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Secondary teachers nationwide are encouraged by the Common Core State Standards and recent research to enact disciplinary literacy instruction. However, little is known about how teachers make sense of teaching disciplinary literacy skills to adolescents. To what extent might adolescents still need the kinds of foundational support provided by what Shanahan and Shanahan called intermediate strategy instruction, or instruction in general reading comprehension strategies? In this article, the authors describe findings from a disciplinary literacy project in which a group of high school social studies teachers (and the authors) discovered that a complex layering of intermediate and disciplinary literacy work was required to meet students’ needs. Implications for teams of teachers wishing to explore this tension and keep their focus on helping students access and communicate content material are shared.

that affect schools and how they function informed ILA's decision to create a set of distinct standards for the three roles of specialized literacy professionals.By separating the roles, we have "sharpened the terminology" as recommended by Galloway and Lesaux (2014, p. 524). Standard requirements for the reading/literacy specialist now focus on the primary role as instructional, while maintaining an emphasis on the need for professionals to be able to work collaboratively with other educators. Standards for literacy coaches place primary emphasis on working with teachers in schools; whereas, standards for literacy coordinators/supervisors emphasize districtwide leadership of literacy programs. Thus, preparation programs can now focus their development efforts more precisely on the role of the reading /literacy specialist or coach or coordinator/supervisor.

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