In this article, Shanahan discusses the basics of disciplinary literacy and responds to questions asked by teachers.

Science of Teaching Reading is bridging the gap between the science of reading and classroom instruction. Modern technology shows how the human brain learns to read. Functional MRIs of the brain prove that “picking up the mechanics” of reading isn’t easy or natural.

In this article, Timothy Shanahan argue that “RESEARCH IS THE ONLY TOOL WE HAVE THAT ALLOWS US TO DETERMINE THE KINDS OF TEACHING MOST LIKELY TO ADVANCE OUR STUDENTS’ LEARNING; COMMONSENSE AND PAST EXPERIENCE ARE USELESS BEFORE SUCH QUESTIONS.”

Each of these sessions are PowerPoints on disciplinary literacy for adolescents. These sessions provide information, as well as additional resources on disciplinary literacy. The three main goals of the sessions are as follows:

1. Understand the purpose and value of disciplinary literacy

2. Identify and define the three facets of disciplinary literacy

3. Analyze a teacher-created lesson and make adjustments based

on the inquiry domains

This document discusses the existing definitions of disciplinary literacy, as well as the common themes that arise from them and how they often contrast sharply with previous definitions and practices related to content area literacy instruction.

This article reviews text sets, which are a group of texts that share a common theme. Text sets are common in elementary school classrooms, and they can also be a great resource in middle school classrooms across the content areas. Text sets allow students to explore different aspects of a topic through texts that differ in ways such as genre, format, and complexity.

Lynn Gilbert helps students discern fiction from nonfiction text and how to determine which is easier to read in the context of science literacy.

This document provides information on disciplimary literacy strategies in content area classes, as well as literacy practices that adolescents deserve.

This PowerPoint reviews content area reading and what that means, as well as the basic construct of disciplinary literacy. It also provides information on practical recommendations for elementary teachers so they can best support the apprenticing of students into the disciplines.

This Appendix provides information on when social scientists read, write, and think. It also provides a long list of websites for teaching Social Studies, as well as book recommendations to build your own classroom library.

This Appendix provides information on when students of English read, write, and think. It also provides a long list of websites for teaching ELA, as well as award winning young adult literature.

This Appendix provides information on when mathematicians read, write, and think. It also provides a long list of websites for teaching Math, as well as book recommendations to build your own classroom library.

This Appendix provides information on when scientists read, write, and think. It also provides a long list of websites for teaching Science, as well as book recommendations to build your own classroom library.

Dr. Shanahan explains how disciplinary literacy is the literacy one uses when studying a particular discipline. For example, understanding the scientific process helps one read scientific study results. Each discipline asks its own sorts of questions.

This video reviews disciplinary literacy and how it is defined, planned, implemented and accessed.

Professor Elizabeth Birr Moje makes the case for a disciplinary literacy that, rather than hewing to generic literacy strategies, focuses on the literacy skills required of practitioners in a content field. The speech took place at the National Reading Initiative Conference in New Orleans, LA, on March 6, 2010, and was hosted by the National Writing Project.