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There is a growing interest in using children's literature in teaching English. However, many teachers find it difficult to use children's literature as a springboard to classroom oral activities. Beginner ELLs are often nonresponsive (Wood & Salvetti, 2002). In the face of this difficulty, some researchers encourage teachers to persevere with books until sooner or later the ELLs participate. Other researchers encourage teachers to select books that are compatible with oral English. Encouraging teachers to carefully select books for beginner ELLs is simply not enough. We need to teach teachers about selecting books and provide them with lists of books organized into useful categories. Several factors work in combination to make a book an effective tool for inviting ELLs to use oral English (Lado & Daly, 2004). These factors include interest, difficulty of comprehension and suitability for oral teaching strategies. Unfortunately most book lists or annotated bibliographies lack this type of information about books (Smallwood, 2002). The workshop begins with a review of criteria for selecting literature and makes distinctions between oral style and narrative style writing. The features which constitute "orality" in written communication are described with examples of from toddler and college books, electronic communication and in indigenous fiction (Chafe, 1981). Next, I focus on children's literature. The audience will participate in an analysis of the oral features of exemplary children's books. I conclude with short demonstrations of simple "oral style" books with oral TEFL strategies. The audience will participate in selecting a teaching strategy for each book and in joining the presenter in chanting, TPR, and LEA (Rigg, 1981; Polette, 2005). The handout includes a bibliography of references, a list of "oral features", a list of books matched to oral strategies.