Session Date: March 20, 2025
Time: 8:30 AM – 3:00 PM
Location: Stoweflake Mountain Resort and Spa, Stowe, VT
Cost: $150.00
Presenter: Rachael Gabriel
Focus: Disciplinary Literacy
Target Audience: Middle and High School Educators
Includes: Continental Breakfast and Lunch
Workshop Overview:
Join Dr. Rachael Gabriel, author of Doing Disciplinary Literacy: Teaching Reading and Writing Across the Content Areas, for a transformative workshop on integrating literacy instruction into discipline-specific content areas. This session will empower middle and high school educators to enhance academic engagement across all content areas.
This workshop addresses a fundamental question that teachers bring to their work with middle and high school learners: How do I support literacy development alongside content learning goals?
By exploring the histories and potentials of discipline-specific literacy instruction, we will outline a clear framework for positioning students as active participants in the authentic activities and processes of each content area. We consider the set of factors that are unique to adolescent literacy development and the roles educators with varied expertise can play in their support development. In doing so, we move beyond content-area reading strategies by situating literacy within the purposes, audiences, and formats of each area of study, deepening our own awareness of disciplinary ways of using text and specifying the processes that support students navigating the wide range of text types and purposes for reading and writing across their day.
Participants will engage in simulations and investigations of the reading process across text types and purposes for reading that highlight the taken-for-granted literate practices we bring to our work, and use a practical framework for making these explicit for students.
Who Should Attend:
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Middle and high school teachers who want to strengthen their literacy instruction across content areas.
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Educators looking to connect literacy and discipline-specific content better to engage students.
BIO:
Rachael Gabriel
Rachael Gabriel is a Professor of Literacy Education at the University of Connecticut. She is the author of more than fifty refereed articles and the author or editor of seven books for literacy teachers, leaders, and education researchers. Rachael currently teaches courses for educators and doctoral students pursuing a specialization in literacy and is Editor-in-Chief of The Reading Teacher. A former teacher and reading specialist, Rachael’s research is focused on literacy instruction, leadership, and intervention, as well as policies related to teacher development and evaluation. Her current projects investigate how educators and school leaders build collective capacity, state literacy policies, and discipline-specific literacy instruction.
