California Department of Education-Recommended Literature List
"The California Department of Education provides extensive and searchable database of literature that can be used to supplement math and science instruction (available at http://www.cde.ca.gov/ci/cr/rl/)." (Wright, 2010, p. 243)
Literature Supporting ELLs
The books listed in the Literature Supporting ELLs section were all chosen for their wide range of cultures, experiences, languages and illustrations. I tried to incorporate books that would not only capture the students' interest, but also expose them to a variety of cultures, as well as, their own culture.
Many of the books selected, could be placed in several categories.
It can be challenging for students to not only learn a new language, but also learn a new culture. By including a child's culture throughout the classroom environment and through literacy, you are creating a bridge that can help ELLs transition smoothly. I want my students to feel that their culture is valued in my classroom and by including many books of varying cultures, I am able to demonstrate understanding and acceptance.
Additionally, for my students who are native English speakers, I want to expose them to many cultures and experiences so that they will also be understanding, accepting and respectful of those who are different. We are a global community now and our citizens will likely interact with co-workers from many countries and cultures.
It is also important to note that native English speakers do not always share the same culture, religion or country of origin. Including books from a wide range of American cultures is important as well.
There are many reasons to select a book to share with the class. Mary Capellini has offered guidelines for book selection in her book Balancing Reading and Language Learning: A Resource for Teaching English Language Learners, K-5.
1. "When I choose books to read aloud, I first think of the pure enjoyment of reading. I want all children to enjoy reading for themselves."
2. "All children need to be read to--even college students... Trelease (2001) talks about the importance of reading aloud books that are two years above the children's reading."
3. "I find that reading a good picture book in one sitting allows all levels of ELLs to grasp story structure, plot, and character development."
4. "I also choose books connected with the theme or genre study on which we are focusing."
5. "I sometimes choose books for the purpose of exposing ELLs to rich language--rhyming, alliterations, metaphors, or even just the sound of the language or phonemic awareness."
6. "For ELLs and indeed all children, a familiar book tha the teacher has read is like a good friend; they alswyas want to go back and read it themselves...The books we read aloud should be kept in a prominent, easily accessible place. Read-alouds should be planned with lots of care and should not just be something we do at odd times to quiet the children or fill time. They are an integral element of a balanced literacy block."
Getting to know each of my students will be a high priority at the beginning of the year to further help me make decisions about instruction and book selection.
Many of the books selected, could be placed in several categories.
It can be challenging for students to not only learn a new language, but also learn a new culture. By including a child's culture throughout the classroom environment and through literacy, you are creating a bridge that can help ELLs transition smoothly. I want my students to feel that their culture is valued in my classroom and by including many books of varying cultures, I am able to demonstrate understanding and acceptance.
Additionally, for my students who are native English speakers, I want to expose them to many cultures and experiences so that they will also be understanding, accepting and respectful of those who are different. We are a global community now and our citizens will likely interact with co-workers from many countries and cultures.
It is also important to note that native English speakers do not always share the same culture, religion or country of origin. Including books from a wide range of American cultures is important as well.
There are many reasons to select a book to share with the class. Mary Capellini has offered guidelines for book selection in her book Balancing Reading and Language Learning: A Resource for Teaching English Language Learners, K-5.
1. "When I choose books to read aloud, I first think of the pure enjoyment of reading. I want all children to enjoy reading for themselves."
2. "All children need to be read to--even college students... Trelease (2001) talks about the importance of reading aloud books that are two years above the children's reading."
3. "I find that reading a good picture book in one sitting allows all levels of ELLs to grasp story structure, plot, and character development."
4. "I also choose books connected with the theme or genre study on which we are focusing."
5. "I sometimes choose books for the purpose of exposing ELLs to rich language--rhyming, alliterations, metaphors, or even just the sound of the language or phonemic awareness."
6. "For ELLs and indeed all children, a familiar book tha the teacher has read is like a good friend; they alswyas want to go back and read it themselves...The books we read aloud should be kept in a prominent, easily accessible place. Read-alouds should be planned with lots of care and should not just be something we do at odd times to quiet the children or fill time. They are an integral element of a balanced literacy block."
Getting to know each of my students will be a high priority at the beginning of the year to further help me make decisions about instruction and book selection.