Using Picture Books to Teach English: An ESL Unit Plan Idea

The English language can be difficult, especially if you're thrown into a school and expected to "sink or swim" in all of your academic classes. For older ESL students need a lot of support in reading and writing, but finding leveled readers may be difficult without making them too childish. As an ESL teacher, I've found great success with picture books. Now, you probably think that this tends toward the childish, which was the problem in the first place, however, if used correctly, pictures books are a great way to teach vocabulary, simple sentence structure, as well as audience, literary devices, and plot. Then, to get them to demonstrate what they've learned and practice the new language skills they demonstrated, have them create a picture book of their own! The following is a unit that I've used to help encourage language usage in the ESL classroom using picture books.

Picture Book Unit

To start, read two different picture books to the class. Have them do a Venn diagram and compare and contrast the two. I usually like to use a full picture book like Verdi, and an easy reader or alphabet book to get a true contrast. Have them think pair share with their charts, as you discuss what makes them different. Post the vocabulary word: Picture book and discuss what the word means. Then tell them that you're going to start a new unit on picture books and that they will learn how to write one of their own in the end.

I like to start with the alphabet book. For each book that we explore, we usually read one together, and I have them keep a research record of each book in a journal or on a graphic organizer, so that they take notes as we go. We discuss the structure of the alphabet book. I like to hand out a different alphabet book to groups of students and have them look at the characteristics of the book themselves. We then come together and share what we found out about them. They usually come up with ideas like following the alphabet, have a word and picture of the word, short sentences or single words, some include definitions. I then have them practice with a picture book template that I start on a certain subject. I have several templates from desert life to school items. Then we share our books. I then give them a blank book with a subject and have them create an ABC book either in partners or on their own.

I do something similar with several other styles of books. Consistency is pretty key as we look at how the books are put together and how they are similar or different than books they've seen. I do this with easy readers, as we examine simple sentences with a subject and verb. We look at story books and plot outlines that use adjectives and adverbs to tell the story. If you'd like to add more literary elements, you can look at rhyming books, folktales, etc. It all depends on the level of your students and how much time you have.

To end the unit, I allow the students to choose any kind of book that they want to write. They have to come up with a story board rough draft. And we discuss how it fits the kind of book that they want to do and go through an editing process. We do partner edits, as well as one on one edits with the teacher. I get blank books, but you can do it with paper and poster board if you lack the budget, and the students get to publish their own works. Then we take the books to the local elementary school and read them to a class of students. The ELL students really like this because some of their younger brothers and sisters are there to see the books they've created.

Using picture books in analysis really help students get involved. Many of my ELL students love to draw and make up stories, so giving them this medium really helps them to focus and enjoy their work.