Literacy [MS]
The Master of Literacy program prepares teachers to become Literacy Specialists who work with students with reading and writing difficulties. The program includes ample field experience and leads to certification in both Birth – Grade 6 and Grades 5 – 12. Classes are offered online, as well as on site in Bay Shore in the evenings.

Alissa Fernstrom is currently a Teaching Assistant for a Special Education classroom in the Herricks School District. She completed her undergraduate dual degree in Early Childhood and Childhood Education at Molloy College, graduating in 2018. Afterward, she took graduate courses through Queens College to obtain her Special Education certification before selecting Touro University to obtain her Masters in Literacy. In addition to teaching in the classroom, she teaches dance, which allows her to share one of her life-long passions with others.

Part I

a. Identify techniques for connecting students’ personal experiences and past learning to lesson concepts.

“It is a widely accepted notion among experts that a learner’s “schemata”—knowledge of the world—provides a basis for understanding, learning, and remembering facts and ideas found in texts” (Vogt, M., Echevarria, J.J., & Short, D. J., 2016, p.72). This fact is important to consider as a teacher, specifically of ENL students, because every learner comes into the classroom with their own set of knowledge that can be tapped into and utilized to help them better understand the new content being taught. One technique to connect students’ past experience with new lesson concepts is the use of anticipation guides. These guides consist of a number of statements that students can agree or disagree with based on their background knowledge of the topic being taught. This serves not only to activate their prior knowledge, but also to set a purpose for what they are to learn during the lesson. These questions should also be revisited at the end of a lesson in order to address any misconceptions and help students make new connections. Another technique that should be used when activating prior knowledge is culturally responsive teaching. Since students from different cultures will have vastly different experiences from their peers, it is important to consider that the way in which they will react to new information may not align with the way their peers do. It has been “questioned whether we can assume that students from every subculture will have the same experience with, or emotional reaction to a story or article, or whether we should expect the same outcomes from them” (Vogt, M., Echevarria, J.J., & Short, D. J., 2016, p.73). Teachers must consider that a student’s reading comprehension may be affected by their prior experiences or background knowledge and may not interpret a situation in the expected way. This is why culturally responsive teaching is a very important technique to utilize with ENL students.

 b. List 2 elements of academic language and describe their importance for English  learners.

”Academic language involves the use of more sophisticated sentence structures and forms of expression than are found in everyday conversation” (Vogt, M., Echevarria, J.J., & Short, D. J., 2016, p.76). This language is commonly seen in the content subject areas and leads to academic success. This type of language can be broken down into two specific groups, content vocabulary and general academic vocabulary. Content vocabulary “are the key words and terms associated with a particular topic being taught” (Vogt, M., Echevarria, J.J., & Short, D. J., 2016, p.76). These words are normally found in bold in the informational texts students read about a topic. They also include the words students need to know in order to share their thinking about a topic, such as character and setting. General academic vocabulary “are academic words and phrases students must learn because they are used in all academic disciplines” (Vogt, M., Echevarria, J.J., & Short, D. J., 2016, p.77). These types of words are not normally explicitly taught, but should be since they are words commonly seen in every academic setting. These words may have multiple meanings depending on the content being explored and can cause issues for ENL students. These words also help students to understand how information may be provided to them and how they are expected to interact with it. Both types of academic language are important and should be taught when working with ENL students.

Part II

a. Describe 1 activity YOU used during this week to introduce key academic subject-specific vocabulary for your ENL students. (p 76/77)  divide your academic vocabulary using words from these three  groups: content vocabulary, general academic vocabulary, word parts: roots  and affixes?

This week, I introduced academic subject-specific vocabulary to my 5th grade class, of which one student is an ENL student. We started a new science topic entitled “Got Water?” which focuses on the different spheres of the earth, specifically water. The way in which I introduced these words was by providing students with a list of the words and a picture to accompany each that they glued into their science notebooks. The pictures served as a great way for not only my ENL student, but for all students in my special education room, to create a concrete picture in their mind of what each word meant. Once students had their list, we went through each word one by one, giving students a chance to share their own background knowledge and build upon the definition I had given by using the word in a sentence. This allowed all students to participate and utilize the new vocabulary in a way that was familiar to them. We also talked about the prefixes on some of the words and had students share other words they knew of that started in a similar way. This further helped students to solidify the meaning of these new words.

content vocabulary: hydrosphere, geosphere, atmosphere, biosphere, evaporation, condensation, precipitation

general academic vocabulary: observation, inference, cycle

roots and affixes: hydro-, bio-

b. Describe 1 activity YOU used during this week to introduce general academic or language function  vocabulary for your ENL students (p 76/77).

In our reading unit, students are working on a culminating project with their fantasy novels. The general academic words that were introduced and utilized this week to start this project were compare, contrast, and support your answer. The overall task is for students to pick two elements of a fantasy book and compare and contrast how these elements are seen in the class read aloud and their independent book. In order for students to effectively complete the assignment, they first had to understand what these general academic words mean. I started by simply writing both words on the board and having students use any prior knowledge they had about each word to create their own definition. Since these students are in 5th grade, they had all, including my ENL student, been exposed to these words and were quickly able to come up with definitions as a class. They also identified that we could use a venn diagram to help us compare and contrast the two books. Utilizing charts is a great way to help all students organize their thinking. Finally, we discussed what it means to support your answer. We first compared it to our math lessons when we are always asked to show our work. Students were able to make the connection that the work supports our answer and that in the case of reading, the words in the book are our support. This helped them to realize that supporting their answers in reading meant going back into the text.

c. Use one of the methods described (p 82 – 88) in YOUR classroom and describe what happened – please include a photo of any of YOUR realia/anchor chart/game cards.

The method I chose to utilize with my class is a word wall. A word wall is a place for relevant content words to be displayed in alphabetical order. “These words are revisited frequently throughout the lesson or unit, and students are encouraged to use them in their writing and discussions” (Vogt, M., Echevarria, J.J., & Short, D. J., 2016, p.85-86). I decided that a word wall could be a great way to display our new science words for students. I noticed that once the words were visible to students at all times, they were more likely to use the words when answering questions, not only during our science lessons, but making connections back to them throughout the entire day. For example, students spoke about how our predictions at the end of our chapter in reading were really inferences because we were using what we saw in the book to make a guess as to what would happen. This was so amazing to see as a teacher and hearing students that are both in special education and ENL utilize such sophisticated language in an appropriate way showed me how impactful such a simple vocabulary method could be.

C Vogt, M., Echevarria, J. J., & Short, D. J. (2016). Making content comprehensible for English Learners. (5th ed.). Pearson: New York.