EDU364480 2013 discussion
Reviews of Books for Emerging Bilinguals


Parr, Todd, (2004). The Peace Book: New York, NY: Little, Brown and Company.
This book is great for ages 2 to 6; grades prek to 1st grade, and I feel an older child would like it for its content. The cover of the book has the earth surrounded with nine faces of different colors, hair and headdress. For example, a yellow face with green hair and an orange face with a blue headdress. This book is full of vibrant color, not one white page in the book. Each page states “Peace is…” and then has a variety of wonderfully fun, yet socially responsible, statements along with sometimes silly pictures about what peace is. The first page states, “Peace is making new friends” and has five multiracial children holding hands. While another is “Peace is giving shoes to someone who needs them” and there is an illustration of a snake wearing shoes.
This book is perfect for ELLs because it can be read to a young ELL, yet is engaging enough for an early reader and the words are at a 1st/2nd grade level. The illustrations will draw their eyes in and the repetition of the “Peace is…” has the audience or the reader excited about what will be next. . The book is linguistically and culturally responsive in the way that the author has packed in messages about being accepting of all people, being a responsible citizen, carrying for the environment and not being judgmental, it’s ok to be different. For example, “Peace is listening to different kinds of music” and “learning another language.” I really enjoyed this author.


Scourby D’Arc, Karen, (2001). My Grandmother Is a Singing Yaya: New York, NY: Orchard Books.
Lulu loves when her yaya (grandmother in Greek) sings, but not in public. When she brings her to grandparents day at school she does all she can to keep yaya from singing, but to no avail. The school was celebrating its fifteenth year and the principal invited Lulu’s yaya to lead everyone in singing “Happy Birthday.” Lulu ended up singing right along with yaya and she couldn’t have been prouder.
This is a good book for ages 4 and up; prek to 2nd grade. It is good for ELLs because it addressed the feeling of being different from others. The book depicts a character that is self conscious of her grandmother because she is a bit different, but then embraces that which makes her unique. The text is easy to understand if read to, although I would say too challenging for a beginner reader to read independently. The pictures do a great job of telling the story, lots of illustrations to help an ELL understand the story if they are not sure about the text. The book is culturally and linguistically responsive by showing Lulu and yaya eating ethnic foods, such as grape leaves and keftethes (Greek meatballs). Also, by using Greek terms in this book, e.g. yaya, ketethes. Scourby D’Arc also has different races shown through out the book as well. All in all I like the book for ELLs.


Vinson’s grandfather came from China for a visit and the story talks about their relationship and the lessons he learns from grandpa. When in public Vinson would avoid talking to his grandpa because grandpa preferred to speak Chinese, even though Vinson knew he could speak English. A young Ming Da, as his grandfather prefers his Chinese name, is intrigued by kung fu and asks his grandfather to teach him after he finds his grandpa practicing tai chi in the back yard. The meditations that his grandfather teaches him seems to be boring and pointless to Ming Da, until the day when he is invited to be the cabbage boy in the Chinese New Year’s parade. It was then he realized how important his training was and that, “The standing mediations looks simple, but it builds your inner strength and increases your speed and power.” He then promises grandpa that he will keep practicing.
This book is a great choice for ELLs because many can relate to the visit of a relative from their home county and what it feels like to be different. They can relate to when your family speaks a different language and has different traditions and customs. At one point Ming Da expresses his fear that someone from school might see him in his red silk jacket. The illustration does a beautiful job of depicting the story and each page has a picture of a tai chi pose. The author is culturally and linguistically responsive because the author uses Chinese words through out and shows the young Ming Da participating in different Chinese traditions involved in the Chinese New Year’s celebration, e.g. hong boa (a red envelope that contains money.) The author celebrates the Chinese culture with its rich traditions and explains it in a way that is easily understood by a young reader.

February 18, 2013
Children's Literature for ELL's
Book #1 Ancona, George Charro: The Mexican Cowboy
This book discusses how charro means cowboy, but for Mexicans the term has a much more significant and detailed meaning. Charro is a symbol for Mexico's patriotic past. The book begins by introducing Don Pablo. The past is brought to life through pictures and words describing how people brought with them horses and cattle when they came to the new world. The book goes on to discuss competitions and the various activities involved for the charros. The book also informs readers of how one becomes a charro, a skilled cowboy or a charra, cowgirl. The book describes mariachis and their role in the festivities, as well as the involvement of children. The last page of the book includes a glossary of terms.
This book is great to have in the classroom, especially for ELL students. The book is written in English, but includes Spanish terms for some of the words. The glossary in the back of the book lists the terms in Spanish and gives their meaning in English. The book is important for all students because it shows something that is important and held in high respect to the Mexican people. ELL students might relate to the terms when used in Spanish and understand them better in English as the book explains them. I think it is important to include books about culture and heritage in the classroom and this book is a great example. It gives a way for students to connect to the content in a book.
Book #2 Bryan, Ashley ABC of African American Poetry
Ashley Bryan compiled a collection of excerpts from poets who write for children and adults. This book can be enjoyed by many. Many of the poems are rather short, but pack huge meaning in the words. Each letter of the alphabet is listed on a different page and the poem involves that letter, usually the word starting the poem. The poems create images that capture the essence of poetry. Some poems involve specific people such as Sojourner Truth or Harriet Tubman, others incorporate religion, and others still incorporate sports.
This is a great book to have in the classroom library as well as to use for a model during a poetry unit. The poems still incorporate styles of poetry, some rhyme while others do not. I like how the book brings a specific culture into poetry and celebrates it through the use of words and rhymes. I think it is important for ELL students to experience this book because it will allow them to realize that heritage and culture are important to everyone and they do not need to give up their cultural beliefs to become part of another culture. It may also help them to create poetry about their own culture.
Book #3 Bernier-Grand, Carmen T. Cesar
This book is a collection of poems that outline and detail the life and work of Cesar Chavez. He was born in the United States, but that does not mean life was easy for him and his family. His parents were field workers. He encountered bullies, racism, and inequality throughout school. Cesar led people in peaceful protests in a global means. He fought for equal rights and fair treatment for his people.
This book relates to ELL students because they may be facing the same problems Cesar did in the book. Many of our students face racism and inequality on a daily basis. They feel like outcasts in our society, even if they were born here. The book teaches to be strong and fight for what you believe is right, but by doing so in a peaceful and nonviolent manner. The poems are very inspirational and encourage students to rise above the pettiness of society.
Book #4 Czech, Jan M. An American Face
The book begins with Jesse, a boy who lives in America but does not "look" like an American. He is counting down the days until he gets his American face. He looks in the mirror every night and imagines what his new face will look like. He imagines features that will make him look like his mother or father. When he went to Kindergarten he thought the other kids in the class must have all been American already because none of them looked like he did. When he went to the park, none of the children looked like him; they all had American faces. At the grocery store, two people behind them in line were discussing how people should adopt their own instead of foreigners. His mother turned to glare at them and Jesse wished he didn't look so foreign. At a baseball game, the hot dog man looked like Jesse so he figured he must not be American yet either. He went to the mall to pick out a new suit for his big day. The man at the store had a big turban on his head, and Jesse assumed he had not gotten his new face yet either. Jesse's class was picking teams for soccer. One boy said he couldn't play on his team because he did not like the way he looked. Jesse told himself that when he had his new face, he wouldn't play on that team even if they begged him to. The night before the big day, Jesse looked in the mirror and said goodbye to his old face. In the courtroom, Jesse saw many others who also were becoming American citizens. Jesse's parents explained to him that becoming an American does not mean his face will change. The people he encountered were also Americans. They explained that Americans have different faces and his was now American as well.
I think this story is perfect for ELL students, as well as any student. It shows the thoughts that a young boy has about becoming American. I think it is important for ELL students to read this story because they may be feeling the same way. Many of the issues discussed in the book occur in the daily lives of many of our ELL students. For example, many may feel like outcasts because they look different. Some may be excluded from teams because of the color of their skin or the way they look. The book teaches that who you are is important and nothing can take that away.
Book #5 Jordan, Deloris Salt in his Shoes
As a child, Michael Jordan was small. When he played with the other boys at the park, he was much shorter than them and he felt like he was useless. He was about to give up on his dream of becoming a basketball player. His mother told him all he needed was salt in his shoes and to say his prayers and be patient. His parents helped him learn the important lesson of becoming a champion, which was patience, hard work, and determination. Michael waited for months, but he did not grow at all. Finally his parents made him realize that he already had the potential to be a great basketball player, he just needed to believe in himself and prove it.
This book is important for all students to read, but in particular ELL students. The lessons taught in this book are ones that everyone can benefit from. It takes hard work, patience, and determination to learn a new language and our students need to understand this while being able to relate at the same time. By looking at a true champion like Michael Jordan and realizing his struggles as a child, they can relate their own struggles to this and see that with hard work and determination they too can overcome their struggles.

