Guest post by Betsey Wheeler, English Faculty
This summer I created lists of reading books that correlate with ESL levels 1 – 4 and then provided them to the ESL teachers and learners in the district. I researched, read, and compiled book lists that students can read into order to improve vocabulary, increase critical thinking skills, and promote acquisition of language patterns.
Initially, I did a shout out to the ESL IC asking for book lists that are currently being used in our district for our second language learners. After that, I scoured libraries and databases for books that would match the reading and interest levels of our students. In the process, I met with librarians at two different branches of the Glendale Public Library and the GCC Library to get their input on ESL reading books for adults. With their help and online research, I came up with tentative lists. The problem I encountered was a lack of uniformity in how the books were assigned levels. Some books were assigned grade levels and others were assigned Lexiles. Since our reading department is using Lexiles, I chose to sequence the books in the same way. I did further research to make sure each book on my list had a Lexile number. My next challenge was to decide which Lexiles matched each level of ESL. After conferring with GCC reading teachers, I found that the developmental reading courses expected students to be reading the 800 Lexile level. In order to make sure ESL students were ready to transition into the Dev Ed courses as needed, I divided the courses as follows:
Level 1 – 100 and 200
Level 2 – 300 and 400
Level 3 – 400 and 500
Level 4 – 600 and 700
The end result is (hopefully) a list of appropriate books for each ESL level that would challenge, inform, and provide practice for our English Language Learners. At each level, my students choose a personal reading book from the list, answer critical thinking questions about it, and create a presentation to share with others. The more students play with and experience language, the better they internalize it and can readily use it. Through reading, students are exposed to more words and the patterns of the language they are learning. Creating and sharing book lists that match the abilities of the students will encourage continued student success and more effective language acquisition.