Académique Documents
Professionnel Documents
Culture Documents
Note: The Content Connections described below are intended to give ideas
and/or suggestions for utilizing this activity in other subject areas.
Content Connections
Math: Read procedure for activity. This can be adapted to current math benchmarks.
For example, if teaching about appropriate units of measure, consider a language
experience story based on a recipe.
Science:
Social Studies:
LANGUAGE EXPERIENCE APPROACH for ESOL*
Background
Origins of LEA. The Language Experience Approach (LEA) originated as a tool for
Maori-speaking (New Zealanders of Polynesian-Melanesian descent) (Ashton-Warner, 1963)
and native-English-speaking children (Spache & Spache, 1964; Stauffer, 1965). LEA has had a
successful history with learners of all ages, from early childhood through adult learners,
including those adults who enter ESL programs with limited previous educational or literacy
experiences. LEA originated as a way to engage second language readers (even reluctant
and/or struggling readers) to use language.
LEA with ESL Learners. ESL teachers began to use LEA successfully in the 1970’s
with bilingual students who were not remedial or struggling readers. They were fully literate and
skilled in the native language. Perhaps because of native literacy, LEA served as a bridge to
literacy in the new language. LEA proved effective in helping students break the literacy code of
the new language. By the 1980’s, Krashen and Terrell (1983) suggested two criteria for
appropriate reading materials ESL learners: First, reading materials must interest the reader,
and second, they must be comprehensible in terms of complexity. The Language Experience
Approach meets both criteria. It produces student-generated (dictated) texts at a level of
complexity determined by the student’s own language, and that are interesting to the student
because they relate directly to the student’s own experience and personal interests. With
second language learners, it is often difficult to match language proficiency level and age
appropriate interest level to the individual student. LEA resolves both issues of these issues as
well. LEA relies on the wealth of prior life experiences (prior knowledge) or current learning
experiences. A teacher, tutor, assistant, or student peer “takes dictation” by writing down what
the student says in the student’s own words. The key to the success of LEA with second
language learners is that language is elicited in a meaningful context, with both input and output
being comprehensible. In addition, LEA makes the reading and writing connection in meaningful
a context.
LEA can be Planned or Spontaneous. LEA is perfect for the unplanned “teaching
moment” that arises, such as a hurricane, accidentally mixing colors together, an imaginative
student comment, a conflict at lunch in the cafeteria, or any event that creates or captures the
interest of the student or the student’s imagination. Likewise, LEA works well before or after a
field trip, a science experiment, as a math journal entry explaining how we solved the problem,
or any other planned learning experience. Whether planned or spontaneous, the language
comes from the students, with the teacher’s supportive questioning facilitating the dictation.
Just “Talk Written Down”. The language experience approach (LEA) is fun and
engaging as well as instructive. It is the most basic way for the student to connect the fact that
words on a paper are really “just talk written down”. LEA creates a natural bridge between
spoken language and written language. It is particularly effective for developing reading and
writing skills in a non-threatening way. LEA integrates the four language domains, listening,
speaking, reading, and writing through the student’s prior knowledge and experiences. The leap
from spoken language to written language, does not fit the traditional language class paradigm,
and appears to some educators as unstructured and unconventional. However, most language
arts programs assume the student has sufficient oral and aural (auditory) language to jump right
into reading. This assumption is a weak one in the case of beginning second language learners.
In conventional programs, writing usually follows reading. In LEA, writing begins immediately,
fully integrated with reading, listening, and speaking. For a second language learner, starting
with speaking and taking it directly to print makes a solid connection between oral language and
academic language.
LANGUAGE EXPERIENCE APPROACH Background (Continued on next page)
LANGUAGE EXPERIENCE APPROACH (LEA) (Continued)
BASIC ASSUMPTIONS
There is no strict formula for success of LEA, but there are some assumptions that provide a
sound rationale for use of LEA with new language learners.
BASIC ASSUMPTION #1
LEA literacy instruction starts with the learner’s personal experience (prior knowledge)
Capitalizing on Student Assets. In LEA, the organization of the lesson and its activities
center on the personal experience of the language learner. The child who traveled by foot, by
boat or by plane to a new country, and experienced a new culture and language for the first time
is quite different from a child whose experiences have been confined to the security and
familiarity of a neighborhood, school, and family. Nevertheless, both have rich experiences to
share and capitalize upon in the learning process. The student’s personal experience in the
context of his/her own personal language is easier to remember and understand than someone
else’s language and experience. Language experience approach LEA makes reading and
writing accessible to every individual.
