In this paper, we will explore elements of the Essential Instructional Practices for Disciplinary Literacy: Grades 6-12 , a statewide initiative in Michigan designed to support exactly this kind of teaching. In particular, we will discuss key instructional implications of the Essential Practices for both social studies and ELA instruction and highlight important commonalities and distinctions across these two content areas. We provide concrete examples of these practices in action as we share activities and reflections from a curricular project we undertook with US History and ELA teachers called Equitable Futures. In this initiative, teachers engaged their students in inquiry-driven learning that involved the development of a range of disciplinary literacy practices and tools.
Stockdill, Darin B. and Woodward, Stacie B.
"Enacting Disciplinary Literacy Instruction: Essential Practices in Action,"
Language Arts Journal of Michigan:
2, Article 4.
Available at: https://doi.org/10.9707/2168-149X.2333