E.+Evaluation+of+Instructional+Materials

= Evaluation of Materials for ESL Instruction  =

It is important for instructors to be aware of the appropriateness of instructional materials and texts for ESL students. Often times, we are given tools to work with that may be less than ideal for an LEP population. The following is an example of an evaluation of three types of texts: Content textbook, fiction book, and non-fiction book.

** Evaluating Materials for ESL **

The following materials are all available within the DeKalb County School district. The books evaluated using the ESL Instructional Use Rubric were //Social Studies: Communities, For you are a Kenyan Child,// and //Our Flag.//



// Social Studies: Communities // is a 3rd grade social studies textbook published by Harcourt Brace. The text has six units including “What is a Community?,” “Where People Start Communities,” “Communities Grow and Change,” “People Working Together,” “Living Together in a Community, State, and Nation,” and “The Many People of a Community.” To evaluate this text, I focused on the first three lessons of the first unit, “What is a Community?”. The lesson begins with “Set the Scene with Literature” and includes //Roxaboxen// by Alice McLerran. I rated this text appropriate for ESL instruction because there are several components that lend to discussion generation. Firstly, beginning with a literature connection helps build background knowledge and becomes a catalyst for referral when the students and teacher move into the other sections of the unit. Secondly, the text has a review section at the end of each lesson with basic content review, additional prompts for higher thinking, and extension activities. This text is appopriate because the ESL learner is able to make connections to prior experiences in his own community as well as the one presented in the “Set the Scene with Literature” example. Throughout the lesson the association is made between the textbook information and the literature example and this text-to-text connection is very helpful to students. The student then can make further relations and connections with communities in general. The text allows for using metacognitive tools such as comparison charts, Venn diagrams, etc. and the students explore different types of communities. Vocabulary is delivered in an explicit manner as well as contextually. The vocabulary in the lessons can be used in pre-reading language learning activities and can be easily put into a context familiar to ELLs. Through the writing of the textbook and the literature extension used within the lesson, BICS and CALP are both addressed. As students compare communities, they are able to practice both types of vocabulary. This textbook is appropriate for ESL students. Beginners will certainly need more support, but the visuals accompanying each lesson are very helpful. It is appropriate for beginners, intermediate and advanced ESL students.
 * Summary **
 * Discussion Generation, //Rating: APP// **
 * Metacognitive Skills, //Rating: APP// **
 * Vocabulary: BICS-CALP, //Rating: APP// **
 * Overall Evaluation **



// For you are a Kenyan Child // is a book by Kelly Cunnane and illustrated by Ana Juan. According to Amazon.com, this book is targeted and appropriate for ages 4-8 (n.d.). The story follows a young boy through a day as he gets distracted from the job his mama gave him. Students can relate the the story of the boy and are introduced to life in Kenya. This book is a great starting point for discussion. The content is engaging and while students can compare themselves to the little boy, the text is also building the ELL’s background knowledge and exposing them to a new culture. It is a aid in exploring the different cultures found in the student’s classroom. This immediately connects learning to personal experiences and makes it relevant for all students in the class. Because the story is engaging, ELL students can build metacognitive skills by connecting with prior experiences and building from there. For example, if students are able to not only retell the story but realize differences and similarities between their daily lives and that of the child in the story, they are at once constructing new information and relating the text and learning to their own personal experiences. The pictures allow for great connection between text and meaning as the illustrations also tell the story. This text is language-rich and builds BICS with great alternatives for the most basic ways of saying things. For example, the little boy “slips away.” This is great for expanding the understanding of different phrases and aspects of English. I do believe it also includes CALP vocabulary by including social studies vocabulary relating to communities and cultures. It also has phrases and a small dictionary in basic Swahili.
 * Summary **
 * Discussion Generation, //Rating: APP// **
 * Metacognitive Skills, //Rating: APP// **
 * Vocabulary: BICS-CALP, //Rating: APP// **

I feel this book is overall very appropriate for use with ESL students. The diversity displayed, the vocabulary, language and pictures all make this story inviting and exciting for the reader or listener. I believe the language is appropriate enough for use with all levels of ESL students. Taking into account the age range, the teacher will be providing support for the readers.
 * Overall Evaluation: **



This book chronicles the birth of the American flag and relates history of the flag through the country’s history. According to Amazon.com, it is appopriate reading for ages 9-12 (n.d.). It includes information relating to the flag, famous uses/depictions of the flag (e.g, Iwo Jima), and laws and codes relating to the flag. For this evaluation, I focused on the first chapter, “The Earliest Flags.” I rated this book as somewhat appropriate for higher level thinking because while it effectively presents the factual information relating to the flag, on its own it does not lead to higher order thinking. There are no prompts or questions to spur thinking and discussion. The reader would likely need support from other teacher created activities. When included in a unit, however, this book can be used to generate discussion or as a resource. The text is appropriate in building background knowledge. History of the US and of the flag specifically are concepts that will become part of the ELLs background through this selection. The content alone allows for some connection of text to personal experiences as all students are exposed to the flag and possibily to other flags of native or heritage countries. The text alone does not refer back to personal experiences or to other texts, so it is somewhat appropriate.
 * Summary **
 * Discussion Generation, //Rating: SAPP// **
 * Metacognitive Skills, //Rating: SAPP// **

The vocabulary in this book is appropriate for ESL instruction. It is written in everday language which helps with BICS, but it also includes very content specific vocabulary such as //ensign, standard,// and //jack//. The book has historical vocabulary and flag-related vocabulary that build CALP. Further, the book does a great job of explaining and expanding on the vocabulary so that it is in age-appropriate terms that a reader would understand. This can be easily carried through to ESL students. I do think this book is appropriate for use with ESL students. It will be best with intermediate students. As part of a unit on America or the flag it can be very helpful and a great resource for students. I do think if a teacher was using this book in class, he/she would need to modify certain aspects and make it more ESL friendly. Expanded explanations and discussions would be appropriate.
 * Vocabulary: BICS-CALP, //Rating: APP// **
 * Overall Evaluation **

Amazon.com (n.d.). //For you are a Kenyan child (Ezra Jack Keats new writer award).// Retrieved from [] Amazon.com (n.d.). //Our flag (pb)(I know America).// Retrieved from [] Ayer, E. (1992).//Our flag.//Brookfield: Millbrook Press. Boehm, R., Hoone, C., McGowan, T., McKinney-Browning, M.C., Miramontes, O.B., & Porter, P.H. (2002). //Social Studies: Communities.// Orlando: Harcourt Brace & Company. Cunnane, K. (2006). //For you are a Kenyan child.// New York: Atheneum Books for Young Readers.
 * References **

Christina Ontiveros Pre-K Teacher contiveros@k12tn.net