Jae-Young Choe
Text Set
I.
Introduction
a. Theme: Life in the U.S.
b. Class: ESL
c. Grades 11 – 12 but with:
d. Limited English Proficiency [LEP] Levels of 1–4 (1 lowest, 4 highest)
Most of the books in this text set are meant to be alternative sources of material that
expand upon the limited text used in the core program, with the aim to enhance theme and
reading comprehension. Since an ESL classroom doesn’t necessarily focus on a single content
area, the theme of my unit is quite general. I chose “Life in the United States” since it is general
enough that I can be free to choose from a wide variety of books with a wide variety of reading
levels and student backgrounds in mind. The theme is general enough that I can even integrate
themes from other, content-area classes in which the student may be struggling. This would
require collaboration with the students’ other teachers. Within my chosen theme I can
incorporate books that reflect living in America through nonfictional and fictional accounts.
Fictional or nonfictional, these books reflect some aspects of life in America from a variety of
perspectives. American thought and cultural norms are also represented.
While it is important that ESL (or LEP- Limited English Proficiency) students become
more familiar with American culture in order to succeed in school and life, it is important to
expand upon their reading skills. Due to the limited number of ESL-related resources in a
number of schools, chances are that my ESL class will have a wide range of LEP levels—even
within one class or grade level in which the ESL students have been placed. An ESL 11th grade
student may have the reading ability of a 4th grade native English speaker. The idea is to have
them immerse themselves into that important language skill of reading as they immerse
themselves into the books that will likely be more appealing than the reading material provided
by the school (if at all). This is ideal because another aim almost equally important is to increase
the capacity for extended reading among my students. By increasing the capacity for extended
reading, students will volunteer to read for pleasure. This ensures that when they get home they
will expose themselves to the English language in ways other than through TV or the buddies
down the street in the neighborhood.
Differing educational and cultural backgrounds will call for a wide range of books and a
wide range of different student needs. Whatever the individual background may be, the common
need that they share will be familiarization of cultural norms here in the United States, including
those that exist within academic settings. Yet I would imagine that the more urgent need is to
gain proficiency in the English language. Below are some samples of the SOL’s that may apply
to my LEP students. Within the actual text set, I noted the types of students that would be
reading each book. Since I was unable to find adequate information regarding some way to
interpret traditional readability formulas into LEP levels, I made an approximate guess of
designated LEP levels based on the Flesch-Kincaid readability levels. I only did this in order to
give a general idea of which books might be appropriate for certain ESL students while at the
same time being mindful that the assignment of appropriate reading material will ultimately
depend on various assessments of the student’s prior background knowledge.
II. SOL Connection for LEP Levels 2.5 through 4
LEP 2.7
a.
b.
c.
d.
LEP 3.6
LEP 4.6
The student will use meaning clues and language structure to expand
vocabulary when reading.
Use pictures.
Use knowledge of the story and topic to read words.
Use knowledge of sentence structure.
Reread and self-correct.
The student will use strategies to read a variety of narrative
materials, poetry, and informational text.
a. Preview the selection by using pictures, diagrams, and titles.
b. Make predictions about content.
c. Ask questions while reading.
d. Begin to reread and self-correct.
The student will use strategies to read a variety of materials, fiction
and nonfiction.
a. Make connections between previous knowledge and/or
experiences and what is read.
b. Make and confirm predictions.
c. Ask and answer questions.
III. Text Set
Break Away
Readability Grade Level: 5.9
Used how: Independently (with vocabulary support)
By whom: LEP 2.8 +/a. Introduction and Summary
This book is a short and small piece of fictional literature that is only 60 pages long. It
will transport the students into the mind of an American woman with presumably immigrant
roots due to her name, Carmen Quiñones. The cultural aspect of beating the odds in difficult
situations is represented through Carmen’s perseverance which results in winning a bicycle race.
