1. Service Learning Literacy Strategies: ELLs in Elementary Education Kerry Purmensky, PhD University of Central Florida Shawn Pollgreen, MATESOL University of Central Florida Carine Strebel Halpern Doctoral Student University of Central Florida TESOL Saturday, March 24 10:30 AM - 11:15 AM

2. 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

3. 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/

4. 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

5. Service Learning: Why it works

6. 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.

7. 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

8. 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

9. Service Learning: Why it works

10. 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.

11. 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.

12. 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.