Content Knowledge
Content knowledge (other than ELA/literacy and ELD)
is largely the purview of other frameworks published by the
California Department of Education (http://www.cde.ca.gov/).
However, given the powerful relationship between content
knowledge and literacy and language development, and calls for
the integration of ELA/literacy and ELD throughout the curricula,
discussions of content knowledge are included throughout this
ELA/ELD Framework.
As noted in chapter 2, research indicates that content
knowledge plays a significant role in comprehension. Therefore,
it is crucial that content instruction (including, but not limited
to, science, history–social science, mathematics, and the arts)
is given significant attention throughout the years of schooling.
And, given the role that language and literacy play in the acquisition of content knowledge, it is critical
that content instruction include attention to the language arts. In short, as noted in previous chapters:
- Content area curricula should be given adequate time in the schedule, and all students should
have full access to content instruction. - Content area instruction should include attention to literacy and language development in the
subject matter (complementing and contributing to content instruction, not replacing inquiry
and other content approaches).
In this section, the roles of wide reading, informational texts, and research projects in building
knowledge are highlighted.
Wide Reading
There are many reasons for ensuring that children engage in wide reading. Chief among these are
wide reading leads to children becoming broadly literate and discovering that texts are interesting,
informative, exciting, and worth reading. (See the introduction and chapter 2 of this ELA/ELD
Framework.) In terms of the key theme of content knowledge, it is important to note that wide
reading plays a sizeable role in knowledge acquisition. Extensive reading exposes children to new
ideas and information, as well as new ways of presenting ideas and information; different genres
make use of different types of text features and discourse structures. (See chapters 6 and 7 of this
ELA/ELD Framework for discussions of disciplinary literacy.) Text sets related to content that children
are learning in science, social science, and other curricular areas, are especially valuable because they
provide repeated exposure to concepts and key words and phrases, thus increasing the likelihood that
knowledge and the accompanying academic vocabulary are
acquired.
Children should have ample opportunities daily to read
both informational and literary texts of their choice at
their reading level (and even below or above their reading
level, if they so choose). Teachers should establish an
independent reading program, so they can monitor the types
of books students choose and offer suggestions that attend
to their students’ interests, related content, and reading
development needs—and that expand students’ interests,
expose them to new content, and advance their skills. (See
chapter 2 of this ELA/ELD Framework for a discussion of
wide and independent reading.)
There are many reasons for
ensuring that children engage
in wide reading. Chief among
these are wide reading leads
to children becoming broadly
literate and discovering
that texts are interesting,
informative, exciting, and
worth reading.306 | Chapter 4 Grades 2 and 3