The article makes a clear and concise argument that teachers can utilize daily in the classroom. The only issue that remains is the decision to incorporate informational text into daily lessons across the curriculum.
The initial idea of implanting content based literacy in elementary grades has been a long term debate. Opinions may differ depending on the varying experiences as well as the individual influences. There is definitely an importance to include informational text in addition to narrative text due to the fact of state and national testing. Just like those students who need differentiated instruction, they also need to be able to obtain access to numerous types of literature. Every student has different interests and reading levels. Given this statement, a student who has difficulty reading may choose something that is more on a narrative level. On the other hand, a student who is demonstrating a higher level may choose a text that is more informational. This is not always clearly defined as to what the outcome may be but does prove the idea of diverse text for diverse students. By introducing more informational texts at a younger age, teachers are increasing each student’s literacy understanding. They are better equipping them to not just read what they are accustomed to but also to take those skills and bridge them with other texts. They know not only what to look for within the text but utilize the skills to the highest potentials and developments. Teachers cannot simply just give students texts. They need to know how to effectively influence the students to the level that they are able to independently use the skills. Students are often repelled by the sudden atmosphere of change flung upon them throughout school. By introducing a wider variety, students are not as reluctant to the material and eventually become independent readers. This process is not one that can simply begin in a short amount of time but ultimately depends on the teacher and student relationship. Students have to be able to trust that the teacher has their best interest at hand and is looking for resources on each of their learning levels. This is vital when introducing new materials within the classroom and developing higher expectations. Another point the author makes is solely focusing on the ability of a student to read rather than completely focusing on the exposition of texts. Before different types of texts can be properly introduced, teachers should defer their focus onto the individual levels of each student to be able to accurately read. Once these issues are addressed, students are then able to be introduced to these texts. The motivational level of each student is increased because they are passed the obstacle of interpreting letters into words. Students also begin to search for those texts that they have interest in and can comprehend. Students do not feel as if they are restricted to just one specific type of literature but also have the inferred freedom to explore literacy. If students are introduced to various things at an early level, they are less likely to fear it. They gradually become more comfortable with it and are able to build upon a foundation that is strong and firm.
This article prompts me to think:
1) 1) If all this data has been around for this long, then why have teachers been able to defer from the informational texts at the lower levels?
2) 2) If teachers decided to incorporate this theory, how would they begin to introduce it throughout the classroom in the school? Would the district have to initiate the policy as well as the administration?