The book begins by introducing a powerful lord whose castle was occupied by a rat who was quite the bully. Two samurai cats were sent to get the rat out of the castle. They were young and tough skilled fighters, but the rat defeated both of them. Finally an elderly cat arrived at the castle in a ragged mess. The elderly cat wanted food and a mat to sleep on. All he did was eat and sleep, all day long. The rat would try to get him to fight, but the cat always said no. The rat would steal food from the cat, and the cat did not try to stop him. Eventually the rat needed help, and the cat said he would help if the rat left the castle and never returned. The lesson in the end was to draw strength from stillness and learn to act without acting.
The book uses some of the terms in Japanese and gives the meaning in English. The book pays special attention to the customs and traditions of the Japanese people. The moral of the story is to learn to act without acting. I think this lesson is important for all students, but especially ELL students. Bullies exist in every school and other environments. It is sad, but our ELL students are often easy targets for bullies and often they know this is happening. The book teaches that bullying back does not solve the problem and trying to overpower a bully alone will not solve anything. Patience and help from elders can be the solution.
Book #7 Lyons, Kelly Starling Ellen's Broom
The story begins as an African American family is in church. The deacon announces that with slavery having ended, in the eyes of the law, couples were now seen as legally married. Above the fireplace, the family has a broom hanging. Back in the days of slavery, black couples could not be married legally. So in their eyes and in the eyes of God, once they jumped over the broom together, they began their new lives together as a "married couple." The family began their journey to the courthouse where the mother and father received a certificate of marriage that showed their legal marriage in the eyes of the law. One of the children, Ellen, wanted to see her parents jump over the broom. They told her it was not necessary anymore. She responded by reminding her parents that they told her the broom was an important part of their family and history. They agreed and showed her. She stated that one day she too wanted to be able to jump over the broom just like they did.
This book brings into light slavery and freedom. The book discusses the importance of family traditions and keeping them close to your heart. I think this would help ELL students also see how their culture and traditions are important and should remain in their lives as well. Often times ELL students feel the need to conform to American traditions, leaving behind their own. This story helps students realize that traditions are important and should live on, even when others may not understand them.
Book #8 Nobisso, Josephine in English, of course
The book is about a class of students who come from different parts of the world. Each student is called upon to tell the class about where they are from. Josephine thought the people in her class could speak English fairly well. When it was her turn, she realized how broken her English was. With the help of her teacher, she is able to describe when she visited a farm one time and what happened there. The teacher learned from Josephine, and she from her teacher. She looked forward to the next day when she would tell more about the city she was from.
This book brings a bit of humor to the difficult task of learning a new language and the barrier many of our students encounter. The character in the story could think of what she wanted to say in her language, but in English did not know the translation. The teacher was a great model and helped the student put English words to her story. It is important for ELL students to understand that it is okay and a language is not learned in a day. As teachers, we need to remember that students become fearful and we need to let them come into the language on their own terms and not force them. It can be very frightening and stressful to speak a new language in front of others, especially if it is not mastered.
Book #9 Ochiltree, Dianne Molly, by Golly
Molly was an African American who was the cook for a fire department in New York City. She made fine meals for the firefighters. A terrible snowstorm was coming and the firefighters were sick in bed. One night there was a fire and Molly showed the other men just how helpful she could be. She stepped right up with the men and helped them put out the fire. She thought to herself that the men did not give up putting out the fire, and neither would she. She continued until the fire was out. The other firefighters realized her potential and how important she was to that mission that day. They could not have done it without her.
This book is important to ELL students because it does teach hard work and determination. It shows students that even though you may feel useless; your job is huge in the long run. With language learning, it teaches determination and sometimes patience is necessary when learning a new language.
Book #10 Robert, Na'ima Going to Mecca
This is the story of a Muslim family who makes the journey to Mecca to perform the Hajj. They join other families in the traditions of this pilgrimage and follow in the footsteps of their prophets. They return home tired and sore, but with their hearts full of joy.
This story is important for ELL students because it describes traditions of Muslim people. Not all ELL students are Muslim, but it teaches that traditions and faith are important to hold onto, even if you are not in your homeland anymore. It is important to remain in faith with your people and in traditions celebrated. For many, becoming American and learning English involves giving up these important traditions. But that is not necessary and everyone should understand and embrace that.
Book #11 Smith, Charles R. Brick by Brick
The president of the United States needs a new home, a white house, to live in. Slaves are purchased to build this new house. This story highlights the building of the white house by slaves and how the owners took the pay and did not give it to the slaves for their work. The story goes on to show how skilled workers earned shillings and in the end were able to buy their freedom from slavery.
This story is one of hard work and determination. In the ELL realm, these two characteristics are necessary for success in language learning. The story helps ELL students understand that the white house was not built in a day, and learning English will also not be achieved in a day. Hard work and dedication will help students learn the language and become successful.

