Disciplinary Literacy Task Force

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The social studies classroom is a place where students grapple with complex ideas—power, perspective, and change over time. Essential Practice 7, intentional efforts to build vocabulary and conceptual knowledge, helps make these ideas accessible to all learners. Rather than handing out decontextualized word lists, teachers can approach vocabulary as language in use—a set of specialized tools that historians, economists, and political scientists use to build and communicate knowledge.

Eemma Iseman, an English Language Specialist who co-teaches U.S. and World History at West Ottawa High School, leaned into this practice during a Cold War unit. She identified key Tier 2 and Tier 3 vocabulary needed to understand the causal chain of events: how an idea (Communism) leads to a policy (Truman Doctrine), resulting in action (Proxy War) and outcome (38th parallel). This approach helped students see vocabulary as a web of interconnected concepts rather than isolated terms.

To deepen understanding, Ms. Iseman and her co-teaching partner used the word web as a review activity to prepare students for a test on the Cold War. Ms. Iseman found that this activity gave ALL students, not just multilingual learners, the opportunity to expand their understanding of the unit content by making connections between vocabulary words that were learned throughout the unit. Giving students time to brainstorm with vocabulary first allowed them to answer one of the overarching questions of the unit: What were the effects of the Cold War on countries around the world?

When students can use disciplinary language to explain how and why events unfold, they demonstrate more than word knowledge—they show historical understanding. As Ms. Iseman’s class discovered, teaching vocabulary through conceptual connections transforms words into windows for understanding the world. Click here for additional context: Empowered to Make Changes

Educators and leaders across Michigan are awaiting further guidance from the Michigan Department of Education (MDE) on the implementation of the new Literacy and Dyslexia Law. However, several key requirements and timelines are already clear. The Disciplinary Literacy Task Force views this law as an opportunity to strengthen literacy instruction for all secondary learners. By framing the conversation around improving instruction rather than compliance, leaders can use disciplinary literacy as a foundation for high-quality Tier 1 instruction across all content areas. Integrating elements of PA 146 ensures that systems remain responsive to students who need additional literacy support.

Key District Requirements

• Use MDE-approved, evidence-based screeners (K–3) and screen students in grades 4–12 who demonstrate academic concerns.

• Develop individualized reading improvement plans for students receiving Tier 2 or 3 interventions.

• Ensure educator training on dyslexia and structured literacy practices by the 2027–28 school year.

• Implement K–5 curricular materials aligned with the law.

• Maintain a robust K–12 MTSS framework (The Essential Instructional Practices for Disciplinary Literacy are research-based approaches aligned with high-yield, universal, Tier I instruction in this model).

• Utilize a district literacy coach K–12.

• Meet special requirements for English Learners.

Key Dates

• January 2026: MDE publishes recommended Tier 1 elementary reading curricula and approved assessments; provides professional learning guidance.

• September 1, 2026: Districts assure MDE that required professional learning is complete and implement assessments, EL alignment, and reading improvement plans.

• December 2026 (proposed): MDE recommends or develops a 4–12 literacy coaching model.

• By 2027–28 School Year: Educator training and assurances to MDE due.

Have you shared the updated Essential Instructional Practices: Beyond “the Core” with Physical Education teachers yet? If not, what are you waiting for? The PE section is chock-full of terrific examples of disciplinary literacy in practice, such as the example below:

Essential Practice #3: Intentional and standards-aligned instruction in disciplinary writing

Written opinion on controversial topic: The National Football League enacts penalties/fees for excessive touchdown celebrations. The PE teacher shows examples (or students look up examples) of various touchdown celebrations. After each video clip, students cast their vote on whether the celebration should be penalized as excessive or not. After each vote, the PE teacher reveals the NFL decision. In small groups, create a list of rules and descriptors that you believe count as excessive celebrations. As a class, create a policy on how students can celebrate after their touchdowns in class.

Resources:

• BANNED Touchdown Celebrations In The NFL

• A look at the NFL's increasingly elaborate on-field celebrations

• The Good Sportsmanship Code

• Free posters