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Hover to see how factors connect to Disciplinary Literacy. Then click connected factors to explore strategies related to multiple factors.
When adolescents enter middle school, reading and writing become increasingly centered around different disciplines. Content specific discourses require students to learn the varying conventions of communication to effectively comprehend content and reinforce understanding. Adolescents also become more capable of creating their own discipline-specific texts such as arguments, narratives, proofs, or lab reports.
As middle and high school content becomes more diverse and comprehensive, adolescents need to develop varied reading and writing skills. Some examples of specific conventions within the disciplines in middle and high school include:
Foundational reading and writing skills become more sophisticated as students access higher level and multimedia texts. These skills are also increasingly important for completing tasks using online resources, which require the ability to locate and evaluate digital information from multiple sources. Those students who have better digital navigation skills may also learn content knowledge more efficiently.
Physically acting out a text or enacting major themes from texts enhances reading comprehension, particularly as texts become more complex.
Advance graphic organizers link prior knowledge to upcoming learning to help students anticipate and understand the structure of new information.
When annotating, students engage deeply with a text and make their thinking visible while reading.
When adolescents can connect and communicate with authentic audiences about their interests and values, reading and writing become more personally meaningful and relevant.
Students practice making and finding meaning in texts through book discussions moderated by teachers to varying degrees.
When peers are able to work together to plan, draft, edit, and revise during the Composition process, their writing quality improves.
For adolescent learners, the Composition process can become more robust, as learners begin to express ideas through multiple media, which includes visual, audio, and digital production.
When students express information visually, they are activating more cognitive processes while problem solving and increasing their experience with alternate texts.
When preparing for and debating with peers, students analyze, form, and express verbal arguments, fostering their critical thinking and literacy skills.
Dictionaries and thesauruses can serve as resources for students to expand their Vocabulary knowledge, as they provide easy access to definitions and similar words to help students remember words and meanings more readily.
As part of a varied curriculum, explicit instruction in reading comprehension strategies from teachers can help older students use strategies meaningfully and flexibly.
Seeing and using new words repeatedly and in many contexts is critical for Vocabulary acquisition.
Interpreting and composing discipline-specific texts requires tailoring literacy strategies, like annotating or asking questions, to the disciplinary goals and practices.
Teaching students how to systematically evaluate sources prepares them to navigate in an increasingly complex, digital world.
Increasing how much and how frequently students write improves both their writing quality and content knowledge.
Providing constructive feedback supports students' writing development by letting them know how to improve their writing.
Visiting places connected to classroom learning provides opportunities to deepen understanding through firsthand experiences.
As students move through multimodal stations pertaining to a particular unit, the social and physical nature of the activity supports deeper understanding.
Games help students practice their literacy skills in a fun, applied context.
Adding gestures and motions to complement learning activates more cognitive processes for recall and understanding, particularly within content area instruction.
Visualizing how ideas fit together helps students construct meaning and strengthens their recall.
During guided inquiry, teachers foster student autonomy by designing lessons centered on meaningful questions in which students locate, analyze, and present relevant information on their own or in small groups.
Opportunities for students to practice skills in context, with teacher support and also independently, helps to move concepts and ideas into Long-term Memory.
Practicing until achieving several error-free attempts is critical for retention.
Journaling allows students to reflect on their thinking and feelings, process their learning, and connect new information to what they know, supporting their identity development and Sense of Belonging.
By observing, rereading, and closely analyzing published writing, students see examples and learn the strategies of good writing that they can integrate into their own Composition.
By talking through their thinking at each step of a process, teachers can model what learning looks like.
Instruction in multiple formats allows students to activate different cognitive skills and Background Knowledge that are necessary to remember procedural and content information.
Providing multiple texts on the same topic or theme allows students to interact with multiple perspectives and develop their critical thinking skills.
When students provide constructive feedback on each other's work, they learn to give relevant suggestions, receive specific ways to improve their writing, and engage in Metacognition.
Having students teach their knowledge, skills, and understanding to their classmates strengthens learning and increases Motivation.
Using visual aids, such as pictures, diagrams, and charts, allows for additional processing time and supports learners by breaking down content and skills into more manageable parts.
Providing guiding prompts and questions for students to use when reading or participating in discussions deepens their understanding of texts and gives them space to question and grapple with issues of power, justice, and equity.
When teachers provide students with model texts for their writing, they learn to identify effective elements to incorporate into their own writing.
Reading aloud to adolescents models Reading Fluency as texts become more complex and disciplinary in nature and therefore, more difficult to understand.
Providing texts in braille, large font, and with text-to-speech allows learners with visual needs to access content.
Reading materials of varying complexity and levels are necessary for all students to experience success.
Having culturally relevant reading materials, including multicultural and diverse texts, are critical for supporting all students.
Providing access to a variety of multimodal texts that align with the interests of learners allows them to practice digital, information, and Critical Literacy.
With figurative language and creative sentence structure, poetry supports the development of a deeper understanding of the different ways language makes meaning.
When students monitor their comprehension, performance, and use of strategies when reading and writing, they build their Metacognition and actively participate in the reading process.
Sentence frames or stems provide language support for students' writing and participation in academic discussions.
Providing a story or concept map prior to lessons or having students create their own maps during or after reading helps learners identify and organize key elements of a text.
Think-pair-share encourages meaningful student discussion by allowing for extra processing time and multiple shares.
Word sorts are multisensory activities that help learners identify patterns and group words based on different categories while promoting Vocabulary development.
Displaying academic Vocabulary on a word wall can reinforce key terms and concepts that students are learning.
Writing conferences allow students to fully immerse, share, reflect, and receive feedback during the writing process, promoting Motivation for continuing the sometimes lengthy revision process that occurs in the upper grades.
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On this page, using your heatmap, you will be asked to select factors to further explore, and then select new strategies you might incorporate into upcoming instruction. Once done, click “Show Summary" to view your Design Summary Report.
On this page, using your heatmap, you will be asked to select factors to further explore, and then select new strategies you might incorporate into upcoming instruction. Once done, click “Show Report” to view your Design Summary Report.
By selecting "Show Report" you will be taken to the Assessment Summary Page. Once created, you will not be able to edit your report. If you select cancel below, you can continue to edit your factor and strategy selections.
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