Materials+for+ESL

Materials for Teaching ESL

** Summary: ** //Longman Cornerstone: Level 1// published by Pearson Longman is a textbook made for English Language Learners in the first grade. Each Unit has a different theme, and literature selections are designed to complement the unit’s theme. //Celebration Time// by Carol Johnson is the story I chose to do my evaluation. ** Discussion Questions: ** //Longman Cornerstone: Level 1// is designed to allow for a lot of on topic discussion. The story //Celebration Time// by Carol Johnson provides several discussion opportunities before, during, and after reading the text. The discussion opportunities are offered in a variety of ways, allowing different types of discussions to take place. Some discussion questions prompt a whole class discussion, and others address a small group. This engages the students, and encourages active participation. ** Metacognitive Activities: ** //Celebration Time// by Carol Johnson provides a variety of metacognitive activities before, after, and during reading. Before reading, the book suggests the teacher to create a KWL chart with the students about different kinds of celebrations. The story describes several different forms of celebrations in several different cultures. While reading the story, the students are prompted to make several text-to-self connections by comparing the celebrations of each culture to their own. At the end, the teacher directs attention back to the KWL chart to complete the L (//What We// //Learned//) portion. Then, the book asks the students to pick one celebration from the story and one of their own celebrations to compare and contrast using a Venn Diagram. The Venn Diagram is used later in the week for a writing prompt comparing different celebrations. ** Vocabulary: ** There is a page devoted to the story vocabulary before each story in this text book. This page outlines sight word vocabulary and story word vocabulary. Sight words are words that are seen frequently in text and are used in daily conversation. This section satisfies the vocabulary portion devoted to Basic Interpersonal Communication Skills (BICS) (Boyle, Peregory, 2008). The story words are words that are specific to the story. These words are vocabulary words that fall under the category of Cognitive Academic Language Proficiency (CALP) (Boyle, Peregoy, 2008). Each vocabulary word is written in bold and in a sentence. The story words have a picture card that go with each one. This helps the ELL students to connect the story words with their definitions. ** Illustrations/Photographs: ** //Celebration Time// by Carol Johnson has photographs of actual celebrations rather than illustrations. The photos are bright, colorful and captivating. The students respond to the wide variety of vibrant celebrations pictured in this story. ** Overall Evaluation: ** I feel this book is very appropriate for teaching ESL students at all levels. It offers several research based comprehension activities and strategies. ** Summary: ** //When Sophie Gets Angry – Really, Really Angry…// by Molly Bang is a story about a young girl who gets angry. Sophie does not quite know how to manage her anger, but she finally is able to find her composure. ** Discussion Questions: ** This story can prompt a lot of discussion. Before reading, the teacher can lead a class discussion allowing the students to share their experiences with anger. Discussion could be encouraged during the story in relation to the specific struggle that Sophie is dealing with. After reading the story, the students could discuss things they do to regain composure after getting angry. This story provides a wealth of discussion opportunities, because anger is a relatable feeling. ** Metacognitive Activites: ** //When Sophie Gets Angry – Really, Really Angry…// by Molly Bang offers many opportunities for metacognition. Getting angry is a feeling everyone can relate to. The students can make text-to-self connections by comparing Sophie’s experiences to their own experiences with anger. Text-to-text connections can be made by comparing this story to another story where a character gets angry. ** Vocabulary: ** Simple vocabulary could be addressed with this story. The focus would be more on BICS rather than CALP with the use of feeling words. The vocabulary aspect of this book would be more useful with LEP students. ** Illustrations: ** This book received a Caldacott Honor for the illustrations. The pictures play a necessary role in telling Sophie’s story. The rich color helps in portraying Sophie’s intense feelings throughout the book. When Sophie gets angry, the pictures show her anger with the use of deep reds, oranges, and yellows. The pictures show what anger might look like. When Sophie calms down, the pictures portray a peaceful feeling with the use of blues and greens. The children are able to relate feelings to the colors and pictures in the story, assisting in comprehension for ELL students. ** Overall Evaluation: ** I feel that this book is very appropriate for teaching ELL students. The subject is relatable, and the activities can be varied according to ability level. ** Summary: ** //Life in the Rainforest// by Melvin Berger is a non-fiction big book with pictures and facts about the rainforest habitat. The language is simple enough to be understood by elementary students with assistance. ** Discussion Questions: ** This book allows for class discussion if there is some background knowledge on the rain forest and/or other habitats. Discussions would be more limited to specific facts and would not allow for open ended questioning. ** Metacognitive Activities: ** The teacher could use this book to prompt the students to pay attention to facts they found interesting or things they learned. The students could use post-its or a chart to write their thoughts. A KWL chart could also be used if there is some background knowledge about the rainforest. ** Vocabulary: ** This book offers a wealth of CALP vocabulary. Several words are written in bold and defined throughout the book. A picture or diagram is included with the introduction of each word. There is a glossary at the end of the book to review the vocabulary words addressed. ** Illustrations/Photographs: ** //Life in the Rainforest// by Melvin Berger is full of colorful photos of the plants and animals found in the rainforest. The students are drawn in by the captivating pictures. Photographs and diagrams are used to define vocabulary throughout the book. ** Overall Evaluation: ** This book could be a little difficult for the LEP students. It would require a lot of teacher assistance.

** References ** Bang, M. (1999). //When Sophie gets angry - really really angry//. New York, NY: Scholastic, Inc. Berger, M. (1993). //Life in the rainforest//. New York, NY: Newbridge Educational Publishing, LLC. Boyle, O. F., Peregoy, S. F. (2008). Reading//, writing, and learning in esl: a resource book for teaching k-12 english learners//. Boston, MA: Pearson Education, LLC. Chamot A. U., Cummins J., Hollie, S. (2008). //Longman cornerstone: level 1//. White Plains, NY: Pearson Longman.

MTSU Honor Statement This assignment/assessment was solely written by me. In no way have I plagiarized (represented the work of another as my own) or otherwise violated the copyright laws and academic conventions of fair use. I know that violations of this policy may result in my being dismissed from Middle Tennessee State University and/or appropriate legal action being taken against me. Signed: S. Elizabeth Nix June 29, 2011

Another Good Book:



Title: The Keeping Quilt Author: Patricia Polacco  Publication Year: 2001  Publisher: Simon & Schuster Children's Publishing  Summary: (from publisher's web site) In strongly moving pictures that are as heartwarming as they are real, patricia Polacco tells the story of her own family, and the quilt that remains a symbol of their enduring love and faith. Elizabeth Nix  Glengarry Elementary School   sarah.nix@mnps.org