ELL Book Club Strategies
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This document provides guidance for establishing book clubs for English language learners. It discusses defining literacy, student needs and interests, access to texts, and motivation. A needs assessment survey and talking to students to determine interests are recommended. A variety of genres and accessibility of texts levels are important. Successful strategies include partner work, visual aids, modeling, and allowing use of native language. Choosing culturally relevant texts and providing student choice and a comfortable reading environment can boost motivation. Book clubs should include community sharing, reading, writing, discussion, and be fun.
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ELL Book Club Strategies
- 1. Reading & Book Club with English Language Learners Ali Cullerton, Ph.D. & Magister Ines Torres de Muñoz www.bncloja.org
- 2. Reading for FUN? Mostly students learn to read or read to learn. Reading for fun looks different throughout the world. Less often, students read “just for fun.”
- 3. What do we NEED to know? • Before we get started: • Definition of literacy? • The needs, interests, and language levels of English language learners? • Access to text? • Motivation? • Timeline?
- 4. Defining literacy… Social Cultural Oral Language History Reading Writing Multimodal Listening Evolving
- 5. “New & Multi-Modal Literacies” Smart Phones Tablets Computers Audio Books Social Media
- 6. Needs Based Analysis/Survey • Survey your Students: (On a scale from 1-10, with 1= not at all, 5=somewhat accurate, 10=very accurate) • 1. I read for fun every week. • 2. I can define my favorite type of literature. • 3. I have a favorite book. • 4. I have a favorite author. • 5. I enjoy reading. • 6. I do no enjoy reading. • 7. I have access to books for free. • 8. My parents and family members enjoy reading. • 9. I talk to others about my favorite books. • 10. I am open to reading new things.
- 7. Talk to your students • Be clear about YOUR goal. Is it to raise levels, get kids excited about reading, or teach about a new topic? • Students: • If you could read about anything or anyone what would it be? • What is your favorite genre of text? • How much time could you commit to reading everyday? • What are your concerns about participating in a book club?
- 8. Model a literacy-rich life Family life Classroom Library Internet Diverse Genres Local Library Writing
- 9. Genres: Fiction, Non Fiction & Informational Texts Picturebooks, Graphic Novels, Comics, Wordless Books Historical texts, Biographies, Autobiographies, Historical Fiction Sci-Fi, Fantasy, Scientific Texts, Natural World, YA novels Novels, Poetry, Short Stories, Realistic Fiction, Memoirs
- 10. Determine a Timeline & Vision Is this part of a literacy-based curriculum? Is this “extra”? Is this a social club? Do students get a grade? Scoring tool? How can you purchase/provide access to these texts? How much homework will you assign? Do you re-read as a group? Read alouds?
- 11. Age & Developmental Needs Self-motivation, independent and group work. Intermediate learners: Group reading, choral reading, partner reading, group work and independent work. Early learners: Read-alouds, repetition, illustrations, scaffolds, hands-on activities, reading for “different purposes,” and review.
- 12. SuccessfulStrategies withELLs Speak slowly, listening centers, read instructions out loud, low-stakes writing and reading. Games, cooperative learning, think/pair/share, experiential education. Give examples of successful projects, use checks for understanding, oral language tools. Partner work at mixed levels, groups work, think-pair-shares, independent work, review. Outlines, advanced organizer, visual guides, write key concepts down. Model new skills and be explicit about acquisition of langauge. Let students use native language to support learning. Picture glossary, word walls, vocabulary walls, visual clues. Repetition, consistent use of terms, allow errors to happen. http://edutopia-dl-support-strategies-ell.pdf
- 13. Motivation Students Choice Multicultural Text: Can students “see themselves” or relate to the characters? Comfortable Area to Read Accessible Text at Attainable Level Clear and Realistic Expectations
- 14. Text Difficulty? • This all depends on the context and your objectives. • Independent Reading: should be right around your level or below (for struggling readers). For non-struggling readers, independent reading can be higher. • Mediated Reading: Should be at a higher level (grade level).