BASIC ASSUMPTION #2
Effective new language learning integrates listening, speaking, reading, and writing
Oral Language and Literacy on Parallel Tracks: For second language learners,
integration of the four domains of language is essential for developing both oral proficiency and
literacy. Because LEA uses listening and speaking in every aspect of learning, it is ideal for
English language learners (ELLs). Both speaking and writing communicate meaning to others,
and communicating meaning is the goal of every new language learner. Implicit in the oral
dictation process is listening with understanding, and it is the natural inclination of a learner to
want to read his/her own dictated script or text. LEA provides multiple opportunities to integrate
the four domains. Recommended LEA activities for the four skills include book talks, dictating
stories, peer discussions, responding to literature, and shared writing. In addition, students have
opportunities to listen to first-hand accounts of what others read and writes about.
Self-directed Learning. Allowing students to read what they want and to share what
they read about creates a new dynamic where students become empowered as learners. A
natural learning dynamic automatically evolves, whereby students broaden their interests, add
variety to their own reading choices and thus their LEA writing choices, and begin to integrate
oral language (listening and speaking) with other subject material such as art, literature,
reading, writing, science, social studies, math, and more. The enthusiasm of the self-directed
learner is contagious, and students become their own teachers. In addition, student generated
text makes every student a writer. The more the students read, think, and share, the more they
emulate writing conventions, vocabulary, and writing style in their dictated text.
Academic Language Learning. The second language learner in today’s academic
environment must gain proficiency in listening, speaking, reading, and writing as quickly as
possible to meet grade level academic standards. LEA in the beginning stages of new language
acquisition brings the cognitive piece into place (prior experience and meaningful context) so
that the student only needs to break the new language code to express what he/she already
knows. LEA makes the speech-print connection, providing time and opportunity to develop a
level of language proficiency and confidence in manipulating the language. In addition, at the
beginning level, LEA becomes a tool for connecting language labels to new concepts in print
and speech, which is the expectation and context of the academic environment.
LANGUAGE EXPERIENCE APPROACH Basic Assumptions (Continued on next page)
LANGUAGE EXPERIENCE APPROACH (LEA) BASIC ASSUMPTIONS (Continued)
BASIC ASSUMPTION #3
LEA shortens the distance between spoken language and written language by using the
learner’s personal experiences.
LEA V. Basal Reading Programs. Conventional ESL approaches start with developing
speaking (oral production) and listening comprehension, transitioning later into reading, and
eventually into writing. LEA doe not postpone writing, but makes writing a critical first step in the
language learning process. The learner takes what he/she learns from speech directly into print.
This leap from speech to print is only possible under the right circumstances –content is familiar,
is based on student’s experience, and is in a meaningful context.
Words, phrases, and sentences that describe the student’s personal experiences
provide a supportive leaning context, whereas reading text written by someone else may not
motivate or validate the learner. How the student feels about (affective), his/her own learning
ultimately can expedite learning. LEA validates the reader by using his/her words and ideas
from speech, moving directly to reading and writing. The student has ownership of the learning
process, and personal knowledge is valued, reinforced, and amplified. In addition, LEA
encourages success, autonomy, research, and discovery. Students tend to replicate successful
learning experiences if provided opportunities. For the new language learner, adding to his/her
repertoire in the new language improves proficiency and empowers individual leaning.
An Additive Approach to Second Language Literacy. LEA starts with a familiar
context, what the student knows (knowledge plus experience). For the second language learner,
the teacher facilitates, adds to, or at times provides the language and language structures
necessary to express that knowledge and experience. A text is created, and literacy has begun.
The starting point and focus is accepting and valuing what the student brings to the table. This
is diametrically opposed to conventional thinking that diagnoses the student’s “deficit” and
presents a basal reading text (generally below grade level) as a solution. LEA is not deficit
instruction or remediation. It is an additive approach to learning literacy.
BASIC ASSUMPTION #4
Language is for making meaning. Therefore, meaningful use and purposeful practice
result in effective language teaching and learning.
