Content area teachers often complain about students’ lack of writing skills and go on to remark it is not their job to teach students to read and write.
Imagine you are meeting with a professional learning community (PLC) or team. Write an argument, supported by research, that proves otherwise as an original response.
Why do teachers resist incorporating writing and reading instruction into content instruction?
Using the Module 8 reading by Graham et al. (2017) as a resource, how would you explain the differences and overlaps between content area literacy and disciplinary literacy? Why is it beneficial for teachers to know the difference?
How can literacy leaders support content area teachers in the teaching of reading and writing skills?
R1
Sample Answer
Deconstructing the TaskI'm starting my research to build a robust, research-supported argument for a Professional Learning Community (PLC) meeting. This argument must prove that teaching literacy is a shared responsibility of all content area teachers. I need to cover four main themes: the research foundation for this responsibility, the reasons behind teacher resistance, the theoretical differences between Content Area Literacy and Disciplinary Literacy, and practical support strategies for literacy leaders.Establishing Research PillarsTo ensure comprehensive coverage, I've organized the research into five key areas. The first two focus on the core debate: providing evidence for why content teachers must teach literacy (drawing on frameworks like Writing Across the Curriculum or Disciplinary Literacy) and identifying the common hurdles that lead to teacher resistance (such as lack of time or training).
Conceptualizing Literacy InstructionA crucial part of the assignment involves using Graham et al. (2017) to explain the conceptual framework of content and disciplinary literacy. My research will focus on extracting these key definitions, the distinction between them, and why understanding this difference is beneficial for educators. I am also seeking specific examples showing how reading and writing function uniquely across different subjects, such as in history versus science.Planning for SupportFinally, I need actionable strategies for supporting content area teachers. The last phase of my initial search will gather research on effective professional development models and successful PLC structures that literacy leaders can implement to integrate reading and writing instruction into content classrooms.