This book is an autobiography of a young Palestinian girl and her family. The author, Ibtisam Barakat, tells her childhood story during her experiences o living in occupied Palestine during and after the Six Day War. Directly after the war, the family had to live in a refugee camp in Jordan until they were able to move back into their home in Palestine, which was at the time occupied by Israelis soldiers. The family suffers through a lot of struggles, but is able to find ways of living through the occupation. Just minutes away from their house, Israeli soldiers train and test their weapons. The story is very moving and it is very interesting to read it from a young girls perspective.
I believe that this can be a great book used in grades 5-12. Since it is written from a young girls perspective, it is not very difficult to read and many Ell students will not struggle throughout this book. This book would be a perfect book that can be used when students are studying the Palestinian-Israel conflict. It is a true story, and the events throughout this book are real. This can be a great story to introduce the conflict that is going on in this region. I also liked that the author does not take a side on this issue. She is hoping that this book can help spread peace in this region instead of conflict. It is also an amazing book to learn about Palestinian and Arab culture. I myself learned a lot about the everyday lifestyle of a Palestinian family from this book. I enjoyed reading and plan on using it in my classroom.

This story is simply about the history and science of the apple. It begins with the history of the American colonists bringing apple seeds from England to the discovery of Native Americans having apple trees near their villages. It goes on to discuss the anatamy of an apple and the uses for them.
I thought this was a great book. It has a purpose to reading it and the illustrations do a great job at representing what the text is saying. This is why I think this would be a book to reccomend for ESL and ELL students. It is geared towards K-2 level students and also has child-friendly text to where children wouldn't feel overwhelmed by the vocabulary.


This book is a compilation of 9 folktales, each from a different country, from all over the world. At the end of each folktale it gives a very short summary, promotes critical thinking in relation to the real world, and provides activities to make the folktales come to life.
Although the appearance of the cover is not too appealing, I was pleased with the overall layout of the book. It tells a story, summarizes, connects to the real world, then provides an activity to make the folktales appear more life-like. This is a good ESL book that provides opportunity for some students to relate to a culture, or even share their knowledge of any of the stories. With the hands-on activities, it prompts student involvement in the classrroom.


Literature Review
Saving Hannah by Andrea Stein is a children's chapter book about a girl that moves from the big city to a rural area. She makes new friends and needs to solve a problem and see's all the characteristics of her new friends that can help her. This book is good for ELL students, or even children who have just immigrated so they can relate to a girl who has moved to a different place and might not be that comfortable.
Mr. Brown Can Moo, Can You? by Dr. Seuss is a good book for ELL’s because it rhymes which is very good for phonemic awareness learning and all the items in the book also give a sound it so the students can connect the sounds with the items and they also get a chance to make each sound themselves on each one.
I Wanna Iguana by Karen Kaufman Orloff is a great book for writing practice. The book in the book is trying to convince his mom that iguanas are great pets and that he should get one for himself to take care of. All through the story the boy is writing letters and it shows what they letters look like. This is a good opportunity for students to practice writing letters themselves with good examples. It makes writing fun and they can make connections by writing to someone they know and get to choose what they want to write about.
Pete the Cat: I Love My White Shoes by James Dean and Eric Litwin is a great book for ELL students because Pete the cat goes walking and steps in many puddles of liquid that turn his shoes colors. The book has a great beat to it and you can sing the song together as a class. Songs are great for ELL students to learn with because it makes learning very engaging and fun and they can remember the words easier. The students will learn their colors while singing with the story. They will also get great visuals of the colors. This story is available online as well in an animated version that tells the story in a song form. The authors of the story also sing this book online with their guitars and this is another great way to teach the story.
Ten Black Dots by Donald Crews is a great book for ELL students to teach rote counting and number recognition. The students can count with the teacher each dot that matches the number being taught. Teachers can have the students come up to the book and point to the black dots while counting or all the students can count together as a group. If your students are Spanish speakers you can also count the numbers in their L1 home language and switch back to English. The numbers only go to ten and teachers may already know how to count to ten in Spanish or can learn really fast. It has colorful pages and each number looks like a shape of something. After the story you can have block dots available or paint dots and the student can create a number.
The Mitten by Jan Brett is a great story for ELL students. The boy in the story is trying to convince his grandma to knit him a white mitten but grandmother says it could get lost in the snow. The boy gets a mitten and he does end up losing it in the snow. Then animals hide in it from the snow. First comes a mole, then a rabbit, a hedgehog, an owl, a badger, a fox, a bear and, finally, a mouse. They call come blowing out when the bear sneezes. This book is a great book to teach students the names of animals verbally and in written form. You can have the stuffed animals and have the students put it in a mitten during the story. The students can tell you the name of the animal and you can ask the students who has the mole for example come put it in the mitten. When the animals come blowing out the students can also tell you what each animal is again.
Unloveable by Dan Yaccarino is a great story to teach ELL students that it is ok to be yourself and it is good for their self - esteem. The pug in the story is trying to make friends with the other animals in the neighborhood but they all make fun of him because he is such a small dog. One day a new dog moves in next door but he can’t see what the other dog looks like through the big fence. They get along and the new dog asks what kind of dog the pug is. He lies and tells the new dog he is a big dog so he won’t stop liking him. They finally decide to meet and the pug sees that the dog behind the fence is just like him. He realizes that it is ok to be yourself and the pug and the new dog are friends forever.
The Name Jar by Yangsook Choi is a good book for ELL students that might help them relate to their own name. The girl in the book is new to the school and is constantly teased because of her name. She decides to get a jar and come up with new English names for herself with the help of the other students in the class. One student in the class realizes that her name is special and so she decides to keep it. This is a great book to help ELL students to feel comfortable in the classroom and that it is great to be yourself but to teach others why your name means. This is a great activity for the whole class and each student and can why their parent named them and what their name means to him/her and the family. It is a great way for students to get to know each other.
The Sandwich Swap by Queen Rania Al Abdullah, Kelly DiPucchio, Tricia Tusa is a great book for reading comprehension for ELL students. The reading comprehension skill is prediction. You can have the students guess what is going to happen next at many times in the story. This story is about two girls that don’t think each other’s sandwiches at lunch are very good. They get into a big disagreement about it and eventually try each other’s sandwiches. This book is also a great book to teach the class about differences in each other and how being different is a very good thing.
Word Family Tales -Ay: Spend a Day in Backwards Bay by Samantha Berger is a great book for ELL students to teach phonics and the relationship between many words that look and sound the same. There are many books in the word family tales that teach students a word family. Others ones teach the word families ike, ake, eep, ing, ip, ail, etc. This is a great way to start teaching a lesson of a particular word family that is fun and engaging.