- 15. What is book club? • Options: Content Area, Literary-Focused Curricula, Teacher Read Aloud OR Guided Reading. • Framework: • Opening Community Share • Reading Component • Writing Component • Discussion Component • Closing Community Share * Framework introduced in Book Club Plus text by: Raphael, T. E., Florio- Ruane, S., George, M., Hasty, N. L., & Highfield, K. (2004)
- 18. Writing in Book Club Writing Objectives in Book Club Writing Into Writing Through Writing Out Raphael, T. E., Florio-Ruane, S., George, M., Hasty, N. L., & Highfield, K. (2004)
- 19. Book Club: What’s to Say? Talk Surface Knowledge Text Inquiry Theme Inquiry Reflection
- 20. Most Importantly: HAVE FUN! • Share stories. • Talk about things that are confusing in the text. • Draw connections (personal, with other texts, with your environment, with the world, etc.). • Provide support (Before, During and After Reading). • Allow time to re-visit, re-read, review. • Does the book have a movie? Have a movie day! • How are you going to pick your next book?
- 21. References Text: • Raphael, T. E., Florio-Ruane, S., George, M., Hasty, N. L., & Highfield, K. (2004). Book Club Plus! A Literacy Framework for the Primary Grades. Lawrence, MA: Small Planet Communications, Inc. • Temple, C., Martinez, M., & Yokota, J. (2011). Children’s Books in Children’s Hands-An Introduction to Their Literature (Fourth ed.). Boston: Allyn & Bacon. Online: • http://edutopia-dl-support-strategies-ell.pdf • www.alexiscullerton.com • http://sisaljournal.org/archives/mar11/marland/ • http://www.scholastic.com/teachers/article/success-esl-students • http://www.readingrockets.org/article/what-does-research-tell-us- about-teaching-reading-english-language-learners
Editor's Notes
- Define how the following topics work their way into a definition of LITERACY: the emergence of literacy has to take into account broad social, cultural, and historic trends related to the significance and reading and writing for human cognition and communication. It includes development, social learning, and mediation.
- The needs, interests, and language levels of English language learners? Access to text? Motivation?
- Young learners; Concept books, ABC books, board books,
- Not static, can be used in a variety of combinations, depend on decisions about themes, related literature selections, organization, grouping and more… Opening community share: mini lesson on knowledge appropriate to the age level and theme Reading Component: teacher led, student led, small groups, individual Writing component: response logs, respond to what has been read and create new texts Discussion component: fishbowl, small groups, partners, etc. Closing community share: linking the reading, writing, and discussion to theme.
- 1: comprehension instruction should be explicit 2: comprehension strategies must be modeled by more knowledgeable others, including teachers and peers. 3: comprehension strategies must be scaffolded by the teacher until students are able to apply the strategies successfully during independent reading and response to reading. Students need to know that reading text is a process of making meaning and that good readers use tools and strategies to help them make meaning. Name strategies, so they are easy to recall, describe the benefits. Talking about it is not enough. Teacher think or talk aloud allows students to see how strategies are applied. Multiple exposure to good modeling is necessary for students to be able to utilize strategies independently. As strategies are learned, teacher steps back. 4 phases: 1. teacher explicitly states strategy 2. teacher and student work together with QAR, 3. students more independent, partner or group work, 4. student has full responsibility
- Background Knowledge: “What do I already know that helps me step into the world created by this text?” Concepts of print Making predictions Using context clues Making intertextual connections Developing vocabulary Text-processing: “What can I do to make sense of the text as I move through this text world? Sequencing Visualizing Identifying Key Events Making inferences Understanding literary elements Using genre knowledge Using perspective Using knowledge of text structure Monitoring strategies: “How do I know if the meanings I’ve created make sense?” Evaluating and adjusting predictions Asking questions Clarifying
- INTO: set the stage; access or highlight relevant background knowledge; raise questions, set purposes, and create guiding questions; foster word consciousness; connect to self and connect self to texts THROUGH: chart information; identify important information; identify supporting details; identify plot points; explore characters and setting OUT: Reflect and respond (personal, creative, critical), make text-to-self, text-to-text, and text-to-theme connections; extend text concepts
- 1.Declarative: discussing, brainstorming, researching 2. Interrogative: asking questions, researching 3. Explanatory: summarizing and synthesizing