Dliscpinary Literacy Resources Magazine

Disciplinary
Literacy
A selection of useful resources

This book is highly recommended for teachers and leaders who
are seeking ways to ensure all teachers understand how to
teach literacy in their subjects. The book guides teachers in all
subjects to identify the literacy features of their disciplines, and
to use that knowledge to inform their teaching.
Often differences in disciplines are perceived to be one of
content, but disciplinary literacy recognises that each subject
has its own ways of thinking, reading, writing and speaking.
Furthermore, each discipline has its own forms of writing. For
example, an essay in history is quite different to one in
psychology or geography.
Central to the ideas in this book, is the concept of a whole
school literacy culture where teachers understand the literacy of
their disciplines while also the more general literacy practices
that function across disciplines.

A must read for teachers in grades 6-12 who are tackling
the endless challenges of literacy learning in each of the
major academic disciplines.
Editors Jetton and Shanahan provide an excellent
compilation of solid, research-based articles, to help in
the understanding of how students construct meaning in
the different content domains, as well as how they use
this constructed meaning in discipline-related acts of
literacy.

This cutting-edge volume examines ways to help K-12
students develop the literacy skills and inquiry practices
needed for high-level work in different academic domains.
Chapters interweave research, theory, and practical
applications for teaching literature, mathematics, science, and
social studies, as well as subjects outside the standard corephysical
education, visual and performing arts, and computer
science. Essential topics include use of multimodal and digital
texts, culturally responsive and sustaining pedagogy, and new
directions for teacher professional development. The book
features vivid classroom examples and samples of student
work.

Foundational and accessible, this book equips teachers with the
knowledge, understanding, tools, and resources they need to help
students in grades 4–12 develop reading proficiencies in four core
academic subjects—literature, history, science, and mathematics.
Applying a disciplinary literacy approach, Fang describes the verbal
and visual resources, expert strategies, inquiry skills, and habits of
mind that students must learn in order to read carefully, critically,
purposefully, and with an informed skepticism across genres and
content areas. He also shows how teachers can promote language
learning and reading/literacy development at the same time that they
engage students in content area learning.
With informative synthesis and research-based recommendations in
every chapter, this text prepares teachers to help students develop
discipline-specific, as well as discipline-relevant, discursive insights,
literacy strategies, and ways of thinking, reasoning, and inquiring that
are essential to productive learning across academic subjects. It also
provides teacher educators with approaches and strategies for helping
teacher candidates develop expertise in academic reading instruction.
In so doing, the book demystifies academic reading, revealing what it
takes for students to read increasingly complex academic texts with
confidence and understanding and for teachers to develop expertise
that promotes disciplinary literacy.

Firmly rooted in research evidence of what works within the classroom for
our most disadvantaged students, Disciplinary Literacy and Explicit
Vocabulary Teaching offers teachers and school leaders practical ways in
which those students who are behind in their literacy capabilities can
make excellent progress. Kathrine Mortimore outlines the unique literacy
challenges posed by specific subject areas for those with weaker literacy
skills, and more importantly how these challenges can be addressed and
overcome.
This book draws on the success stories of schools and subjects that have
made significant improvements in the outcomes of the children they
teach, regardless of their starting points and draws on both whole school
initiatives and subject-specific strategies which have had proven success.
This book places a wide and balanced knowledge-rich curriculum at the
centre of any school improvement strategy designed to improve literacy
and illustrates the role that all subjects must combine to play in building
the vital background knowledge and vocabulary that young people need
to read independently. This curriculum must then be delivered using
those teaching methods that have had the greatest impact on
disadvantaged learners, and this book sets out how the methodology of
direct and explicit instruction can be adopted within each subject area.
There are also useful sections on creating a whole school dictionary of
essential vocabulary, creating a culture of reading and writing, and also
those key literacy barriers experienced by those students with some of
the most common special educational needs.

A revised and expanded edition that promotes inquiry and teaching practices to help
students gain the discipline-specific literacy skills they need to succeed in college, the
workplace, and the society of tomorrow.
In this second edition of Disciplinary Literacy Inquiry and Instruction, Jacy Ippolito,
Christina L. Dobbs, and Megin Charner-Laird update their framework for guiding
discipline-specific teaching and learning in K-12 classrooms. With new and revised
chapters, the book outlines disciplinary literacy professional learning that not only
supports the development of new instructional skills but also inspires hope, authentic
engagement, and collaboration among teachers and educational teams.
Ippolito, Dobbs, and Charner-Laird show how their adaptable framework, which is based
on the RAND model of reading comprehension, allows educators across grade levels to
embrace the language, genre, and modality of their subject areas while attuning
specifically to texts, tasks, students, and classroom cultures. Offering research-based
best practices, guiding questions, and concrete real-world examples, they prepare
teachers to meet the demands of today's educational climate.
This useful resource for professional learning demonstrates how the disciplinary literacy
framework can guide both larger-scale and hyperlocal implementation. It maintains a
special focus on critical disciplinary literacy work, which interweaves the ideas of
disciplinary literacy with critical, culturally sustaining, and antiracist pedagogies. It also
prepares educators to serve diverse student populations with specific literacy-learning
needs, including neurodivergent students, deaf students, and multilingual learners.

In Closing the Reading Gap, Alex Quigley explores the intriguing
history and science of reading, synthesising the debates and
presenting a wealth of usable evidence about how children develop
most efficiently as successful readers.
Offering practical strategies for teachers at every phase of their
teaching career, as well as tackling issues such as dyslexia and the
role of technology, the book helps teachers to be an expert in how
pupils ‘learn to read’ as well as how they ‘read to learn’ and explores
how reading is vital for unlocking a challenging academic curriculum
for every student.
With a focus on nurturing pupils’ will and skill to read for pleasure
and purpose, this essential volume provides practical solutions to
help all teachers create a rich reading culture that will enable every
student to thrive in school and far beyond the school gates.

With the goal of giving every teacher the knowledge and skill to
teach writing with confidence, it makes sense of the history and
'science' of writing, synthesising the debates and presenting a
wealth of usable evidence about how children develop most
efficiently as successful writers.
It trains teachers to be an expert in how pupils learn to write, from
the big picture of planning, editing and revising your writing, to the
vital importance of grammar and spelling with accuracy. Highly
practical strategies and easy-to use classroom activities are
included to help teachers seize opportunities across the
curriculum every school day to teach the critical writing process.
Closing the Writing Gap will guide teachers at every stage of their
career and when used with Alex Quigley's much-loved books on
Vocabulary and Reading gives school leaders evidence-based
approaches to literacy that can be applied across a school or a
group of schools.

As teachers grapple with the challenge of a new, bigger and
more challenging school curriculum, at every key stage and
phase, success can feel beyond our reach. But what if there
were 50,000 small solutions to help us bridge that gap?
In Closing the Vocabulary Gap, Quigley explores the increased
demands of an academic curriculum and how closing the
vocabulary gap between our 'word poor' and 'word rich'
students could prove the vital difference between school failure
and success.
This must-read book presents the case for teacher-led efforts
to develop students' vocabulary and provides practical
solutions for teachers across the curriculum, incorporating
easy-to-use tools, resources and classroom activities.

A great resources to give teachers a practical way
to help students master academic vocabulary.
Building on from their previous book, Marzano and
Pickering provide ideas and suggested word lists
for implementing subject specific vocabulary
instruction.
With word lists applicable for F-12, educators are
encouraged to use the provided tools and activities
to help their students deepen their own
understandings of academic vocabulary, while
helping them master essential vocabulary and
concept areas in each discipline.

https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks3-ks4