This is a child-friendly cook book that has it all! It has recipes from Asia (Indonesia, Thailand, China, ect), Europe (Switzerland, Ireland, France, ect.), Africa (Ethiopia, Zimbabwe, Turkey, ext.), and much much more. For each recipe, it gives the history of the food, the recipe, a visual representation of what to do, fun facts about the food or culture it comes from, and most recipes are accompanied by a picture of a child from that country and a background on how that recipe relates to their culture.
This is an awesome recipe book to use with not only ELL's and ESL students but with everyone! I even tried looking for it online to purchase but was unable to find it. I believe this is because the publisher has come out with a newer version of the book but I am not sure if it contains the same content; it has the same title and author though. A lot of the recipes could be used in a classrroom with only needing as little as a blender or a few spoons and bowls. There are so many pictures to accompany the vocabulary and directions that any child could use this cookbook.
The Kids' Multicultural Cookbook: Food & Fun Around the World

This is a fiction, young adult novel about a girl who lives in Illinois and is in the sixth grade. She has done no homework throughout the school year and is now being faced with having to repeat the sixth grade. The only way to bring her grades back up is to complete all homework and tests with a B or above, and to complete an extra credit assignment. The extra credit assignment consists of being a pen pal with a child who lives in Afghanastan and then report the communication by making a bulletin board of all the letters sent back and forth. As more letters are sent, the content becomes more interesting than the last one with a twist to the whole assignment.
I really enjoyed this book. It informed the reader of some background information of what it is like to live in Afghanastan as a young boy and girl. It would be a great pick in the classroom because it portrays a way of life that is different than the American way. Plus, what ever happend to having pen pals? This book would be a great way to start a class project of creating pen pals from different parts of the world. Extra Credit

Ditchfield,C.(1999).Sports great Michael Chang. Springfield, New Jersey: Enslow Publishers, Inc.
The book is about Michael Chang who is the one of the world's top tennis players who is an Asian American. When he was 17, he had won the French Open. With this win, he became one of the youngest males to win the Grand Slam. He is a very dedicated, hard-working, faithful, and family oriented young man.
I would highly recommend this book for ELL's because it is an easy read. It is for ages 9 to 15 or grade levels 4th through high school. The book discusses how hard work, having family support and dedication can lead you to high achievement. It also explains the sport of tennis which is a great pass time that ELL's can learn and enjoy.

Marshall Cavendish. Poetry Anthology & Biography.
This book tells the story of Cesar Chavez’s life through poems, accompanied by illustrations. It is geared toward readers ages nine and up. Not only does the reader learn about the facts of Chavez’s life (starting from birth), the reader also learns about his character and his values. A glossary is included at the end of the Spanish words used throughout the poems, such as La Causa, Si, se puede, Viva la causa, huelga, and campesinos. A short narrative of Chavez’s life story and a chronology of his life is also included in the back of the book for the readers to reference.
This would be a good piece to use with ELLs, especially Latinos or those whose first language is Spanish, because the poems incorporate several Spanish words and includes culturally important information. Students will be able to learn about Chavez’s passion and involvement in the National Farm Workers Association. The language is relatively simple and tells the story of Chavez’s life in a more colloquial manner than a narrative with a paragraph form. Therefore, students may enjoy this style and find this poem format less intimidating. The incorporation of Spanish words throughout the poems ties in the language of the culture that represents Chavez and his work.


How My Parents Learned to Eat is a picture book told from a young girl’s perspective. The story is about how her parents met. Her mother Aiko was a student in Japan and her father John was an American sailor. Aiko and John go on daily walks in the park together, but they are afraid to eat with each other because they are unfamiliar with each other’s eating customs. One night, John visits a Japanese restaurant to learn how to use chopsticks. Once he has some practice, he calls Aiko and invites her to dinner. She accepts and goes to visit her Uncle, who has spent some time in England. He teaches her how to eat with Western cutlery. When John and Aiko go to dinner together, it is revealed that they have made the effort to learn each other’s cultural practices.
I would recommend this story to ELLs, especially children with multicultural backgrounds. The book presents Western and non-Western cultures as equally acceptable and “normal.” At the beginning and ending of the story, John and Aiko’s daughter explains that some days her family eats with chopsticks and some days they eat with knives and forks, and this is natural. The book is written in simple English with no idioms. The pictures illustrate the main idea of each page very clearly.

Nye, N.S.(1998). The flag of childhood poems from the middle east.New York: Aladdin Paperbacks
This book contains 60 poems from Palestine, Israel, Egypt and Iraq. The poems use vibrant language to describe conflict in the Middle East. The poets in this book are still alive and continue to create poems about their struggling brothers and sisters.
I would highly recommend this book to be read during social studies classes or multicultural classes. Students can learn about other cultures other than their own. The book is recommended for ages 8 through 12 or grades 3rd through 7th. ELL's can learn a great deal of vocabulary that can be understood by showing pictures. I would not recommend that ELL's read the entire book of poems, but that each poem should be read every two or three days and broken down so that an ELL can understand the poem in its entirety.


Ryan, Pam Muñoz. (2000). Esperanza Rising. New York: Scholastic Press.
Chapter Book
Esperanza Rising tells the journey of Esperanza- a young girl who immigrates to California from Mexico. In Mexico, Esperanza’s parents were wealthy landowners that harvested flowers. Although wealthy, Esperanza’s parents treated their field workers and with dignity, which was not typical as many landowners treated their workers unfairly and unjustly. When angry fieldworkers, who cried in the name of the Mexican revolution, murdered Esperanza’s father, Esperanza and her mother fled to California seeking a new life in a new country. In the United States, their lives drastically changed. No longer were they wealthy, instead they found themselves as fieldworkers- apart of lowest societal class. Throughout the novel, Esperanza struggles through a self identity crises- from the daughter of a wealthy landowner to a now migrant field worker. Despite her new social position, she rediscovers herself as Esperanza- a young woman with hope.
I believe Esperanza Rising is an outstanding novel for young, Latino/a ELLs between 6th and 8th grade. Students can easily relate to Esperanza and the other characters being immigrants in a new land. They can also easily identify with many of the Mexican customs that are present in the novel. There are many symbolic messages that cater to Spanish speaking readers. For example, Esperanza’s name in Spanish means “hope.” This is the overriding symbolic message of the novel- never give up hope throughout the life’s struggles. Some Latino/a ELLs, struggling with life in a new country, with new language, traditions, and customs, can connect with Esperanza and her struggles. Although one may struggle, with hope, success will eventually find you. Esperanza stated that there may be times you are at the peak of the mountain, and other times you are in the valley, but always maintain your hope.

Mora, P. (1996). Confetti: Poems for Children. (E. O. Sanchez, Illustrator). New York: Lee & Low Books Inc. Poetry Anthology.
This book of poems for young readers tells of the culture and nature of the Southwest United States through the eyes of a young Mexican-American girl. The reader is introduced to Hispanic culture through colorful illustrations and poems that include pinatas, castanets, and rivers. Many of the poems have a repetitive nature and code-switching is present. A glossary of Spanish terms, such as abuelita, papel picado, and rio, is included at the end of the book.
This would be a useful book to introduce young ELLs, who are familiar with Spanish, to basic English in free-verse poetry. Also, students are introduced to and/or can relate to the Hispanic culture that the poems focus on. A good follow-up activity after reading these poems would be for students to create their own poetry using English and their native language with a focus on food, celebrations, and images from their culture.


