EDRD 7630: Final Exam
Malynta Masby
EDRD 7630: Final Exam
Georgia State University
1
EDRD 7630: Final Exam
2
It seems absurd to have to justify utilizing literacy in the content areas. Education in school is
compartmentalized. Rarely does mathematics intersect with social studies, science, and English/ language arts.
In keeping with this manner, literacy is thought of as restricted to the English/language arts classroom. Do we
expect students to be illiterate when they are in math, science, and social studies class? As if students are only
supposed to be literate while they are in the English/language arts classroom. Students can benefit greatly from
an interdisciplinary approach to education that models the thinking real life requires.
Content area literacy is imperative to content area success. For this reason, it should not be optional, but
required. If anything, content area literacy should buttress high standards for content learning. In fact, it should
be included as part of the high standards for content learning. Unfortunately, the current structure of schools
makes it challenging to implement content area literacy within the classrooms.
High standards are measured with high stakes testing. Addiction to coverage involves cramming as
much information as possible about the content into the curriculum. With the pressures of standardized tests,
content information is a mile wide and an inch deep. Within this approach, knowing what is more important
than knowing how (Alvermann, Phelps, & Ridgway, 2009). Teachers are pressured into conforming to this
addiction. Teachers teach to the test often at the expense of actually preparing students for their future. For this
reason, teachers must be convinced of the value of content area literacy.
Students who are taught the content and concepts without emphasis being placed solely on the test
perform just as well if not better on standardized tests than those students who only receive test preparation in
class. According to Brown, Knowles, and Beane (2007), the Alpha Team at Shelburne Community School in
Shelburne, Vermont implements a student-centered curriculum. In addition to determining what topics to study
that year, students must resolve standards and performance expectations. They also have the added
responsibility of tending to content-specific standards and preparing for standardized tests. Although not
directly related, if students are motivated to amalgamate the curriculum they devise with the high content
EDRD 7630: Final Exam
3
standards, then certainly well-trained teachers can incorporate content-literacy in the classroom and maintain
high standards for content learning.
Content literacy can be implemented into the classroom without sacrificing high standards of
content learning because several strategies do not require a lot of time and can be used during transitions or
downtime within the classroom. Exit and admittance slips are typically done by students no more than five
minutes before they leave class or a few minutes prior to entering class (Daniels, Zemelman, & Steineke, 2007).
These post reading strategies are an excellent form of formative assessment. It also provides a platform for
students to provide immediate feedback on their learning.
Writing break is another strategy that can be easily incorporated because it can be done quickly. This is
a great way to break up the monotony of teacher-centered instruction including lectures and presentations. It
reminds teachers to pause so that students can have a moment to actually process all the information that is
being presented. Teachers can provide students with writing prompts during this activity and circle the room to
see what students are writing. Again, this is a simple formative assessment that gives teachers an idea of what
students are learning and which concepts need to be reviewed. Teachers can start by just having students write
then continue with the lesson, or allow students to discuss with a partner or in groups before reconvening. As
Daniels, Zemelman, & Steineke (2007) state,
While we often feel pressure to talk till the bell- to pack as much content as we can into a class periodwe also know that kids don’t remember as much when they are overwhelmed. As we said in Chapter 1,
less content can be more, if more is actually retained (p. 31).
This should be enough incentive to incorporate this strategy within content classes. High standards will not be
achieved if students are not retaining all the valuable information teachers impart. Writing breaks gives
students the opportunity to write in their own words the information they hear. This increases the likelihood of
EDRD 7630: Final Exam
4
students remembering what they were taught at a later date, which ideally includes the day of the standardized
test.
Other strategies that teachers might consider using because they do not require the sacrifice of any
instructional time includes Guide-o-Rama study guides. A guide-O-Rama study guide is a written guide
prepared by teachers to help students read through their textbook assignment. It provides step-by-step
instructions to students on what concepts, pictures, and words within the textbook they should pay particular
attention to. (Daniels & Zemelman, 2004). It is well known that students should not be left alone with their
textbook. Most textbooks are not written with the adolescent audience in mind. Textbooks can be dense and
overwhelming, making it difficult for students to comprehend its content. Inevitably, teachers have to assign
readings and problem sets from the textbook for homework.
