Marianthe's paintings help her to become less of an outsider as she struggles to adjust to a new language and a new school. Under the guidance of her teacher, who understands that there is more than one way to tell a story, Mari makes pictures to illustrate the history of her family, and eventually begins to decipher the meaning of words.
This book is appropriate for High Intermediate Fluency ELL students, as it contains long phrases and vocabulary facilitated by content. This book will be a bridge for students who have yet mastered writing but are high in comprehension. There are different ways we can communicate what we know, and our experiences. Just like in the story, the teacher can facilitate the children’s participation and at the same time increase…show more content… Having just moved from Korea, Unhei is anxious that American kids will like her. Instead of telling her peers her name, she decided she will be choosing a new one.All her friends participate and put a name in a jar. While Unhei practices being a Suzy, Laura, or Amanda, one of her classmates comes to her neighborhood and discovers her real name and its special meaning. The day to choose is here, but the name jar is no where to be found. Encouraged by her new friends, Unhei chooses her own Korean name and helps everyone pronounce it.
This book is appropriate for Low Intermediate and High Intermediate Fluency ELL students. Coming to a new classroom with a completely different culture could be very intimidating for many children. The need to be accepted increases, and something as simple as your name could become a cause of shame. This book will show students to accept who they are, and teach their peers about themselves and their cultures. Teachers that encourage this classroom environment will be able to successfully support their ELL students, and simultaneously teach native english speakers acceptance and
