Content literacy is the ability to comprehend and read a text. It is important to teach students how to have conversations about a text across different content areas such as reading, math, science and social studies. Students should also be able to write and speak about what they have read.
I incorporated content literacy into the classroom during our non-fiction unit on lemurs. I introduced this unit by showing my students a photo of a lemur and the word on the smart board. We then brainstormed words that had to do with lemurs on the board together. These words ranged from their habitat to appearance and even words that described what they eat. After we wrote down ideas, students were able to sort the words on their own chart paper in groups. They had to group the words together that were similar. Once they grouped the words they had to come up with a label that described their group. Afterwards, they had to come up and present their findings to the class and explain why they chose to group the words that they did. I had a lot of similar groups, but also a few that I would have never thought of. They were very creative! The activity was very successful and gave students a better understanding of lemurs before our research began. If I were to change/modify anything, I would extend the lesson by having students create a 4-vocab square with one of the words that we brainstormed in partners. I would have also put more pictures up of the lemurs habitat/food to help them brainstorm more words independently. If I had more technology in my classroom, I would have had them create their chart/web digitally.
I incorporated content literacy into the classroom during our non-fiction unit on lemurs. I introduced this unit by showing my students a photo of a lemur and the word on the smart board. We then brainstormed words that had to do with lemurs on the board together. These words ranged from their habitat to appearance and even words that described what they eat. After we wrote down ideas, students were able to sort the words on their own chart paper in groups. They had to group the words together that were similar. Once they grouped the words they had to come up with a label that described their group. Afterwards, they had to come up and present their findings to the class and explain why they chose to group the words that they did. I had a lot of similar groups, but also a few that I would have never thought of. They were very creative! The activity was very successful and gave students a better understanding of lemurs before our research began. If I were to change/modify anything, I would extend the lesson by having students create a 4-vocab square with one of the words that we brainstormed in partners. I would have also put more pictures up of the lemurs habitat/food to help them brainstorm more words independently. If I had more technology in my classroom, I would have had them create their chart/web digitally.