Guide-o-Rama study guides provide an opportunity for teachers to coach, tutor, mentor, and model
appropriate textbook reading without being physically present. Although Guide-o-Rama study guides will not
use any instructional time if they accompany readings assigned for homework, they require advanced planning
and preparation from teachers. Teachers must write the thoughts they have as they read the chapter. This
includes the connections teachers make to the text. Guide-o-Rama study guides should be personalized and
expressive.
Another reading strategy that requires advanced preparation from teachers is an anticipation guide. An
anticipation or prediction guide may include a brief introduction of the material to be read followed by a few (35) statements that address the overarching ideas of the reading passage. The learner is asked to indicate a forced
choice response to each statement. Anticipation guides serve the purpose of activating prior knowledge and
provoking a comparison between the learner’s beliefs and what is to be revealed in the text. They are meant to
spark curiosity and elicit a reaction. If teachers are still not fully convinced of the value in including content
area literacy in their instructional time, but are willing to incorporate quick strategies, anticipation guides can be
EDRD 7630: Final Exam
5
done individually and quickly before proceeding with the text. It can also be extended by proceeding with a
discussion in small groups, then as an entire class. After reading the materials, students may return to the
anticipation guides and complete a column on how the author would respond to the statement and modify their
former stance (Alvermann, Phelps, & Gillis, 2009).
Content area literacy can also be used for differentiation within the content classroom. Teachers can
create their own text sets and libraries within a nook of their classrooms (Lent, 2009). If students finish their in
class assignment early or at certain designated times, they can be presented with the opportunity to read content
related books from different genres and of varying reading levels. Novels, journal articles, picture books,
newsprints, etc. that all reiterate the concepts taught in class give students the opportunity to integrate this
information into other subject areas. Reading about math or science within a different context helps students to
realize that this subject matter can be used in different areas of their lives.
It is not enough for students to begin to read and write within their content area, but the development of
critical thinking skills will prepare students beyond the content standards. As was mentioned earlier, it is
important to switch from directing complete attention into what students must learn to a curriculum inclusive of
ways to teach students how to learn. Metacognition is just as important as content knowledge. Students must
be redirected from their role as passive learners who accept textbook unquestionably as authoritative. A large
percentage of the answers to math problems within the back of math textbooks are incorrect. For this reason, it
is not enough for students to stop at checking their answers. Students must be able to explain their answers and
the process they undertook. Students must justify their reasoning. One way to increase critical thinking among
students is to question the author. According to Lent (2009), “When students question the author, they evaluate
information presented by the author as well as his or her motivation for writing” (p.76). This can be especially
useful in science because scientific research is rarely objective and theories to explain different phenomena are
just that, educated guesses.
EDRD 7630: Final Exam
6
Content area literacy is crucial to student development and learning. Skeptical teachers who are already
boggled down by the intense pressure high standards and high stakes testing impose should not lose sight of
what is truly important within education. The education of youth should not be truncated because broad
coverage is favored over the exploration of important concepts. I would challenge unconvinced teachers to be
willing and open to try at least a few of these writing, reading, and critical thinking strategies. There are several
activities than require five minutes or less of instructional time. These activities involve students in the learning
process and allow for teachers to make more efficient use of their classroom time. When implemented correctly,
students are more likely to actively engage with the materials and retain more information. Students will gain
skills that can apply to a variety of settings and will assist them in their future endeavors. Literacy is a vital
foundation that all students deserve to have. Students should also have the opportunity to strengthen their
literacy skills by extending these strategies into the content area where words continue to matter and have
meaning.
EDRD 7630: Final Exam
7
References
Alvermann, D.E., Phelps, S.F. & Gillis, V.R. (6th ed.). (2009) Content area reading and literacy: Succeeding in
today’s diverse classrooms. Boston, MA: Pearson.
Brown, D.F., Knowles, T. & Beane, J.A. (2nd ed.). (2007) What every middle school teacher should know.
Portsmouth, NH: Heinneman.
Daniels, H., & Zemelman, S. (2004). Subjects matter: Every teacher’s guide to content-area reading.
Portsmouth, NH: Heinemann.
Daniels, H., Zemelman, S., & Steineke, N. (2007). Content area writing: Every teachers guide. Portsmouth,
NH: Heineman.
Lent, R.C. (2009). Literacy for real: Reading, thinking, and learning in the content areas. New York: Teachers
College Press.