🌉Bridging content instruction and disciplinary literacy knowledge is a key theme in our presentations to teachers who are beginning their work in disciplinary literacy.
For nearly a decade, Reading Ways has provided outstanding presentations and keynotes both in-person and online. During our workshops, we not only introduce powerful concepts related to adolescent literacy, critical thinking, and content learning; we also model coaching approaches that we advocate for Reading Ways site leaders. We design these experiences as opportunities for both teacher participants and instructional leaders who help to co-facilitate our work.
Price: $1,200/day (plus travel expenses)
Bridging content instruction and disciplinary literacy knowledge is a theme that we have developed in many of our presentations to teachers who are beginning their work in disciplinary literacy. We always tailor our content and formats to the needs of our partners. In 2021, co-founder Josh Lawrence presented at the Ohio Literacy Academy. In his presentation on Cross Content Principles and Disciplinary Literacy (see presentation below) he described the role of systematic phonics in structured literacy instruction and identified effective phonics assessment and instructional procedures.
How can we effectively support adolescents in developing disciplinary reading/writing/thinking skills at the middle and high school levels?
What is “disciplinary literacy”?
How can content-area teachers increase students’ disciplinary reading/writing/thinking skills?
How can teams of teachers support a wide range of learners (struggling readers, ELLs, LD, etc.)?
What roles do technology, professional learning communities, and discussion-based protocols play in facilitating disciplinary literacy instruction?
Understand that there are deep connections between each content area (i.e., discipline) and the ways in which we must encourage students to read, write, and think like historians, mathematicians, scientists, etc.
Understand the notion that reading/writing strategies must be carefully selected and adapted to match disciplinary purposes and particular students’ needs.
Understand the different literacy needs of students who struggle with reading, especially second language learners and students with learning differences.
Understand how technology, professional learning communities, and discussion-based protocols can support disciplinary literacy instruction.