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.

Book Features:

• A model that connects project-based inquiry and disciplinary literacy for deeper learning among teachers and students.
• Classroom vignettes and practical examples are used to illustrate the model.
• A chapter on connecting digital and global literacies with the inquiry model.
• Appropriate for multiple sets of standards, including the Next Generation Science Standards, the 3C Framework for Social Studies, and the Common Core State Standards.

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Authors and Contributors

Dr Hiller A. Spires

Teams

New Literacies Collaborative

Projects

Disciplinary Literacy for Deeper Learning Course

This course explores what it means to read, write, speak and listen for learning and creating knowledge across disciplines, including science, mathematics, history/social studies and English/language arts.

Published

February 11, 2020

Resource Type

Book

Published By

Friday Institute for Educational Innovation

Suggested Citation

Spires, H., Kerkhoff, S., & Medlock Paul, C. (2020). Read, Write, Inquire: Disciplinary Literacy in Grades 6- 12. Teachers College Press.