Tuesday, October 28, 2014


What is Disciplinary Literacy? 

How is disciplinary literacy different than content area literacy?

Are you interested in:
  • Strengthening your understanding of what it takes to engage students in deeper learning through disciplinary literacy practices;
  • Engaging in disciplinary literacy practices (e.g., close reading, digital learning, constructing and supporting claims);
  • Experiencing multiple opportunities for personalized application of disciplinary literacy to your teaching context;
  • Taking action to become a teacher leader by engaging others in disciplinary literacy practices.

Consider attending our Writing Collaborative and Reading Apprenticeship trainings if you haven't already (described below).  Already trained in RA and WC?  Then contact me to learn more about monthly meetings to support disciplinary writing with Writing Collaborative and disciplinary reading with Reading Apprenticeship. 

Upcoming Literacy Professional Development

Winter K-12 Literacy Summit

Socially and Culturally Relevant Literacy

Dr. Ernest Morrell of Teacher's College of Columbia University  

January 21, 2015

      Finding effective ways to teach today’s student population is perhaps the greatest challenge facing literacy educators in the United States. As classrooms become increasingly diverse, educators struggle to find curricula and pedagogical strategies that are inclusive and affirmative yet facilitate the development of academic and critical literacies. Much of the multicultural education literature has limited conceptions of culture as a racial or ethnic identity. Teachers have little help on creating learning communities in multiethnic classrooms (Mc,Carthy, 1998).
     Join Dr. Morrell to learn about new approaches for critical reading of popular culture to help all students deconstruct dominant narratives in the teaching of literacy.

Writing Collaborative

Helping teachers and students understand writing in the content areas in order to make explicit the processes and strategies needed to improve student writing, including:

-What we do when we write
-Practice of successful writers
-Helping students measure metacognition
-Four sure things teachers can do to improve student writing

All trainings are three days in length: 
  • Winter 2015- February 25, 26, and March 12


Reading Apprenticeship

Participants will:

1. Learn about the RA framework and
    instructional practices that support students'
     reading improvement.
    2. Develop and refine their own classroom
        practices in RA.
      3. Learn powerful instructional strategies
         that support content-area reading, writing,
         and thinking.
        4. Learn a set of rich routines to support the
           'metacognitive' conversation at the heart of RA.

        Training- Winter 2015: February 3, 4 and 24.   REGISTER HERE

        Writing in the World Language Classroom: Where there are words, there is magic!

        February 10, 2015
        8:30-3:30 at WISD 

        Writing in another language involves much more than translating and completing homework assignments from the text.  Writing is a powerful skill through which students express themselves in the new language.  This workshop addresses the national and state standards for written communication, compares those standards with common core expectations for writing, and explores a variety of real-world writing tasks and strategies at the word, phrase, sentence and paragraph level across a range of proficiency levels.


        Anne Grundstrom Nerenz, Ph.D.
        Editor, Foreign Language Annals
        Director, K-12 World Language Teacher Certification
        Eastern Michigan University
        Register HERE for FREE