The strong presence of the athletic spirit within American society is also represented. It can
accompany any core text that may describe the many different sports enjoyed by Americans. At
the same time, the female presence in this book characterizes the equal opportunities that are
known to exist for women living in the U.S.
b. Rationale
This text may spark the interest of those interested in sports or women in sports. This
small, pocket-size book also appears less intimidating for those students who shy away from
denser books; therefore, the English language in the text appears manageable. Although this
may appeal to students who have a particular interest in bicycle racing or athletic competitions in
general, the humanistic aspect of the main character’s endurance amidst challenging situations
evoke a more universal appeal. This can be seen as a metaphor to the situation that many ELLs
find themselves in. The easy ability to relate to the character may inspire perseverance within
the reluctant learner, which is necessary in making the effort to connect to new experiences and
knowledge.
c. Usage of Text
I will most likely have students read this independently after I introduce the book and
involve the students through a preparation phase. I may also initiate the reading process by
reading aloud the first page or so in order to engage the students and get them hooked. Within
the preparation phase, I may involve the students in the act of prediction and an introduction to
key vocabulary. For struggling students, I would also incorporate this book through the
assistance and reflection stages through questioning strategies, just to name one. I can use this
book to lead into a discussion and/or a written activity—perhaps journal entries or a short essay.
The book can supplement a health education textbook or perhaps a chapter on women in sports
found in a social studies book.
d. Readability
The readability level of 5.9 is based on the Flesch-Kincaid formula. The brevity of this
60-page piece of literature and frequent use of common phrases and vocabulary will enhance the
acquisition of the English language through reading comprehension. The style of writing and
presentation of ideas and thoughts are fairly clear and direct. Although there are no headings or
titles that indicate a different section or chapter to the story, there are clear breaks between these
sections. The beginning to a new chapter is further indicated by the oversized, bolded
appearance of the very first letter. The actual story is all that the reader gets. There are no
learning aids that frame the story; therefore I would facilitate vocabulary introduction and
comprehension questions.
e. Reference:
Bledsoe, L.J. (1987). Break Away. Belmont, California: Fearon Press.
Great American Stories 2: An ESL/EFL Reader
Readability Grade Level: 6.3
Used how: Read with instructional support
By whom: LEP 3 +/a. Introduction and Summary
This is an adaptation of six famous stories by classic American authors especially geared
to the ESL student of beginning-intermediate to upper-intermediate levels. Aside from being
adapted from the original versions, each story is followed by a set of exercises that are designed
so the student can practice reading skills, reading comprehension, and grammar. The exercises
also include introductions to certain elements of English prose which often appear in more
advanced texts, including irony, inference, hidden meanings, and figurative language.
Furthermore, the text of the stories and the exercises gradually become more difficult as the
student progresses through the stories.
It’s obvious how this text is useful for an ESL class, but can also supplement a
mainstream English class that the ELL may also be enrolled in. At the beginning of each story is
a short bibliography of the author that may offer clues to what the story will be about. The six
adapted stories are as follows: “The Romance of a Busy Broker” by O. Henry, “The Bridge
Comes to Yellow Sky” by Stephen Crane, “The Cask of Amontillado” by Edgar Allan Poe, “The
Outcasts of Poker Flat” by Bret Harte, “Paste” by Henry James, and “The Lost Phoebe” by
Theodore Dreiser.
b. Rationale
Although these stories aren’t contemporary, they still offer a good representation of
American culture through the characters themselves, the style of writing, and the style of
thinking as represented by the authors and the characters. As these adapted stories are much
easier to comprehend than the original versions, they should be more inviting to the reluctant
reader. The exercises that follow offer further assistance to the ELL.
The skeptical reader might originally think they wouldn’t be able to relate to these
characters that seem outdated. However, they may find themselves pleasantly surprised to know
that most of these characters are average people with similar aspirations and fears. Their
reception to the text might also be further increased through the many learning aids that ensure
that the student walk away with a much better understanding of the story and the language which
tells it.
c. Usage of Text
I can easily use this text to be read with instructional support, including some read alouds
from time to time. Regardless of how the exercises are meant to help the reader with the ESL
element in mind, the exercises will still be viewed as work to the students nonetheless. In order
to ensure they receive the maximum benefit out of the exercises, I will offer instructional support
and guidance as they get to work. They can make for great discussion points.
Since the difficulty of the readings progressively increases, I would use this text over an
extended period of time. As the forward to teachers suggests, I would allow an elapse of time in
between each story so that the students will have time to acclimate to a higher difficulty level.
The book suggests that it be used over a ten to twelve-week period. Since this text would be
used inside the classroom and incorporated into the lessons, all stages of PAR would be
represented.
d. Readability
The readability of the first two stories averages out to about 6.3. I intentionally left out
the readability of the subsequent chapters because of the intended progression of difficulty. In
addition to the reading comprehension exercises that follow each story, each story includes about
two illustrations to add to the context. The text also seems to do well in the Bader test as it meets
all the elements represented in the checklist. It can also be used to replace the original version
altogether, especially for the intermediate ELL in secondary school.
e. Reference:
Draper, C.G. (1985). Great American Stories 2: An ESL/EFL Reader. Englewood Cliffs: Prentice-Hall.
