In this section, you will reflect on the importance of recognizing students’ assets and recognizing the languages, experiences and perspectives students carry into your classroom as powerful entry points into complex learning. You will watch examples of disciplinary literacy in action and see and hear how educators approach disciplinary literacy.

Spark Activity

Consistent access to core instruction—which includes engagement with discipline-specific grade-level text, tasks and talk—is also a key equity lever, improving the literacy achievement of all students in middle and high school.”

- Oregon's Adolescent Literacy Framework, page 42

In your journal space, respond to this prompt:

Think about a moment when one of your students surprised you with an insight, idea or perspective connected to a text or a task. How does that connect to the idea that engagement with discipline-specific text is a key equity lever?

Step 1: Read

Asset-based means:

...teaching and learning that emphasize the value of students’ cultural, linguistic and personal backgrounds as resources for learning and teaching...”

- Oregon's Adolescent Literacy Framework, page 6

Asset-based teaching and learning are critical for building the student engagement and belonging necessary for students to access core instruction.

Review Asset-Based Reading Practices, a tool that you can incorporate to create a culturally responsive asset-based classroom.

(Word) - Asset-Based Reading Practices Tool
(PDF) - Asset-Based Reading Practices Tool

Step 2: Reflect

In your journal space, list the different assets students bring to your classroom or school. Consider:

What assets do your students bring (languages, cultural, lived experiences, passions)?
Where and how could you create more space for them?

Asset-based teaching and learning creates the conditions necessary for students to be engaged with high-quality text, tasks and talk. It is not an add-on.

Step 3. Watch

Select one or more of these videos to watch. Notice what disciplinary literacy looks like, sounds like and feels like for the teachers and students.

As you watch a video, note any reading strategies or asset-based practices that are being used to support students’ engagement with and comprehension of disciplinary texts.

Video 1: Building Vocabulary in Middle School Math Class

Building Vocabulary in Middle School Math Class

(05:47 min, CC) - Transcript embedded in video

Video 2: Secondary Math Think Aloud

Secondary Math Think Aloud

(06:49 min, CC) - Transcript

Video 3: A Media Literacy Tool to Assess News Credibility

A Media Literacy Tool to Assess News Credibility

(02:32 min, CC) - Transcript

Video 4: Evaluating Primary Sources Through a See, Think, Wonder

Evaluating Primary Sources Through a See, Think, Wonder

(04:35 min, CC) - Transcript

Video 5: Integrated Learning: Broadcasting in Social Science

Integrated Learning: Broadcasting in Social Science

(04:32 min, CC) - Transcript

Video 6: Building Communication Skills in Science

Building Communication Skills in Science

(04:17 min, CC) - Transcript

Video 7: Performance-Based Assessment: Engaging Students in Chemistry

Performance-Based Assessment: Engaging Students in Chemistry

(03:43 min, CC) - Transcript

Video 8: Cultivating Deeper Understanding with a Comprehension Clash

Cultivating Deeper Understanding with a Comprehension Clash

(04:32 min, CC) - Transcript

Step 4: Reflect

Respond to one or more of the following prompts. You may wish to capture your thinking in your journal space.

How does building from students’ assets change the way they engage with disciplinary texts?
In what ways can disciplinary literacy build student agency?
What is one small, specific change you can make in the next week to strengthen disciplinary literacy in your classroom?