Poetry with ELLs. By: Miriam

2.1. Rhyming Poetry can help ELLs practice creating words that similar sounds

2.2. Listening to the spoken word

2.3. Rhythm, repetition and rhyme

2.4. Using poetry promotes oral fluency

2.5. can "stick" in the mind (similar to songs)

2.6. Do's

2.7. Choose poems that are relevant to student's lives

2.7.1. Select poems that make connections with subjects being discussed in the class

2.7.1.1. Provide material for artistic responses

2.7.2. Choral Reading

2.7.2.1. Read out loud

2.8. Think about...

2.8.1. Be selective with poetry choices. Poetry with deep symbolism may be difficult for ELLs to understand

2.8.1.1. Humour Poetry: Some ELLs wont immediately understand the joke of the poem

3. Non Fiction for English Language Learners. By Kelly

3.1. Books with cultural significance

3.2. Books with labeled diagrams, pictures, an index, a glossary and important words bolded.

3.3. The text should be simple and only a few sentences per page

3.4. Books with short sentences or text, familiar, repetitive words, and words that relate to everyday life

3.5. Books with straightforward, familiar words and phrases that avoid slang and colloquialisms

3.6. Content Area Literature Considerations

3.6.1. The cultural background of the student

3.6.2. How the book is organized.

3.6.3. The subject of the book as it relates to the curriculum

3.6.4. Where the student is in terms of language development

4. "When matching English learners with books, teachers and librarians must consider specific language factors that influence comprehension." By Kelly

4.1. The cultural background of the student. If an ELL student is from a country where there was civil war, the student might not want to read books about that topic because it’s too traumatic. If a student is from Holland, he might want to read a book about that country because he can recognize landmarks mentioned in the book, or he can understand excerpts of the Dutch language that may be used in the book. Books with cultural significance may be more interesting to an ELL student than a book with a less familiar subject, such as Canadian cities, especially if the ELL student doesn’t have any background knowledge about the subject.

4.2. The organization of the book. ELL should have access to books with labeled diagram, pictures, an index, a glossary and important words bolded. Depending on the stage of language acquisition, for beginners the text should be simple and only a few sentences per page. Books like Scaredy Squirrel may be too confusing for young ELL students because the pictures and the text aren’t displayed in a straightforward pattern. On the other hand, a grade 3 Science book might be easier to read because it has a picture on each page with a short caption underneath. Science terms are usually highlighted in black so the student knows they are important words.

4.3. The subject of the book as it relates to the curriculum. If an ELL student is reading a book about space, he may recognize vocabulary words that also appear in Science class. As he is reading, he is reinforcing specific vocabulary that he wouldn’t necessarily hear in conversational English. As he starts to recognize and remember the meanings of these specific terms, he’ll gain more confidence with his English skills and be more apt to participate in classThe subject of the book as it relates to the curriculum. If an ELL student is reading a book about space, he may recognize vocabulary words that also appear in Science class. As he is reading, he is reinforcing specific vocabulary that he wouldn’t necessarily hear in conversational English. As he starts to recognize and remember the meanings of these specific terms, he’ll gain more confidence with his English skills and be more apt to participate in class.

4.4. Where the student is in terms of language development. The student might still be practising basic conversational English or the student may be fluent in BICS and may be progressing toward mastering academic language. Beginner ELL students should have access to books with short sentences or text, familiar, repetitive words, and words that relate to everyday life, such as colours, school, food, or clothing.

4.5. The amount of English in the book that is native to Canada. Expressions such as “double-double, timbit, toonie, pop, and runners are words that Canadians know and use, but someone just learning the English language might not recognize these words. ELL students need to have access to books with straightforward, familiar words and phrases that avoid slang and colloquialisms.

5. Choosing fiction books for ELLs. By Alma M

5.1. It is not an easy task to choose books for English Language Learners because we should select books which are age-appropriate and as well as books which withdraw student’s interest. In the article, it is mentioned that if this task is considered not an easy one, it is because of the maturity, backgrounds (family, cultural, language, and knowledge), and interests of English learners vary tremendously from totally non–English-speaking immigrants to native-born students who have a general knowledge of English. Teachers can choose from three different genres: fiction, non-fiction and poetry.

5.2. Fiction: Reading fictional stories aloud is the usual way of introducing students to literature. Students enjoy listening to the stories from different backgrounds and they show interest and participate actively when they identify with a story. Fiction titles, quality multicultural literature should be part of the school library and classroom library. Fiction books provide direct, linear plot lines communicated in language that is clear and concrete. Themes in contemporary picture books and novels such as fitting in, being different, moving and adjusting, separating from family, or seeking one’s place in the world are appealing to English learners.

5.3. Content accessibility: Choose from “survival” topics and vocabulary that are needed quickly by students new to English. Books with subjects such as time and money, school, colors, days of the week, months of the year, signs and symbols, foods, weather, clothing, family, homes, occupations, and animals supply students with initial reading material.

5.4. Language accessibility: The article includes a list of suggested non-fiction books which I consider helpful. If in doubt what to include in the classroom or school library it is a good idea to check these books and then make your own decision to include them or not in your library. Eric Carle’s books are excellent examples as they reflect predictable text, enabling the reader to guess what happens on the next page.

5.5. Visual accessibility: Choose books that use the illustrations to convey the story line and help English Language Learners to understand the story.

5.6. Cultural accessibility: Finding books that are culturally connected to the lives of students is what teachers aim for. However, it can be challenging to select books that are authentic representations of the culture.