American Born Chinese
Readability Grade Level: 5.7
Used how: Independent reading
By whom: LEP 2.6 +
a. Introduction and Summary
“’American Born Chinese’” is more than just the story of a Chinese-American childhood:
it’s a fable for every kid born into a body and a life they wished they could escape.” –
Publisher’s Weekly. This text is a critically-acclaimed graphic novel that was published in 2006.
The title of the colorful book immediately caught my attention as I browsed the young adult
fiction section. I found this to be a colorful, animated, and often humorous portrayal of the
Asian American student trying to fit in and live the life of his peers native to the dominant
culture. Yet as the quote suggests, it’s ultimately a story of a kid coming of age with all its ups
and downs. There’s also a constant interweaving between modern American school settings and
legendary Chinese folktale settings. This book is an enticing way to get ELLs to read for
pleasure in the English language, thus increasing their capacity for extended reading beyond the
classroom.
b. Rationale
This graphic novel is an easy way to engage reluctant readers. My ESL students of all
backgrounds will easily relate to the main characters, whether they would like to admit or not.
The interesting twists and turns further entice the reluctant ones to continue reading this text
which is greatly enhanced with colorfully expressive illustrations. The connection between two
cultures is evident throughout the book through the transitions between ancient Chinese folktale
settings and those of the modern American school found in the suburbs. This could possibly
help facilitate a personal bridging to learning as it represents a bridge between a native culture to
a new culture.
c. Usage
This text would definitely be used outside the classroom by those students who volunteer
to read it. I realize that not every ESL student would desire to read this, even though I think it
could benefit all of them. It also seems a little too on the pop culture side for me to incorporate
into a lesson. I would however gladly make myself available for assistance should the student
have questions. Many American cultural norms are evident in this book, so it’s likely that
questions may arise.
d. Readability
After piecing together bubbles of text, I found the readability to be about 5.7. I would
recommend the book for the intermediate to advanced ESL student. With the majority of the text
being everyday type of dialogues that are similar to the style of many comic strips, the novel’s
concepts may seem like they’re very easy to follow. Yet I include the advanced level since many
sensitive issues are found in this book and may not be well-taken by the sensitive reader. The
most sensitive issue is the high presence of Asian stereotypes throughout the novel which could
possibly rub salt into a wound. I would imagine that student who might feel most negatively
affected when confronting such stereotypes found in the book would most likely be an Asian his
or herself. Aside from that, there are also a few scenes of graphic violence although they don’t
seem too extreme. With all this in mind, I might recommend this to a student who appears
mature and good-humored in nature.
e. Reference
Yang, G.L. (2006). American Born Chinese. New York: First Second Publishing.
Speaking Out: The Civil Rights Movement 1950-1964
Readability Grade Level: 6.7
Used how: Read with instructional support
By whom: LEP 3 +/a. Introduction and Summary
This nonfictional text published by National Geographic focuses on the Civil Rights
Movement that can be viewed as an adaptation of section within a U.S. history textbook. So in a
sense, it can act as a supplement that helps the ELL grasp this concept that’s unique to American
history and culture. The vivid photographs that surround the text sheds much light on the
context. Divided into four chapters, the text portrays a chronological account of important
events and people involved in the movement between 1950 to 1964.
b. Rationale
Since the Civil Rights Movement is an extremely important chapter in the history of the
U.S., I feel that this subject will greatly enhance the student’s understanding of life in the U.S.
today. The abundance of authentic photographs makes the book appear as a magazine. In
addition, the thin appearance of the book helps to lure the reluctant learner. I would hope that all
students, regardless of background, can relate to the people and situations represented in the
book. The universal element of struggle and hope is evident throughout the text. The reader
gains a sense of the enormous odds that many faced. Hopefully this can inspire students to make
the effort in taking on that sometimes daunting task of learning.
c. Usage
This can either augment or replace the Civil Rights section out of a history textbook. It
can also be used in all phases of PAR. The pictures and glossary of key vocabulary can help
prepare the reader. A written assignment of reflection can easily be tied in. Depending on the
students, it can also be used independently, as a read aloud, or as a read with instructional
support. I would however tend to lean toward the idea of it being a read with instructional
support by adding reading comprehension questions or reflection exercises throughout the
reading process.
d. Readability
The readability is a level of about 6.7. In addition to the pictures, the text is framed with
key concepts that are found in the margins. The pictures also come with descriptive captions.
