Evaluating Books and Software

Running Head: Evaluation of Multicultural Books and Educational Software 1

Evaluating Multicultural Books and instructional Software

Epifania Martinez

American College of Education


Rationale

Evaluating the appropriateness of educational resources for teaching is important to avoid

stereotypes in language, illustrations and character traits, considering that students receive a vast

number of messages through these elements of literature (Boles, 2006). In order to evaluate

instructional materials such as books and educational software is necessary to review certain

elements that might influence the evaluation process as well as the perceptions of the students

who will use the materials. ELL students deserve to be instructed with appropriate instructional

strategies, culturally responsive materials which should be interesting, challenging and

linguistically accessible. Implementation of technology is also an asset for developing language

and reinforcing content area instruction.

This document exemplifies the evaluation of books and educational software to support the

ELL students’ learning process in Kindergarten as well as a description of some ways of its

utilization in the classroom. Both resources may support the students on developing important

language skills such as reading, writing, phonemic awareness and auditory discrimination in an

exciting way. In addition both resources may assist students on mastering concepts such as

family words /rhyming words while being engaged in educational games.

Book Selection and Evaluation

Book Selection Criteria:

Title: Pio Peep! Traditional Spanish Nursery Rhymes, by Alma Flor Ada and Isabel Campoy, adapted in English by Alice Schertle and illustrated by Vivi Escriva.Does the books reflect cultural diversity? Y

Does the book use authentic language? Y

Is the book relevant to students’ experiences? Y

Does the book contain illustrations and photographs? Y


Is the book repetitious and predictable? Y

Does the book have a clear story line? Y

Is the book free of stereotyping and derogatory terms? Y

Are heroes and heroines accurately defined based on the students’ culture? N

Does the book reflect positively on the learners’ culture and self-image? Y

Is the background of the author and illustrator considered on the selection of the

book?

Y

Does the book reflect authentic features of characters from the depicted culture? Y

I have selected “Pio Peep! Traditional Spanish

Nursery Rhymes” chosen by Alma Flor Ada and Isabel Campoy, adapted in English by Alice

Schertle and illustrated by Vivi Escriva as a resource to be used in my lesson plan, specifically

for teaching rhyming words/family words. Pio Peep! Is a bilingual (Spanish and English)

collection of twenty nine traditional rhymes which have been passed down from generation to

generation to celebrate childhood as well as Spain and Latin American heritage. It is known that

before children learn how to read words in print they most develop the essential skill of auditory

discrimination.


This book may be used to support the development of such skill and literacy of English

language learners at Kindergarten level in the following ways:

Using this book written in the students’ home language promotes a connection with ELL

students’ linguistic and cultural heritage. It may also nurture the students’ relationships with

their families and the development of a sense of self and cultural identity. Children realize that

their home language is valued and important; besides it may facilitate transferring linguistic

skills and knowledge among home language and English as a second language. Additionally, this

book provides a foundation for phonics instruction in a fun and exciting way. Students may

recognize and manipulate sounds in spoken words, understand the relationship between sounds

and rearrange sounds to create new words, in this case rhyming words after singing and playing.

And finally students have the opportunity to expand their vocabulary in both languages.

According to the criteria for evaluating multicultural books suggested by Giambo (2006-

2007), Pio Peep! Reflects cultural diversity and authentic language use, it contains predictable

rhymes and rhythm. In addition, it encourages children to read, play and learn in an active

manner by singing and playing. This picture book is relevant to the students’ experiences since it

contains illustrations that accurately illustrates children interaction with animals and nature

which is a typical lifestyle in the Hispanic culture. The characters are actively interacting in a

free of stereotyping or derogatory language.

Above and beyond the authors’ and illustrator’s background were considered; all of them

have been highly recognized for writing bilingual children’s literature and for being involved in

multicultural education in the United States and Spain. The way they present cultural values

through age appropriate language and themes such as schooling, celebrations, friendship, peace,


and family is one of the books’ assets. Pio Peep! does not include heroes or heoines since its

content is not historical, but the main characters are appropriateley portrayed.