In the process of acquiring language, students learn strategies and structures to express
ideas. LEA transposes student ideas to print for reading and writing literacy, while at the same
time convening three critical aspects of learning, language skills, learning strategies, and
thinking skills. Students develop strategies and skills for communicating their ideas in speech
and in print. They generate richer learning opportunities as they make choices about themes,
topics, and reading selections for discussion and sharing. Richer learning experiences produce
better thinkers. LEA activities offer many opportunities to practice what students have learned
and take risks with their language. Students have power over learning and power over language
as they probe their own thinking and the thinking of others. Probing language for meaning is
essential in LEA.
LANGUAGE EXPERIENCE APPROACH Basic Assumptions (Continued on next page)
LANGUAGE EXPERIENCE APPROACH (LEA) BASIC ASSUMPTIONS (Continued)
BASIC ASSUMPTION #5
Writing is most easily learned when instruction is concurrent with reading acquisition.
Speech to Print to Independent Writing: The LEA process incorporates writing as
dictation in the initial stages. Dictation is the forerunner of writing independently, and is also a
form of oral composition. In LEA, the student’s oral composition becomes his/her first reading
book. The next step after oral composition is independent writing, when the student ventures to
write what he/she knows. Writing Time: Writing time of no fewer than 30 minutes daily can
begin before formal writing is acquired by encouraging students to illustrate their stories that the
teacher or facilitator labels. Instruction and support in the writing process through a daily writing
workshop develop strong writers. For second language learners, daily writing provides essential
practice and rehearsal to develop their oral vocabulary, reading comprehension, spelling, and
word recognition.
Mechanics, spelling, handwriting, and punctuation: The traditional concerns of
handwriting and writing conventions such as punctuation, spelling, and mechanics may seem
unmanageable or unwieldy to the average teacher. However, through the process of drafting,
revising, and editing their work to a final draft, students learn to proofread their own work. LEA
recommends systematic spelling instruction and direct instruction on the writing process along
with handwriting coaching until students reach proficiency. During the dictation process, the
teacher or facilitator models these conventions to reinforce direct instruction. Further, the
dictation process reveals which mini-lessons the teacher will plan for by analyzing student
writing. For veteran students of LEA, the mini-lesson can be folded into a group dictation to
provide a meaningful context for learning specific conventions or structures.
Writing conventions, self-correction & student autonomy. Initially, the conventions
of writing are not the focus, even though they need refinement. Inaccuracies are accepted only
on the condition that the student has many opportunities to correct, rehearse, and refine his/her
language. Once the student feels safe and accepted, the teacher may model corrections during
the dictation process. Which approach the teacher uses depends very much on rapport between
teacher and student, and the stage of language development of the student. Most LEA teachers
will make very few if any corrections during the initial dictation process. Correction during
dictation generally interrupts the flow of student ideas and speech and causes the student(s) to
be less willing to speak or share ideas for fear of making errors. In addition, during group
dictations, peer- correction and self-correction occur as a natural process of learning within a
trusting community of learners. In addition, this is a good time for students to consult word walls,
word banks, dictionaries, thesauruses, grammar charts, and other essential resources in the
classroom. Remember, student autonomy is the goal. During the read-back of a LEA dictation
(script, text) many students will self-correct and inquire or probe to find their own errors. The
context of the read-aloud (oral reading) is a safe place to begin learning the important skill of
self-correction.
LANGUAGE EXPERIENCE APPROACH Basic Assumptions (Continued on next page)
LANGUAGE EXPERIENCE APPROACH (LEA) BASIC ASSUMPTIONS (Continued)
BASIC ASSUMPTION #6
Students learn sight vocabulary from their own dictated accounts, increasing word
recognition.
Reading Comprehension & Word Recognition: The word recognition and sight
vocabulary critical for reading comprehension evolve from LEA student-generated texts.
Reading with fluency requires starting with a basic sight vocabulary until the student masters
key words (recognition). Creating word walls or individual and group word banks are vital to
building sight vocabulary and word recognition. When students read aloud from their dictated
LEA texts, they should make word cards, choosing only the words they recognize to add to the
word bank. Word study activities must start as soon as students have sight words. Creating
word banks to store newly acquired words gives students some independence to create new
communications either independently or in small groups. The word banks represent the
repertoire of possibilities for larger communication in the new language.
