Content Area Literacy Analysis

How can content area teachers plan and design instruction so that students will actively engage in literacy- and subject-related activities?

Upon completion of the research for this paper, I am able to see how comprehension is embedded throughout all of the ELA standards of Common Core. The importance of teaching students in a way in which they are exposed to all components of reading, and in a way which offers the potential to teach students at all present levels was made clearer. Through the reading of this week’s sources, I see now how the

According to CMS Superintendent Ann Clark regarding literacy as our North Star, it “is the most important skill we teach. Literacy is the foundation for academic success from pre-kindergarten through high school.” Literacy is key to achieving academic success and the responsibility of literacy encompasses every educator and discipline. Many media coordinators have been trained in Common Core State Standards (CCSS) and district adopted reading initiatives, such as Balanced Literacy and Reading Apprenticeship. However, most struggle with linking our programs with literacy initiatives. According to the 2015 Nation’s Report Card percentages of fourth graders and eighth graders reading on grade level continues to decline, especially among urban school districts (nationsreportcard.gov). “That is, when reading grade appropriate text these students cannot extract the general meaning or make obvious connections between the text and their own experiences or make simple inferences from the text. In other words, they cannot understand what they have read.” (National Assessment of Educational Progress). And, furthermore, principals are trading media coordinator positions at an alarming rate as evidenced by the more than 30 schools which no longer

Read children’s books (in English and Spanish) and prepared assessments using the Common Core Literacy standards. Prepared assessments according to LightSail requirements, in an accurately and timely manner. Read assessments in English and translated them to Spanish ensuring that all translations were accurate.

The Most Dangerous Game Literacy Analysis Everybody loves the bad guy. There is always something interesting about the villain of any story, whether it be their motive, actions, or simply there look. None such as interesting as General Zaroff from The Most Dangerous Game by Richard Connell. The General lives on an island called Ship-Trap Island, and while looking like a gentleman and acting like one, he hunts those who end up on his island. He is very interesting because he hunts humans for fun.

Having a solid grasp of the concepts that build up to content area literacy is extremely important. In fact, I believe that it is my duty as an educator to have a complete understanding of the different processes and how to apply them into my lesson plans. If I were to ignore them, it would definitely hinder my effectiveness as a teacher and in turn my students' education. Understanding the concept of connecting to text, for example, could turn a boring lesson that students will forget as soon as they leave the classroom into a lesson that sticks with them for the rest of their life.

Literacy, the ability to read and write, is the backbone and overall structure to learning any type of information. It is something that is dynamic and complicated. Literacy can’t be pinned down to simply reading directly from a book or perhaps composing words onto a piece of paper. It is far more complex than that. Levels of literacy are affected by Literacy Sponsors, which are the influential people and elements in your life that have affected or facilitated your literacy and developed it thereafter. In Sponsors of Literacy by Deborah Brandt, she emphasizes that, “Sponsors are delivery systems for the economies of literacy, the means by which these forces present themselves to-and through-individual learners” (167). Each of the sponsors’

When my guidance counselor and I had the first conversation about college, I knew that a liberal arts curriculum was the right way to go. It would give me the ideal environment to nourish my curiosity and intellectual drive to learn about philosophy and art. Then I realised how important practising visual arts is for me. Therefore, I was on a quest to find a liberal arts college which actively encouraged the growth of my creative drives as much as other subjects.

My daughter is a perfect example of what you must see all the time. She learns a concept in Math, then goes over to Science class and has no idea that the same concept she just learned in Math, now applies to Science. The whole approach of content area literacy (CAL) really is appropriate across the board. Unfortunately, the learners have not quite caught that fact yet.

In order to have a balance, I need to understand the differences between the two. I tend to think of content literacy as what students are learning and disciplinary literacy as how they process and apply what they are learning.

The sad truth is that if teachers do not reinforce the higher level cognitive skills required for students to succeed, they are robbing students of opportunity and a quality meaningful education. Teachers have a lot of control in the way they disseminate knowledge; they can choose to effectively and strategically plan at higher levels of cognition, or to enforce lower levels of cognition. Whichever route they choose, students are the ones who bear the burden of the quality of education they receive, and this ultimately impacts their cognitive development. If teachers use Bloom’s taxonomy as a framework to plan and instruct their lessons to incorporate high levels of cognitive skills, students will be able to take in knowledge at deeper learning levels, analyze and synthesize information, and think critically – these are skill sets that students can use and build on throughout their lives; they are essential 21st century requirements for success and a mark of

Another difference between a curriculum that emphasizes “college readiness” and an actual college class is the standard of proficiency. Robbins and McGroarty mentioned, “Common Core’s promise of “college readiness” means nothing if the definition is set not by colleges themselves but rather by the standards-writers.” College students are not doing well because the ‘college’ standards that they were taught to follow were not actually written by colleges. As writer Mercedes Schneider researched the 24 people who helped write the Common Core standards in 2009, she found that “only 3 of the 15 individuals on the 2009 CCSS math work group held positions as classroom teachers of mathematics.” How can someone who has never taught math to a room full

Becoming Content Forty-Two and content, or so I thought. Twenty years of marriage and four children later I feel a stirring inside me that I cannot explain. I have been told several times to be content with what I have and where I am in life. And for the longest time I have felt content until now. I have a great husband and four beautiful daughters. They are my world. I now feel it is time for me to not only prove to myself I can accomplish my dreams, of successfully getting a degree, but to also prove to my children anything is possible if you put your mind to it. Up until about two years ago I was content with where I was in life. I think my outlook on life changed when I finally transferred to a job within my school I absolutely love. I work full time as a

Unfortunately, only 14 out of 142 reads the food label. It shows that only 14 of them do extremely care in picking the right choice of foods. It is important to read them because people will get to know the contents of the foods they will consume. In knowing that there are ingredients contained in the foods they should not consume (example: people who have allergies and restrictions). Knowing the percentage of nutrients contained in the foods helps us in maintaining our healthy weight. Feronia will include educational contents in the classes regarding nutritional values. Reading the nutritional values is just as important as eating “clean” and

I observed the teachers at Assets making the curriculum accessible by individualizing instruction, encouraging literacy, and using high-tech supports. In the first classroom I visited, the teacher only lectured for a short amount of time. She then went around helping students individually, as they were all at different academic levels. The students were working on math and there were tips on the wall that students frequently referred back to. In addition, the high-achievers in class helped their peers. Students in this class were engaged because the content was at the appropriate difficulty level and they were receiving high levels of support.