Teachers College Press Read, Write, Inquire: Disciplinary Literacy in Grades 6–12

Product Description In this practical guide, literacy experts show teachers how to use project-based inquiry to build students’ discipline-specific skills and knowledge in grades 6–12. The authors present a five-phase framework that incorporates their professional development experience working with over 3,000 teachers. By making the intuitive practices of the disciplines explicit within an inquiry process, students have opportunities to construct new knowledge by employing practices used by literary critics, scientists, historians, and mathematicians. Read, Write, Inquire responds to the current focus on disciplinary literacy across multiple sets of standards, offering a clear blueprint to help teachers meet these standards while also providing students with deep learning across the curriculum. Review "Individual teachers will surely benefit from this text, but department heads and curriculum designers will also find this a valuable resource for planning authentic and engaging curriculum with potential for crosscurricular collaboration."--Journal of Language and Literacy Education"Exceptionally well organized and presented, Read, Write, Inquire: Disciplinary Literacy in Grades 6-12 is an ideal choice for teacher in-service training programs and is unreservedly recommended for school district, college, and university library Teacher Education instructional reference collections and supplemental studies lists."--Midwest Book Review"Spires, Kerkhoff, and Paul demonstrate disciplinary literacy in action while simultaneously providing guides to help teachers build their own lessons and units. To their credit, the authors assist readers in understanding the social underpinning of literacy practices and how these practices connect to larger societal issues. The text positions both teachers and students as learners and encourages them to be change agents by shifting the ways in which they approach teaching and learning. The practical applications and intentional focus on assisting teachers in thinking through how to use these tools make this book a useful resource for teachers who want to engage their students in deeper, more meaningful engagement with the content."--Teachers College Record About the Author Hiller A. Spires is an alumni distinguished graduate professor at the College of Education and senior research fellow at the Friday Institute for Educational Innovation at North Carolina State University. Shea N. Kerkhoff is an assistant professor of secondary education at the University of Missouri-St. Louis. Casey Medlock Paul is a lecturer at the College of Education, North Carolina State University.