Category Archives: ELL/ESL and Bilingual Books

Announcing Our Newest Reprints from Children’s Book Press

cbp-logoWe pride ourselves on publishing diverse children’s books that feature characters and cultures from around the world. In 2012, we expanded when we acquired Children’s Book Press, an award-winning multicultural publisher based out of the Bay Area. Our new CBP imprint is a great place to find high-quality bilingual English/Spanish picture books and many more books by talented authors and illustrators of color.

We’re very excited to report that we’ve reprinted several Children’s Book Press titles already under our CBP imprint, and we have more on the way! We know some of you have been waiting quite a while to see your favorite CBP books back in print, so we’re happy to share our most recent reprints:

Animal Poems of the Iguazú/Animalario del Iguazú, by  Francisco X. Alarcón, illustrated by  Maya Christina Gonzalez

Bears Make Rock Soup, by Lise Erdrich, illustrated by Lisa FifieldFrom North to South

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Strategies For Teaching English Language Learners—Part 3: Teaching Vocabulary In Layers

Jill_EisenbergJill Eisenberg, our Resident Literacy Expert, began her career teaching English as a Foreign Language to second through sixth graders in Yilan, Taiwan as a Fulbright Fellow. She went on to become a literacy teacher for third grade in San Jose, CA as a Teach for America corps member. She is certified in Project Glad instruction to promote English language acquisition and academic achievement. In her column she offers teaching and literacy tips for educators. 

The U.S. Department of Education’s Institute of Education Science (IES) and What Works Clearinghouse (WWC) released the latest educator’s guide to present best instructional practices for English Language Learners.

Although we cannot explicitly teach all academic and content-specific words our students will need to know in their educations and careers, we can be strategic in how we teach 5-8 words a week so they can apply these word strategies to new words they come across on their own.

Last week I applied the guide’s recommendations on how to choose an appropriate text and vocabulary words for English Language Learners and I modeled it with the Lee & Low informational text, Drumbeat In Our Feet.

I will continue to focus on the guide’s first recommendation: Teach a set of academic vocabulary words intensively across several days using a variety of instructional activities.

Drumbeat In Our Feet
Drumbeat In Our Feet

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Strategies for Teaching English Language Learners – Part 2: Choosing a Text and Vocabulary Words

Jill_EisenbergJill Eisenberg, our Resident Literacy Expert, began her career teaching English as a Foreign Language to second through sixth graders in Yilan, Taiwan as a Fulbright Fellow. She went on to become a literacy teacher for third grade in San Jose, CA as a Teach for America corps member. She is certified in Project Glad instruction to promote English language acquisition and academic achievement. In her column she offers teaching and literacy tips for educators. 

As I mentioned last week, the U.S. Department of Education’s Institute of Education Science (IES) and What Works Clearinghouse (WWC) released the latest educator’s guide to present best instructional practices for English Language Learners.

Let’s take a look at the guide’s first recommendation: Teach a set of academic vocabulary words intensively across several days using a variety of instructional activities.

Here is an example of how to apply the first recommendation using IES’s process and Lee & Low Books’ informational nonfiction text, Drumbeat In Our Feet.

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Strategies for Teaching English Language Learners In Elementary and Middle School–Part 1

Jill_EisenbergJill Eisenberg, our Resident Literacy Expert, began her career teaching English as a Foreign Language to second through sixth graders in Yilan, Taiwan as a Fulbright Fellow. She went on to become a literacy teacher for third grade in San Jose, CA as a Teach for America corps member. She is certified in Project Glad instruction to promote English language acquisition and academic achievement. In her column she offers teaching and literacy tips for educators. 

The Storyteller's Candle
from The Storyteller’s Candle by Lucia Gonzalez

Many of our classrooms include students whose home language is not English. In fact, EngageNY released a report documenting that in 2012-2013 New York State alone taught students who spoke more than 140 languages at home with Spanish making up nearly 65% of all English Language Learners.

Teaching students who are English Language Learners is enormously rewarding and meaningful. However, it at times can feel overwhelming, especially for those who have ever juggled multiple languages at once in the same classroom, supported a student whose language few of their peers or staff spoke, or worked with a student who had little formal school experience beforehand.

