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Liberty University Implementing Disciplinary Reading Opportunities Paper

Please follow rubricYou must submit replies with 150 – 200 words in every module/week in which the forum is assigned. Each reply should be supported by personal experience, scripture, and/or academic references. In addition, if any “experts” are quoted, support your opinion using current APA format.“Content area literacy focuses on study skills that can be used to help students learn from subject matter specific texts. Disciplinary literacy, in contrast, is an emphasis on the knowledge and abilities possessed by those who create, communicate, and use knowledge within the disciplines,” (Shanahan & Shanahan, 2012, p. 8). This implies that the content strategies are cross-curricular, and disciplinary literacy strategies are specific to the content area. For example, students analyze materials in all classes, but how they interpret them is different. Students in an English class will analyze a story differently from examining documents in a history class.From experience with disciplinary literacy, teachers must value the ability to make connects. Disciplinary literacy builds upon itself. What a student learns in elementary school about reading and writing will apply in their high school classes. When students learn how to make inferences, they will apply that reading in specific content areas.When teachers want to implement disciplinary reading opportunities, they must think about how the content aligns with the 21st Century learner and create assignments that are authentic in nature (Chauvin & Theodore, 2015, p. 3-5). According to Chauvin and Theodore, assessments should allow students to use resources outside of the classroom and adhere to their interests and strengths (Chauvin & Theodore, 2015, p. 5). This approach can lend itself to problem-based Learning. This method can allow for students to think critically.Being a high school social studies teacher, I often think about the appropriate ways to include disciplinary literacy in my lessons. For students to read and write like a historian, they have to be able to scan documents and decipher various points of view, understand the information in different contexts, and make connections. One way in which I am able to do this is by using document bases questions (DBQs). The purpose of a DBQ is not to assess knowledge but to teach a skill. DBQs allow students to evaluate information as a historian would. DBQs enable students to read multiple documents and create an opinion based on the question. Students also become privy to the language that is to be used in a history course. When using DBQs, I like to teach students the Advanced Placement acronym SOAP. This acronym helps students to understand the documents better. When concluding a DBQ, there is a required essay, where students are taught how to use evidence to support claims. All of these instructional strategies combined better prepare students for disciplinary reading in the future.Chauvin, R., and Theodore, K. (2015). Teaching content-area literacy and disciplinary literacy. SEDL Insights, 3(1), 1-10.Shanahan, T. and Shanahan, C. (2012). What is disciplinary literacy and why does it matter? Topics in Language Disorders, 32(1), 7-18.

EDUC 656
Content 70%
Levels of Achievement
17 to 18 points
15 to 16 points
Thread Content
All key components of the
Most of the components of the
Discussion Board Forum prompt are Discussion Board Forum prompt
answered in the thread. The thread
are answered in the thread. The
has a clear, logical flow. Major
thread has a logical flow. Major
points are stated clearly. Major
points are stated reasonably well.
points are supported by good
Major points are supported by
examples or thoughtful analysis.
good examples or thoughtful
10 points
8 to 9 points
Replies Content
Each reply focuses on a meaningful Most replies focus on a meaningful
point made in another candidate’s
point made in another student’s
thread. Each reply provides
thread. Most replies provide
substantive additional thoughts
substantive additional thoughts
regarding the thread and an
regarding the thread and an
explanation of why the student
explanation of why the student
agrees or disagrees with the idea
likes or dislikes the idea presented
presented in the thread. Each reply is in the thread. Most replies are clear
clear and coherent.
and coherent.
Structure 30%
8 points
7 points
Spelling and grammar are correct.
Some spelling and grammar errors.
Spelling, and
Sentences are complete, clear, and
Sentences are presented as well.
Current APA
concise. Paragraphs contain
Paragraphs contain some varied
appropriately varied sentence
sentence structures. Where
structures. Where applicable,
applicable, references are cited
references are cited in current APA
with some current APA
1 to 14 points
The Discussion Board Forum
prompt is addressed
minimally. The thread lacks
flow or content. Major points
are unclear or confusing.
Major points are not
supported by examples or
thoughtful analysis.
1 to 7 points
Some replies focus on a point
made in another student’s
thread. Replies could be more
substantive regarding the
thread. Replies lack clarity
and coherence.
Not Present
0 points
Not present.
0 points
Not present.
Not Present
1 to 6 points
0 points
Spelling and grammar errors
Not present.
distract. Sentences are
incomplete or unclear.
Paragraphs are poorly formed.
Where applicable, references
are minimally or not cited in
current APA format.
Page 1 of 2
EDUC 656
Word Count
and Citation
4 points
The thread minimum word count of
400-500 words is met, but not
exceeded by more than 100 words.
At least 2 replies are present, and a
minimum word count of 150-250
words each is met but not exceeded
by more than 100 words.
Thread and replies include the
required number of citations.
3 points
The thread word count is 350-399
At least 2 replies are present and
are 100 words each.
Thread and replies do not include
the required number of citations.
1 to 2 points
The thread word count is 300349 words.
At least 1 reply is present, or a
minimum word count of 1-99
words is met.
Thread and replies do not
include citations.
0 points
Not present.
Page 2 of 2


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