Category Archives: ELL/ESL and Bilingual Books

11 Educator Resources for Teaching Children About Latin American Immigration and Migration

What an amazing week to see the response of last Sunday’s post and hear what many of you are facing, doing, and aspiring to in schools and communities. In addition to using children’s books to initiate conversations, deepen background knowledge, and humanize the events, here are eleven teaching resources to help you provide the best information, context, and perspective for your students.

Amazing Faces mirror

  1. Colorín Colorado is a free bilingual service that presents information, activities, and advice for educators and Spanish-speaking families of English Language Learners. One of my favorite sections is “Reaching Out to ELL Students and Families” because it gives explicit tools on how to create a welcoming classroom environment, learn about our students’ backgrounds, and reach out to parents of ELLs.
  2. Educators For Fair Consideration (E4FC) offers educator guides to support teachers and school staff in supporting undocumented students in school and beyond graduation.
  3. Colorlines contributes award-winning daily reporting, investigative news, and analysis on issues of race with a subsection devoted to child migrants. They also have a campaign, Drop the I-Word.
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11 Books on Latin American Immigration and Migration

11 BOOKS onLatin American Immigration & (3)As media coverage has intensified around the events of children crossing the U.S. border, many educators and families are wondering, “What should we tell our students?” For some children, this may be the first time they are learning of these countries. But for many others, these events may involve their own heritage or depict their families’ experiences. Using books to talk about the recent events can be an opportunity to learn about a new region and help children see the cultures and people beyond these events.

We’ve put together a list of 11 books (many of which are bilingual English/Spanish) that teach about the emotional journey families and children must undertake along with the physical journey. These stories allow children to see each other and themselves in characters who are living life to the fullest and refusing to let any obstacle stand in their way.

Whether you are looking to explore the themes of the DREAM Act, learn more about the journey of one’s own family, or see America from a different angle, these books reveal the complexities, challenges, joys, and surprises of coming to a new place. Join these characters as they share their challenges and excitement in moving to a new culture and new school, helping their families adjust, and juggling their home culture with a new culture.

1. A Movie in My Pillow/ Una película en mi almohada

Poet Jorge Argueta evokes the wonder of his childhood in rural El Salvador, a touching relationship with a caring father, and his confusion and delight in his new urban home.

2. Amelia’s Road

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5 Tips to Engage Latino Families and Students

Peggy McLeod, Ed. D. is Deputy Vice President of Education and Workforce Development at the National Council of La Raza (NCLR).
Peggy McLeod, Ed. D. is Deputy Vice President of Education and Workforce Development at the National Council of La Raza (NCLR).

Today we are featuring one of First Book’s celebrity blog series. Each month First Book connects with influential voices who share a belief in the power of literacy, and who have worked with First Book to curate a unique collection that inspires a love of reading and learning. All recommended books are available at deeply discounted prices on the First Book Marketplace to educators and programs serving children in need. Peggy McLeod, Ed. D. the Deputy Vice President of Education and Workforce Development at the National Council of La Raza (NCLR), writes on engaging Latino families and children in reading and learning.

Any student who has parents that understand the journey from preschool to college is better equipped to navigate the road to long-term student success. While parent engagement is critical to increasing educational attainment for all children, engaging Latino parents in their children’s schooling has typically been challenging – often for linguistic and cultural reasons.

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Strategies For Teaching English Language Learners—Part 4: Writing, Speaking, & Listening Practice

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. Over the last several weeks, I’ve looked at several different strategies for teaching English Language Learners based on that guide’s recommendations.

Today, we’ll take a look at how to incorporate vocabulary instruction into activities that support listening, speaking, and writing practice for English Language Learners. This is the final week I will 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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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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