Service Learning Literacy Strategies: ELLs in Elementary Education Kerry Purmensky, PhD University...
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Transcript of Service Learning Literacy Strategies: ELLs in Elementary Education Kerry Purmensky, PhD University...
Service Learning Literacy Strategies:ELLs in Elementary Education
Kerry Purmensky, PhDUniversity of Central Florida
Shawn Pollgreen, MATESOLUniversity of Central Florida
Carine Strebel HalpernDoctoral Student
University of Central Florida
TESOL Saturday, March 24 10:30 AM - 11:15 AM
Service Learning: Why?
In a linguistics class for preservice teachers, we wanted to foster:
Better understanding of linguistic concepts
Practical application of coursework
Better connections with ELLs
Connections to schools and the community
Service Learning: What is it?
Reciprocity - The service and learning must be worthwhile for both the student and the community.
Reflection - Intentional, systematic reflection of the experience
must take place in order to thoughtfully connect the Service-Learning experience with the assigned curriculum. Reflection is what transforms experiences into learning.
Development - Service-Learning occurs in different stages: servicing to enabling to empowering; observation to experience to leadership.
Meaningful Service - Service tasks need to be worthwhile and challenging in order to strengthen students' critical thinking while fostering civic responsibility.
Diversity - A priority is placed on involving a broad cross-section of students working in a diverse setting and with a diverse population within the community.
http://www.servicelearning.ucf.edu/
Service Learning: How?
Apply to UCF to recognize course as a sanctioned SL class; design syllabus accordingly
Decide to focus on literacy Connect with local Educational Foundation Match students 1-1 with ELLs in elementary
schools Provide materials and support Create reflections based on ESOL Standards and
Course objectives Implement evaluations of students and for schools Set up research opportunities Apply for and receive grant to expand to other
counties Increase opportunities for self-placement
Service Learning: Why it works
Service Learning: Where?
Spring 2007: 342 students placed in over 45 schools in ten counties.
Students have developed numerous strategies to work with their students either 1-1 or in small groups.
Students share these strategies through online discussion boards, weekly reflections, and final presentations.
Service Learning: Activities
Phonemic Awareness Minimal Pair BINGO Treasure Hunt
Vocabulary Building Found Poems Flip Chute
Decoding/Chunking Noise Maker Alphabet Book Roots of Language
Service Learning: Why it works
Mentors
Practice linguistic concepts
Practice classroom techniques
Develop empathy and understanding of ELLs’ culture and language
Mentees
Develop linguistic strategies
Develop reading skills
Develop social skills, confidence, and classroom skills
Service Learning: Why it works
Before Service Learning
ELLs: did not know letters very well. never looked at the words while
reading, only the pictures. had trouble with sounds. did not know basic sight words. did not ask for help. had no confidence.
At End of Service Learning
ELLs: know all the letters. point to words as they read them
and use the pictures less. know sounds and are getting used
to two sounds together. ask for help. are more confident.
Service Learning: Aftermath
Students and schools reported that the ELL mentees:
were speaking in the classroom for the first time.
had better attendance in school. showed increased confidence in
school work and in social interaction. demonstrated increased reading
scores and FCAT scores.