The table of contents and many headings and subheadings also help to build schema. The
glossary in the back helps the student to understand more difficult vocabulary, also explaining
and describing abbreviated concepts such as the NAACP. Furthermore, key words are
highlighted in bold. This concise, clearly written book seems to have a high readability.
e. Reference
Supples, K. (2002). Speaking Out: The Civil Rights Movement 1950-1964. Washington D.C.: National Geographic.
Radio Man: A Story in English and Spanish
Readability Grade Level: 5.6
Used how: Independent reading; Read Aloud; Read with instructional support
By whom: LEP 1 +/a. Introduction and Summary
What makes this text so unique is its bilingual text told in both the English and Spanish
language. This would obviously benefit the ELL whose native language is Spanish. With so
many Hispanic students filling American classrooms, bilingual texts can greatly benefit the
student with a low LEP level. Radio Man tells the story of Diego who travels with his family of
migrant farm workers from state to state picking fruits and vegetables. No matter where he goes,
he keeps a reliable companion by his side—the radio. The radio connects him to the places he’s
been and the places to which he’s going through the many voices that travel over the airwaves.
b. Rationale
I chose this book for the Spanish-speaking student with a very low level of English
proficiency. The comforting presence of his or her native language can boost the confidence of
these struggling students. Meanwhile, they can grow familiar with the English language that
conveniently appears on the same page as that of the Spanish. This is for the student who is not
offended by the children’s book appearance evoked by the colorful illustrations that accompany
every page of text. Although the pictures may push some students away, the bilingual aspect
would presumably attract the reluctant student learner that falls within the predicament described
above.
While some Hispanic students may be able to relate to the child of migrant workers,
others may not. Whether or not all students, Hispanic or not, would be able to readily see
themselves in the main character is uncertain. Yet students who have had to move a lot as a
child would probably relate. The average ESL student is likely to have moved several times
already by the time they reach the American classroom. The very bilingual nature of this book
provides a visible bridge to learning the English language.
c. Usage
My first inclination was to have this be an independent read for the Hispanic ELL. My
reasoning behind that was that I felt that the presence of the Spanish language was all the
assistance the student would need. However, I now see that this text could be a valuable
resource that can help with the comparisons and contrasts between both languages. While some
may disapprove of the explicit comparison between the first language and the target language,
there’s plenty of evidence that foreign language learners intuitively compare and use their 1st
language as a reference point before the target language registers in their minds. This occurs
more so with the ELLs of low to intermediate levels. With that in mind, I could take advantage
of my proficiency in Spanish and use this bilingual text to compare grammar and sentence
structure. Nevertheless, the likelihood of having an ESL class composed of students from mixed
language backgrounds would have me offer such instructional support outside of normal class
time. In this way, I would not be focusing more class time on students of a particular language
background. Such additional assistance could happen in the form of tutoring assistance when
time allows during homeroom periods or after classes are over. I may even elicit additional help
from nearby college students who are Spanish majors.
d. Readability
Although the readability is about 5.6, I considerably lowered the LEP level down to 1.
The student could exhibit zero English capabilities but be proficient in Spanish already;
therefore, he or she could still read the book and understand the content. If such student had an
LEP of 0, I could still use this book so that the student could at least learn something and have
something to reflect upon.
The generously sized font appears comfortable to read, enhanced with colorful paintinglike pictures. The occasional Spanish word or phrase that appears in the English translation is
italicized which helps to attract the student’s attention to the English text. For the most part, the
English translation of the Spanish text seems to align so that students can find it easier to
compare and contrast. Even the manner of punctuation is accurately represented in both
languages. For example the Spanish generally do not use quotation marks to denote dialogue—
instead dashes are used in place of the quotation marks. The English half of the book falls at
about average in the Bader chart. While the linguistic, writing style, and organizational factors
are clear and logical, the concept and format are more appropriate for younger students.
e. Reference
Dorros, A. 1993). Radio Man: A Story in English and Spanish. New York: Harper Collins Publishers.
Blood is Thicker
Readability Grade Level: 7.6 +/Used how: Independent reading; Read Aloud; Read with instructional support
By whom: LEP 3.3 +
a. Introduction and Summary
Named after America’s first African-American astronaut, Bluford High School inspires
the name for the popular book series called the Bluford Series. Used by many teachers
nationwide, the books have been praised for its outreach to remedial readers in urban areas who
could particularly relate to the characters. Many of the characters are modeled after actual
students who attended the predominantly black high school. Blood is Thicker is a sequel to
another Bluford book.
