Draper Ch2

Summary: In order for content-area literacy to be understood and effectively demonstrated, teachers and literary specialists need to broaden their definitions of texts and literacy.

"Even when some type of compromise is made between literacy advocates and content-area teachers, the result is often unsatisfactory to one or both parties..." I had been wondering if this would happen in a classroom. It seems that, until the c-a teacher knows how to correctly demonstrate the use of the texts, the teacher will not be compromising, thus not giving sound instruction. It is very important to know as much as possible about how to teach the content with literacy in mind.

I made a direct connection to this class when I read: "To be fair, many content-area teachers have received little instruction in how to adapt general literacy strategies to their specific content areas." I'm glad Evangel has committed to giving the instruction strategies mentioned!

I think they made a strong visual when they said that text can mean anything used to learn through the five senses. This fact really broadens the view and allows for more creativity in the classroom.

The authors do a great job explaining how this topic of content-area literacy truly does affect every classroom because every classroom is a text-rich environment, and students are going to need to know how to read these texts in order to succeed.