During last week’s class, some of my peers brought up the concern that disciplinary literacy would be difficult to implement into a fourth grade classroom. This led to interesting discussion and many questions. My initial response was that any student of any age or grade would be able to participate in disciplinary literacy. My argument was that the only difference between a fourth grade class and an eighth grade class is the content and this does not change the disciplinary approach to teaching. I was excited when I read the title of the article, “Does Disciplinary Literacy Have a Place in Elementary School?” because I was interested to find some answers to this question.
From the article, I gathered that students in early grades should be taught in a way that prepares them for disciplinary literacy as they approach high school, college, and a career. This means that it is never too early to begin treating students like mini experts in the field. The authors say, “general reading skills can only take students so far” (Shanahan 2014). If elementary students are only expected to demonstrate basic comprehension, they will reach a point where they are no longer growing. It is the teacher’s responsibility to assign tasks that encourage disciplinary literacy. For example, teachers can have students identify the differences between informational texts across disciplines. Students will begin to understand that information is communicated differently depending on the point of view. Teachers can also focus on vocabulary and discourse. An example could be teaching fifth graders about the Latin and Greek roots of scientific words (Shanahan 2014). If a student understands the root of a word, they can make inferences on the meaning before they even know the actual definition. If teachers only expect their elementary students to display basic reading skills, they are suppressing their actual potential. From my field experience, I have learned that when a teacher sets the bar high, students will always rise to the challenge!
In one of my field experiences, I observed a sixth grade science class. There was one project that specifically stands out to me as disciplinary literacy. After reading the article, “Disciplinary Literacy and Inquiry: Teaching for Deeper Content Learning,” I also believe the task falls under the category of project based inquiry. The task followed the five steps of PBI: ask a compelling question, gather and analyze sources, creatively synthesize claims and evidence, critically evaluate and revise, and share publish and act (Spires 2016). The students watched a video in which several different teachers described outfits they needed for a specific occasion (e.g, a winter hike). They picked the scenario that was most compelling to them and began to research. Students had to research companies that used eco-friendly materials and produced reliable clothing. Then, the students designed an outfit that met the teacher’s needs. This project stood out to me because of its real-world application. Not only did it teach students the importance of shopping ethically, but it also taught them how to research different companies and make smart, well thought-out purchases.
Shanahan, C., & Shanahan, T. (2014). Does disciplinary literacy have a place in elementary school?.The Reading Teacher, 67(8), 636-639.
Spires, H. A., Kerkhoff, S. N., & Graham, A. C. (2016). Disciplinary literacy and inquiry: Teaching for deeper content learning. Journal of Adolescent & Adult Literacy, 60(2), 151-161
Literacy in Every Classroom 