Specific direct instruction: To improve reading comprehension direct instruction is vital
for second language learners who need additional time with vocabulary and language
structures. Systematic practice and rehearsal of vocabulary and structures make them less of
an obstacle to reading comprehension. Direct reading instruction promotes higher level thinking
as well as academic vocabulary and concepts.
Word recognition activities: Until students achieve word recognition fluency, specific
word recognition activities should comprise 20 to 25 minutes a day. Sight words are learned
through language experience accounts, and are a starting point that provides meaningful
context for English language learners. More importantly, language experience accounts provide
invaluable practice in auditory and visual discrimination using the dictated text and words from
the text. Word study activities teach students how to categorize words by sound, meaning,
structural pattern, or other word features.
BASIC ASSUMPTION #7
Use of literature motivates learners and provides models for learning the new language.
Literature and building academic language: Literature and an environment rich with
books, poetry, expository, narrative, and nonfiction writings, are critical to producing good
writers. Literature relating to a large variety of subject matter is important, because students
need maximum exposure to academic language of science, the arts, history, etc. In addition,
literature models the way that schools want children to write. The saying, “A good reader is a
good writer”, is not a cliché. Books must be available in classroom, libraries, and at home for
students to explore, enjoy, discover, learn, and emulate.
Literature-based individualized reading: LEA is a literature-based individualized
reading program that prefers that students self-select books as primary reading material.
Children read at their own pace, record what they read, write about what they read, and share
what they read in groups using projects, discussions, conferences, role-plays, and read-aloud
activities. The group monitors reading comprehension, and the teacher monitors comprehension
through the individual LEA conferencing/dictation process. Reading materials include any print
materials a child prefers and selects, including stories, magazines, newspapers, flyers,
brochures, etc. Basal reading programs are philosophically incompatible with LEA in general,
but often fill a critical need when multiple copies of a piece of literature (stories, poems, etc.) are
needed for the group LEA process. Students, however, must make the reading selections.
LANGUAGE EXPERIENCE APPROACH (Continued on next page)
LANGUAGE EXPERIENCE APPROACH(Continued)
PROCEDURES& PRACTICES
Getting Started
Flexibility: LEA is flexible enough to use successfully with individuals or groups of ESOL
students. Different levels and variations include: ELLs at differing levels of language proficiency
and/or literacy; ELLs at the beginning to intermediate oral and literacy levels of proficiency;
Emergent elementary ELLs, young adults, or adults with limited formal education; Individual,
small group or large group; Principal instruction, Introductory, closing or follow-up activity.
Individual LEA. Basic LEA (the original LEA) is a transcription of an individual student’s
personal experience. The teacher, aide, or more proficient student peer with a student who can
see his/her words being written. A conversation begins, prompted by a picture, reading text, or
an event that the student selects for interest. The student gives an oral account of a personal
experience related to that topic. The transcriber helps the learner express, expand, or focus the
account by asking questions. Group LEA. A small or large group of students may dictate a
language experience story together, taking turns and each having an equal input. A planned or
“staged” experience motivates students to discuss and then dictate an account of the
experience. A natural account of learning experiences such as an experiment, math problem, or
interesting reading can be the source or stimulus for LEA.
Engaging the Students
Procedures to engage students: Select a topic that the student/group enjoys (television show,
music, sports, a recent experience), or whatever interests the student/group the most. Begin a
conversation, asking the student/group to talk about it. It is very important to allow each student
to talk in his/her own way, a way that is individually comfortable. If the topic is related to a
lesson, unit, or reading, find the area that engages the student or that the student finds
interesting or connected to something the student knows (prior knowledge). Individual language
experience stories or accounts are very personal and may be the only opportunity an individual
student had to express his/her ideas. It is very important to use the individual LEA approach
regularly for this reason. For a group experience, students select a common experience that
they enjoyed. During an experience that takes place within the classroom, the teacher can
narrate it as it unfolds, repeating key words and phrases. Other ideas for “staging” an engaging
experience include:
• Summarizing/retelling a favorite story students know (have heard, viewed, or read)
• Cooking (recording the recipe), other food experiences (describing the feast)
• Growing vegetables or flowers in the classroom, describing science experiments, math
processes, other things the class has done or made (make "How To” Charts)
• Field trips (planning before and debriefing after), make lists of things to bring, trip rules,
making maps, describing the experience, etc.
