Service Learning Literacy Strategies: ELLs in Elementary Education

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Service Learning Literacy StrategiesELLs in
Elementary Education

• Kerry Purmensky, PhDUniversity of Central
  FloridaShawn Pollgreen, MATESOLUniversity of
  Central FloridaCarine Strebel Halpern
• Doctoral Student University of Central Florida
• TESOL Saturday, March 24    1030 AM - 1115 AM

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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

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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/

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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

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Service Learning Why it works
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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.

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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

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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

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Service Learning Why it works
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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.

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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.

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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.