Lat, (2006). Kampung Boy: New York, NY: First Second.
Lat tells the story of his life in Kampung, a little rural village in Malaysia, during the 1950s. Story begins with his birth and ends when he moves to boarding school and includes everything that happens in between. He tells stories of how he learned to fish, how he disliked his studies and what life was like in his little world. He was the oldest of three children, and talks about what it was like to grow up Muslim and the rich traditions and customs that come along with that. He even talks about when he gets in trouble he can hear his parents discussing the situation after he goes to bed. After he passes his exams to get into boarding school, he has to move to a big city. It is then as he is getting ready to leave his kampung he realizes how special it really is.
Kampung Boy is a graphic novel for young adults, grades 5th through high school. This is a good book for ELLs because Lat uses humor to tell his story in a way that is easy to read and understand. Even with the use of Malaysian terms the reader can figure out what is going on. The use of simple expressive drawings really brings the story to life.
For an ELL that possibly came from a small rural area themselves maybe able to relate to many parts of the story. This book is culturally and linguistically responsive in the fact that the author is bringing his Malaysian story to the American reader and opening up a whole new world to us. Lat uses Malaysia words, he mentions different foods and customs that are so different from what the average American student has experience.


Emails from Scheherazad is a book of poetry about the lives of Arab-American immigrants. Subjects include gender roles, cultural identity, racial intolerance, and assimilation. Some poems are told from the viewpoint of school-aged children. Many incorporate family and religious traditions.
I would recommend this book to high school aged ELLs. A lot of the poems deal explicitly with the complex and varying forms of intolerance and ignorance that Arab-American immigrants often encounter. Some of the poems include more advanced English vocabulary, so it might be best suited for ELLs with a higher level of English proficiency.

Christine Taylor-Butler(2001)RAIN FALLS.New York. Lee and Low Inc.
"Rain Falls" is a short book containing 76 words, and 12 pages. The book contains photographic illustrations.This book has one short sentence for each picture and it very repetitious.
I think this is perfect for ELL students for many reasons. This book contains repetitions creating practice for ELL's. Another reason, is the illustrations. Since they are photographic, students can connect to a real life picture.

Jan Reynolds.(2005).Leo and The Butterflies.Bebop Books.New York.
This book contain a little over three hundred words, and twenty four pages. It also contains photographic illustrations. It is about a boy named Leo who lives in Costa Rica, on a butterfly farm. Throughout out the book you learn about the country as well as the butterflies.
I think this book would be great for ELL's and can be used for science as well as geography units. I feel some students can make connections with this book because it also has multicultural contents. I suggest this book for second grade readers.


Taylor, M.D. (1976) Roll of Thunder, Hear My Cry. New York: Bantam Books.
A Newbery Medal winning book, Roll of Thunder, Hear Me Cry is the story of Cassie Logan, an eleven-year-old old African American growing up in Mississippi in the 1930s and the obstacles she and her family face as a result of insult and injury from White neighbors. Themes of courage, family, strength, and endurance run thick throughout this book as Cassie deals with the prejudices from her white neighbors. Teachers can utilize this book to overcome prejudices and teach character analysis.
This book is geared more towards Middle School aged students because of the content. Teachers can address prejudices amongst the African American race or any race for that matter. Stereotypes and overcoming such stereotypes will open students eyes.


Houston, J.W. and Houston, J.D. (1973). Farewell to Manzanar. San Francisco, CA: San Francisco Book Co
Farewell to Manzanar is an intriguing story that took place in the 1940s. Jeanne Wakatsuki, an American citizen, was sent with her family to a Japanese relocation camp called Manzanar after the events of Pearl Harbor. This is a personal account written by Jeanne and her husband about the life in the internment camp and the years fighting prejudice after Manzanar. In Manzanar, Japanese Americans lived in horrible conditions, with very little food and cramped living quarters. Jeanne's personal account discusses life before Manzanar, the internment camp, and life afterwards; the effects of these camps will last a lifetime.
This personal account would work well with Diary of Anne Frank and used in a high school setting. Students will be enthralled to learn of people from all over the world who were stereotyped because of their culture, race, or gender and placed in internment camps or concentration camps. To hear a testament such as this and how these cultures survived and overcame these periods in time is simply amazing.


The Chinese American Family Album is a nonfiction, historical/biographical text about the history of Chinese American immigrants. It begins with Chinese history from as early as A.D. 499 and continues into the 20th century. The text is very detailed and covers topics ranging from ancient Chinese history to the Gold Rush to the influence of Chinese immigrants on modern American culture. Some parts of the text read like an academic history book. Other parts are personal interviews, journal entries, letters, poems, and vignettes.
I would recommend this book to ELLs of all ages. Older students would be able to read much of the text on their own, but teachers could simplify the more complex parts of the book for younger students or students with less English proficiency. It would make a great classroom resource for ELLs because the content is both visual and thorough. Although there is a lot of text, most pages have multiple photographs or illustrations. The Chinese American Family Album is a very detailed, interesting account of the history of Chinese American immigrants.

Leiner,K.(2001). Mama does the mambo:New York: Hyperion Books for Children.
Mama does the mambo is about a Cuban family who really loved to dance. Unfortunately, the father dies at the beginning of the book and the mother stops dancing. At the beginning of the book, there are many examples of how dancing is important in the lives of this family. At the end of the book, the mother meets a man who becomes important in her life. Dancing soon becomes important again.
This book is for kindergarten through fourth grade or for five through nine year old children. I would highly recommend this book for ELL's because it is a very colorful book with rich language. The book portrays the importance of family, illustrates different types of dances, and how dancing can bring much happiness into one's life. Simply a joy to read!

Coburn,J.R.(2000).Domitila A cinderella tale from the Mexican tradition. California: Shen's Books.
Domitila is about a Mexican girl who loves her home and family. She gets past evil within her step family and meets a boy named Timoteo who understands her. Domitila is modest, humble, and has a serving nature.
I would highly recommend this book for ELL's from ages 9 through 11 or fourth through sixth grades.
The story contains the importance of relationships, color, and texture among the Mexican people. This book is a great way of learning about different cultures, especially of the Mexican people. The pictures are fantastic. The language in this book is vibrant. There are Spanish and Mexican proverbs which are placed around the borders. There is much discussion that can take place among ELL's. Students can also compare and contrast the traditional Cinderella story to Domitila. At the end of the book, there is a recipe that Domitila is famous for and it also has a glossary. A pleasure to read!

Bierko, Susan.(2005). Friends
This book is about friends and what friends are for. It explains that a friend is a special person in your life, who you can have fun with and trust as well as share happy times with. The book has several one paragraph stories about children being friends, for example the one i really enjoyed was that of a little boy who was a new student at a school and was scared of making new friends. But once the teacher sat him at his desk, the student next to him, a little boy, began speaking to him and working together and from there they became best friends.
I recommend this book to ELLS because i think most ELLS are scared to talk to others and make new friends when they first arrive to a new school. This book helps students understand the importance of having friends and how friends can help each other out. Also i think that students will identify themselves with the story about the little boy who was scared of making new friends at his new school.