• Making a news report or memory record of a cultural event or visitor to class, making
cards, thank you notes, get well cards, holiday cards, etc
Integrating, drama, music and the Arts (Personal Expression): Opportunities to use art,
music, and drama projects for connecting reading, writing, speaking, listening, and viewing
round out the language arts experience. In fact, art, music, and drama, etc. are excellent
vehicles for students to express ideas, and acquire the more abstract language of new ideas
about the world. Art, music, and drama provide concrete ways to use one’s senses in new
experiences. At the same time, the use of the arts (clay, paint, fabric, dance, drama, vocals, etc)
provides opportunities for thinking and viewing as the primary functions, with writing, reading,
talking, and listening flowing as secondary functions to the first substantive artistic expressions.
LANGUAGE EXPERIENCE APPROACH PROCEDURES & PRACTICES (Continued next page)
LANGUAGE EXPERIENCE APPROACH PROCEDURES AND PRACTICES (Cont’d)
Discussing the Experience
Every learner’s ideas must be included in the dictation process. Preserve as many ideas as
possible. In a group LEA, be sure that students know that everyone will help “write”, and
discourage too much participation from the usual zealots. The teacher will ask questions to
encourage, stimulate, clarify, and focus student ideas. With individual accounts, asking “wh-
questions” will facilitate a good discussion and encourage more ideas. (Examples: Who was
there? When did this happen? What did we do first?)
Demonstrating Print Concepts
The teacher demonstrates many print concepts during transcription, not the least of which is
matching what the students say with its written form. The teacher draws attention to these
important print concepts by making side comments to herself/himself, such as, “capital letter at
the beginning of the sentence, period at the end, indent for a new topic paragraph, comma for a
pause here“, etc. Be sure that the chart paper, whiteboard, blackboard, flip chart, or overhead
transparency is positioned so that it is visible to all students during the transcription process.
In the Student’s Own Words
As the student talks, carefully write down the experience, ideas, or story in the student’s own
words. If the student says, “go” instead of “going”, do not make corrections, but write exactly
what the student says. Remember that this is the moment for the student to shine, not to make
corrections, interrupting the train of thought and enthusiasm. Let the student express his/her
own thoughts in his/her own way. There is always an opportunity to go back and make changes.
With a group, learners may correct themselves or each other as they work together. Formal
correction can be done later, as part of the revising and editing stages. With beginning students,
written compositions may be very simple (just a sentence or two), if this represents their level of
English proficiency. Length is not significant. Use printed letters, not cursive handwriting.
Developing a Written Account
The most important aspect of recording is using the student’s own words, keeping the match
between what they say and what you write. Use student names as much as possible to make
strong connections to student ownership of the ideas and the writing. It is important that
students remain engaged with the process. If students lose interest, stop, and return later in the
day, the following day, or as soon as you can. Participation of every student is a main objective.
When working with a large group, if the teacher cannot record a statement from every student,
keep track and return to those students to finish the story later. Be sure to include everyone.
How to use the Dictation: Dictation has three stages: recording the account, rereading the
account, and drawing words from the account for reading instruction. A dictation from a group of
7-9 students (or an individual) provides the first reading material or text. Group dictation
provides the opportunity for students to talk about experiences and learn how to reread dictated
material. Individual dictations are easier when the procedures are familiar, already modeled in
the group. Initially, students may need prompts (class trip, reading prompt, etc.) to provide a
dictated account. With practice, students look forward to telling their experiences. After students
become fluent readers, the teacher gradually phases out dictation.
Reading the Written Account
When the student has finished the description or narration, review the script by reading it aloud
together. If the student is a new reader, let him/her do the best he/she can to read along with
you. Most students are eager to read back their own words (even the difficult words) because
they “own” the words. Remember to use oral reading of the script frequently throughout the unit
to promote rethinking and revision and to reinforce student ownership.
