Service Learning Literacy Strategies: ELLs in Elementary Education Kerry Purmensky, PhD University of Central Florida Shawn Pollgreen, MATESOL 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.