Matching Books and Readers: Helping English Learners in Grades K-6

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Overview

"In a world of prepackaged basals, this book gives teachers the opportunity to differentiate instruction for thier English language learners (ELLs). The authors offer guiding questions, user-friendly tables, and an extensive list of children's literature, in addition to research-based best practices and convenient strategies to support ELLs. I will definitely use this as a resource in my classroom!"---Kim Brooks, MEd, third-grade teacher, University Park Elementary School, Dallas, Texas" "Hadaway and Young provide a much-needed resource to support teachers' efforts to bring their ELLs into the world of Children's literature....Even more important, the authors provide research-based guidance to help teachers select the best books for particular students. This is a welcome contribution for teachers and staff developers and a useful text for courses in reading, language arts, and ESL."---Juie Coppla, EdD, Boston University" "Hadaway and Young make the complexity of teaching ELLs comprehensible without oversimplification. They bridge complex bodies of knowledge about reading instruction and language development, and do so with amazing clarity. The children's literature recommendations, sidebars, and succinct tables will serve as practical resources for teachers; the personal essays offer unique insights into what it means to be an ELL."---Catherine Kurkjian, EdD, Central Connecticut State University" Providing Practical Guidance and Resources, This book Helps Teachers harness The Power of Children's literature for developing ELLs' literacy skills and language proficiency. The authors show how carefully selected fiction, nonfiction, and poetry can support students' learning across the curriculum. Criteria and guiding questions are presented for matching books and readers based on text features, literacy and language proficiency, and student background knowledge and interests. Interspersed throughout are essays and poems by well-known children's authors that connect in a personal way with the themes explored in the chapters. The annotated bibliography features over 600 engaging, cuturally relevant trade titles.

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Editorial Reviews

Children's Literature - Paula McMillen
Written by two experts in literacy education, this is a book that should be on every teacher's personal bookshelf. Based on the premise that "children's trade books...were the perfect resource for helping English language learners develop language, literacy, and content" (p. ix), these authors provide a comprehensive approach for using children's literature in the early grades. A strong foundation for the rest of the book is provided by an introductory chapter on the developmental needs—using TESOL proficiency levels—of diverse English language learners (ELL's), and a debunking of several misperceptions about these children. General instructional strategies, accompanied by specific title suggestions, are offered for each language proficiency level. In post-text lists, they classify hundreds of children's titles according to TESOL proficiency level, grade level, and genre. Guiding questions and best practices, based on abundant research, allow teachers to evaluate and use additional materials in the curriculum. To take a specific example of how considerations for ELL's can uniquely shape evaluation of a book, consider picture books. The appraisal of award winning books often favors illustrations that expand upon and extend understanding of the text by representing dimensions that are not textually present (e.g., David Wiesner's Caldecott-winning Three Pigs). Whereas, when working with English language learners, illustrations provide the most value in supporting language development when there is a one-to-one correspondence between the visuals and the text—conceivably a very different standard for evaluation. Humor, wordplay and fantasy themes are often viewed as ways to engage developing readers; however, for ELL's these aspects may be particularly hard to grasp, especially if they are not consistent with their own cultural norms for storytelling. This book is dense with just such explicit guidelines and wisdom for the selection and use of multiple genres and formats of literature in support of ELL's language development. Reviewer: Paula McMillen, Ph.D.
From the Publisher
"Teachers will find real value in this book. The tips for matching ELLs with texts and the lists of current literature will enable teachers to meet the needs of students of all ages and proficiency levels."—Ashley Grinnan, MEd, fourth-grade teacher, Academy Elementary School, Little River Academy, Texas
 
In a world of prepackaged basals, this book gives teachers the opportunity to differentiate instruction for their ELLs. The authors offer guiding questions, user-friendly tables, and an extensive list of children’s literature, in addition to research-based best practices and convenient strategies to support ELLs. I will definitely use this as a resource in my classroom!"—Kim Brooks, MEd, third-grade teacher, University Park Elementary School, Dallas, Texas
 
"Hadaway and Young provide a much-needed resource to support teachers' efforts to bring their English language learners into the world of children’s literature. Teachers and literacy specialists will find a rich list of children’s literature in a wide variety of genres that may be used to promote growth in language and literacy. Even more important, the authors provide research-based guidance to help teachers select the best books for particular students. This is a welcome contribution for teachers and staff developers and a useful text for courses in reading, language arts, and ESL."—Julie Coppola, EdD, Department of Literacy and Language, Boston University

"This book provides a systematic, accessible framework for choosing texts that can both facilitate ELLs' literacy development and instill a lifelong love of literature. Hadaway and Young make the complexity of teaching ELLs comprehensible without oversimplification. They bridge complex bodies of knowledge about reading instruction and language development, and do so with amazing clarity. The children’s literature recommendations, sidebars, and succinct tables will serve as practical resources for teachers; the personal essays offer unique insights into what it means to be an ELL."—Catherine Kurkjian, EdD, Department of Reading and Language Arts, Central Connecticut State University

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Product Details

Meet the Author

 

Nancy L. Hadaway, PhD, is Professor of Literacy Studies at the University of Texas at Arlington. Her scholarly interests focus on the literacy issues of English learners. Dr. Hadaway has served on various state and national committees of professional literacy organizations; is a frequent conference presenter; and has published numerous articles, chapters, and books. She has been a committee member for several children’s book awards.

 

Terrell A. Young, EdD, is Professor of Literacy Education at Washington State University. Dr. Young’s scholarly interests include literature-based practices, English language learners, and the creative process of authors and illustrators, and he has published widely on these topics. He is a member of the International Reading Association (IRA) Board of Directors (2009-2012) and a recipient of the IRA’s Outstanding Teacher Educator in Reading Award. He has been a committee member for many children’s book awards.

 

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Table of Contents

Pizza Janet S. Wong Wong, Janet S. 1

PART I GETTING TO KNOW ENGLIGH LEARNERS

How to Say Thy Name Yangsook Choi Choi, Yangsook 5

Chapter One English Learners 9

Writing the Muslim American Experience Asma Mobin-Uddin 29

Chapter Two Matching Books to English Learners 33

Only a Joke?: Humor as a Bridge between cultures and Languages Uma Krishnaswami Krishnaswami, Uma 55

Chapter Three English Learners' Academic and Social Language: Moving from Surviving to Thriving 59

Creativity Begins at Home Pat Mora Mora, Pat 81

PART II SELECTING AND USING BOOKS WITH ENGLISH LEARNERS

I Know the River Loves Me Maya Christina Gonzalez Gonzalez, Maya Christina 85

Chapter Four Selecting and Using Fiction with English Learners in Grades K-6 89

Fear and Joy in Leaving Your Country Jorge Argueta Argueta, Jorge 125

Chapter Five Selecting and Using Poetry with English Learners in Grades K-6 129

Boods as Mirrors Lulu Delacre Delacre, Lulu 159

Chapter Six Selecting and Using Nonfiction Literature with English Learners in Grades K-6 161

I'm Learning to Speak English J. Patrick Lewis Lewis, J. Patrick 197

Appendix A Books for Learning about Immigrants and English Learners 199

Appendix B Guidelines for Matching literature to English Learner Proficiency Levels 201

Appendix C Children's Books for Social Language (Basic "Survival" Topics) 205

Appendix D Narrow Reading Suggestions for Different Formats 209

Children's Books Cited 215

References 237

Index 249

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