LANGUAGE EXPERIENCE APPROACH PROCEDURES & PRACTICES (Continued next page)
LANGUAGE EXPERIENCE APPROACH PROCEDURES & PRACTICES (Continued)
LEA is the Student’s Creation
Sharing and Publishing: The LEA record is very important and personal to the
individual student, and teachers should treat it as such. Encourage the student/group to
illustrate the script, and compile it into the form of a book or publication (staple it, glue it,
keyboard it and print it, bind it, copy and distribute it, etc.).
The written product from student dictation can take many different forms. A class
publication with LEA writings by each student (chosen by the student) can be reproduced and
shared with other classes or reproduced and carried home as a special parent gift. Make an
illustrated chart, a Big Book, or a bulletin board. Attach book rings to a hanger, and attach the
language experience charts to the book rings (a skirt hanger will work). The hanger can be hung
anywhere in the room. Another idea is to make a class album with photos of the experience and
student dictated captions. Students may illustrate the experience first, and dictate text for each
picture. Language experience approach works for any age and grade, and the way to
acknowledge individual student accounts or scripts as the student’s creation may vary. Every
person, younger students to adults, likes to see his/her work published and illustrated.
A key (if not essential) component of LEA is the publication and oral sharing (oral
reading and recounting) of student writing. Sharing and publishing experiences, such as book
making, author’s chair forums, book talks, are exciting and personal experiences, especially for
English language learners. It is at the publication and sharing stages that the confidence that
comes from ownership and rehearsal emerges to take a bow. When the student as author takes
the author’s chair to answer questions and share the accomplishment of a “published writer”,
every student experiences the success.
LEA Scripts with Journal Writing: Beginning level proficiency students may have
someone transcribe their ideas in English, or they may write in another language. Later, they
begin to write on their own with some assistance, and finally without help. Spelling, form and
content are of no import unless the student chooses to use a journal entry later in a formal
writing at which time corrections and revisions can be made. The more students write, the better
the writers they become. Let them make mistakes, and enjoy writing instead of being fearful of
making mistakes or getting a poor grade. Either do not grade journals, or grade them based on
completion, effort, or content, never based on writing conventions. It will all work out in the end.
Combine LEA scripts with journal writing, including dialogue journals, classwork journals, or
take-home journals. In dialogue journals someone responds to what the student writes (i.e.
teacher, peer). In classwork journals, the student saves his/her daily work, comments, and ideas
to write about at a future time. In take-home journals the student writes things he/she sees or
hears, things learned, new ideas; or an unanswered question the lesson, a book, or the school.
(Examples: math journal entry telling how I solved a problem; three sentences each day for one
week about what happened in the cafeteria at lunch; what I learned and liked about an activity;
free writing to express what’s on my mind; a list of things I saw on my way to school; etc.).
Extending the Language Experience
Once the script or text has been generated, language and literacy opportunities are many and
varied based on the written text. A main purpose of LEA is to provide meaningful texts for
students to read with others or alone. Therefore, the record of the experience should be
mounted in a prominent location for reference and review beyond the end of the unit. If done on
chart paper, a “big book” can be created. In addition, teachers should make a copy of the record
to photocopy for students to take-home and read to their families, for independent and “buddy”
reading, and for students to illustrate and personalize. Here are some ideas for extending the
text and adapting the text to a variety of ages and language proficiency levels.
LANGUAGE EXPERIENCE APPROACH PROCEDURES & PRACTICES (Continued next page)
LANGUAGE EXPERIENCE APPROACH PROCEDURES & PRACTICES (Continued)
LEA Activities for Beginning – Intermediate English Language Learners
• Read the story aloud with transcriber (and/or group)
• Identify favorite words, “best” words, easiest words, hardest words, etc.
• Classify words and create a class word wall or individual student word banks organized by
story, by theme, alphabet, or other categories (individual students create their own “word
bank” notebooks with dividers, or individual file boxes with note cards)
• Copy the story
• Dictate story sentences for student to write
• Match words from the story with definitions or pictures
• Fill in the blank activity with or without a story word bank
• Create vocabulary games such as concentration, wrong word, jeopardy, etc.
• Create a Cloze exercise by deleting every nth word (4th, 5th, 13th, etc)
• Scramble and unscramble words or phrases and place in correct order
• Scramble and unscramble sentences (cut into strips) placing in correct sequence
• Scramble and unscramble words within each sentence and place in correct order
• Identify story words to teach sound-symbol correspondence, vocabulary, idioms, spelling, etc.
