RESOURCES to help English Language Learners (ELLs) & Teachers
Books and websites for Teachers
Available from LISD CeMAT
 PreK-12 English Language Proficiency Standards - TESOL’s 2006 revised edition.
This is an excellent, easily understood resource! It provides matrices that give five levels of
language performance indicators for listening, speaking, reading and writing in each of the
core content areas (language arts, math, science and social studies.) It also gives indicators
of ELL students’ communication competency for social, intercultural and functioning in an
academic setting. This resource is a tremendous help to teachers who have not been trained
in teaching English as a Second Language.
 Classroom Instruction that works with English Language Learners. Hill & Flynn. Published
by ASCD. 2006. This is a very good explanation of what trained ESL teachers do to help
students.
 Practical Guidelines for the Education of English Language Learners, Research-Based
Recommendation for Instruction and Academic Interventions. David Francis, Mabel Rivera,
Nonie Lesaux, Michael Kieffer and Hector Rivera, University of Houston, 2006.
Research and Best Practices websites:
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http://www.cal.org/create/research/index.html
The Nat’l Center for Research on the Educational Assessment and Teaching of English
Language Learners (U.S. Dept of Ed). Includes research for improving instruction for
Middle School learners by Adapting Texts; using Peer to Peer Instruction in Soc. Studies, a
systematic intervention model to teach Science and English
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http://www.bestevidence.org/ If you are looking for reading programs to use with ELLS, this
is Stanford University’s look at the evidence on various reading programs. For ELLs – click
on English Language Learners link
Books and websites for Students’ and Teachers’ Use
Dictionaries: monolingual and bi-lingual, picture and/or text
Hard Copies: Recommendations: Use bi-lingual picture dictionaries until the student is
near grade level. If the student’s first language is not known or not available, use a monolingual (English) picture dictionary alone. If the student is literate in the first language, and
the first language uses the English alphabet, either bi-lingual text only dictionary is ok or an
English Language learners dictionary is good.
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Picture Dictionaries from Oxford University Press publications:
http://www.oup.com/elt/catalogue/isbn/9230?cc=gb
o
Oxford Picture Dictionary for the Content Areas
English level: Beginner to Intermediate; English only
o Oxford Picture Dictionary for Kids
English level: Beginner to Intermediate; in English/ Spanish or English only
http://www.esl.net/oxford_picture_dictionary_kids.html
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Mandarin Chinese-English Bilingual Visual Dictionary by DK Publishing
pictures labeled with Chinese characters and English, so it could be helpful if
parents are willing to help the child study
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Higher level dictionaries for students who can read:
http://www.englishjobmaze.com/bookstore/b-dic-i-na.htm has good descriptions of various
levels of dictionary
o Longman WordWise Dictionary contains 35,000 words, phrases and examples to
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cover students’ language needs up to intermediate level. Key words are
accompanied by short, clear definitions, and the absence of difficult words make this
dictionary easy to use.
Oxford Student's Dictionary of English -for students at Intermediate level or
above, using English in their studies. Contains over 47,000 references, and includes
useful illustrations & diagrams, plus help with grammar, confusable words, and
vocabulary building. The Interactive Pack comes with the dictionary and a copy of
the Oxford Genie CD-ROM. An excellent resource for ESL/EFL students from
Intermediate to Upper-Intermediate level.
Online dictionaries:
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www.ldoceonline.com Longman English dictionary is for learners of English of all
ages and levels who want to learn more about English: definition, idioms, examples
and more.
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http://www.pdictionary.com/spanish/ good pictures organized thematically. Good
way to increase vocabulary. Could even be used for assessment by printing off the
Spanish page and having the student write the English under it. It has activities and
flashcards, too.
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http://www.my-spanish-dictionary.com/dict002.htm is a picture dictionary. It could
be used for increasing vocabulary, though it is arranged alphabetically rather than
by content.
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http://www.spanishdict.com/ I like this one because the student must type in the
English word (practice spelling) then can LISTEN to pronunciation of the word, and
can see a list of words that look similar. Good for students already literate in
Spanish
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http://www.wordreference.com/English_Spanish_Dictionary.asp this one is similar
to the one above, though the audio didn’t work for me. I liked that it
was more complete and even had sentences using the word.
 http://more.mel.org/ main site. http://more.mel.org/SPT-BrowseResources.php?ParentId=451 sub site– a portal through MI Online Library that
allows you to search all the content expectations for all grades along with resources
and activities to use to teach that GLCE. Do a search for English as a Second
Language and you will get numerous web resources to help you.
