Embedded Files
Purpose
Purpose
The purpose of these pages is to support teachers as they continue to refine their instructional practice. These resources are not meant to replace teacher collaboration and discussions; rather, they are 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.
Resources
Resources
The resources included throughout this site 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 on each applicable subpage. Often, a resource can be used across multiple subject areas. Therefore, you may see the same resource more than once. For interdisciplinary teams of teachers taking up this work, it may be useful to begin collaborative inquiry cycles with Multi-Subject resources. If you discover a broken hyperlink, please let us know by filling out this form: https://forms.gle/k8TfwSm38fJsTLeR9. If you would like to sign up for our mailing list, please sign up here.
Essential Instructional Practices for Disciplinary Literacy in the Secondary Classroom
Essential Instructional Practices for Disciplinary Literacy in the Secondary Classroom
The Essential Instructional Practices for Disciplinary Literacy in the Secondary Classroom were developed to improve Michigan students’ academic literacies and content learning at the secondary level. The resources linked throughout this hub align with the Essential Instructional Practices and provide educators with tools to implement the ten essential practices.
The Disciplinary Literacy Essentials - Beyond "the Core"
To better support educators working in these important (and often marginalized) content areas, a team of teacher educators and consultants – supported by a professional learning community of classroom teachers – is developing The Disciplinary Literacy Essentials - Beyond "the Core" as a complement to the Essential Instructional Practices for Disciplinary Literacy: Grades 6 to 12. This is a living document and developing resource.
Disciplinary Literacy EduPaths Courses
Disciplinary Literacy EduPaths Courses
These free, online courses are intended for all secondary educators and instructional leaders interested in learning about the Essential Instructional Practices for Disciplinary Literacy in the Secondary Classroom in an effort to improve adolescent literacy in every secondary classroom.
In this foundational course, we’ll explore some of the basic concepts that drive this work and also discuss connections to other instructional frameworks. These courses will introduce you to some of the foundational ideas and practices of the Essential Practices for Disciplinary Literacy Instruction in the Secondary Classroom. The Essential Practices include focused sets of research-supported instructional practices that have been shown to increase student achievement and/or engagement with academic literacies and are the focus of this professional learning series.
In this course, we’ll explore student centered, disciplinary literacy instruction with a focus on purpose setting and the use of problems, questions, or phenomena to drive instruction and frame the use of different literacy practices. We’ll also look at how we can tap into student’s communities, experiences, and funds of knowledge in this process. These two areas of focus correspond to Practices 1 and 9 in the Essential Practices for Disciplinary Literacy Instruction.
In this course, we’ll explore ongoing formative assessment and the development of summative assessments that take a strengths-based approach to measuring students’ use of disciplinary literacy practices. These areas of focus correspond to Practice 8 in the Essential Practices for Disciplinary Literacy Instruction.
In this course, we’ll explore identifying, developing, and analyzing resources and text sets. These areas of focus correspond to Practice 2 in the Essential Practices for Disciplinary Literacy Instruction.
In this course, we’ll explore the process of developing text-based activities and discussions. These focus areas correspond to Practices 3 and 5 in the Essential Practices for Disciplinary Literacy Instruction. In Part 1 of Course 5, we focus on disciplinary reading and Instructional Practice 3. In Part 2 of Course 5, we explore the role of discourse in supporting disciplinary reading with a focus on Instructional Practice 5. The intention is that participants complete Course 5 Part 1 before completing Course 5 Part 2.
In this course, we’ll explore the process of developing text-based activities and discussions. These focus areas correspond to Practices 3 and 5 in the Essential Practices for Disciplinary Literacy Instruction. This is Part 2 of a two-part series covering the topics for Course 5.
In this course, we’ll explore the planning process for writing and communication. These focus areas correspond to Practices 4 and 6 in the Essential Practices for Disciplinary Literacy Instruction. The intention is for users to complete Course 6 Part 1 before completing Course 6 Part 2.
In this course, we’ll explore the planning process for writing and communication. These focus areas correspond to Practices 4 and 6 in the Essential Practices for Disciplinary Literacy Instruction. This is Part 2 of a two-part series covering the topics for Course 6.
In this course, we’ll explore intentional instruction in vocabulary and language use in context. These focus areas correspond to Practices 7 and 10 in the Essential Practices for Disciplinary Literacy Instruction.
Disciplinary Literacy Task Force
Disciplinary Literacy Task Force
Contact Information
Contact Information
Consultant Contacts (1).pdfPage updated
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