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Essay / Research Paper Abstract
This 5 page paper provides an overview of literacy strategies that can be used in content areas and the important role that content area teachers play. There are five sources cited.
Page Count:
5 pages (~225 words per page)
File: MH11_MHcontalit54.doc
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Unformatted sample text from the term paper:
at the same time they are instructing in content area materials, but the two are inextricably connected. There are few classes that students can take that do not require
literacy skills to support content learning. The role of content area teachers is changing and an increasing need for literacy skills has led to the need to assess the
need for literacy strategies in content area classrooms. Assumptions in Content Teaching One of the most significant misconceptions embraced by content area teachers is that all students come into
their classrooms with a basic level of literacy and an understanding of common vocabulary (Greenwood 2010). Many teachers also believe that literacy strategies are not a necessary part
of instruction and do not need to address gaps in literacy knowledge that could come into play during instruction. In truth, though, content area teachers ARE teachers of reading,
and are responsible for introducing new information, vocabulary, and a context for new ideas and concepts (Greenwood 2010). It is exactly that role of contextualizing literacy learning that make
content area teachers essential to the process of literacy learning. In middle school programming, students are generally in a transitional period in terms of language learning and the vocabulary
that is introduced in their content area classrooms becomes the foundation from which their advanced learning can occur. For example, middle school math classes introduce the vocabulary that will
be utilized in algebra and geometry classrooms in high school, and that vocabulary will be expanded upon in these more advanced classes. Middle and early high school level subject
area teachers spend a significant amount of their instructional time introducing concepts and addressing specific vocabulary. Effective vocabulary instruction can determine whether learners can understand the content in their
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