As I completed the Session 13 Self Evaluation sheet, I realized that I have made considerable gains in achieving many of the course objectives. In particular, I have gained much knowledge in the role of text features, utilizing readability formulae, and understanding the role of vocabulary acquisition and development. While I have made gains in a few other areas, the three mentioned in the previous sentence were areas where I feel that I have made the most significant improvement in overall knowledge and instructional abilities. These three areas have aided me in constructing a more complete and thorough knowledge of content literacy and what it means to successfully incorporate literacy into all content areas, not only English Language Arts.
One of the areas in which I have gained significant new knowledge this semester has been the role of text and graphical features. While I have always been mildly aware of text features and how these features can aid in reading comprehension, this course has helped me to gain an even deeper awareness of the importance of these features. By completing the SCATP Part I and utilizing the Fry and Raygor readability estimates, as well as the other assessments, I have a better understanding of text features and the way in which these features affect text comprehension (Alvermann, Phelps, & Gillis, 2010; McKenna & Robinson, 2006). Also, the Dreher and Singer (1989) article allowed me to develop a better understanding of “friendly texts” and what features are necessary in order to make a particular text “friendly” (p. 98). In particular, the Dreher and Singer (1989) article brought my attention to the fact that “discourse consistency,” “cohesion,” and “conceptual density” are just as important to a text as organization and headings (pp. 98-100).
Through the SCATP, I have also made significant gains in using the readability formulae. Prior to this course, I had only tested students’ reading levels, but I had never determined a text’s readability until I completed my SCATP Part I. Using these assessments has helped me to learn just how many ways a text can be analyzed. Also, I realized that each assessment can provide its own unique results and, sometimes, two assessments can imply that a text is two different reading levels. It is important to recognize that, while they can be beneficial, each of these readability formulae has its limitations. Through learning about the benefits and limitations of the readability formulae that we used for our SCATP, I have a better understanding of what makes a text appropriate for my students.
Prior to this course, I did not have much of an opinion about vocabulary acquisition and development. While I knew that vocabulary acquisition is important and that it aids students in becoming better readers, I was unsure how to approach this task with my students. When I was student-teaching, my cooperating teacher gave vocabulary tests once a week. The students only learned the words for that particular week and did not seem to retain their knowledge of these words’ meanings as the weeks progressed. By reading Fisher and Frey (2008) and Ruddell and Shearer (2002), I have gained extensive knowledge about how to make word learning more meaningful for my students. Also, by completing my vocabulary blog, I have realized the importance of allowing students to have some autonomy when selecting the vocabulary words they want to learn.
As for course texts, I would definitely recommend the Billmeyer and Barton (1998) book, as it is extremely helpful in outlining potential reading strategies for the SCATP Part II. In addition, this text details the three elements of reading and the importance of keeping these elements in mind in order to teach reading in the content areas. The Fisher and Frey (2008) text provides useful examples of how effective vocabulary instruction can impact students’ vocabulary learning. In addition, the Dreher and Singer (1989) article about “friendly texts” is helpful to consider while completing the SCATP Part I (p. 99). The Ruddell and Shearer (2002) text provides a good basis for understanding the concept of the Vocabulary Self-Collection Strategy and is an effective companion reading to the Fisher and Frey (2008) text.
Of the major course assignments, I believe that the VSS assignment and the SCATP were most useful to my development. The VSS assignment not only allowed me to consider which words I found most interesting and crucial to know, but it also allowed me to determine which words my peers found important as well. This assignment also aided me in observing how a VSS assignment would benefit my future students. I was (usually) extremely motivated to complete my vocabulary blog, as I was the one who chose which words to include. Each week, I would become particularly enthusiastic whenever I encountered a word I could use in my blog.
I also found the SCATP to be helpful in my own personal development. Part I of this project was especially helpful, as it allowed me to discover how to utilize various readability formulae and to analyze texts. Through this assignment, I realized that a text that I may initially have believed was appropriate for my students could be more challenging for them to read and comprehend. Part III of this project was also helpful as I had never before thought past the initial RAFT assignment to complete a rubric and a sample text. These portions of the assignment allowed me to think about my own expectations for my students, as well as how my students will interpret the assignment. Through this portion of the project, I could really consider my students’ ability to create a project based on my unit’s theme.
Although I have gained much new knowledge about content literacy, I still have some concerns regarding my own level of expertise in some areas. For instance, I am not sure that I have gained enough knowledge regarding achieving a balanced literacy curriculum across the curriculum. Since I did not create a social studies, math, or science unit for my SCATP, I feel that there may be more I could learn in this area. However, my experience creating a persuasive writing unit, along with hearing about my classmates’ unit plans, has greatly helped me to gain perspective on content literacy. In addition, I feel that I could gain more knowledge in fostering students’ abilities as fully functioning members of discourse communities. This goes along with my aforementioned concerns in that having more experience with other content areas would help me to feel more confident about my learning gains in this area. Finally, I don’t feel as though we emphasized studying and study strategies very much in this course. This is an area that could be more developed and about which I feel I could gain more knowledge.
Works Cited
Alvermann, D. E., Phelps, S. F., & Gillis, V. R. (2010). Fry readability graph
[Figure 5.11]. Content area reading and literacy (6th ed.), p. 162.
Boston, MA: Allyn & Bacon.
[Figure 5.11]. Content area reading and literacy (6th ed.), p. 162.
Boston, MA: Allyn & Bacon.
Billmeyer, R. & Barton, M. L. (1998). Teaching reading in the content areas:
If not me, then who? (2nd ed.). Aurora, CO: Mid-Continent Regional
Educational Laboratory.
If not me, then who? (2nd ed.). Aurora, CO: Mid-Continent Regional
Educational Laboratory.
Dreher, M. J. & Singer, H. (1989). Friendly text and text-friendly teachers.
Theory Into Practice, 28(2), 98-105.
Theory Into Practice, 28(2), 98-105.
Fisher, D. & Frey, N. (2008). Word wise and content rich: Five essential steps
to teaching academic vocabulary. Portsmouth, NH: Heinemann.
to teaching academic vocabulary. Portsmouth, NH: Heinemann.
McKenna, M. C. & Robinson, R. D. (2006). The Raygor readability estimate
[Figure 3.7]. Teaching through text: Reading and writing in the content
areas (3rd ed.), p. 51. Boston, MA: Allyn & Bacon.
[Figure 3.7]. Teaching through text: Reading and writing in the content
areas (3rd ed.), p. 51. Boston, MA: Allyn & Bacon.
Ruddell, M. R. & Shearer, B. A. (2002). "Extraordinary," "tremendous,"
"exhilarating," "magnificent": Middle school at-risk students become
avid word learners with the Vocabulary Self-Collection Strategy (VSS).
Journal of Adolescent & Adult Literacy, 45(5), 352-363.
"exhilarating," "magnificent": Middle school at-risk students become
avid word learners with the Vocabulary Self-Collection Strategy (VSS).
Journal of Adolescent & Adult Literacy, 45(5), 352-363.
