Researching literacy strategies is something vital to our future teaching careers. Although we are not all English teachers, all content areas have their own type of literacy, and it is our job to discover this information and learn it fluently. In the first part of this article, I will examine how teachers respond to and teach students perceived as high achievers and students perceived as low achievers and how I respond to struggling readers in my content areas. In the second part of this article, I will show the approach I will take to researching literacy in my content area and share several different teaching strategies for social studies and communication arts and literature. In our textbook, Literacy Strategies for Grades 4-12: Strengthening the Threads of Reading by Karen Tankersley, we receive some tips on how teachers view high- and low-achieving students. In classes where students were perceived to be high achievers, she found that teachers "talked less and encouraged more student interaction, allowed for more creative and generative approaches to learning, provided opportunities for independent work, maintained warmer, more personal relationships with students and devoted little time to questions of behavior or classroom management” (Tankersley, 2005). On the other hand, she also talks about how teachers work with students who are perceived as low achievers. With these students, teachers "prepared more structured lessons, gave students fewer opportunities for creativity, covered less content, rewarded students for effort rather than good thinking, spent a lot of time on behavioral questions, and management and had less pleasant relations with them. student because of the emphasis on discipline (Tankersley, ...... middle of paper ...... students. It is also a way for me to continue to build my resume of job strategies teaching that I will use in my own classroom one day, I will continue to look for strategies as I continue my studies and after I leave my formal studies in order to remain a lifelong learner and model this for my Students Works Cited Loranger, A. (1999). Content Area Literacy: A Middle School Case Study. Retrieved from https://crown.blackboard.com/bbcswebdav/pid-83221-dt-content-. rid-408998_1/courses/EDU350_01_13S2/Loranger. pdfTankersley, K. (2005). Literacy Strategies for Grades 4-12: Strengthening the Threads of Reading. Urquhart, V. (). 2012). Teaching Reading in Content Areas (3rd ed.)..