• Identify story words to teach grammar points or structures (Examples: verb tense, pronoun
referents, word order-subject/verb/object, adjectives, adverbs, transition words, etc.)
• Provide key words only and have students write the story again (It will differ from original)
Additional LEA Activities for Intermediate-Advanced English Language Learners
• Write a list of questions about the story. (“Wh- questions, etc.) for classmates to answer
• Write true and false statements about the story.
• Draw conclusions and make generalizations from the story
• Find cause-effect relationships in the story
• Create vocabulary games for the story (jeopardy, etc.)
• Write a critique of the story
• Write on the same topic in a different format such as, speech, recipe, newspaper article,
poem, letter, memo, etc.
• Write individual versions of a group-produced story on the same topic, similar but
personalized
• Read-around groups for editing and revising of individual stories
• Prepare stories for publication after editing and revising
• Find books or other research related to the topic and write about it
More Elementary shared reading ideas:
• Use the story script to develop concepts of "word" and "sentence", left to right progression,
story words for sound-symbol correspondence, etc.
• Do sentence matching-Make large sentence strips for sentence matching-children find
their sentence strip in the reading and place it over its match on the large chart paper story
script (use as a choice during center time)
• Sequence words in sentences-Cut up a story sentence into individual words from a
sentence and reassemble the sentence in pairs, small groups, or individually (use as a
choice during center time)
• Use the pointer to lead the class/group in rereading the story or individual sentence by
playing the role of teacher-point out words they know, etc. (Save scripts for year-long
review and practice)
LANGUAGE EXPERIENCE APPROACH PROCEDURES & PRACTICES (Continued next page)
LANGUAGE EXPERIENCE APPROACH PROCEDURES AND PRACTICES (Continued)
EXAMPLES OF LEA
Sample LEA Lesson (Elementary-Middle-High-Adult):
1. (Dictation) Write the title of the story (or topic) at the top of the chart paper/board. Guide
each student to dictate a sentence. Write each sentence on the chart paper/board, using
the student’s exact words. Students read the sentences aloud and in unison with the
teacher.
2. (Sentence matching) Write a sentence strip (teacher or students) for each sentence on
the chart paper/board. Pass out the sentence strips. Students match their sentence with
the sentence on the chart.
3. (Sentence Puzzle) Students cut each sentence strip between the words to separate
them. Put the pieces (words) for each sentence in a different plastic bag. Hand each
student a bag. Shake the bag to mix up the words. Open the bag and put the words in
correct order to make the sentence. (Use a desk, the board, wall, or a pocket chart to
reconstruct the sentence with its words) Students read their sentences aloud.
Additional Variations:
1. Word/letter recognition: Students count the number of words in their sentence; count
words with letter “s” in them, count the nouns (person, place, thing, idea); count the
words that describe; etc. n
2. Writing conventions: Students identify what kind of letter their sentence begins with
(Capital letter); Students identify what is at the end of the sentence (end punctuation-
period, question mark, etc)
More LEA Practice Activities:
1. Familiar songs, nursery rhymes, chants, poems-write a language experience chart
2. Class Special Events: Each student dictates what he/she enjoyed about the event
3. Field Trips: Students recall experiences in sequential order
4. Story Recall: Students recall the events of a story in sequential order
5. Group K-W-L: When starting a new unit or topic of study, ask children what they Know
about the topic and what they Want to learn about the topic. As they Learn new
information, add it to the chart using dictation.
6. Daily News: At the end of each day, students dictated what happened and their
comments
7. Sentence Completion: Teacher begins a thought (sentence) at the top of the chart
paper, and each student completes that sentence the way he/she wishes. (Write student
name after his/her completion) (Examples: I like to read _____. I like recess because
_____. My favorite class is _____ because _____.)
*References for Language Experience Approach:
Early Literacy: A Resource for Teachers. (1992). Saskatchewan Education. From:
http://www.sasked.gov.sk.ca/docs/ela/e_literacy/language.html
In Their Own Words: The Language Experience Approach. 2004. From:
http://www.literacyconnections.com/InTheirOwnWords.html
National Center for ESL Literacy Digest. (1992). From :
http://www.cal.org/ncle/DIGESTS/LANG_EXPER.HTML