One might wonder what does this have to do with an ESL student? Well, a significant
number of ESL students across the nation happen to live in urban areas that have a dominant
representation of African-Americans. Such ESL students would be aware of similar things that
their black peers would be aware of, however different their interpretations or perspectives may
be. And as this series of books is often aimed at the remedial black student, I feel that ELLs
could benefit from its high readability as well.
b. Rationale
Of course, I wouldn’t restrict this book to those ELLs living in urban areas. In fact, I
would highly recommend it to any ESL student. The urban life of a teenager is indeed an
important story to tell when describing the many different layers of life in America. The
common things that all teenagers go through are present throughout this series, which makes it
easy for even the suburbanite middle or high school student to relate to the characters. It is this
factor that would help reach the reluctant teenage learner. Also, the characters and plots that are
based on real-life events make for an interesting read.
I dare say that many ELLs will “see themselves” in these characters beyond the simple
fact that both groups are minorities. This is especially important since it’s very possible that
many ELLs who have only been in the U.S. for a short amount of time have their perceptions of
young African-Americans shaped by the media. Given that the media often represents young
blacks in a negative light associated with crime, these books could offer another side.
c. Usage
Blood is Thicker could be read independently by the more advanced ELL and read aloud
or with instructional support for the less advanced students. Even for the more advanced ELL
however, some assistance across the PAR range could still be beneficial since many cultural
norms and figurative phrases could come across as unfamiliar. Much emphasis could be placed
in the reflection phase due to the many complex adolescent issues that are represented.
Facilitating comprehension questions, vocabulary review, and personal reflection activities could
fall within any stage of PAR. The text could augment the theme of fictional texts.
d. Readability
The readability of grades 6-9 could make the book appropriate for medium-intermediate
to lower-advanced LEP levels. The fact that all Bluford series books are no longer than 200
pages long makes for a manageable read. Linguistic, organizational, and writing style factors
make the book accessible with some additional assistance to understanding some concepts that
may be culturally unfamiliar. Due to the lack of learning aids embedded in the book, many
questions could be asked to assess the students’ reading comprehension.
e. Reference
Blackwell, D.M., & Langen, P. (2004). Blood Is Thicker. Townsend: Townsend Press.
Becoming Naomi León
Readability Grade Level: 7
Used how: Independent reading; Read Aloud; Read with instructional support
By whom: LEP 3.4 +
a. Introduction and Summary
This book is written by a Mexican-American author, former teacher, and advocate of
literacy. It tells the story of a young Mexican-American girl named Naomi who struggles
through school and struggles with her own identity. She overcomes her fears in life with the
positive influence of her grandmother’s self-prophecies. From that she excels with her unique
talent in carving soap inspired by Oaxacan wood carving, an ancient tradition among the
Oaxacan Indians of Mexico. When her mother all of a sudden reappears into her life after an
absence of seven years, all kinds of hard questions arise regarding Naomi’s self-identity.
Though Mexican-American ELLs will be able to immediately and more directly relate to the
character, many of the same issues that all ELLs deal with are present throughout the book.
b. Rationale
This imaginative piece of fiction offers the perspective of a minority girl coming of age
in America. It can therefore easily appeal to the female reluctant learner with the help of the
colorful book cover that evokes fantasy and adventure. I find myself believing that an ESL
secondary school teacher greatly benefits from a large variety of coming-of-age books from the
perspective of people with immigrant roots living in America. Yet the universality of finding
one’s true identity speaks to all students, not just ELLs. Furthermore, the character’s ability to
tap into prior knowledge (represented by her Oaxacan-inspired soap carving) and utilize it to
tackle new things can help build the bridge between prior knowledge and new knowledge.
c. Usage
Since the book is over 200 pages long, I wouldn’t use this book entirely in class. In fact,
the majority of it would be read outside of class. I would however cover all PAR stages in class,
presenting key vocabulary at the beginning, facilitating reading comprehension activities during
the assistance stage, and having students reflect on the concepts through journal writing or class
discussions. This book would be another addition to fictional writing and could coincide with
lessons on writing fictional stories. If I do indeed decide to incorporate this book into classroom
lessons, I would reserve time for read alouds to further engage students in addition to the
activities just mentioned.
d. Readability
The readability came out to about 7, making the book appropriate for intermediate to
advanced LEP levels. The table of contents offers a contextual framework, with titled chapters
subcategorized under two bigger headings that represent two parts to the book. The images
evoked from the text are imaginative and engaging. All the other Bader factors seem well
represented except for the absence of learning aids. This would be where the instructional
support and read alouds come in.
e. Reference
Ryan, P.M. (2004). Becoming Naomi León. New York: Scholastic Press.
