Content Literacy
Jamie ButlerWhat is Content Literacy?:
Content literacy is being able to identify, understand, interpret, create, and communicate. Vocabulary is key in teaching content literacy. Teachers must pre-teach vocabulary in order for students to understand the content being taught. Background knowledge is also very import in being content literate. Giving students time to communicate with each other is very important. All subjects involve content literacy. Content literacy is not only being able to read words, but being able to identify symbols, maps, etc.
Example of a lesson I used:
The content area I want to learn more about is Vocabulary. My students were able to engage in a lesson I completed in my classroom, based on vocabulary. Together, we read the book Flat Stanley. I chose seven words from the book that I thought students would need to know the meaning of. The words I chose are: fragile, ordinarily, valuable, expensive, jostles, recently, altered. To begin my lesson I put each word on the board. I had my students turn-and-talk about what they think/know what each word means. Then we discussed it together. Some students did know the definitions of the words while others gave examples. Some students did not know the meaning of some words but it helped to talk with a partner. Then I read the sentence in the book that the words were in. We used out context clues to help us determine the meaning of the words. Then I wrote the definitions on the board beside each word. When we finished, I ask the students to turn-and-talk with their partner, and this time they had to come up with a sentence using each word. Again this was easier for some students that it was for others. My higher students were able to come up with a really good sentence and my lower students just repeated the sentence from the book...which was ok. A lot of my students were able to background knowledge to create a good sentence. They were making text-to-self connections using each word. Once we did each word, I gave each student a number 1-7. Whatever their number was, that was the word that he/she was going to be working on. I then passed out a Flat Stanley template. On the template, the students were to write their word, write the definition of the word, use the word in a sentence, and draw a picture. Then they were to make their Flat Stanley “pretty” using colored pencils or markers. Once all students were done, I used the jigsaw approach and formed groups. The groups consist of all seven words. The students then “re-taught” each other their word by reading what he/she put on their Flat Stanley. Then I hung these on my “Power Word” Wall for reference throughout the week. This really helped my students learn the vocabulary words from the book. When I gave my comprehension/vocabulary test of the book, I noticed my students were looking at my “Power Word” wall and smiling when they completed the vocabulary part of the test. I feel like my lesson worked because I allowed my students to talk with each other. They were able to think of their own experiences when coming up with a sentence for each word. They were able to work with a partner and group. They became the teachers. I was very pleased with my results. This lesson was a long lesson, with all the steps involved, but I think it is important to do each step to help learn/understand the meaning of each word. My students were able to visualize what the words meant when reading the book. I will continue to do this with each book I read.
Curriculum Standards:
I teach Reading/SS in 2nd Grade. Content literacy is very important in both of these subject areas. Vocabulary is key! Pre-teaching vocabulary before lessons is a must. Without the knowledge of the vocabulary, students will not succeed in the lessons. Students must be able to read the content, understand the content, and apply what was learned from the content. Students must be able to communicate with understanding. Standard: CCSS.ELA-LITERACY.RL.2.10 states: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. In order to for students to master this standard, they must be active in the classroom. We, as teachers, must challenge our students as well. We must set high standards for all students. They must be able to listen, communicate, and deliver evidence of this standard. Another important standard that should be worked on each day is: CCSS.ELA-LITERACY.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. If students learn how to communicate with each other, he/she will grow up to be a successful adult.
Jamie ButlerWhat is Content Literacy?:
Content literacy is being able to identify, understand, interpret, create, and communicate. Vocabulary is key in teaching content literacy. Teachers must pre-teach vocabulary in order for students to understand the content being taught. Background knowledge is also very import in being content literate. Giving students time to communicate with each other is very important. All subjects involve content literacy. Content literacy is not only being able to read words, but being able to identify symbols, maps, etc.
Example of a lesson I used:
The content area I want to learn more about is Vocabulary. My students were able to engage in a lesson I completed in my classroom, based on vocabulary. Together, we read the book Flat Stanley. I chose seven words from the book that I thought students would need to know the meaning of. The words I chose are: fragile, ordinarily, valuable, expensive, jostles, recently, altered. To begin my lesson I put each word on the board. I had my students turn-and-talk about what they think/know what each word means. Then we discussed it together. Some students did know the definitions of the words while others gave examples. Some students did not know the meaning of some words but it helped to talk with a partner. Then I read the sentence in the book that the words were in. We used out context clues to help us determine the meaning of the words. Then I wrote the definitions on the board beside each word. When we finished, I ask the students to turn-and-talk with their partner, and this time they had to come up with a sentence using each word. Again this was easier for some students that it was for others. My higher students were able to come up with a really good sentence and my lower students just repeated the sentence from the book...which was ok. A lot of my students were able to background knowledge to create a good sentence. They were making text-to-self connections using each word. Once we did each word, I gave each student a number 1-7. Whatever their number was, that was the word that he/she was going to be working on. I then passed out a Flat Stanley template. On the template, the students were to write their word, write the definition of the word, use the word in a sentence, and draw a picture. Then they were to make their Flat Stanley “pretty” using colored pencils or markers. Once all students were done, I used the jigsaw approach and formed groups. The groups consist of all seven words. The students then “re-taught” each other their word by reading what he/she put on their Flat Stanley. Then I hung these on my “Power Word” Wall for reference throughout the week. This really helped my students learn the vocabulary words from the book. When I gave my comprehension/vocabulary test of the book, I noticed my students were looking at my “Power Word” wall and smiling when they completed the vocabulary part of the test. I feel like my lesson worked because I allowed my students to talk with each other. They were able to think of their own experiences when coming up with a sentence for each word. They were able to work with a partner and group. They became the teachers. I was very pleased with my results. This lesson was a long lesson, with all the steps involved, but I think it is important to do each step to help learn/understand the meaning of each word. My students were able to visualize what the words meant when reading the book. I will continue to do this with each book I read.
Curriculum Standards:
I teach Reading/SS in 2nd Grade. Content literacy is very important in both of these subject areas. Vocabulary is key! Pre-teaching vocabulary before lessons is a must. Without the knowledge of the vocabulary, students will not succeed in the lessons. Students must be able to read the content, understand the content, and apply what was learned from the content. Students must be able to communicate with understanding. Standard: CCSS.ELA-LITERACY.RL.2.10 states: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. In order to for students to master this standard, they must be active in the classroom. We, as teachers, must challenge our students as well. We must set high standards for all students. They must be able to listen, communicate, and deliver evidence of this standard. Another important standard that should be worked on each day is: CCSS.ELA-LITERACY.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. If students learn how to communicate with each other, he/she will grow up to be a successful adult.
