Week 2: Book Review (Entry #5)

    The first book I chose to review is called My Teacher's My Friend by P.K. Hallinan.  This is a cute rhyming story about how a teacher helps the students throughout the day. It details the variety of roles she facilitates and the activities the students participate in throughout the day, like singing songs, saying the pledge of allegiance, painting with sponges, and consoling teary students.

      The obstacles to comprehension for an ELL student would be:

1. Word Choice:  The word "chimes" is used in reference to the teacher joining in on their singing.  This word is most likely unknown or if it is known, the student would be visualizing musical chimes (the instrument).  

• During reading of this book, it would be important to demonstrate the two different meanings of this word and explain that in this case it means to "join in."  I would bring a set of chimes in as well and let the students play them, because chances are this word as a whole would be unknown.  I would demonstrate the 2 meanings:  One, by playing the instrument and two, by asking who would want to "chime in" while I sang the ABC song.

         Word Choice:  Another word that is used that has a double meaning is "observe."

• For this word, I would have two volunteers from the class come up and I would dress them up to look like a pilgrim or Indian.  I would have the children say what holiday are they celebrating if they were to dress in this way.  I would explain that they are "observing" the holiday we call Thanksgiving.  I would draw their attention to the picture on this page and say, "These children are also observing or celebrating a special day."

     2.  Cultural Ideas:  This book mentions, "We pledge our allegiance with our hands on our  hearts."    Assuming this would be a beginning of the year read aloud, ELL students would not yet be familiar with saying the pledge.   "Thanksgiving" would also be a concept.

• This concept would be modeled daily as part of the morning routine.  I would partner an ELL student with an English speaking student so they could help lead by example as the whole class learns this procedure.

     3.  General Ideas:  "We paint pictures with sponges of all different shapes."  Using a sponge for another purpose my be a new concept as one normally paints with a brush.

• I would have a normal sponge to pass around.  I would pass it around and have the students feel this.  I would ask if they have seen a sponge used in their house before.  Next, I would pass around a sponge in a different shape.  I would ask how that kind of sponge could be used.  I would like to have a painting activity later in the day that would include this activity.  I would model how to paint with the sponge and refer back to the book.

     4.   Expressions:  "But then it's our 'busy bee' time of the day, when everyone goes there own separate way."  Expressions like "busy bee" would be unknown.

•  Explain that just like bees, they have different jobs to be assigned.  I would show a clip of working bees and show how "busy" they are.  In relation to the various jobs, I would assign partners in the beginning until the jobs are learned.  Once it is understood, they could do their "busy bee" job on their own.

My second book choice is The Statue of Liberty by Lucille Recht Penner. This is a non-fiction story about the Statue of Liberty.

     1.  Geographical Terms:  "A lady stands in New York Harbor."

• I would use pictures and maps to show where New York is in comparison to Colorado. 

      2.  Word Choice:  "She is as tall as a skyscraper."

•  I would show photos of skyscrapers.  I would have them stand up and stretch to the sky standing on their tiptoes to reach the sky.  Starting low to the ground we would grow taller and taller as we say,  "Skyscrapers reach high, high up to the sky."  We would do this several times to demonstrate this. 

     3.  Different Meaning:  "lady" in reference to statue.

• Students may know the word lady but may be confused by the reference to the statue.  I would refer to the students in the class that may have a nickname.  Using this as an example, I would explain the Lady Liberty is a nickname for the Statue of Liberty.  Sometimes there is more than one way to say the same thing.

     4.   Idea:  That people traveled in crowded conditions for a better life.

• I would have a small area taped out on the floor.  During this portion of the book I would have students all gather in the space and explain that they are "crowded" together.  As an extension, this could be made into a game by using smaller areas of space and eliminating children who no longer "fit" when the space shrinks. 

In reviewing these two books, there are many ideas, words and concepts that would hinder the comprehension of an ELL student.  This is important to be aware of as we plan our lessons.  More explanation, more visual aids and more time are some important considerations to help these students.