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http://iteslj.org incredible number of activities for students, from very low to quite high. Most
require reading but some have pictures. Also has research and methodology information for
teachers
http://www.manythings.org/ reading, writing, listening, grammar, spelling activities for
many levels BUT most require reading ability. NO PICTURES; not good for learning
vocabulary. EXCELLENT listening activity for recognition of sound differences in minimal
pairs. An instructor/helper may have to read the directions and then demonstrate in order to
show a student how to do the activity.
http://www.ego4u.com/en/cram-up/grammar/exercises Mostly grammar; a few
vocabulary with pictures. There are many activities ranging from simple to complex,
recognition to production. Nearly all REQUIRE reading ability. Easy to understand
activities that allow the student to work independently. The computer checks and
informs if there is an error, giving immediate feedback
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http://www.ipl.org/div/subject/browse/edu45.00.00/ Internet Public Library site, with
subtopics: Education  English as a Second Language. There is a bilingual section
including Spanish, with vocabulary quizzes. There are also many activities, such as
grammar and crosswords which are English to English but at various levels.
http://www.eslcafe.com/ Dave’s ESL Café is another huge site that has sections for students
in various skills and levels and sections for teachers.
http://www.eslfast.com/- stories with written text and listening options (slow and normal
speech) I think the grammar structure and vocabulary are at least mid intermediate and
bordering on high. Length of stories is good
http://ellib.stanford.edu/ Stanford University. Must create login. Site contains free ELL
resources, including online video library, wordsift (vocabulary) etc.
Books from world literature: http://en.childrenslibrary.org/ Some books are in both
the language of origin and English.
Books: Stories and Activities & Exercise Books: Available from LISD CeMat
Bilingual (Spanish/English) elementary grade level, listed in order of language level but with notes
when cognitive level is higher than language level.
1) Early Learning Activities, English and Spanish with the aims of teaching activities such as
following directions, cut and paste, categorizing and sequencing.
2) There is also higher one for 1-3 called Beginning Reading Activities with following
directions, sequencing etc.
3) Literacy/stories: (listed in increasing level of grammatical/lexical difficulty)
 The Water Cycle and Water as a Solid/Liquid/Gas a science series explaining water
Capstonepress.com
 Taking Care of My Hands and Feet (Hands, Ears, Eyes,Skin)/Como Cuidar Mis Mano Y
Pies - series on taking care of oneself from Capstone Press.
 All the Colors We Are – a gently scientific look at why races are different and special
 Cats/Gatos part of “My World of Animals” bi-lingual series about animals
 Hairs/Pelitos wonderful different kinds of hair points to interesting diversity
 Soy Bondadosa/Paciente/Honrado/Respetuoso series (“ I am Caring/Patient,
Honest/Respectful) Simple explanations of how a child shows those characteristics.
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A Cat and a Dog/Un Gato y un Perro- simple language to discover how enemies
become friends
 A Visit to the Fire Station/La visita a La Estacion de Bomberos – also offers internet sites
by grade level for checking facts included in book www.facthound.com
 Diego Wants to Be/Diego Quiere Ser – from an imagination of wanting to be something
he wasn’t to aging into the wisdom of acceptance – lower language higher concepts.
 Margaret and Margarita – two little girls meet in the park and despite not speaking each
others’ languages, find that their common likes draw them together as newfound friends.
 No Fair to Tigers/No Es Justo Para los Tigres concepts of justice and respect for others’
feelings comes out as Mandy tries to care for her worn stuffed tiger.
 Carlos and the Squash Plant/Carlos y la Planta de Calabaza - funny story about what
grew out of Carlos’ear when he didn’t wash as his mother told him.
 Carlos and the Corn Field/Carlos y la Milpa de Maiz Carlos learns the value of hard work
 Uncle Nacho’s Hat/El Sombrero Del Tio Nacho- Uncle Nacho can’t seem to rid himself
 of his old hat because everyone recognizes it as his.
 Fernando’s Gift/El Regalo de Fernando – a boy’s life in Costa Rica where the devastation
of the rain forest encourages him to plant a tree as a gift.
 Pepita Thinks Pink – Pepita is encouraged to self reflect on her own prejudices against a
new neighbor.
 Pepita Talks Twice- Pepita resents that she often has to be the ‘translator’ for
anyone who isn’t bilingual until one day she understands the advantages.
 Play Lady/La Senora Juguetona – a story of anti-bias. An accepting lady allows multi-
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ethnic children play in her yard and after she experiences a racial incident they have a
chance to give back.
Magda’s Tortillas/Las Tortillas de Magda – a cultural look at a little girl learning to make
tortillas
Prietita and the Ghost Woman/Prietita Y La Llorona – a little girl has to get past the ghost
woman to find the medicinal plant that will cure her mother.
The Desert in My Mother/El Desierto es mi Madre- a poetic look at the desert- simple
grammar but poetic use of metaphor requires higher cognitive level.
Laughing Tomatoes/Jitomates Risuenos brightly illustrated poems from author’s
grandmother. Pleasant use of language but meaning is a challenge.
My Mexico/Mexico Mio – a poetic look at Mexican culture. Vocabulary mostly simple but
poetic use of words is more challenging than regular sentence structure.
My First Book of Proverbs/ I Primer Libro de Dichos – bright graphics illustrate simple
proverbs, but unless the proverb is understood in the first language, the meaning will be
difficult to understand. Higher cognitive level for lower language level
Bilingual Book of Ryhmes, Songs, Stories, Fingerplays – Few illustrations, mostly text
requires the reader to be literate in first language in order to make meaning.