Girl Stories
Readability Grade Level: 7.9
Used how: Independent reading
By whom: LEP 3.6 +
a. Introduction and Summary
This book is also written from the perspective of an adolescent girl, but this time she
represents a fairly typical American teenager. It’s also different in that it’s a graphic novel
dominated by large, descriptive illustrations with bubbles and captions of text splashing the
pages. The novel is an honest, funny portrayal of the many awkward moments in a teenager’s
life and the moral lessons learned throughout. Rich in American culture and language of the
native peers that surround ELLs, the ESL student gain insight into the unabashed account of an
American teenager. Furthermore, the students gain insight into their stories.
b. Rationale
Viewed as a flip side to the other graphic novel, American Born Chinese, I added this
book to further increase the possibilities of students reading for pleasure disguised as a way to
expose ELLs to as much English as possible. I also include this book due to the hard-reached
realization that many adolescent ELLs simply want to be just like their native peers. This factor
alone can spark the student’s curiosity. Capitalizing upon this aspect can help pave the way to a
bridge toward learning. Yet I feel confident that through this book the student will realize that
American teenagers aren’t really all that different from other teenagers and that much of what
American teenagers experience in life is similar to theirs. Finally, the popularity and visual
allure of graphic novels help to entice the reluctant learner.
c. Usage
Although I would mainly use this book for extended reading outside of the classroom, I
would gladly offer comprehension assistance to the reader. I imagine that most of the questions
would regard the figurative language used in the book. In that regard, I would mainly get
involved through the assistance and reflection stages. I would probably offer any needed
assistance outside of class time, whether it be during homeroom or planning time. And as I had
suggested earlier, I could also get local college students to volunteer their time to act as reading
buddies.
d. Readability
Being that this graphic novel is quite dense with over 200 pages in length and also due to
the existence of many linguistic and cultural features unique to America, I would recommend
this book to ELLs of upper-intermediate to advanced levels. The readability is about 8.
e. Reference
Weinstein, L.R. (2006). Girl Stories. New York: Henry Holt And Company.
On-the-Job English
Readability Grade Level: 8.3
Used how: Read Aloud; Read with instructional support
By whom: LEP 4 +/a. Introduction and Summary
This nonfictional text acts a guide to the English that would be encountered in job
situations and specifically keeps the ELL in mind. Noting that not all students are able or even
desire to continue on to college, this text can be extremely useful as it presents common
functional language in the workplace such as reading and understanding safety rules as well as
giving and understanding instructions. Theme-based lessons within the book guide the student
through reading comprehension, language reinforcement, communication skills, and cultural
norms within the American workplace.
b. Rationale
This book serves as a survival guide to both the college-bound and non college-bound
ESL student. The reluctant learner who’s avid in making some money or finding another job can
find this book very useful. This powerful incentive can easily bridge the path toward learning.
In addition to learning practical language and communication skills, the student gains valuable
insight into the cultural norms of American society. This can only increase success in the
workplace. The reality that many ELLs never make it to college makes these types of skills even
more important to have. Even the advanced non-ELL student can walk away with some valuable
life skills, something that could possibly be taken from granted from more affluent students.
c. Usage
The enrichment offered by various lessons and activities could prove very useful within
the classroom. This book alone could be sufficient for a whole lesson/theme on job skills.
Although the helpful guidelines, activities, and answer key in the back can make the book easily
usable by the independent reader, using it within the classroom would enhance the learning
experience so much more. The many sample dialogues that occur in a work setting can be used
for role playing between students. Student read alouds could reinforce communication and
language skills learned from the book.
d. Readability
With a readability of about 8.3, I would recommend this book to high-intermediate to
advanced students due to the serious and adult-themed nature of the content. Although perhaps
considered adult-themed, the content is very accessible with plenty of scaffolding embedded in
the text. Furthermore, many students may not find the concepts all that foreign since many of
them already hold a part-time job by the time they become a junior or senior in high school.
Vocabulary and grammar reinforcement and images of job situations represent some of the many
learning aids that increase the readability of this text.
e. Reference
Newman, C.M. (2000). On-the-Job English. Syracuse: New Readers Press.