Entry #9

Fiction is different from non-fiction in numerous ways.  To begin with, non-fiction books are often distinguished by the use of terms and vocabulary that relate to the topic of the text.  Many have glossaries at the back to define those vocabulary terms.  They also often have photographs with captions describing what is happening.  To help clarify these books may also have pictures with labels to help the reader understand the basic parts of the topic.  Diagrams or graphs may also be used if they fit with the topic.  Each section in a non-fiction book begins with a heading.  The index allows readers to skip to just that part of the text that they would like to study.

Non-fiction texts have effective qualities for ELA learners.  The photographs, diagrams, or charts provide a visual for them to deepen their comprehension of the topic. They often relate to the photographs, especially if it is a topic they are interested in.  Pictures are a necessity for English Language learners. Key terms or vocabulary are often defined for the reader to help them understand technical terms they may not understand.   The technical terms that are in some non-fiction books may be challenging for them.  Especially if the pictures are limited.  If they are familiar with the topic, they may be able to find cognates to their home language.

Fiction books, depending on the level, can also be helpful for ELL students.  Fiction books with pictures that relate to the story can be beneficial.  Chapter books that are limited in the amount of pictures may be a bit more challenging for them.  If the students have a lot of background knowledge that relates to the story, this can help them have better comprehension.  If they do not have much background knowledge, they may struggle a bit with the text.  Often times, fiction books have a lot of figurative language, or idioms.  This is definitely something that can cause misinterpretation for our ELL students.  They do not understand the hidden meaning in these terms unless it is explicitly taught. Also, cultural issues they may not be aware of can impede comprehension.  This is why it is key for teachers to be aware of the students' culture and consider the ramifications for this child before teaching the content or paragraph  Preteaching key concepts of either a story or a non-fiction text are extremely helpful for ELL students.  It helps them understand what to expect when they read.  It also allows them to take time to look for cognates because they know what the topic is about and can relate to the story that they are reading.  It definitely builds motivation within the student when they can feel successful in reading.  Definitely when they are learning a new language on top of learning to read.

There are positives to working with both types of texts with our ELA students.  The best idea is for teachers to spend the time understanding their ELA students so they are better equipped to meet their needs.  When we know the needs of our students it also allows us to look at the challenges and see how we can adapt or modify to ensure that our students understand the language as much as possible and what they should be learning.