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• W2104478531 abstract "This article discusses benefits of using literature circles with ELL students to strengthen literacy skills and student confidence. Highlighting one teacher’s implementation of literature circles, the authors present a candid examination of areas of initial weakness and describe strategies used for improvements in subsequent “rounds.” A discussion of specific student growth in oral communication, attitude toward reading and improved reading comprehension is included as well as lists of resources and strategies supporting effective literature circles. From Silence to a Whisper to Active Participation: Using Literature Circles with ELL Students Catherine Carrison Washington State University Gisela Ernst-Slavit Washington State University This article discusses benefits of using literature circles with ELL students to strengthen literacy skills and student confidence. Highlighting one teacher's implementation of literature circles, the authors present a candid examination of areas of initial weakness and describe strategies used for improvements in subsequent rounds. A discussion of specific student growth in oral communication, attitude toward reading, and improved reading comprehension is included as well as lists of resources and strategies supporting effective literature circles. 94 Reading Horizons, 2005, 46 (2) I don't really think that ELL kids can do lit circles it's too hard for them to participate. A Third Grade Teacher Recently, while sitting in a graduate level children's literature course one of the authors overheard a comment similar to the one quoted above. In one comer of the room a small group of teachers shared with one another their doubts that English language learning (ELL) students could effectively participate in mainstream book discussions and projects evolving from those discussions. Some of the reasons given by the teachers for their doubts stemmed from their ELL students' shortcomings such as a lack of reading skills, reading comprehension, vocabulary to express their thoughts and questions and a lack of confidence to engage verbally with others. Other reasons given by teachers included what they thought were students' cultural dispositions preventing them from sharing personal opinions and insights or students' lack of background knowledge and schemata needed for book discussions with their American peers. These types of doubts are not uncommon among teachers who are suddenly faced with having to teach students whose first language is not English. For many teachers having more students of diverse cultural and linguistic groups is a new experience. With this experience comes the challenge of finding successful instructional strategies to appropriately meet the learning needs of these students. As an ELL cluster teacher in a school district in the Pacific Northwest, Catherine had faced similar doubts when working with a group of ELL students who were not only reluctant to read in English but also preferred not to participate in many classroom activities. In searching for ways of reaching her students, she recalled a positive experience with literature circles in one of her graduate level courses. After consulting with her graduate advisor, Catherine proposed a master's research project on the topic of using literature circles with her fourth grade students. The purpose was not only to increase reading skill and comprehension but also to create a greater motivation in her students to read and participate more often in the classroom community. What follows is an account of one teacher's exploration of a strategy to strengthen ELL students' reading while drawing them into the classroom community." @default.
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• W2104478531 title "From Silence to a Whisper to Active Participation: Using Literature Circles with ELL Students" @default.
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