Book Review #7
Bruchac, Joseph. (2000). Crazy Horse’s Vision. New York: Lee & Low Books Inc.
Historical Biography
This historical picture book tells a mini-biography of the life of Crazy Horse from the Lakota tribe. When the “white man” attacked the Lakota tribe – for no apparent reason- Crazy Horse prayed for a vision to give him the strength to help him defend his people. After “three winters” a vision appeared to Crazy Horse that he should, “Keep nothing for himself.” Crazy Horse listened to the vision and lived selflessly; he did not wear much tribal wear, just the bare minimum as to not flaunt himself. He was a silent leader that led his people courageously through action.
As the famous phrase states, “History is told by those who win and write the books.” While learning history, many students do not view history from others’ perspectives. Both author, Jason Bruchac, and illustrator, S.D. Nelson are of Native American decent. Through Crazy Horse’s Vision, written by Native Americans, students can understand history through someone else’s eyes- not just the “white man.” I think this book is a good resource for Native American ELLs in 1st-3rd grade. I thoroughly enjoyed Nelson’s illustrations after reading the illustrator’s notes. He stated that the colors he used in his illustrations are symbolic. In Native American culture blue represents the sky and a connection with the spirit world (which would explain why Crazy Horse was painted as blue throughout the book), red represents the east where each day begins with the rising sun, etc. Native American ELLs could make great connections with the pictures in this book.

Book Review #8
(Poems Selected By) Sneve, Driving Hawk Virgina. (1989) Dancing Teepees: Poems of American Indian Youth. Holiday House: New York
Poetry Anthology
As Sneve writes in the author’s note, many Native American stories, chants, and songs were passed down orally though generations of members of tribes. The anthology of poems selected by Sneve puts these orally passed down traditions to life on paper so they are never forgotten. The poems are selected from various tribes- Lakota, Wintu, Sioux- to name a few. Throughout each poem, common in much of Native American literature, is the mysticism of nature.
This poem anthology would be a good resource for young Native American ELLs really between 1st -6th grade. These poems are simple on the outside (good for younger students), yet complex on the outside (the symbolism would be more suited towards middle school students). Native American ELLs would benefit from these poems as they could connect with fables and myths from their own tribes.

Book Review #9
Cisneros, Sandra. (1984) The House on Mango Street: Vintage Books, a division of Random House, Inc.,:New York
Contemporary Realistic Fiction
The House on Mango Street tells the story of a young girl, Esperanza, living in a Hispanic community in Chicago. Many people—especially women-- who reside in Esperanza’s Hispanic community do not have dreams of leaving their community. They are contempt with their current position and never attempt to rise above their current status. Unlike many who live in her community, Esperanza, which symbolically means hope in Spanish, has hope and aspirations. She aspires to become an author for “the ones I left behind. For the ones who can not out” of the neighborhood (110). One day she will write their story, a success story- one of their own who escaped the neighborhood. It will tell of a Mexican young woman who gained success despite all odds.
This is an outstanding novel for ELLs for 7th-10th graders. The novel is consisted of very short chapters (1-5 pages long). Each chapter is mini-story in Esperanza’s life. The chapters are short and the language is simplistic- which is key for ELL learners. These chapters can be reviewed many times over in order to ensure comprehension. Hispanic ELLs living in Chicago can truly identify with Esperanza- they understand her customs, struggles, and may even live in the same area that Esperanza resided in.

Book Review #10
Wong, Janet S. (2000) The Trip Back Home. Tien Wah Press: Singapore
A first generation Korean-American goes to Korea with her parents to visit her mother’s family and village. There, the young girl takes part first-hand in many Korean traditions and customs.
I would recommend this book for children of the ages 4-6. ELL students of all ethnicities could enjoy this book. They could discuss their feelings and experiences when visiting their (or their parents, grandparent’s) native lands. Korean students could discuss the diet and leisure activities in Korea, as the book focuses on food and games. Lastly, I really enjoyed the illustrations as they depict the nameless young girl’s travels to Korea.


The huge maguey that grows on the land of Don Cesar is liked by the people of the pueblo. Miguel likes it most of all because he believes it is the best plant in the world. So at Christmastime, when Don César threatens to chop down the maguey to make room for a very fine house, it is Miguel who comes up with a glittering plan to save it. Beautiful illustrations celebrate the spirit of community in a picture book rich with the tradition and landscape of Mexico.
This book would be a great fit for an early elementary classroom. It discusses traditions within cultures and things that they hold dear to their hearts. Many students will connect or relate to this beautiful story.


Not listening to your parents is a common issue amongst our youth. Children relate to Carlos, the main character in Carlos and the Squash Plant because it is about a little boy who doesn't listen to his parents when they ask him to clean up and take a bath. Because his lies happen more frequent he wakes up one morning with a plant sprouting from his ear, it gets bigger and bigger as his lies become more and more extravagant. The story takes place in Northern New Mexico on a farm.
This book is appropriate for early to mid elementary level students because it is a topic most children can relate too. Even if the children are not of Mexican decent, they can relate to Carlos. Children will also learn a lot about the Mexican culture, traditions and foods through the vibrant illustrations and engaging writing.

Cisneros, Sandra. (1991). The House On Mango Street. Arte Publico Press.
This book was being read by the seventh grade class at the school i currently tutor in. I thought their discussions were interesting so i asked to borrow one myself and ended up loving the book. Its a bout a girl named Esperanza and the book goes through a whole year of life of Esperanza. She is a mexican american girl who is twelve years old and who recently moved to a new house on Mango street, the only house that her parents actually own. Esperanza doesn't really like her new home because it is very small and in a bad latino neighborhood. Her dream and hope throughout the story is to one day be able to leave that neighborhood and have a house of her own. Throughout the story Esperanza goes through a lot of changes, she matures both sexually and emotionally, she makes new friends, has her first crush and even gets sexually assaulted. At school Esperanza feels shamed of her families poverty an also is embarrassed because her name is very difficult to pronounce. At the end of the story Esperanza matured a lot and she storngly wants to leave Mango street and focuses on writing because she discovered that she enjoyed writing so she used writing as a form of escaping everything she has been through in Mango street. She says that although writting only helps her to escape emotionally from Mango street she hopes that one day her writing will help her to escape physically from mango street.
I recommend this book for ELLS, it is a great book, but i think it is appropriate for upper levels maybe 7th and 8th grade. I am very glad i had the opportunity to read this book i didn't think it would come in handy for this class. I feel that many ELLS will feel connected to this book and some may be in similar situations as the characters in the story. I really liked that even though Esperanza was in a bad neighborhood she managed to sink herself into writing and avoided getting herself into trouble. This could be inspiration to children that are in bad neighborhoods as well and feel there is no way out, this book could motivate them to find something positive they enjoy doing that can help them escape their reality emotionally. I think upper level ELLS will enjoy reading this book and find some connections between themselves and the book, making the book a lot more meaningful to them.

Adler,D.A.(1992). A picture book of Jesse Owens. New York: Holiday House, Inc.
Jesse Owens came from a family of sharecroppers. He became an all-time track and field athlete. In the 1934 Olympic Games, Jesse had won four gold medals. Jesse had inspired young people to work hard and make their dreams come true.
This book is recommended for kindergarten through 3rd grade. It is an easy read and used simple language for ELL's to understand. The pictures are very colorful. The book talks about prejudice and the struggles that African Americans go through. This book would be a rich addition to a multicultural library.


