HELPING HANDS PROJECT

TARYN TARR-WOLFLA
ECED 204

ENGLISH LANGUAGE LEARNERS
Learning English as a Second Language for Those
Whose Native Language is Spanish
CHILDRENS BOOKS FOR ELLS
THIS IS MY FAMILY
Kalman, B. (2010). This Is My Family. St. Catharines, Ontario. Crabtree Publishing.

This Is My Family discusses various types
of families. Whether divorced, adopted,
multiple births, or different cultures, families
are created in many ways. The many colorful pictures
show families of all shapes, sizes, and races happily
doing family activities. A suggested activity is given
to have the child write a book about their family to
share in class.

Ages: 3-6

Discussion Questions:
1. Who are the people in your family?
2. What does your family do for fun?
3. What does your family bake together?
HOW MY FAMILY LIVES IN AMERICA
Kuklin, S. (1992). How My Family Lives in America. New York, NY. Bradbury Press

How My Family Lives in America offers stories
from families where at least one parent did not
grow up in America. The families share traditions
from their parents past as well as start new traditions
through their children who are growing up in America.
The families share the importance of building their
native language and holding onto their culture while
learning to speak and live in America.

Ages: 5-8

Discussion Questions:
1. Who are the people in your family with more than one name?
2. Does your family share a favorite meal or family recipe?
3. Where were the people in your family born?

ITS OKAY TO BE DIFFERENT
Parr, T. (2001). Its Okay To Be Different. New York, NY. Little, Brown and Company.

Its Okay To Be Different shares the many
differences between the people of the world.
The author did a great job including races,
physical feature, disabilities, and much more.
The book portrays many character traits that
are helpful and kind while giving permission
for everyone to be who they are meant to be.

Ages: 2-6

Discussion Questions:
1. How are the people in your family different from one another?
2. What do you like most about yourself?
3. What would the world be like if everyone was exactly the same?

SPANISH
FIRST 1000 WORDS
Llaguno, S. (2007). Spanish. First 1000 Words. London. Alligator Books Limited.

This book is great for building
vocabulary for families who speak
Spanish as their native language.
The words are written
in both Spanish and English and
are accompanied by a picture so the
kids can learn the words for the things
they are most familiar with. Categories
help teach the kids actions and items
that belong together.

Ages: 2-8

Discussion Questions:
1. What are three things you find in the bathroom?
2. What are your favorite things to play with?
3. How will you travel to grandmas house? What will you take with you?
ARROZ CON LECHE
POPULAR SONGS AND RHYMES FROM LATIN AMERICA
Delacre, L. (1989). Arroz Con Leche. Popular Songs and Rhymes From Latin America.
USA. Lucas, Evans Book.

Arroz Con Leche shares a collection
Of childrens songs, and rhymes in both
Spanish and English. Encourages
families to read the stories together even if
they do not share the same fluency in English.
The pictures are beautifully illustrated and
follow the wording to promote comprehension.

Ages: 2-8

Discussion Questions:
1. What is your favorite rhyme?
2. What rhymes and songs do the people in your family share?
3. Which of these songs would you teach to a friend?
TWO EYES A NOSE AND A MOUTH
Intrater, R. G. (1995). Two Eyes A Nose And A Mouth. New York, NY. Scholastic, INC.

Two Eyes A Nose And A Mouth points
out that we all have a few features that are
same but still made differently. Everyone
has a mouth, a nose, and eyes but small
differences like shape, color, and thickness
allow us to look completely different. The author
does a great job displaying how special each
Individual is. This tool is helpful to show ELLs
every one of us is unique.

Ages: 3-5

Discussion Questions:
1. How are you made special?
2. In what ways are you similar to your friends or family?
3. What shape are your eyes?


BABY RATTLESNAKE
Cascabel, V. D. (1989). Baby Rattlesnake. San Francisco, CA. Childrens Book Press

Baby Rattlesnake is about a young snake
who yearns to get his rattle like his older
relatives and friends. He was so desperate
he cried all night and kept the other rattlesnakes
awake. Despite his young age and the ability
to get himself in trouble, the Elders vote to give
him a rattle. The young snake did just as suspected
and misused the rattle for his own entertainment.
The book gives both English and Spanish writing so
English Learners can identify with the story in their
native language and read together with their families.
Ages: 3-8
Discussion Questions:
1. Have you ever gotten in trouble for misusing a toy or item?
2. What should the elder, or person who gave the baby rattlesnake his rattle, have done differently?
3. What do you think baby rattlesnake learned?

