.png)
Does your school district use a push-in model for ESL students in the Language Arts classroom? Mine did. They even put Newcomers into a GenEd ELA class. And I was at a loss of how to get my Newcomers engaged and included in the curriculum when they just arrived last week and couldn't even ask to go to the bathroom in English yet. Then I got creative. Read on to find out how I solved this problem in multiple ways.
Method 1: Making my own adapted novels This method was by far the most successful, but also by far the most time-consuming. Basically, I rewrote several novels, chapter by chapter, in ESL level 1-friendly language. Take a look at the pictures to see how I highly modified grade level curriculum novels into a format that my MLs could access, engage with, and ENJOY! The students absolutely loved the packets and were quickly asking everyday with excitement "Are we going to read today?!"
What I do is print each student a chapter packet, then I present the chapter as a Google Slides presentation on the SmartBoard. We take turns reading aloud and we stop and highlight and translate words the students don't understand. This active reading strategy of teaching students to annotate the packets is highly effective and improves retention (in addition to second language acquisition).
However, as with most things, the best method is often the one that requires the most work on your part. I have other, less time-
consuming methods below OR you can purchase some of my already-modified novels. The novels for sale are in line with Copyright laws. They are derivitive works used for educational purposes. Right now, I have Hatchet and Coraline for sale. Both are appropriate for grades 6 through 8.
Click on the product covers below if you would like to purchase.
Method 2: Native language reading with ESL-friendly comprehension checks in English
The next method that I periodically use in order to ensure that my MLs are understanding the novel is native language reading (if the book has been translated). I may do this before, after, or in addition to reading a modified version (or as a sub plan on a day I'm out). Then, I pair this with English comprehension activities. Perhaps I might ask them to fill out an anchor chart with the setting, plot points, and main characters of a chapter. I do this both digitally and on paper, depending on what my learners prefer and what their needs are.
**For struggling students, I always recommend paper and pencil.
The image to the right is an example of a very simple, English-only comprehension worksheet that I made after my MLs had read a chapter in their native language. In this worksheet, I am providing students with the language, and they need to show that they 1) understood the chapter and 2) can interpret the English phrases on the worksheet. It's less overwhelming this way.
Method 3: Using AI to my advantage and to serve my MLs
The last method I use to modify literary works for my English Language Learners is using Artificial Intelligence tools. I don't do this often, personally, but I know some of my ESL colleagues swear by it! Take a look at an AI tool like Text Compactor. You put in the original text (a paragraph or even a chapter) and it will crunch down (summarize) the text for you AND you can select the amount of the original text you want to keep. After, you can tweak the language as you see fit. Definitely a time saver!!
The other, highly useful AI tool that both ESL and Special Education teachers rave about is PixWriter, developed by Attainment Company. This is a (very afforable) software that you or your district must buy, but it is a lifesaver for Newcomer MLs and you can pitch to your district that it is also ideal for non-readers, LLD and resource room students, and students with severe dyslexia. Now, I do not use this a ton, because I don't want my students to get used to having a picture above every word to help them, BUT, in the beginning (say for Port of Entry students), it's an excellent way to include MLs in the grade level content and make sure they are grasping the broad strokes of the novel.
Comments