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10 Best Strategies for Reading to Kids in Spanish

Jennifer Brunk

Jennifer Brunk has been teaching Spanish and English learners from preschool to university level for over 20 years. She reGuest Blogger Iconsides in Wisconsin where she raised her three children speaking Spanish and English. Jennifer blogs about resources for teaching Spanish to children on Spanish Playground. The following post is reprinted with permission from her original post at Spanish Playground. 

Research has shown that reading to children helps them learn vocabulary and improves listening comprehension skills. As a parent or teacher, you are probably convinced of the value of reading to your child in Spanish, but how should you do it to promote language development?

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Using Dual Language and Bilingual Books in Third and Fourth Grade

Jill_EisenbergResident Literacy Expert Jill Eisenberg began her career teaching English as a Foreign Language to second through sixth graders in Taiwan as a Fulbright Fellow. She went on to become a literacy teacher for third grade in San Jose, CA as a Teach for America corps member. She is certified in Project Glad instruction to promote English language acquisition and academic achievement. In her column she offers teaching and literacy tips for educators.

Note: This lesson can be done with other books, but dual language/bilingual books offer a unique opportunity to engage non-English speaking parents in the classroom and provide a way to continue rigorous discussions with their children at home regardless of English in the home. Bilingual books additionally underscore the diversity of our classroom communities and equalize parents as teachers in students’ minds.

Using a bilingual book with a Spanish-speaking parent in the classroom is a strategy I learned teaching in San Jose, CA as a part of a parent engagement program called “Los Dichos de la Casa” by Silicon Valley YMCA. Whether your classroom has only a few English Language Learners (ELLs) or a majority, bilingual and dual language books can encourage close reading of a text and increase accessibility of the text to ELLs.

In this series, I’ve modeled how bilingual and dual language books are being used in classrooms to foster deep, critical thinking and a love of reading. Last week I looked at first and second grade, and this week I take a look at third and fourth grade:

Exemplar text: Grandma and Me at the Flea/ Los Meros Meros Remateros by Juan Felipe Herrera

Using Dual Language/Bilingual Books and Parent-Volunteers to Foster Deep Thinking in Third and Fourth Grade

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Using Dual Language and Bilingual Books in First and Second Grade

Jill Eisenberg is our Resident Literacy Expert. Jill began her career teaching English as a Foreign Language to second through sixth graders in Taiwan as a Fulbright Fellow. She went on to become a literacy teacher for third grade in San Jose, CA as a Teach for America corps member. She is certified in Project Glad instruction to promote English language acquisition and academic achievement. In her column she offers teaching and literacy tips for educators.

Note: This lesson can be done with other books, but dual language/bilingual books offer a unique opportunity to engage non-English speaking parents in the classroom and provide a way to continue rigorous discussions with their children at home regardless of English in the home. Bilingual books additionally underscore the diversity of our classroom communities and equalize parents as teachers in students’ minds.

Last week, I spoke about my experience teaching in a school where nearly 85% of my students were English Language Learners and English was not the primary language spoken at home. Using a bilingual book with a Spanish-speaking parent in the classroom is a strategy I learned teaching in San Jose, CA as a part of a parent engagement program called “Los Dichos de la Casa” by Silicon Valley YMCA.

Whether your classroom has only a few English Language Learners (ELLs) or a majority, bilingual and dual language books can encourage close reading of a text and increase accessibility of the text to ELLs. Over the next few posts, we will model how bilingual and dual language books are being used in classrooms to foster deep, critical thinking and a love of reading.

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Using Dual Language and Bilingual Books and Parent-Volunteers to Foster Deep Thinking

Guest Blogger IconJill_EisenbergToday we’re excited to introduce Jill Eisenberg, our new Resident Literacy Expert! Jill began her career teaching English as a Foreign Language to second through sixth graders in Taiwan as a Fulbright Fellow. She went on to become a literacy teacher for third grade in San Jose, CA as a Teach for America corps member. She is certified in Project Glad instruction to promote English language acquisition and academic achievement. In her column she offers teaching and literacy tips for educators.

When I taught third grade literacy in San Jose, CA, nearly 85% of my students were English Language Learners and English was not the primary language spoken at home, if at all. The school day was the main source of English exposure and I, like many other teachers in similar communities, felt it was up to my colleagues and me to pack as much English instruction into the school day to make up for the time away from English at home. Many classrooms across the U.S. face similar demographics and teachers know how critical it is to create an English language-rich environment in order to maximize student interaction and practice with the language. Using Bilingual/Dual Language Books and Parent Volunteers to Foster Deep Thinking

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