Reading a text in science requires different skills and strategies than texts in other classes. Typical science texts use less familiar vocabulary. They also present ideas through multiple modalities (such as graphs, diagrams, lab write-ups, paragraphs), requiring students to synthesize a range of information. Teachers need to understand how complex a science text can be and implement appropriate strategies for supporting student comprehension.
DPI uses keywords that are used to associate content with major category/topic areas. By using this classification system, you are able to click a keyword and see a listing of DPI content that has been associated with this category.
Please scan over the titles below. If you see a topic that interests you, click the Read More link to access the page.
Making Sense of Literacy in Science: Applying Literacy Strategies to Science, Disciplinary Literacy in Science, and/or Scientific Literacy
Overview and Links to Sections
This resource, created by Emily Miller from UW-Madison and Melina Lozano from MMSD, consists of a series of descriptions of the work of scientists and engineers from across the world. To relate to student engagement, we included a brief description of what inspired them to become scientists, which came from their writing or a direct email received from them. We note classroom resources that relate to their research area or the country-of-origin of the person.
Wisconsin's Definition of Disciplinary Literacy
You can select filters from the left side to look at professional development opportunities for particular subjects. At the top, you can also select how the calendar is displayed: day, week, 8 weeks, month, agenda, or calendar.
On this webpage, you will find a variety of national and academic resources about educational and other factors that impact American Indian/Alaska Native students, families, communities and tribal nations. Additionally, you will find links to dedicated search engines that will facilitate finding other resources.