Content Area Writing and Thinking...When a teacher of social studies or science begins to view their content through a literacy lens, the blending of the 3 Rs (reading, writing and rigor) becomes a natural extension of everything they do. That is why we must move beyond literacy as an “add-on” in content classrooms. Content teachers often view literacy as something “extra” that a reading teacher, reaching coach or principal has asked them to do. That’s because a novel, magazine or writing assignment is something that is “added on” to the lessons they’ve already written (which sounds like more work for the teacher).
In an immersion literacy classroom, the lesson infuses literacy in more natural and meaningful ways. Here are our options: We can simply ask content teachers to read a novel or write a little more here and there (which would be a huge step for many teachers) or we can serve our teachers and students in more lasting ways by asking content teachers to lesson plan around the 3 Rs. In this way, literacy is not more work but is simply a different way of work.
I work in a school where the content teachers are open to new ideas around literacy, though it has taken months (even years) to convince some of them and gain their confidence. I point this out because change is difficult, especially in high schools that tend to move slowly and with much trepidation (like turning a cruise ship). If I’ve made any mistake as a literacy leader in my school (and I’ve made many of them), it’s that I’ve tried to move too quickly or endeavored to do too much. I’ve learned much from those mistakes.
Still, our steadfast efforts to infuse literacy are beginning to pay off. We are seeing more and more novels, magazines and newspapers in our content areas. We are seeing more read alouds and shared readings. We are seeing more writing of all sorts, especially perspective writing and creative writing. And we are seeing more rigor as a result. An example that I created for my social studies teachers is attached here. This is not a lesson that a teacher designed (though I have some of those as well). This is one that I designed as a training tool, to stimulate their thinking about their own lesson planning.
The attached lesson is meant to infuse the 3 Rs. It’s actually a bit over the top as a lesson but that was by design. I wanted to show teachers the myriad of possibilities that are available to them. I have been in many classrooms (including in my own school) where a social studies teacher was asking his or her students to research something (like a country or a famous person) and report out to the class in some typical way (such as making a poster or a Powerpoint presentation). I certainly have no problem with this type of assignment. Still, it’s an assignment that (on its face) is a content-driven lesson that has little ties to what I call “real literacy” or “real thinking.” Why? Because the goal of the lesson is simply to learn more about the content, about a country or a person. Again, there is not really wrong with that. It’s just a different view of things and a far cry from real literacy. In fact, it may be true that the student learns a great deal about the country (say India or France) only to forget most of what they’ve learned by the time the next unit rolls around (or by the time the next grade level rolls around).
The attached lesson goes further. It has a dual purpose: content AND literacy. The end goal is that the students learn more about the content (in this case, the United States) and more about writing. How so? By making sure that the questions related to the project are rigorous and tied to big picture objectives (“real thinking”) and that all lessons have a natural literacy tie (“real literacy”). In this case, the lesson incorporates two writing assignments. You will note that the writing assignments in this lesson are graded for BOTH content knowledge and writing ability. This is a hallmark of “real literacy” and is a key aspect of immersion literacy. Of course, this can only be done if the content teacher is comfortable with teaching writing and is well trained.
The questions presented in the attached lesson are meant to be rigorous and are intended to help students hold onto their content knowledge longer (beyond the next test). Immersion literacy is tied to curriculum mapping and any type of lesson planning that begins with the end in mind (that end being life-long learning). To me, life-specific knowledge about social studies and science is where our focus should be – like knowing about our country’s system of checks and balances or why the Middle East is such a volatile region in the world. Of course, learning to read and write and think are lasting skills as well – the bases for everything.
The writing assignments in the attached lesson incorporate a viewpoint around literacy that is rarely found in content classrooms. 1.) The idea of grading writing for its creativity and voice (and not just for its information) and 2.) The addition of writing options that goes beyond the typical academic essay. You will note in the lesson two fresh approaches to content area writing: perspective writing and extended metaphor (or analogy). I would love to see our content teachers use these approaches more in an effort to give students a chance to show off their content knowledge and their creativity as writers.
That’s what happens when we begin to see all learning through a literacy lens. It’s certainly a different way of work and, I think, a refreshing one.
