Kate Goudzward

Position Statement on Disciplinary Literacy in English Language Arts

Description of Disciplinary Literacy
To be successful in the discipline of English Language Arts, one must possess
the skills necessary to read and comprehend the multitude of texts in various
literary genres ranging from mystery in novels to sonnets in poetry. Shanahan
(2015) claims that, the study of literature requires learning the language of literary
interpretation, an ability to see patterns within and across texts, and an
understanding of human experience (pp. 15). One should also be capable of
presenting claims through writing or speaking with solid evidence from the text(s) to
support. In a 21st century context, mastery in this discipline has grown to include
digital and multimodal literacy.
Texts, Tasks, and Literacy Practices
Information is created through accessing prior knowledge and making connections
across texts, interpreting topics/themes, and analyzing the authors use of literary
devices (Shanahan 2015, pp.14). On their model for inquiry based literacy, Spires
et al. (2014), claim that literary critics make personal, intertextual, and global
connections using their texts and prior knowledge base. Shanahan (2015) cites the
Common Core State Standards when discussing the three main categories of
reading comprehension necessary for mastery in English Language Arts: Evaluating
(1) Key Ideas and Details--what the text says, (2) Craft and Structure--how the text
works, and the (3) Integration of Knowledge and Ideas--unifying and connecting
(pp. 14). Evaluation of texts can be done through multiple critical lenses (Shanahan,
pp. 14). Critical evaluation comes in the form of analysis, both literary and
rhetorical, where the critic analyzes the language, literary devices--irony,
symbolism, voice, and style--and themes of a text (Spires et al. 2014).
Implications and Recommendations for Instruction
For learners to become literate within the English Language Arts discipline, the
instructor must provide the human experience where it is missing and also navigate
the exploration of themes and motifs within texts. By reading a variety of
interpretations to a text, learners are able to appreciate multiple perspectives and
develop their own conclusions based on claims and evidence. Spires et al. (2014)
suggest to construct claims for literary critique with textual evidence and close
examination of language.
A way to reach the students through instructional designs and strategies would be
through mentor text, a solid piece of writing that can be analyzed for craft and style
and serve as a model for student writing. In addition to providing a mentor text,
Spires et al. (2014) suggest an instructor may scaffold the learners reading, writing

and discussing by forming discussion groups for purposes of determining if claims

are supported with adequate textual evidence and elaboration. Additionally,
teacher-guided discussion groups allow students to practice TN reading standards
of, Analyzing what a text says explicitly and drawing inferences; citing the
strongest, most compelling textual evidence to support conclusions (TN DOE, pp.
27).
Other ways to instruct students would be through modeling (conducting read-alouds
and think-alouds) and frontloading information (providing text sets and other
materials as scaffolds). Instruction also includes pre teaching or reteaching specific
literary vocabulary terms, such as frequently use words at the tier two level
(complex, establish, and verify), and tier three words specific to certain disciplines
(isotope and alliteration). This explicit vocabulary instruction, done in a short, robust
burst of instruction otherwise known as a minilesson, provides students with crucial
vocabulary words when they need them. Tier two words are commonly used and
typically need to be understood to fully comprehend a text; tier three words are
disciplinary specific and work to frontload information or elicit prior knowledge
before reading a complex text. Vocabulary instruction is an important aspect of
scaffolding students to read closely and apply the skills necessary to be successful
in the discipline of English Language Arts.

References
Shanahan, Cynthia (2015). Disciplinary Literacy Strategies in Content Area Classes.
International Literacy Association, (8069), pp. 1-18. Doi: 10.1598/e-ssentials.8069
Spires, H., Kerkhoff, S., Graham, A., & Lee, J. (2014). Model for Inquiry-Based
Disciplinary Literacy. Disciplinary Literacy for Deeper Learning MOOC-Ed. Friday
Institute for Educational Innovation. Raleigh, NC:NC State University.
TN BOE. Writing, Speaking & Reading Language. Post-Secondary Workforce Ready.
pp. 1-88.