Text/Material Analysis

Identify the material in APA format (visit the Purdue OWL or another resource for help):

Blackaby, S. (2003). Lunch at the Joy House Cafe. Carmel, CA: Hampton-Brown.

Task 1: Key concept identification

· List major concepts, ideas, and/or events from the material.

Major events presented in this book include the children waiting for their grandma to come into
the family owned cafe. As they are waiting, they decide to start making food for lunch.

· List supporting concepts (important details), ideas, and/or events.

The two children flipped a coin to determine whether they should add specific foods to the
recipe and they flipped a coin to determine if they should stop cooking.

Task 2: Experience and knowledge

· List three experiences that would help your students connect the key concepts to their
lives.

● Cooking
● Flipping a coin
● Helping others

· List 3 pieces of knowledge that would help your students connect the key concepts to
their lives.

● Different vegetables
● Recipes
● How to cook

Task 3: Barrier identification

Answer these questions as specifically as possible:

· Is the material presented in a register that students are familiar with, or is it more or less
formal than they are used to? Give two examples.

The material that we chose could be registered in a way that students would be familiar with. It
is not formal and uses vocabulary that students would understand. An example is that mom
greeting her children with, “Hi kids.” Another example is “Jenny flipped a coin.” Students would
be familiar with this phrase if they’ve had the experience of ever flipping a coin.
 · With what specific language structures or grammar might students have difficulty? Give
two examples and explain why.
There aren’t many language structures within this book that students may have difficulty
with, but an example could be the back and forth conversation between the two characters
making it difficult to determine who is speaking.

· From whose point of view is the material presented? What difference might this make to
comprehension?

The point of view that this material is presented is from a third person. I think this makes it
easier to comprehend because it specifically states who is talking and who is doing the action.

· What vocabulary in the materials might ELLs have trouble with? Give three examples
and explain why.

A vocabulary word in this book that ELLs might have trouble with is leeks because they may
not be a common vegetable used for cooking in their culture. A second word in this book that
may be difficult is cafe because an ELL student may not be used to this word referring to a
restaurant. The third word found in this book is oil because there are many forms of oil that
students may be unfamiliar with.

· What cultural aspects of the book might ELLs find challenging? Why?
Cultural aspects within this book that ELLs might find challenging could be the children are
cooking and the parents are not supervising. In some cultures children don’t cook or parents
are typically watching them. Another reason this may be challenging is because students
are more familiar with adults cooking or working in a restaurant and not children.

Task 4: Reflection

What might you as the teacher do to help students who face challenges with the material you
selected? List at least 3 strategies that might help, for what issue they might be helpful, and how
you could tell (assess) whether they helped.

Strategies that I would use to help students who face challenges with the material could be
having a word wall for difficult words. This would be helpful for the issue of vocabulary and
understanding specific words that students may have while reading this book. Another strategy I
would use is incorporating pictures while reading the book so students are able to visualize what
foods and materials are being used for the recipe that the children are making. A third strategy I
would use is a broad overview of Asian culture that would help to explain the family dynamic of
children working in the restaurant.