Bilingual Books and Labels

Makayla Coffey & Amanda Higginson

Strategy Demonstration 11/4/15

Language and Content Objectives

SWBAT demonstrate how to use bilingual books in a classroom.
SWBAT label classroom items in their first and second language.
SWBAT create classroom bilingual dictionaries.
Write on the board our objectives/ questions to be answered (before we begin):
1. What are bilingual books and labels?
2. Why are they important or useful?
3. How can we use this strategy in the classroom?
Introduction:
Hello, I am Amanda Higginson, I am Makayla Coffey
Attention grabber:
I begin to read, El Autobus Magico: Dentro de un Hurcan by Joanna Cole. Which is a Magic
School Bus book written in Spanish. I then discuss with my classmates:
How many of you understood what I was saying or knew what was going on in the book?
This is why it is so important to offer a variety of tools and strategies for our ELL students to
access information and content. One way to do this is through the strategy of bilingual books
and labels, which is the strategy we will be demonstrating for you today.
Write on the board our objectives (before we begin):
4. What are bilingual books and labels?
5. Why are they important or useful?
6. How can we use this strategy in the classroom?
Earlier this week you read about the bilingual book and label strategy in Herrell and Jordan
textbook, please take a minute to discuss what you know or learned, anything important or any
questions you still have.
*allow discussion time (1 min.)
*Bring it back in (Use attention grabbing video) https://www.youtube.com/watch?
v=RKGbjJarMeA
Introduce our attention grabber
*Use questioning strategy and solicit responses from classmates: What are bilingual books and
labels?; Why do you think this strategy is important? Great, exactly, etc

-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.