Learn how to design discipline-specific literacy instruction that increases academic engagement and supports college and career readiness. This practical resource offers contexts and strategies for addressing a fundamental question that teachers bring to their work with middle and high school learners: How do I support literacy development alongside specific content goals? By exploring the histories and potentials of discipline-specific literacy instruction, this book provides a clear framework for engaging students as active participants in the authentic activities and processes of each content area. It goes beyond content-area reading strategies by situating literacy within the purposes, audiences, and formats of each area of study. Readers are invited to develop their own disciplinary knowledge to ensure authenticity in their representations of literate practices, to involve students deeply in the work of their disciplinary communities, and to support students' continued engagement beyond the classroom. Book Features: Strategies to deepen teachers' awareness of disciplinary text, practices, and habits of mind to inform the ways they model, teach, and invite literacy into their classrooms. Activities to support students in developing the meta-discursive awareness that allows them to navigate the texts of different disciplines. Guidance to intentionally and expertly develop multiple literacies that create equity, choice, and access for all learners. Exercises and examples appropriate for educators entering the field, as well as veterans who want to revitalize their instruction or prepare for new content, courses, or grade levels.
Rachael Gabriel is a professor of literacy education in the Neag School of Education at the University of Connecticut.
Contents Foreword ?ix Acknowledgments ?xiii Introduction ?1 Overview ?3 Conclusion ?4 1. ?What Is Disciplinary Literacy? ?5 Why Build Disciplinary Literacy? ?6 Questions for Discussion ?15 2. ?Pedagogy and Processes for Literacy Development ?17 Pedagogy ?18 Doing the Work of the Discipline ?19 Processes for Literacy Development ?23 Understanding Text Complexity ?25 What Does the Reading Sound Like? ?29 Questions for Discussion ?32 Resources for Further Reading ?32 3. ?Doing the Discipline ?35 Routines and Practices ?36 Habits of Mind ?37 Conventions ?40 Known Differences ?41 History and Literature ?42 Mathematics ?42 Why Disciplines Are Not Enough ?45 Discourse Follows Communities ?47 Resources for Further Reading ?47 4. ?Text Roundup ?49 Examining Routines ?49 Unlocking Habits of Mind ?52 Activity Guide: Text Roundup ?54 Evaluation ?56 Questions for Discussion ?57 Resources for Further Reading ?58 5. ?Mentor Texts ?59 Knowing What to Notice ?60 Knowing What to Teach ?62 How to Write From a Mentor Text ?63 Activity Guide ?66 Evaluation ?67 Questions for Discussion ?67 Resources for Further Reading ?67 6. ?The Expert Interview ?69 Purposes for Expert Interviews ?70 Interview Procedures ?71 Interview With a Lab Technician in a Biology Lab ?74 Evaluation ?76 Questions for Discussion ?76 Resources for Further Reading ?77 7. ?The Oak Tree Activity ?79 A "Fine" Example ?81 Activity Guide ?84 Examples ?84 Evaluation ?89 Questions for Discussion ?89 Resources for Further Reading ?89 8. ?Text Set Construction ?91 Making a Text Set ?93 Activity Guide ?94 Evaluation ?95 Questions for Discussion ?96 Resources for Further Reading ?96 9. ?Text-Dependent Questions ?99 A Directed Reading-Thinking Activity ?100 Activity Guide ?102 Evaluation ?105 Questions for Discussion ?105 Resources for Further Reading ?105 10. ?Learning From Nontraditional and Non-Print-Based Texts ?107 Hierarchies of Representation ?108 Teaching the Reading of Non-Print-Based Texts ?110 Activity Guide ?112 Evaluation ?112 Questions for Discussion ?113 Resources for Further Reading ?113 11. ?Task Analysis and Enhancement ?115 Starting With a Pre-Planned Lesson or Activity ?115 Starting With a Text ?117 Knowing Where Literate Practices Go ?118 Purpose and Process ?118 Activity Guide ?119 Evaluation ?119 Questions for Discussion ?120 Resources for Further Reading ?120 Conclusion ?121 Preparing Students for the Work of Their Lives ?123 Looking Ahead ?124 References ?127 Index ?135 About the Author ?139
"The accessible content and format, in addition to the application exercises and discussion questions, make Doing Disciplinary Literacy an effective starting point for those interested in integrating disciplinary literacy into instruction whether independently, through a professional development session, or in a content area literacy education course. -Teachers College Record "Gabriel (Univ. of Connecticut) supplies secondary-education graduate students with a degree of meta-discursive awareness to enable them to function in the classroom with the changing demands of reading, writing, and communication. The conclusion provides a good summary of the implications of disciplinary literacy." -CHOICE
