Circle Time

    By Judy Schachner
Ages: 5-8 years 
Grade Level: Kindergarten through 3rd
Lexile Level: 740

"My name is skippito friskito. I fear not a single bandito."

This book would be a good choice to introduce to an English Language Learner because the story line is about a Siamese cat that believes he is a Chihuahua. ELL students will hopefully understand that confusion around identity and where they "fit" within a setting. 
For Spanish speaking ELLs they will be " especially delighted by the words and humor; others maybe bewildered by all of the foreign phrases and will need some explanation, but the story definitely has the potential of a fun read aloud. A good multicultural offering."Judith Constantinides, formerly at East Baton Rouge Parish Main Library, LA

Students may struggle with:
                          idiomatic expressions
                          non-sense words 
                          rhyme
                          figurative language 

In order to activate schema the teacher can ask the students before reading to discuss a time that they have gotten lost in their imaginations or their thoughts and to describe what that was like for them. Another way to activate schema to model how to work through difficult vocabulary and determining if the word is essential to meaning or if they are primarily non-sense. Next, having the students repeat the process for other words through out the story. 

 By Anna Dewdney
Ages: 3 and Up
Grades: Preschool and Up
Lexile Level: 370

"Yucky music,/great big feet./Ladies smelling way too sweet....Try it on and take it off./Pull and wiggle,/itch and cough"

This second book would be good to introduce to English Language Learners because it is very repetitive, and students will very easily catch on to the pattern of the story. Also, it is a situation that many children can relate to no matter their cultural background. 

Students may struggle with:
                         rhythmic rhymes
                         figurative languages
                         non-sense words
                         Onomatopoeia 

In order to activate schema, teachers can ask students about a time that they became frustrated with a family member, and have them discuss how that made them feel and what actions they choose to take. After reading, students can then create a rhyme about the time they brainstormed before reading. Another way, teachers can activate schema is to discuss with the students before reading what is rhyme? Students could then brainstorm rhymes after defining the term. After reading, teachers can ask the students to identify the rhymes within in the story.