Persepolis is a graphic novel about the life of Marjane Satrapi. It spans her childhood through her young adult years, during the Islamic revolution. As a child in Iran, she learns that her great grandfather was the emperor of Qajar. When the Shah empire took over, her grandfather became a communist and was imprisoned and tortured. Over time, she learns more about her rebellious family history. She becomes more and more interested in social and political activism, which influences her high school years in Vienna and beyond.
Since Persepolis is a graphic novel, it provides a good visual description of the events of Marjane’s life and the history of the Islamic revolution. I would recommend the book to older students. It is actually a two-part story that is available as a whole novel, so it’s very long and the plot is very detailed, making it inappropriate for younger students.


Grandfather Counts is a picture book about a girl named Helen whose grandfather, Gong Gong, comes from China to live with her family. At first, he mostly keeps to himself because the language barrier and unfamiliar culture is overwhelming to him. Helen and her siblings do their best to make their grandfather feel welcome by drawing him pictures and giving him time to adjust to his new environment. By the end of the book, Gong Gong begins to teach Helen Chinese, and she begins to teach him English.
I would recommend this book to young ELLs. It is written in simple English with no idioms. Migrant ELLs can relate to Gong Gong's difficulty adjusting to a new culture, language, and environment.

O'Dell, S. (1988). Island of the blue dolphins. New York:Houghton Mifflin Company.
Island of the blue dolphins is a story about a Native American girl named Karana. She lives in an island off the coast of Southern California. She gets left behind when the people of the village ship off to the mainland. Karana faces many exciting dangers on the island. The book has themes of peace and protecting the environment. It is a story of survival. This book is recommended for fourth through sixth grades. Although the book can also be enjoyed by adults. It is an easy book to read and you can picture everything that is explained in the chapters.
I would highly recommend this book for ELL's. It is easy to read and is very interesting and fun. It's hard to put the book down. Since the book offers many themes, it would be good for ELL's to relate to and it talks about culture. Both ELL's and English speaking students would enjoy this book.

Kibuishi, K.(2008). Amulet, book one, the stonekeeper.
New York:Graphix.
Amulet is a book for eight year old's to young adult.
The book goes into a world of terrible, man-eating demons, a mechanical rabbit, a talking fox, a giant robot, and two ordinary children who are on a mission. The book starts off with a tragic car accident resulting in the father dying. The mother needs to go to live to a less expensive home which once belonged to a deceased great-grandfather. Not only is the new house strange, it is also dangerous. This book is about adolescence, abandonment, and survival.
I would highly recommend this book for ELL's. The book is very exciting and has lots of pictures which would work well for ELL's. It also has good themes to discuss in the classroom among young adolescents. The book is not complicated and has many short phrases that can be understood by the surrounding expressions and pictures.


Mama and Papa Have a Store documents the daily life of a Chinese family who have a general store in Guatemala City. “Mama” and “Papa” migrated from China during a war. The store sells cloth, thread, and other items to families in the neighborhood. The members of the community speak various languages, including Mayan, Spanish and Chinese. The detailed illustrations depict Mayan fabrics, Guatemalan architecture, and Chinese landscaping.
I would recommend this book to young ELLs. It is written in simple English. All cultures depicted in the book are presented as equally interesting, relevant, and normal. The pictures are detailed and depict the content in a way that is easy to understand.

The Great Migration: An American Story is a historical picture book about the migration of Southern African Americans to Northern cities during the First World War. Crops were failing in the South due to natural causes, and factories were emptying in the North because many factory workers went to war. Many African Americans migrated to find industrial work and better lives for their families. This book documents the struggles of these migrants, from Southern governments' efforts to stop migration to the discrimination they faced in the North.
I would recommend this book to ELLs. The text tells a very significant, complex story in a way that is easy to comprehend. The pictures explain the text well. This would be a good book to accompany a history lesson in the middle elementary grades.

Kadohata, C.(2004).kira-kira.New York:Simon & Schuster Children's Publishing Division:Aladdin Paperbacks.
This book is for 5th through 8th grades or ages 10 through 14. The book won the Newbery Medal. The book is about a Japanese-American family who moves to the deep south of Georgia. The main character is called Katie. Her real name kira-kira means sparkling, glittering, or shiny. The plot mostly revolves around her and older sister Lynn. Katie has difficulty in school being the only Japanese-American in class. Soon the older sister gets very sick and dies. The book is about never loosing hope even though there may be tough hurdles to go through like the loss of Lynn in the family. The family goes through a lot of grief due to Lynn's death.
Although the book has 244 pages, it is really a good read. I would recommend it for ELL's. Depending on how advanced the reader is, I might break down the book into a variety of sessions so that it isn't overwhelming to read. The book does have American idioms. The vocabulary is rich and ELL's can learn a lot of new words. The themes in this book are rich which newcomers to the United States can relate to: like being new at school, being a different race, struggling with loss, and continuing to have hope in life no matter what negative things may happen.

Curtis, C.P.(1999).Bud,not buddy. New York: Random House.
This book is for fourth through sixth graders. The book won a Newbery Medal. The story takes place during the Great Depression in 1936. An African-American boy named Budd Caldwell lives in an orphanage in Michigan because of the loss of his mom. He hates the orphanage and decides to search for his father. He eventually finds a man by the name of Herman Calloway who turns out to be his grandfather.
I would recommend this book because it is an easy read. The words are simple to understand and can add to an ELL's first set of vocabulary words. The book has many themes like: destiny, people helping others, fate, and the impact of segregation. I think this is a good book for ELL's because they also go through many struggles when they come to the United States. Those ELL's that have come from a different country can relate to Bud,not buddy.


Greenfield, E. (1978). Honey. i love and other love poems. New York, N.Y: HarperCollins Publishers.
Honey, I Love and Other Love Poems is an ALA Notable Children's book written by Eloise Greenfield with pictures by Diane and Leo Dillion. The book contains sixteen poems that's reminiscent of childhood. Ms. Greenfield expresses her love for car trips, cousins, dressing up, "getting down to music", and much more. There is even a short poem (nine lines) about loosing a love one. It's simple and sweet.
I love this book, because of the my previous statement: simple and sweet. ELL students will have an easy time to follow along because of its simplicity and relevance to being a child. The book is for children ages seven through eleven, second through fourth grade. I've used this book in my classes for students to express their likes and/or what is going on around them.


Hoffman, M. (1991). Amazing grace. New York, N.Y: Dial Books for Young Readers.
Grace, the main charcater, is an African American child who loves stories. She loves to read them and act them out. One day her teacher announces they will put on a play about Peter Pan and Grace wants to be Peter Pan. However, she rethinks this because of a comment from a classmate. With the help of her Grandma, Grace realizes she can be whatever she wants to be.
This book is another class and teacher favorite. A book I have used many times. Students love the big bold pictures and the story line. The book teaches that no matter your race or gender you can be what you want, which is why I think it is great for ELL and minority students. It's great for a read aloud because the font is pretty big and children can follow. The book is suitable for children in grades first through third grade.

