Back in elementary school, there would be little ways as to how my teachers would teach us disciplinary literacy skills. Although they may not be as enforced in the younger grades than in secondary, the gentle approach will stick in the long run. For example, in science, having the students collecting data is a way to help teach them disciplinary skills. For reading, the students are still learning new words and their meanings. The more that they learn, they are developing skills to prepare to look deeper into texts with the way they are worded. In the elementary level, implying disciplinary literacy is not necessarily a bad thing to do, but being so young and still developing, the students may not fully grasp the concept. If there are some forms that are working with the content to be well absorbed by the students then it may not be a bad thing to keep around.
Throughout the years that we are growing up learning back in elementary school, English class was one I would always remember, and now I will be teaching it. There are many things that go into a reading class. When we start out, we have spelling and vocabulary to get the students to understand the concept of the words. As they graduate into being able to read and write sentences, they are able to begin reading stories. Although it may not look like much, but there is disciplinary learning, even in the slightest bit, in the content. By being able to understand the words and meanings, this can lead into interpreting a historical article in the perspective of the historian. Even being able to collect data and writing a scientific paper. Within my future classroom, I plan on trying different approaches as to what tactics may work well with getting my students to understand their content and apply it into their future.
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Great ideas, I definitely agree on the concept of introducing disciplinary literacy to younger grades or students. While they may not fully understand or comprehend the concept of disciplinary literacy it provides an introduction to how they will be learning in the higher grades. I also believe it is important to include this into courses such as science and history; often-times those courses are left out of disciplinary literacy (many students our age often say they did not learn disciplinary literacy in those courses) this can include analyzing data or diving into a deeper meaning on why something happened in history. I believe that it is not the idea of mastering or being a professional in disciplinary literacy at these ages (9-10) but rather being introduced and attempting to challenge your students in a way that is beneficial to their leaning. It is definitely important to try and include disciplinary literacy within the classroom as it can improve their learning.
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It is great to acknowledge that is there is a different between elementary disciplinary literacy and then high school disciplinary literacy. I love your wording when you say, “gentle approach”, because that is exactly what teachers should be doing at the younger grades. It is a guide that allows students to think about a topic at their level. Therefore, I disagree with your thought that states, “in the elementary level, implying a disciplinary literacy is not necessarily a bad thing to do, but being so young and still developing, the students may not fully grasp the concept”. I totally get what you are saying that the material may be advanced for the students because it is something new for them. However, I believe it is our job of as teachers to break down the content to the appropriate age level, so they can grasp it. Therefore, you can do the same with disciplinary literacy. How you might wonder? Well, I believe Spires et al. do a fabulous job explaining it in their article, “Disciplinary Literacy and Inquiry: Teaching for Deeper Content Learning”. They explain that disciplinary literacy can be used with the avenue of inquiry. They provide a model that students should follow when approaching new material and having to use disciplinary literacy. The sequence they present goes as followed, “(1) ask a compelling question, (2) gather and analyze sources, (3) creatively synthesize claims and evidences, (4) critically evaluate and revise, and (5) share, publish, and act” (Spires, Kerhoff, and Graham, 2016, p.152). When I read this, it opened my mind to dismiss that thought that elementary school students cannot use disciplinary literacy because if they follow those steps, they are preforming natural tasks that a young individual would do. Essentially, we are asking them to be creative and think about their learning. Inquiry is natural to use humans, but once we get older we forget and just want to be told the information. Therefore, we have the opportunity as teachers to help these young students incorporate their natural desires to learn through the lens of disciplinary literacy.
Spires, H. A., Kerkhoff, S. N., & Graham, A. C. (2016). Disciplinary literacy and inquiry: Teaching for deeper content learning. Journal of Adolescent & Adult Literacy, 60(2), 151-161
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I agree that teachers should start teaching disciplinary literacy in the elementary school grades. It is great that secondary school teachers are embracing these skills and showing their students these skills because instruction on these skills is better late than never. However, it will be easier for students to use these skills in the classroom and in their life after their school career if they are introduced earlier. Children’s brains are extremely moldable and continuously creating new neuron connections. this makes it easier for children to grasp new concepts. It has been found that it is easier for children to learn and remember new languages than it is for adults to do so. Because of this it is safe to assume that the same rule applies for other new skills. Connections between neurons would have been made more easily and would have had time to get stronger through practice if the skills are introduced in elementary school. With this, students would have an easier time remembering these skills if they are introduced to them at a younger age.
When I am a teacher, I am going to create my lessons with disciplinary literacy skills in mind. I want to create a foundation of these skills in all of my students. This way my students can practice these skills, become comfortable with these skills, and effectively use these skills outside the school setting.
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