An authoritative guide for improving teaching, learning, and literacy in content area classrooms

This book introduces teachers to the Disciplinary Literacy instructional framework developed by the Institute for Learning, University of Pittsburgh. Grounded in the Principles of Learning developed by acclaimed educator Lauren Resnick, the framework is designed to prepare students, grades 6 and up, to master the rigorous academic content learning required for college success. Unlike 'generic' teaching models, the framework is specifically tailored for each of the content disciplines. Highly practical, the book shows teachers how to integrate literacy development and thinking practices into their routine content instruction, with separate chapters devoted to math, science, history, and English/language arts. The book also shows how school instructional leaders can support teachers in learning and using this instructional approach.

• Offers an innovative approach for improving literacy, thinking, and content learning in secondary students


• Includes detailed instructional guidance plus numerous classroom examples of lessons, dialogs, and teaching routines


• Features chapters on each of the content areas-math, science, language arts, and social sciences


• Provides leadership guidance in implementing the method


• Foreword written by internationally acclaimed educator and cognitive scientist Lauren Resnick

Foreword by Lauren B. Resnick vii

Preface ix

Acknowledgments xiii

The Editors xvii

The Authors xix

ONE Engaging Content Teachers in Literacy Development 1
Stephanie M. McConachie, Anthony R. Petrosky

TWO Disciplinary Literacy: A Principle-Based Framework 15
Stephanie M. McConachie

THREE Disciplinary Literacy in the History Classroom 33
Anita K. Ravi

FOUR Disciplinary Literacy in the Mathematics Classroom 63
Victoria L. Bill, Idorenyin Jamar

FIVE Disciplinary Literacy in the Science Classroom 87
Samuel A. Spiegel, Jody Bintz, Joseph A. Taylor, Nancy M. Landes, Deborah L. Jordan

SIX Disciplinary Literacy in the English Language Arts Classroom 129
Anthony R. Petrosky, Stephanie M. McConachie, Vivian Mihalakis

SEVEN Embedding Disciplinary Literacy: Leadership and Professional Learning 163\
Stephanie M. McConachie, Rosita E. Apodaca

Appendix A: Disciplinary Literacy Design Principles by Core Academic Area 197

Appendix B: Disciplinary Literacy Observation Protocol 215

Appendix C: Selected Disciplinary Literacy Tools 219

References 223

Index 241

Stephanie M. McConachie is a fellow at the Institute for Learning at the Learning Research and Development Center of the University of Pittsburgh. Anthony R. Petrosky is professor and associate dean at the School of Education at the University of Pittsburgh. Headed by distinguished scholar, Lauren B. Resnick, the Institute for Learning (IFL) provides consultation, coaching, and professional development services to schools and districts in areas of leadership and instructional practice.