Software Selection and Evaluation

Software Selection Criteria:

Title: Wonders Red’s Freeze Dance Rhyming

(http://pbskids.org/superwhy/#/game/freezedance)

Does the software contain a description of the program and its relevance to ELL

students, its operation and its special features?

N

Does the software include activities, strategies and tools for improving speaking,

reading, listening, writing and vocabulary development skills for ELLs?

Y

Does having access to the software increase students’ knowledge of their own culture

and other cultures?

N

Will integration of this software into curriculum help increase the academic

performance of ELLs?

Y

Will the software help improve reading performance and English language acquisition? Y

Will English language learners become more computer literate as a result of using this

software?

Y

Will the software enhance the outcomes of my mini-lesson plan for ELLs? Y

Will students be able to apply what they learn through the software in critical and

application activities?

Y

Are fund available for the purchase of this software? Y

Will the software be compatible with the technology system in place at my school? Y

Is the language appropriate for grade level? Y

Is content updated and correct? Y

http://pbskids.org/superwhy/#/game/freezedance


Pbskids.org website has interesting educational games, activities and strategies that support

language learning and content in all areas. Under the section of games-rhyming

(http://pbskids.org/games/rhyming/) there are different options for students to play and learn for

instance matching picture cards, flash cards, concepts in context, and videos. Students may work

at their own pace and the practices are aligned with the kindergarten educational standards. I

selected Wonders Red’s Freeze Dance Rhyming

(http://pbskids.org/superwhy/#/game/freezedance) to support ELL students with additional

practice for mastering family words /rhyming words in a mini-lesson for kindergarten.

Wonders Red’s Freeze Dance Rhyming is an interactive game with music, movements and

specific directions for students to complete a task by manipulating the keyboard. A rhyme is

provided on the right side of the screen and displays empty lines in a column for students to

select and drag the rhyming words that appear in the middle of the screen so they match the

rhyme. While Wonder Red sings and dances rhyming and non-rhyming words are coming up,

students have enough time to look at the words, read them and make choices. It provides

immediate feedback and encouragement for students to continue trying, and when completing


http://pbskids.org/games/rhyming/


the requested amount of rhyming words they review the list and may continue with another word

family.

This software supports ELL students on mastering concepts and language development in the

following ways: First, it enhances development of listening, speaking, reading and writing skills

with movements and visual representations. Second, students manipulate the keyboard so their

computer skills are being developed. Additionally, students might apply the learned skills to

reading and writing tasks. Due to students having several options to visualize and to discriminate

the spelling patterns that match with a given rhyme, they may easily read and spell the rhyming

words when necessary. Students can access to this software at any school computer.

The software contains a description of the program however, it does not mention its relevance

for ELL students’ knowledge of their own culture and traditions. For this reason a bilingual book

was used for teaching the same lesson, the content of both resources are related and support each

other in some of the games. I would explain to the students that cultures are different in some

ways such as language and children games but many cultures are related in other ways such as

concepts, tools and strategies used for teaching and learning. Another criteria for evaluating this

software is analyzing the content for instance age-appropriate language, content is correct and

updated, no controversial issues detected, and the characters (genre) are respectfully depicted on

the games (Gregg, 2000).


References

Boles, M. (2006). The effect of multicultural literature in the classroom. Eastern Michigan

University. 1-9.

Ada, A., F. Campoy, F. I., Schertle A. & Escriva, V. (2003). Pio Peep! Traditional Spanish

Nursery Rhymes. Harper Collins Publishers LLC. New York City, N.Y.

Rhyming Games. Wonders red’s words match up.


Wonders Red’s Freeze Dance Rhyming.


Giambo, D., Gonzales, M. E., Szecsi, T., & Thirumurthy, V. (2006-2007). Beyond Johnny

Appleseed: Learning English as a new language through ethnically diverse literature.

Childhood Education, 83(2), 104-107.

Gregg, B., J. (2000). How to evaluate educational software and websites. Knowledge enterprise,

Inc. 57-58.



Evaluating Books and Software

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