Read, Write, Inquire: Disciplinary Literacy in Grades 6–12

In this practical guide, literacy experts show teachers how to use project-based inquiry to build students’ discipline-specific skills and knowledge in grades 6–12. The authors present a five-phase framework that incorporates their professional development experience working with over 3,000 teachers. By making the intuitive practices of the disciplines explicit within an inquiry process, students have opportunities to construct new knowledge by employing practices used by literary critics, scientists, historians, and mathematicians. Read, Write, Inquire responds to the current focus on disciplinary literacy across multiple sets of standards, offering a clear blueprint to help teachers meet these standards while also providing students with deep learning across the curriculum.

Table of Contents:
Contents Acknowledgments ix Introduction 1 Disciplinary Literacy and Project-Based Inquiry (PBI) 1 How Our Model Is Different from Other Methods 2 Benefits for Teachers and Students 3 Chapter Summaries 3 Design Features 5 1. Disciplinary Literacy and Inquiry for Deeper Learning 7 What Is Disciplinary Literacy? 7 What Is the Difference Between Disciplinary Literacy and Content Literacy? 11 Apprenticeship in Disciplinary Literacy 13 How Can Disciplinary Literacy Be Used with Inquiry-Based Learning? 18 Summary 21 Now It’s Your Turn! 21 2. Relating Disciplinary Literacy to Inquiry Through the Project-Based Inquiry (PBI) Model 22 The PBI Model 22 Summary 37 Now It’s Your Turn! 38 3. Gathering and Analyzing Sources: Getting Close to Close Reading 39 Gather and Analyze Online Sources 39 What Is Close Reading? 41 Close Reading in the Disciplines 42 Close Reading in the Classroom 48 Strategies for Close Reading 49 Summary 53 Now It’s Your Turn! 54 4. Creatively Synthesizing Information: Building Digital and Global Literacies 55 Creatively Synthesizing Information 56 Digital Literacies and Learning 57 PBI Global and Educational Cosmopolitanism 62 Summary 71 Now It’s Your Turn! 71 5. Critical Evaluation as Summative and Formative Assessment 72 Summative Assessment 73 Formative Assessment 76 Differentiation 79 Summary 84 Now It’s Your Turn 84 6. Share, Publish, and Act: Students and Teachers Stepping into Leadership 86 Students Share, Publish, and Act as Part of Their PBI Process 86 Teacher Leaders as Change Agents 87 Summary 95 Now It’s Your Turn! 96Appendix A: PBI Disciplinary Literacy Lesson for ELA 98 Appendix B: PBI Disciplinary Literacy Lesson for Science 110 Appendix C: PBI Disciplinary Literacy Lesson for History 119 Appendix D: PBI Disciplinary Literacy Lesson for Mathematics 126 Appendix E: PBI Disciplinary Literacy Lesson Template 135 References 141 Index 149 About the Authors 158

About the Author :
Hiller A. Spires is an alumni distinguished graduate professor at the College of Education and senior research fellow at the Friday Institute for Educational Innovation at North Carolina State University. Shea N. Kerkhoff is an assistant professor of secondary education at the University of Missouri-St. Louis. Casey Medlock Paul is a lecturer at the College of Education, North Carolina State University.

Review :
“This unique approach encourages students to adopt sophisticated literacy practices in the same way the disciplines developed them—as a natural outgrowth of knowledge creation.”- Timothy Shanahan, distinguished professor emeritus, University of Illinois at Chicago