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 English Language Arts Disciplinary Literacy Resource Hub
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PurposeThe purpose of this document is to support teachers as they continue to refine their instructional practice. This document is not meant to replace teacher collaboration and discussions; rather, it is intended to support those conversations. It is the hope of the Disciplinary Literacy Task Force members that teachers will engage in collaborative inquiry cycles around areas of practice that best fit teachers' current context. Starting points will vary depending on grade level, subject area, current initiatives, and other contextual factors. We recommend starting small--teachers may select one bullet point within one practice to begin.
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ResourcesThe resources included in this document have been recommended by Disciplinary Literacy Task Force members. Often, a resource may support instructional approaches that apply to more than one Essential Practice. In this case, the resource will be included in each applicable tab at the bottom of the page. If a resource is specific to a particular discipline, we have indicated that in the "Disciplinary Focus" column. Often, a resource can be used across multiple subject areas. In this case, you will see "Multi-Subject" indicated. For interdisciplinary teams of teachers taking up this work, it may be useful to begin collaborative inquiry cycles with Multi-Subject resources.
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Collaborative InquiryFor resources that support collaborative inquiry cycles, click here (add link).
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Essentials DocumentEssential Practices for Disciplinary Literacy Instruction
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Essential Practices at a GlancePractice 1: Problem-Based Instruction: Develop and implement interactive units of instruction that frame important problems or questions in order to provide authentic purposes for students to read and write beyond being assigned or expected to do so (e.g. for their enjoyment/interest, to ask and answer questions about humanity, society, their community and/or individual lives, to address needs in their community or beyond, or to communicate with a specific audience).
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Practice 2: Diverse texts and abundant reading opportunities in the school
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Practice 3: Intentional and standards-aligned instruction in disciplinary reading practices
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Practice 4: Intentional and standards-aligned instruction in disciplinary writing
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Practice 5: Higher-order discussion of increasingly complex text across varying participation structures.
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Practice 6: Opportunities for and instruction in critically viewing, speaking, and listening
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Practice 7: Intentional efforts to build vocabulary and conceptual knowledge
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Practice 9: Community networking to tap into available funds of knowledge in support of developing students’ knowledge and identities
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Practice 10: Metadiscursive awareness within and across academic and cultural domains (attention to language use at the “meta” level, e.g. talking about talk)
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