1st Edition

Teaching Disciplinary Literacy in Grades K-6 Infusing Content with Reading, Writing, and Language

    304 Pages 65 B/W Illustrations
    by Routledge

    304 Pages 65 B/W Illustrations
    by Routledge

    Accessible and engaging, this text provides a comprehensive framework and practical strategies for infusing content-area instruction in math, social studies, and science into literacy instruction for grades K-6.

    Throughout ten clear thematic chapters, the authors introduce an innovative Content-Driven Integration (CDI) model and a roadmap to apply it in the classroom. Each chapter provides invaluable tools and techniques for pre-service classroom teachers to create a quality integrated thematic unit from start to finish. Features include Chapter Previews, Anticipation Guides, Questions to Ponder, Teacher Spotlights, "Now You Try it" sections, and more. Using authentic examples to highlight actual challenges and teacher experiences, this text illustrates what integrating high-quality, rich content-infused literacy looks like in the real world. Celebrating student diversity, this book discusses how to meet a wide variety of students’ needs, with a focus on English Language Learners, culturally and linguistically diverse students, and students with reading and writing difficulties.

    A thorough guide to disciplinary integration, this book is an essential text for courses on disciplinary literacy, elementary/primary literacy, and English Language Arts (ELA) methods, and is ideal for pre-service and in-service ELA and literacy teachers, as well as consultants, literacy scholars, and curriculum specialists.

    1. Bringing Science, Social Studies, and Math into the Literacy Block 2. Zooming Out on the Holistic Goals of Literacy Instruction 3. The Content-Driven Integration Model for Developing Thematic, Interdisciplinary Units 4. Selecting Texts for Integrated Instruction 5. Reading to Learn: Bringing Reading Instruction and Content Learning Together 6. Writing to Learn 7. Analyzing Texts to Support Comprehension 8. Developing Vocabulary 9. Talking to Learn… and Learning to Talk 10. Supporting Students With Process-Based Writing


    Sarah M. Lupo is an Assistant Professor of Literacy Education in the Early, Elementary, and Reading Education Department at James Madison University, USA.

    Christine Hardigree is an Assistant Professor of Adolescent Literacy Education in the Education Department at Iona College, USA.

    Emma S. Thacker is an Associate Professor of Social Studies Education in the Early, Elementary, and Reading Education Department at James Madison University, USA.

    Amanda G. Sawyer is an Associate Professor of Mathematics Education in the Middle, Secondary, and Mathematics Education Department at James Madison University, USA.

    Joi D. Merritt is an Associate Professor of Science Education in the Early, Elementary, and Reading Education Department at James Madison University, USA.

    "Lupo and colleagues don’t just pay lip service to integrating content and literacy instruction; they provide teachers with a clear framework for meaningful, content-driven integration of mathematics, science, and social studies in the literacy block. Readers of this book will gain the knowledge needed to design interdisciplinary units, select texts, teach reading and writing to learn, and develop vocabulary and oral language for diverse learners, all of which the authors clearly illustrate through the experiences of two classroom teachers. I expect that novice and veteran teachers alike will find something in this book to add to their instructional repertoire."
    --John Z. Strong, Assistant Professor of Education, University at Buffalo, State University of New York, USA


    "Teaching Disciplinary Literacy expertly provides pre- and in-service teachers with crucial content and research-based instructional techniques to meaningfully integrate science, social studies, and math content into the literacy block. The authors include a number of accessible examples from both lower and upper elementary classrooms, alongside flexible templates and invitations to apply the material to teachers’ own elementary classrooms. I look forward to using this textbook in my own content and disciplinary literacy courses!"

    --Courtney Hattan, Assistant Professor of Elementary Literacy and Educational Psychology, Illinois State University, USA