THE GROUCHY LADYBUG
LA MARIQUITA MALHUMORADA
Carle, E. (1977). The Grouchy Ladybug. Hong Kong. HarperCollins.

The Grouchy Ladybug is always looking
for a fight. She spent a whole day flying
around trying to fight another bug. She is
a bully and tries to take the nice ladybugs
food only to end up right back there at the
end of a long, exhausting day eating the
same food the nice ladybug offers. Offering
the selection in both English and Spanish
will allow the family to read books together.

Ages: 3-7

Discussion Questions:
1. What would you do if another person asked you to fight?
2. Why do you think one of the ladybugs is referred to as the nice ladybug?
3. Why did the leaf thank the ladybugs?


THE RAINBOW FISH
EL PEZ ARCO IRIS
Pfister, M. (1992). The Rainbow Fish. Gossau Zurich, Switzerland. North-South Books.

The Rainbow fish learns about selfishness.
He gloats about his beautiful scales and will
not share with the other fish so they stop
acknowledging him. Once he realizes he is
lonely, he talks to the wise Octopus who
explains sharing with his friends will allow
him to feel truly happy. Choosing selections in both
English and Spanish will help the child understand
The context of the book in their native language and give
opportunity to build vocabulary in English.

Ages: 3-7

Discussion Questions:
1. What do you have that might be hard to share with your friends?
2. Why do you think the rainbow fish did not want to share his scales?
3. How did the sad rainbow fish become happy again?



MIKE MULLIGAN AND HIS STEAM SHOVEL
MIKE MULLIGAN Y SU MAQUINA MARAVILLOSA
Burton, V. L. (1967). Mike Mulligan and His Steam Shovel. Boston, MA. The Riverside
Press.

Mike Mulligan and his steam shovel Mary Anne
are the fastest team in town until electric shovels
and gasoline shovels steal the show. Mike
Mulligan refuses to give up on his beloved steam
shovel Mary Anne. Determination, confidence,
and persistence gets Mike Mulligan and Mary Anne
the job of a lifetime. It is important for all children,
especially those learning a second language to have
confidence in themselves.

Ages: 3-7

Discussion Questions:
1. Who works as a team? Who is your best teammate?
2. What made Mike and Mary Anne sad?
3. Is there a toy or item you would want to keep forever?
BOOKS FOR ADULTS
Supporting English Language Learners
HANDS-ON ENGLISH
Hamilton, F.S. (1998). Hands-On English. St. Louis: First Printing

Hands on English is used for vocabulary building.
A guide for writing as it teaches sentence structure,
patterns, grammar and mechanics of the English
language. The perfect companion for parents of
English Language Learners.
MASTER THE BASICS
Yates, J. Ph.D. (2013). Master the Basics. English. New York. Barrons Educational.

Master the Basics was written for individuals
practicing English as a second language.
Allows one to test themselves on topics
and move at their own pace. There is a special
Section for learning days of the year, months,
numbers, time, and weather.
LISTENING FOR LITERACY
Dickinson, A.L. & Raymond, G. (2002). Listening for Literacy. Early Phonemic Awareness
Activities for Young Children. Denver, CO. Love Publishing

Listening for Literacy was designed for
young children speaking English as
their second language. A great source
For parents and family members to learn
English basics. Pictures are paired with sight
words and activities to make learning English
easy and fun for everyone.
THE AMERICAN HERITAGE DICTIONARY
Hillerich, R. (1986). The American Heritage Dictionary. Boston, MA. Houghton Mifflin Co.


The American Heritage Dictionary is
a quick reference guide. Each word
has a picture shown. This is an easy
resource for children and adults to build
vocabulary and learn basic English words.

