2. Choose one of these topics to answer A) What Is Disciplinary Literacy and Why Does It Matter?  B)  Are all teachers responsible for interdisciplinary instruction despite often being compartmentalized beginning in upper elementary grades?

3. To what degree do science teachers implement Discipline Literacy approaches in schools you have seen? What specific strategies might you use in the science classroom  if you were the teacher?  

4. What do literacy and content area teachers need to do to effective collaborate towards ensuring optimal vocabulary learning? How should schools and/or teachers change their existing policies and practices for improvement in this regard?

5.  Discuss the nuances associated with close reading versus traditional notions of re-reading during the week in an elementary, middle, or high school setting.

6. Discuss instructional approaches  to get students to think beyond the literal comprehension level and develop inferential and critical reading skills.

7. React to the P. David Perason video. Did anything surprise you?  What was the most significant thing shared?

8. In response to your reading of RETHINKING THE WRITING PROCESS, which model of writing do you support?

What does the writing process “look like” in your workplace or school?

9. What technologies afford students maximal learning opportunities in school. What are the potential disadvantages of using these technologies in school settings?

11. Using information from one of the assigned articles or videos,  select one discipline-specific ESL strategy you think would work well with the students in that class and include a rationale.

13. Discuss instructional approaches  to get students to think beyond the literal comprehension level and develop inferential and critical reading skills.

(David Pearson) https://www.youtube.com/watch?v=Ln8J1SDik9o

(Writing Process)

https://pdfs.semanticscholar.org/dd7b/79fc17f62b7b827141573974c5322abff78b.pdf

(ELLs) https://www.youtube.com/watch?v=fCV6tRCoiQ4