building content knowledge FONTENOT

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Liberty University *

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315

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English

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May 1, 2024

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docx

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1 Building Content Knowledge through Literature Sydney Fontenot Department of Education, Liberty University EDUC 315: Instructional Approaches to Literature for Children and Adolescents Professor K. Filiberto April 22, 2024 1-

2 Building Content Knowledge through Literature Part 1 - Understanding Summary The article, “Comprehension in Disguise: The Role of Knowledge in Children’s Learning” dives into the major importance that reading comprehension has has on a child’s reading and writing development. Comprehending what one is reading involves taking the information from the text and constructing meaning from it. The aspect of background knowledge in comprehension is often overlooked, even though strategies such as questioning and summarizing after often emphasized in the classroom. Based on the research in this article, background knowledge is a major factor in comprehension. Background knowledge gives good readers the ability to apply new information that they learn from what they are reading to what they already know before reading a text. As Neuman (2019) states, “Good readers skillfully integrate new information in the text with what they already know to produce meaning”(pg.12). Studies show that low income based households lack the background knowledge needed for successful reading comprehension, which in turn puts them at a disadvantage with their peers. When background knowledge is balanced throughout the group, differences in comprehension levels among different socioeconomic group cease to exist. There are a few different ways to address the issue surrounding the lack of background knowledge. These may potentially involve putting an emphasis on teaching big ideas, building vocabulary skills, studying multiple genres of texts, and providing many opportunities for

3 language growth. Providing these different opportunities will aid children to better comprehend written works and reach success. Despite the governments investments in education, comprehension scores have not shown much improvement. This is particularly more true among lower income based families. This is why it is so important to not place for emphasis on building comprehension skills without focusing primarily on knowledge development. Therefore, encouraging children’s knowledge as a fundamental element for comprehension and learning is critical for addressing learning imbalances and making sure that all children have the chance to succeed. Word count:311 Part 2 - Planning Grade Level: 2 nd VA Standard of Learning (Science or Social Studies)  2.4 The student will investigate and understand that plants and animals undergo a series of orderly changes as they grow and develop. Key ideas include a) animals have life cycles; and b) plants have life cycles. VA Standard of Learning (ELA):  2.7 The student will expand vocabulary when reading. d) Discuss meanings of words and develop vocabulary by listening and reading a variety of texts. e) Use vocabulary from other content areas.  2.3 The student will use oral communication skills. a) Use oral language for different purposes: to inform, to persuade, to entertain, to clarify, and to respond.

4  2.8 The student will read and demonstrate comprehension of fictional texts c) Ask and answer questions about what is read. Common Core Standard:  Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.  Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Topic:  Lifecycles of animals and plants Part 3 - Instruction 1. Big Ideas 1. Animals have multiple stages that they go through throughout their life cycles. 2. Life cycles include: birth, growth, reproduction, and death. 3. Each group of animals has different stages of their life cycles and characteristics. 2. Takeaways/Objectives In this topic, children will learn that: 1. There are multiple different stages that complete one life cycle. 2. Explain the different stages in each lifecycle. (Birth, growth, reproduction, death) 3. Be able to compare and contrast the different life cycles of different animals. 4. They will be able to describe the different life cycles for the different groups of animals.

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