Entry #5 Dear Dr. Jones

 Dear Dr. Jones,

        Thus far, the "Foundations of Language Literacy" course has been very interesting as my thinking about literacy has been challenged and expanded. I liked having the opportunity to express my thoughts on literacy during the first class by filling out the Literacy Beliefs Profile and then comparing my ideas and my classmates' ideas with current research on the topic. It has been helpful to have the anchor texts of Kucer (2015) and Muhammad (2020) to refer back to and compare and contrast as we read about literacy strategies and ideas in Tompkins et al. (2022) and in articles by other authors. The information for the class is being presented in a way that I can apply it to my background, experiences, and viewpoints, which I think is helping me make connections that will further my understanding and ability to use the strategies in my classroom. In addition, I really like the way you are modeling the reciprocal teaching method on how to lead "grand conversations" on important literacy-related topics. Seeing you use the techniques we will have to utilize when we lead the Deeper Dive discussions has been quite illuminating. I'm learning a lot through this process, and it also informs me on ways I can model strategies for my students in their literacy journeys.

        As we have been tasked to use strategies to support our literacy habits, such as close reading and SQ4R, I've had the opportunity to think about ways I read and comprehend texts that are helpful and ways that I can change to be more aware of what I'm reading so that I can engage critically with the information. I have not been in the habit of surveying and doing a "walk" through the text I'm about to read to better understand the text. I am very in tune, though, with the information on the page or pages I'm reading and have always tried to synthesize it by taking notes that will help me organize my thoughts as it relates to what I'm reading on the page(s). From our discussions on these other literacy strategies, I see it would be helpful for me to have a more holistic approach to the text and to help my students do the same so they can have a better understanding of the parts of the text and be able to connect the overall themes and concepts within the text they are reading in order to be prepared to make connections to other texts, their individual backgrounds, or what's going on in the world.  

    There are three topics that I'm looking forward to discussing in class as it especially relates to my being an ENL educator. Those topics include developing fluent readers and writers, expanding vocabulary knowledge, and teaching comprehension. I think these areas of literacy are critical for helping English Language Learners (ELLs) successfully learn English. The topics are important because they can give my ELL students confidence when using English as listeners, speakers, readers, and writers. The three topics also influence one another because to read and write fluently and comprehend what they are reading and writing, students must have a robust vocabulary that is constantly growing and expanding.

    In this second half of the semester, I will continue to work to better understand, synthesize, and apply what I'm learning about literacy so that I can continue to grow and thrive on my "becoming literate" journey and effectively help my ELL students on their "becoming literate" journeys, too. 

Best regards,

Lida

MS TESOL Student

                                                                         

                                                            References

Kucer, S. B. (2015). Literacy: Varied, dynamic, and multidimensional.  Journal of ‌

            Family Strengths, 15(2), 1–35.

Muhammad, G. (2020). Cultivating genius: an equity framework for culturally

and historically responsive literacy. Scholastic. 

Tompkins, G. E., Rodgers, E. M., & Rodgers, A. (2022). Literacy for the 21st century: balancing reading and writing instruction. Pearson.

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