English Language Learners need exposure to both fiction and
non-fiction texts. Non-Fiction texts are set up with great support for ELL
students. There are subheadings to let students know what is coming. There are
bolded vocabulary words, which help students know what words are important, and
a glossary to help them with the definition if they struggle with the
definition I context clues. The straight forwardness of the facts and
information in most non-fiction helps ELL students to make meaning with ease.
The pictures and diagrams are great non-linguistic representations. Typically,
my ELL students have an easier time with the comprehension in a non-fiction
text. The biggest challenge is usually the vocabulary they will come across that
is not bolded. The academic language can be a struggle without pre-reading.
Fiction
text has rich language which can both help the ELL student as well as challenge
them. Idioms and sayings that native English speakers take for granted can be
challenging for the teacher to catch and the ELL student to comprehend. If the
right story is chosen and background knowledge is supported and taught then
fiction text can assist students of all kinds develop schema and begin to
notice the patterns in genre. The illustrations in picture books can also help
students of all ages and levels connect to the story.
The graphic organizers we use most in our school are through
the Thinking Maps program. I have added examples below. I use the tree map with
fiction as it categorizes well. I like the flow map for fiction and poetry,
since it helps with sequence. The multi-flow map works with both as it is cause
and effect.
Yeager, C. & Hyrele, D. (2007) Thinking maps: A language for Learning. Thinking Maps LLC
I also added a graphic organizer based on fiction and non fiction texts stating the differences between the two. This is another great Thinking Map called a Double Bubble. It helps students look for things that are alike and different.
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