1

Module 1 Reflection

RDG 323 Portfolio Reflection #1

Riannon Shanley

Arizona State University

2
Module 1 Reflection
Disciplinary Literacy is the cornerstone to effectively delivering content specific

knowledge through a variety of literary means. Under Common Core state standards, the

framework for social studies state standards are to “reframe social studies as enquiry, placing

special emphasis on working with evidence and communicating conclusions” (Monte-Sano et al.,

2014). As a history teacher you are compelled to teach students how to analyze text, review

primary/secondary sources, find arguments, and synthesize a historical event using evidence and

arguments. As noted by authors from Theory and Research in Social Education stated, “history

is an interpretive discipline grounded in evidence-based argument” (De La Paz et al., 2014).

Unlike math where students are tasked with solving specific problems that do have a definite

answer to them. English and science have similar instances of using evidence to argue a topic,

but each still has their own specific way to introduce, cite and argue the source within their

writing. Targeted disciplinary literacy across all subjects will produce skillful students ready to

contribute their knowledge.

Discipline specified vocabulary comprehension is particularly important to historical

literacy because of the extensive reading involved. Authors Brian Girard and Lauren Harris

explains “Students will connect lesson readings and activities to big ideas in world history”

(Girard & Harris, 2012). Teaching students to search for the big ideas within a reading may help

students begin to break down the words, messages, and meanings. Proper vocabulary

comprehension is especially important to contextual understanding. Many students often have

difficulties understanding language, symbols, metaphors, and the context of the word in

historical readings. Targeted literacy instruction will allow students to successfully interpret their

readings.
3
Module 1 Reflection

References

De La Paz, S., Felton, M., Monte-Sano, C., Croninger, R., Jackson, C., Deogracias,J., &

Hoffman, B. (2014). Developing Historical Reading and Writing With Adolescent Readers:

Effects on Student Learning. Theory & Research in Social Education, 42(2), 228–274.

https://doi.org/10.1080/00933104.2014.908754

Girard, B., & Harris, L. (2012). Striving for Disciplinary Literacy Instruction: Cognitive Tools

in a World History Course. Theory and Research in Social Education, 40(3), 230–259.

https://doi.org/10.1080/00933104.2012.705183

 Monte-Sano, C., De La Paz, S., & Felton, M. (2014). Implementing a disciplinary-literacy

curriculum for US history: learning from expert middle school teachers in diverse

classrooms. Journal of Curriculum Studies, 46(4), 540–575.

https://doi.org/10.1080/00220272.2014.904444