How can we help students become more confident, reflective thinkers in our social studies, ELA, and science classrooms?
Join us for an engaging webinar that explores the power of metacognitive reading routines to deepen disciplinary literacy and enhance student learning across content areas.
Date: June 18, 2025
Time: 12–12:30 p.m. PT
Discover practical, research-based tools that support students in making their thinking visible—before, during, and after reading, writing, and inquiry-based tasks. We’ll explore how metacognitive routines can strengthen students’ academic confidence, foster independence, and improve comprehension of complex texts, historical thinking, scientific reasoning, and the writing process.
Whether you’re teaching literary analysis, historical argumentation, or scientific inquiry and explanation, this session will offer concrete examples and classroom-ready routines that you can adapt to your context. Come ready to reflect and collaborate, and leave with strategies that empower students to think like experts in the disciplines they’re studying.
Who Should Attend
- middle and high school social studies, English language arts, and science teachers
- instructional coaches
- educators interested in building students’ metacognitive awareness and disciplinary literacy
Session Discussion Topics
In this session, we’ll discuss metacognition during reading and writing in
- the social studies classroom,
- the English Language Arts classroom, and
- the science classroom.
Featured Speakers
Alicia Ross, Program Associate, