The Language Experience Approach for Literacy



your jobs as a tutor is to help your student relate the skills of reading and writing to his own life this isn't always easy when his reading material consists of stories and passages that were written by other people and that reflect their thinking and experiences sometimes their experiences or ways of expressing themselves are quite different from those of the student reading can come alive for that student only when he realizes that it can reflect his experiences too every student needs to learn that he can think about many things what he can think about he can talk about with others what he can talk about he can write about and what he can write he can read and so can others notice the steps in the process can you relate it real well to Karla in the last door lesson that we had do you know of anyone that's a single parent raising children yes I do who me oh well tell me about your kids well I got two kids four and six and I mean I do everything I can with those guys that's really funny I tried to influence my son up coming with me and steady going with his mother one day mm-hmm his brother had fine Ken tells Mary about something that happened to him well it's trying to get some of this down on paper I'll write it out and you'll have to go kind of slow though okay okay so how would you like to start it okay I try to influence my son in two coming with me Mary then reads the story back to Ken for Corrections okay now I'm gonna read this back to you and then you'll let me know if there if I have everything on your correctly and then at that time then we can change it if I have something wrong here okay okay I try to influence my son into coming with me but he said no I'm going with mommy I told him that he was going to be bored but I couldn't influence him to come with me does that all sound right okay now Mary reads the story again read one sentence at a time and Ken reads each sentence after her I tried to influence my son into coming with me but he said no I'm going with mommy I tried to influence my son into going coming with me but he said no I'm going with mommy I told him that he was going to be bored but I couldn't influence him to come with me I told him that he was going to be bored but I told me then Mary asks Ken to read the whole story aloud I tried to influence my son into coming with me but I but he said no I'm going with money I told him that he was going to be bored but I couldn't influence him to come with me you see how quickly can learn to recognize words that he hadn't studied before that's because they're his own words Mary knows that there are many other ways that she can use his story let's watch her use it now to ensure that Ken can read those words in other places now are there any words on here that you'd like to study more dan boards okay now why don't you underline that for me okay any others tried okay okay looks good now how about if we did board okay now what I'd like you to do now is write on these little cards the words that you'd like to practice more okay okay now you're gonna place the cards under each word that it says and then you'll say that word good okay and I take it away you've got two places you could put it tract take it away would they do the same for each word then Mary picks up the cards shuffles them and asks Ken to read each one could tried that's good borge influence okay that was good ken in book two you've worked on short vowel sounds and you learned many words from the short vowel families let's find some of those words in your story that'll be a review okay now what words would you pick that are short vowel sounds in here that that okay that's a good one but but him him okay now which one would you like to pick to to use him okay now what vowel is in him what short vowel are I okay now what is the sound for I in him that's good now let's see if we can make some more words by changing the first letter in him swim that's good Tim Mary decided to use the story to help review short vowel sounds but she could also have used it to work on root words word endings or any number of other skills the important thing is that ken is getting a chance to practice these skills on his own words let's review the steps in the language experience approach now one the student shares an experience to the tutor writes it exactly as the student says it the tutor should however spell all words correctly and use punctuation where needed three the tutor reads the whole story and asks for any Corrections or the tutor reads each sentence aloud five the student reads each sentence after the tutor six the student reads the whole passage aloud 7 the tutor and students select individual words to work on 8 the tutor selects other reading skills to work on and 9 the tutor and student review the story at their next lesson you

2 thoughts on “The Language Experience Approach for Literacy”

  1. In preparation the tutor encourages the student to relate an experience and tell her about it. She then writes it down in the student's own words.
    When the tutor uses cards to write down the vocabulary words the student selects, she is using whole language. However later she reminds the student about a short vowel lesson and asks him to find short vowel words in his story. Using both types of learning methods can be important as the student is choosing his vocabulary words from his own experience and also reviews a phonics lesson. I think both are important as phonics helps new readers learn the rules for pronouncing new words, but whole language takes their own experience into effect and also creates new learning.

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