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TRANSCRIPT
Electronic Community of Practice
Webinar
Facilitated by Jayme Adelson-Goldstein
January 27, 2012
Why LEA?
Underlying Principles
Procedures
A Look at 4 LEA tasks
Community Garden!
What did we do first?
Why LEA?
RELEVANT
MEANING-BASED
NEEDS-BASED, FORM- FOCUSED PRACTICE
Increasing Students’ Communication Skills Using LEA in the ML ESL Class
Why LEA?
ADAPTABLE
FLEXIBLE
EASILY INTEGRATED INTO TBI and PBL
No teacher. Teacher sick. New teacher. New teacher no good. Page 35. Page 36. Page 37. Page 38. Page 39. Page 40. Page 41. Page 42.
The end.
Based on a story told to Jean Owensby by her literacy and beginning-level learners.
Increasing Students’ Communication Skills Using LEA in the ML ESL Class
LEA’s Roots: A Literacy Development Technique
Words describing personal experiences provide a context of maximum support; words written by someone else may not.
Ronald L. Cramer, PhD. Principles and Practice of Language Experience
Literacy Connections: http://www.literacyconnections.com/Cramer.php
Increasing Students’ Communication Skills Using LEA in the ML ESL Class
LEA’s Underlying Principles
Write what what students say
Elicit the narrative
Provide opportunities to edit
Provide a common experience
Use the students’ work as the basis for reading skill development
Increasing Students’ Communication Skills Using LEA in the ML ESL Class
LEA’s Underlying Principles
Making Mint Tea Take out the cup. Take out the tea bag. In the cup. Take a spoon. Stir. Drink the tea. It’s hot. Wait.
Increasing Students’ Communication Skills Using LEA in the ML ESL Class
from Teacher Training though Video © 1992 Longman Publishing Group
LEA’s Underlying Principles
Making Mint Tea Take out the cup. Take out the tea bag. In the cup. Take a spoon. Stir. Drink the tea. It’s hot. Wait.
Increasing Students’ Communication Skills Using LEA in the ML ESL Class
from Teacher Training though Video © 1992 Longman Publishing Group
Making Mint Tea Stir. Wait. Take out the cup. Drink the tea. In the cup. Take out the tea bag. Take a spoon. It’s hot.
LEA and ML
Eliciting questions can be leveled.
Storytelling challenges HL and LL
Whole class can experience the picture/event.
Interaction and negotiation of meaning builds communication skills
Increasing Students’ Communication Skills Using LEA in the ML ESL Class
Opportunities for leveled, form-focused practice
Picture-Based LEA
Whole Class
Increasing Students’ Communication Skills Using LEA in the ML ESL Class
Tell me the story of this picture.
Increasing Students’ Communication Skills Using LEA in the ML ESL Class
Pick a picture with lots of story potential, explicit or implied.
Increasing Students’ Communication Skills Using LEA in the ML ESL Class
Pick a picture with lots of story potential, explicit or implied.
Increasing Students’ Communication Skills Using LEA in the ML ESL Class
Emergency!
Copyright 2001 Kate SingletonCreated by Kate Singleton Fairfax County (Virginia) Public Schools
Picture sequences are also very effective
Picture-Based LEA
Small Group
Pairs
Increasing Students’ Communication Skills Using LEA in the ML ESL Class
Tell me the story of this picture.
A family from China.
Project-Based LEA
Whole Class
Cross-ability
Like-ability
Increasing Students’ Communication Skills Using LEA in the ML ESL Class
Best Bank Hotel Carlos
Center Park
Fire Station#2
Project-Based LEA
Student Drawings for LEA
Pair Work
Small Group Work
Increasing Students’ Communication Skills Using LEA in the ML ESL Class
LEA Learner Outcomes
WHICH YIELDS
Expanded Vocabulary
Control of sequencing language
Increased control of Grammar structures
Interpersonal language development
IN THE PROCESS OF GROUP STORYTELLING…
vocabulary gaps become evident
sequencing is essential
editing increases clarity
turn taking, consensus building. clarification, etc., are important