My understanding and appreciation for content area literacy instruction has grown tremendously throughout this semester. Whole class and small group discussions, insightful texts, meaningful learning experiences, and constant reflection – this course has helped me develop my knowledge of literacy in the context of content area instruction. I have come to realize the significant role literacy plays in the content area curriculum, as well as the teacher’s role in designing purposeful and meaningful learning experiences that facilitate student development of these literacy skills.
While looking back and reflecting on the course objectives, I recognized several areas that I have grown as a literacy specialist, and as a content area teacher. The first area I have grown is in understanding of the role of vocabulary acquisition and development. Fisher and Frey (2008) explore the importance of vocabulary development and state, “word learning in the content areas is fun for students, is an excuse to interact with peers, and gives them the intellectual and social currency of being able to think, speak, read, and write with greater facility” (p. 5). I have a greater understanding of the process of word learning and the importance of providing the appropriate levels of support throughout this process. Because word learning and vocabulary development are critical components in literacy development, it is imperative for teachers to make this learning process as meaningful, personal, and engaging as possible. Having students select their own words to learn, create their own study and review methods to develop their understanding of these words, and using the words in a variety of contexts will help give students more ownership of their learning, as well have encourage them to become more independent learners.
Another area I have grown is in my understanding and proficiency with content area instructional strategies. Prior to this course, I knew of the importance of guiding students through a lesson, particularly, before, during, and after engaging with a text. Throughout this course, I developed of my understanding of the purpose of having students participate in each stage of the reading process. I knew of the importance of selecting purposeful strategies, but this course encouraged to me to consider the purpose of these strategies in the context of using them in the content area. I recognize the importance of knowing how and why the strategies I incorporate in each lesson will assist my students with learning and understanding the complex content. While the strategies I encountered throughout this course appear to be great tools to use in the classroom, I realized that modifications and adaptations can be made to these strategies to make them work for both my lesson purposes, as well as for my students. Teacher modeling, guidance, and support, paired with purposeful and engaging strategies, are essential for meaningful and effective content area literacy instruction.
I also developed my understanding of using writing as a tool to demonstrate and share learning. Prior to this course, most of my content area literacy knowledge pertained to reading. The content and discussions I engaged in during this course have given me a new appreciation for the role of writing in literacy development, especially in the content areas. Billmeyer and Barton (1998) explore the power of writing-to-learn activities and explain how they can be effectively employed in the classroom to encourage student reflection and synthesis of content. Similarly, Knipper and Duggan (2006) discuss the importance of writing in the content areas, and state, “…understanding subject matter involves more than ‘doing’ or ‘knowing’ something. Mastery of content is demonstrated not only through reading but also through writing” (p. 462). I came to this realization when I designed the third and fourth parts of my Strategic Content Area Teaching project. Essentially, I have a deeper understanding of how implementing these writing activities in the classroom will help students view writing as a thoughtful process and another way for them to show what they know.
There were several assignments and aspects of this course that helped to facilitate my development in content area literacy. I found Billmeyer and Barton’s (1998) Teaching Reading in the Content Areas: If Not Me, Then Who?, and Doty, Cameron, and Barton’s (2003) Teaching Reading in Social Studies: A Supplement to Teaching Reading in the Content Areas, to be the most useful texts I engaged in throughout this course. These texts helped me to develop my knowledge of content area teaching and how to guide students through the learning process. They helped solidify my understanding of the importance of the reading process, the role, types, and characteristics of texts, and being an active and strategic reader. These texts mainly helped me expand my toolbox of strategies to help guide students through the reading and learning process. These texts also helped me to better define my role in designing and implementing these strategies in the classroom for diverse learners. These books are especially useful because all teachers can utilize and adapt the strategies for their students and content areas.
There are also several course assignments that helped me to develop my understanding of content area literacy. The assignment that had the most significant effect on my growth was the Strategic Content Area Teaching Project. This project encouraged me to exercise my new knowledge and understanding of major course themes pertaining to knowing my students, creating appropriate content and literacy learning objectives, the structure and features of content texts, formal and informal assessments, strategy and vocabulary development, and writing. The third part of this project, which focused on strategies, was the most beneficial to my growth. This part of the process enabled me to select strategies that were most meaningful for my unit and create a sample of what the tool will look like when completed. This helped me to recognize how to prepare and design instruction that enhances students’ content area literacy skills.
The other major course assignments that facilitated my learning of content area literacy instruction were the Reciprocal Teaching assignment and the Vocabulary Self-Collection Strategy assignment. Preparing and facilitating my own reciprocal teaching session and participating and learning from those of my peers, helped expand my knowledge and understanding of effective tools and strategies to implement in the classroom. These sessions encouraged dialogue, provided informative materials, and helped me analyze and solidify my understanding of the themes and ideas explored in various course texts and materials. Similarly, the Vocabulary Self-Collection Strategy assignment helped me to recognize the importance of providing meaningful word learning activities in the classroom. By selecting my own words, using various resources to determine the appropriate meanings of the words, and writing a comprehensive blog entry, this assignment encouraged me to become a more active and strategic reader. Because I have gone through this learning process myself, I will be more apt to use this strategy in my own classroom.
While I have grown tremendously in my understanding of content area teaching, I also recognized some areas I would like to continue to develop my skills. One such area is achieving a balanced literacy approach in the content area classroom. I recognize the importance of using this approach in the classroom, but would like to have a deep understanding of how to ensure this is being achieved, as well as how this approach affects the struggling reader. As I am introduced to more effective strategies and instructional tools to use in the classroom, I will become more confident in my abilities to provide this type of instruction for my students.
I would also like to enhance my understanding of designing and implementing meaningful study strategies for students to use to enhance their content area learning. I have a great toolbox of strategies to utilize to help facilitate and support student comprehension, but I would like to find additional methods that will help students solidify this knowledge. Because I find the process of studying and reviewing to be largely based on individual preference, I would like to find a variety of strategies that can be used for learners with all types of learning preferences. This understanding will help me be able to support students through this stage of the learning process.
Although I graded myself high in response to utilizing new digital and multimedia technologies, after further reflection, I realized that I would still like to grow in my own understanding of these tools. While I recognize and appreciate their purpose, I need to engage in and experiment with these tools myself. Once I use these tools for myself, I will be better able to teach my students how to use them and design more purposeful instruction.
This course has undoubtedly helped me cultivate my skills as a content area literacy specialist. I now view and consider literacy and content area teaching as related entities and recognize the importance of employing meaningful literacy strategies in the content areas. These new understandings will help guide me through the rest of my graduate literacy studies, as well as through my educational career.
References
Billmeyer, R. & Barton, M.L. (1998). Teaching reading in the content areas: If not me, then who? (2nd ed.). Aurora , CO
Doty, J. K., Cameron, G. N., & Barton, M. L. (2003). Teaching reading in social studies: A
supplement to teaching reading in the content areas. Aurora , CO
Fisher, D. & Frey, N. (2008). Word wise and content rich: Five essential steps to teaching academic vocabulary. Portsmouth , NH
Knipper, K.J., & Duggan, T.J. (2006). Writing to learn across the curriculum: Tools for
comprehension in content area classes. The Reading