LINKING LANGUAGE
Hoge, D. R., Rockwell, R., Searcy, B. (1999). Linking Language. Simple Language and
Literacy Activities Throughout the Curriculum. Beltsville, MD. Gryphon House


Linking Language was written for
teachers to better assist English
Language Learners in the classroom.
It outlines full lesson plans and breaks
the school day down into simple parts.
Each of the activities can be used at
home as the ELL families try to add
English to part of their daily routines.
WEBSITES FOR ENGLISH LANGUAGE
LEARNERS
WEBSITES FOR KIDS AND FAMILIES
http://www.everythingesl.net/
http://www.brainpopesl.com/
http://www.colorincolorado.org/families/
http://www.gcflearnfree.org/reading/practicereading/
play
http://www.starfall.com/
http://www.manythings.org
https://www.duolingo.com/courses
http://www.funbrain.com


LOCAL RESOURCES IN MUNCIE, IN
BALL STATE UNIVERSITY
MULTICULTURAL CENTER
Ball State University Multicultural Center
Multicultural Center
325 North McKinley Avenue
Muncie, IN 47306

Hours: Monday-Friday 8 a.m.-5 p.m.
Summer: 7:30 a.m.-4 p.m.
Phone: 765-285-1344
Fax: 765-285-2300
Meet other ELLs
Network with others with
same cultural background


JOHN F. KENNEDY LIBRARY
1700 West McGalliard Road
Muncie, IN 47304

Phone Number: (765) 747-8200


Reading programs
Computer classes
Classes for using resources
Children story time





MUNCIE AREA CAREER CENTER
2500 North Elgin Street. Muncie, IN 47303

Phone:765-747-5250

Fax:765-747-5455

English classes
Night class for adults
Tutoring
MUNCIE FAMILY YMCA
500 S Mulberry St
Muncie, IN

Phone: (765) 288-4448

Organized sports
Family events
Daycare
Social opportunities
Preschool (Apple Tree)
Camps
Workout facilities
Pool




WORKONE
Address: 201 E. Charles Street, Suite 100
Muncie, IN 47305
Phone: 765.289.1861
Hours: 8:00am 4:30pm Monday-Friday
Email: delaware@work-one.org

advice and practical tips about looking for a job
registration for the statewide job bank
assistance with determining eligibility for a scholarship that will pay for
training or higher education
instruction on preparing a great resume, an interesting cover letter and a
sincere thank you note
tips on interviewing
identification of your skills and abilities and information on how you can
use them in the workplace
use of a computer with Internet access, a fax machine and a copier
GED or other classes to upgrade your basic skills.


CLASSROOM IMPLICATIONS
Helping Kids Succeed

CLASSROOM IMPLICATIONS
1. Know your kids. Know who is an ELL and what level they are.
2. Get to know the family. Know what kind of support the kids have at home. Know what
kind of resources the family needs to succeed.
3. Be mindful of the ELLs efforts when they are speaking in front of the class. Keep
corrections to a minimum so they are not embarrassed to participate
4. Teach the children in the room a few words and phrases in the ELLs native language so
the kids have an idea what their friend is working towards as well as to help the ELL
adjust.
5. Make the lessons comprehensible for everyone. This will help the student learn the
lesson as well as the language
6. Know the heritage and culture of the student. For some students the ok symbol is
vulgar in their country and eye contact is disrespectful
7. Speak slowly and clearly
8. Ask questions of the ELLs as they are not always comfortable participating.
9. Go over work for home and make sure the directions are understood before dismissal.
The ELL may not have anyone in the home who can help.
10. Encourage entry level students to communicate social and school vocabulary
11. Use visuals for the ELLs
CLASSROOM IMPLICATIONS CONTINUED
12. Do model the behavior and outcome desired by the students
13. Give both verbal and written instructions
14. Regularly check to make sure the students are understanding the lessons
15. Encourage children to continue to advance in their native language as well
16. Allow students to use their native language in the classroom.
17. Involve the students family as often as possible in the classroom.
18. Make sure the children are reading, writing, speaking and listening every day
19. Seek support from your resources and co-workers who have experience with ELLs
20. Build vocabulary

LESSON PLAN
Group Lesson for 12 students: Reading and Visual Arts

Objective: Children will share circles with their friends to make a rainbow
fish while pasting on a template with a selection of colored paper.

Materials: 12 - 1 circles in 6-12 different colors
glue sticks
light blue fish cut from template (one per student)
Book- The Rainbow Fish

Procedure: 1. Read the story The Rainbow Fish
2. Give each child one light blue fish template
3. Give each child 12- 1 circles in the same color
4. Ask the children to share with their friends and trade colored
circles to glue on their fish to make a Rainbow fish.

Anticipating and Planning for Challenges:
1. Child may not want to share their circles.
2. Child might paste on neighbors paper.

Discussion:
1. How did it make you feel to share with your friends?
2. Do you think the fish would be as pretty in one color?
3. Describe what happened when Rainbow fish gave away his pretty scales.