Selecting Materials

Evaluating Books and Software

Books and software serve as a great resource and tool when teaching English Language Learners (ELL) how to learn a second language. The books and software used should be culturally responsive, age-appropriate, and linguistically accessible (ACE, 2014). When selecting a book or software, one should use the criteria in figure 1 and figure 2 (ACE, 2014). The more criteria the book or software meets the more appropriate the book or software will be for ELL students. There are many books and software programs out there to teach a variety of subjects, but not all of them are beneficial for ELL students as they lack rigor and alignment with state standards. This is why it is important to preview and check each book and software before using them to ensure they contain the key features that will aid in the learning of ELL students. 

If a selected material does not meet all of the necessary criteria, one would need to modify or add supplementary materials to ensure understanding, academic gains, and appropriateness for all students. Appropriate materials need to be, culturally responsive, age-appropriate, linguistically accessible, and enhance progress toward state standards (ACE, 2014).

Figure 1: Book Selection and Evaluation Tool

Book Selection Criteria:	Yes (Y) or No (N)?
Does the book reflect cultural diversity?
Does the book use authentic language?
Is the book relevant to students’ experiences?
Does the book contain illustrations or photographs?
Is the book repetitious and predictable?
Does the book have a clear storyline?
Does the book contain rhythm and rhyme?
Is the book free of stereotypes and derogatory terms?
Are heroes and heroines accurately defended based on the students’ culture?
Does the book reflect positively on the learners’ cultures and self-image?
Does the book increase students understanding of the content/ learning standards?
Does the book create awareness and repetition of important vocabulary?

Figure 2: Software Selection and Evaluation Tool

Software Selection Criteria:	Yes (Y) or No (N)?
Does the software program contain a description of the program and its relevance to English language learners, its operation, and its special features?
Does the software include activities, strategies, and tools for improving the speaking, reading, writing, listening, and vocabulary development skills of English language learners?
Does having access to the software increase student knowledge of their own culture and other cultures and traditions.
Will integration of this software into the curriculum help increase academic performance for English language learners?
Will the software program help improve reading performance and English language acquisition?
Will English language learners become more computer literate as a result of using this software?
Will the software enhance the outcomes of my “min-lesson plan” for English language learners?
Will student be able to apply what they learned though the software in critical thinking and application activities?
Are funds available for me to purchase the software program?
Will the software be compatible with the technology system now in place in my school?
Does the program increase students understanding of the content/ learning standards?
Does the program create awareness and repetition of important vocabulary?

Guidelines for choosing multicultural books. Retrieved from  http://www.rif.org/us/literacy-resources/articles/guidelines-for-choosing-multicultural-books.htm

Example of an Authentic Culturally Relevant Book Used to Teach Content to ELL Students in Different Developmental Stages of Literacy

The culturally relevant book I have chosen to reflect my commitment to a disposition of diversity and unity and ethics, is White Socks Only by Evelyn Coleman (1996). This book is about an African American girl who is visiting with her grandma. The grandma proceeds to retell one of the granddaughter’s favorite stories from when the grandma was a child in Mississippi. The grandma explains it was a hot summer day and she went into town with two raw eggs in her pockets. She had wanted to see for herself if one could really fry and egg on the hot streets. On the way home from frying her egg, she stopped to get a drink from a water fountain in the park. She notices however, the water fountain reads “whites only,” so she pauses, takes off her black shoes, and once standing white socks she takes a drink. Of course a white man sees this happening and comes over to beat her with his belt. She is very confused by this and begins to cry. Then one-by-one older black men and women approach the water fountain, take off their shoes, and take a drink. The story ends with by an older black man taking a drink and without a word turning and pointing at the white man with the belt. No words were exchanged, but the white man walks away.

There are several aspects of this book I find reflective of an authentic culturally relevant book based on the criteria found on the Reading is Fundamental (RIF) website. To start this book portrays the importance of the relationship between a grandma and her granddaughter. The well-developed plot first makes the reader think the book is just about a girl trying to fry an egg. However, the readers then find themselves empathizing with the main character as her innocence results in her learning a hard truth about society. The book ends on a positive note as the girl witnesses people uniting and successfully resisting social and moral compromise. Written by Evelyn Coleman, an older black woman herself, I feel the book accurately portrays historical norms during that time as well as authentic language. The pictures also do a great job in aiding in the comprehension of the story.

I feel the book White Socks Only by Evelyn Coleman is most appropriate for students in grades 4th-6th at the transitional/fluent stage of literacy development. The book uses many literary devices such as: symbolism, foreshadowing, imagery, and conflict as it simultaneously depicts life for an African American girl in U.S. History. This book would make for a great aid in an interdisciplinary unit between Language Arts and US History. Strategies such as collaborative groups, inquiry, and vein diagrams could be used for students to compare and contrast differences in time periods for different races and cultures. However, depending on a student’s developmental literacy stage: emergent, early, or transitional/fluent (ACE, 2014), different activities and supports can be implemented so the student can achieve the grade-level objectives and language skills. For example if the students are in the emergent stage, a teacher could read to the class as they follow along with their finger and obtains most of their comprehension through the pictures in the book. The teacher could check for comprehension by asking the students questions that can be answered by the students pointing to an item on the page. The teacher may also provide a copy of the book in the students’ native language. If a student was in the early stage, the teacher could read the book and pause to allow the students to read different high frequency and vocabulary words. After the teacher/class read aloud, the students can retell what they remember from the story to a friend. This is a way for the teacher to check for comprehension and allow the students to work on paraphrasing and other oral communication skills. Together as a class, with the teacher as the scribe, they can then make a vein diagram comparing the different time periods. Finally if a student was in the transitional/fluent stage, an idea would be for him/her pair up with a buddy read the story. Then fill out a vein diagram together comparing and contrasting the different time periods. These are just a few examples how the culturally relevant book, White Socks Only by Evelyn Coleman, can be used to teach both grade-level content/skills and language skills and how I can demonstrate a disposition of excellence.

Cultural Authenticity

Cultural authenticity means is the literature is a true and accurate representation of a particular culture. It is important that literature accurately reflects a culture’s: language, values, daily life, costumes, gender roles, art, social norms, and history.  With authentic literature native students can better connect with the literature and foreign students can learn accurate descriptions of social norms and ways of life. Giambo, Gonzales, Szecsi, & Thirumurthy (2006-2007), explain that culturally responsive literature should contain: authentic characters, plots and settings that represent accurate historical and contemporary factors, dialogue and langue that provide insight into the culture, no stereotypes, and accurate pictures and graphs. All literature should be assessed for these components. If one is not familiar with a particular culture, it is important they asked someone who is familiar to review the literature of cultural authenticity. This way one can make sure students are learning accurate information about different cultures and one can avoid native students from being offended. 

**Note: See full citations/references on the "Reference" page.