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-In our strategy text book by Adrienne Herrell and Michael Jordan they explain that the strategy
of bilingual books and labels
...validate students home languages and allow them to use their L1 knowledge to support their
understanding of texts. Valuing students native language supports them in developing positive
attitudes towards school and learning. (Diaz-Rico).
Activity
1. Discuss Bilingual books, review with the class what they read.
2. Demonstrate reading a bilingual book (Pop pops the popcorn) Labeling words in books
activity. Idea for teachers to think of words that would be good for their students to learn. A way
for teachers to incorporate more of students native language easily and cheaply if the teacher
does not have a lot of access to foreign language books.
4. Labeling objects around the room. Prospective teachers will use post-its to label objects in
English and Spanish. (Allow about 5 minutes)
*attention getter
5. As small groups prospective teachers will collaborate to create classroom bilingual
dictionaries. Pre-service teachers will use childrens books to add important or relevant
vocabulary words to their dictionaries. As an added element, we will ask teachers to try and
choose words that are cognates, as the in-class dictionaries are useful for ELL students in
identifying cognates of their L1 and L2.
Formative Assessment
We will walk around the classroom and observe that the pre-service teachers are collaborating
and using the materials provided. We will note if they are on task and following directions. We
will discuss with classmates their thoughts, ideas, questions to check for understanding and to
promote engagement.
Summative Assessment
There will not be a summative assessment for this activity.
Closure: Class discussion
Review how bilingual books can be used in the classroom and why they are important for ELL
students.