Disciplinary literacy approaches recently have been finding their way into early elementary classrooms (K-2) and preschool, but this idea still needs more careful study, discussion, and operationalizing before determining its value and place in the early grades curriculum. The purpose of this article is to describe a case of curriculum exploration by two teachers (using specific texts and developmentally appropriate practice) within an integrated disciplinary literacy–engineering unit and to identify any emerging disciplinary literacy skills among the K-2 students. The results of this exploration serve as evidence of emerging disciplinary literacy skills among the young learners with teacher scaffolding and developmentally appropriate materials and tasks. Additionally, the study shows concrete literacy outcomes related to comprehension in discussion during and after read-alouds, as well as particular disciplinary literacy skills based on the engineering design process (i.e., ask, imagine, plan, create, and improve).

中文翻译：

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K–2教室中的纪律素养：课程探索

纪律素养方法最近已在早期小学课堂（K-2）和学前班中找到了方法，但是在确定其在初等课程中的价值和位置之前，仍然需要更仔细的研究，讨论和实施这种思想。本文的目的是描述由一个综合性学科素养-工程部门中的两名教师（使用特定的文本和发展适当的实践）进行课程探索的情况，并确定K-2学生中任何新兴的学科素养技能。这项探索的结果证明了在年轻的学习者中，随着教师的脚手架以及发展适当的材料和任务，他们逐渐掌握了学科的识字能力。此外，