In this article, we aim to clarify the specialized purposes for reading in secondary English language arts (ELA) classes. We will suggest ways ELA teachers can help build (or repair) students’ readerly identities while also ensuring they graduate with the necessary skill sets to transfer their knowledge into further studies, careers, and lifelong pleasure reading.

Author Bio

Ms. Jenelle Williams is a Literacy Consultant at Oakland Intermediate School District (Oakland Schools). She is interested in adolescent literacy, disciplinary literacy, and culturally sustaining practices. She can be reached at jenelle.williams@oakland.k12.mi.us.

Mr. Jay Haffner is an Educational Improvement and Secondary Literacy Consultant at Oakland Intermediate School District (Oakland Schools). He is most interested in helping schools develop team-based leadership practices that support disciplinary literacy, adolescent literacy development, and high-quality professional learning. He can be reached at jay.haffner@ oakland.k12.mi.us.



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