Disciplinary Literacy and Student-Centered Assessment in the Secondary English Language Arts Classroom 

This session explores the disciplinary literacies of English language arts and features examples that engage students in authentic purposes for reading, writing, speaking/listening, and viewing.  Participants will explore what it might look like to apprentice students into the types of thinking, problem-solving, and communicating that are valued in fields such as journalism, communications, and publishing.  The session also explores the assessment practices that intentionally support students as they are apprenticed into ways of thinking and communicating valued in English language arts classrooms.

Framing Questions

1. What research supports the importance of developing disciplinary literacies for teachers and their students in the secondary ELA classroom?   
2. What does instruction look like in the secondary ELA classroom when we live into disciplinary literacy essentials?   
3. What do student-centered assessment approaches look like when they support instruction designed to develop disciplinary literacy in the secondary ELA classroom?  

This session is co-sponsored and presented by the Disciplinary Literacy Task Force of the GELN and the Michigan Assessment Consortium.