Ryan, P.M.(2004). Becoming Naomi Leon. New York: Scholastic,Inc.
This book is about a half Mexican/American girl who lives with her grandmother. The book is recommended for grades fifth through eighth. Naomi's life is very peaceful and happy with her little brother and her grandmother in California. Her life begins to change when Naomi's mom reappears after being gone for 7 years. Naomi also struggles having a funny last name, polyester clothes, and having difficulty speaking up in class.
I would highly recommend this book because it is an easy read. It does have some American idioms but I think that these can slowly be introduced to ELL's. Even though the book is 246 pages long, chapters can be broken down a little at a time. ELL's can enjoy reading this book because they may be having difficulty fitting in, being half American and another nationality, and/or they may dress differently than the other students. This book is also available in audio form for those students that have difficulty reading English.


Viorst, J. (1972). Alexander and the terrible, horrible, no good, very bad day. New York, N.Y: Antheneum books for Young Readers.
Have you ever had a bad day? Have you ever had a terrible, horrible, no good, very bad day and wanted to go to Australia? Well, Alexander has and it started with gum in his hair. This book tells a story about a young boy who is having a bad day in just about every aspect of his life. From school, shopping, and eating breakfast, Alexander can't seem to get a break, so much that he is insistent in running away to Australia.
This book is great for young readers in grades first through third grade because it talks about emotions. It is good in leading discussions on how to handle your bad days, and children might want to share about their bad days. The book is great for ELLs students because the illustrations makes it easy to follow the character, Alexander continue to be in color where everyone else in black and white. There is not a lot of text one page, and with the line "I think I'll move to Australia, it makes it a little repetitious.

Satarapi, M.(2003). Persepolis: The story of a childhood. Paris, Frace: L'Association.
Through a graphic novel, Satarapi, the author, tells her story about growing up in Iran during the Iranian Revolution. The story is told as if Satarapi was her ten year old self describing her issues with having to wear a veil, her faith, and her home life, which at time she has conflicts with. The book encompasses themes such as class classifications and being modern in a fundamentalism world.
I was introduced to this book in my Children Lit. class at St. Xavier. I was hesitant because it was a graphic novel, but to my surprise I liked it. The book is suitable for young adolescents because it is a graphic novel, but for content I will say high school students will enjoy it as well. The book is appropriate for ELL students in that age range because it may be relatable especially if they are from a country that deals with current issues of war and revolution. If used for class, I think a teacher will definitely have to teach the history of Iran to make the book a little more comprehensible. I saw the movie, and it will be a great companion with the book to show students.

Coerr, E. (1977). Sadako and the thousand paper cranes. New York, N.Y: Puffin Books.
In the aftermath of WWII when the United States dropped a bomb in Hiroshima, Sadako only wants to be the best runner. Sadako is a lively, energetic girl who is excited to practice running for Field Day, but ultimately to be on the running team in junior high. However, dizzy spells and headaches become road blocks, and she is diagnosed with Leukemia. Her friend suggests making paper cranes for good luck and so her perseverance for running changes to making 1,000 cranes to get better.
This touching story is best for grades third and fourth, although I think a high second grader can read it as well. I think the book will be great for ELL students because it's a good transition from picture books to chapter books. The chapters are short and vocabulary is identifiable. Children may relate to the theme of not giving up and having hope.

This graphic novel tells the story of Sticky Burr. He lives in the Burrwood Forest among other burrs in his village. Sticky Burr is not like the other burrs and they try to kick him out of the village. Sticky Burr is friends with many different insects and he finds himself lost in the maze tree with a group of fireflies. Together they are able to find their way out of the tree. When Sticky Burr returns home he finds wild dogs were taking over his village and with the help of his new fire fly friends is able to save the day. After this Sticky Burr is not only accepted, but celebrated for his differences by others in his village.
I would recommend this graphic novel for ELL students for upper elementary grades for a variety of reasons. The main character in this novel struggles with feeling like he does not fit in with the others in his village because he is different than them. This feeling is something that many ELL students may relate to as they too may feel different from their classmates. The book uses simple sentence structure, making it easier for ELL students to read. Throughout the book a page or two is dedicated to explaining something further, so that readers can better understand the story. On these pages words are explained using lots of pictures along with text, such as the beginning of the book explains what a burr is. This book does have a few challenging vocabulary words, but pictures and explanations of words are used to help readers understand these words. The story is fun, adventurous, and comprehendible for ELL students.

This biography tells the story of Madam C.J. Walker, born Sarah Breedlove the daughter of share croppers and orphaned at age 7. She worked hard by starting a laundry business to support her daughter and eventually created a hair product to help black women’s hair grow longer, thicker, and healthier. She began selling her product door to door and eventually created a prosperous business and became America’s first female self-made millionaire. Madam C.J. Walker was also involved in civil rights issues as the country was still segregated; she hired female black employees and paid them fair wages as well as spoke across the country on civil rights.
This book is appropriate for ELL students in second or third grade for a variety of reasons. The main character in this book is a minority woman who overcame many obstacles to become successful and tried to help others become successful as well. She is a role model for young female and young minority students. I feel that this biography does not try to minimize the struggles of sharecroppers stating, “There was no way for them to get ahead” (McKissack 6). The sentence structures in the book are not overly complex and pictures on each page will aide ELL students in their understanding of the text. The biography is broken up into chapters and has a glossary in the back with some important key words used in this text.

This book explores people. It looks at the history of where human beings live, starting with where the first people, artists, and farmers live as well as the first city. The text then explores China, the most populated place, extreme weather in Africa and Canada, and the older population in Japan. The text looks at natural disasters, the oldest and the tallest buildings, as well as how humans effect the environments we live in. Finally the text looks at the moon and places humans have explored in outer space.
This book would be an excellent supplement to a social studies lesson for 1st or 2nd grade ELL students. The book is broken into chapters making the book easy to navigate. The text isn’t overly wordy, yet still conveys much relevant information. The text focusses on many different people and many different cultures throughout the world. The pictures on each page are engaging and interesting, helping make the text more comprehendible. There is also a glossary with important academic words defined such as climate or tsunami.
Books mentioned in this topic
Felita (other topics)Eleni (other topics)
Girls Hold Up This World (other topics)
Tasting the Sky: A Palestinian Childhood (other topics)
Mama Panya's Pancakes (other topics)
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Manushkin, Fran, (2012). Katie and the Class Pet: North Mankato,Minnesota: Picture Window Books.
Katie Woo's teacher surprised the class with a class pet, a guinea pig. Everyone was excited when Miss Winkle announced that some one could take Binky the guinea pig home for the weekend. Katie Woo was so happy and honored to be the one chosen, until she lost him! Katie was sad she had to go back to school on Monday to tell her class she lost their pet. As she was about to tell her teacher, Binky popped out of her backpack.
This is a great chapter book for ELLs, 1st/2nd grade (6 to 8 year old) depending on reading level. The book has simple words, not too many on each page. Each page has colorful, vibrant illustration to help reader decode the text. The beginning of the story uses a lot of questions for the ready to think and make predictions about what will happen next. Good book to teach an ELL about the use of punctuations. Author uses all types of punctuations, especially quotations to help reader understand who said what. Book is culturally responsive in that the illustrations depict multiracial children, lead character in Asian. Linguistically, there are no idioms and the language is “playground language” that an ELL would hear socially. Also, at the end of the book there is a glossary with phonetic pronunciation for some of the more challenging words, as well as, discussion questions and writing prompts.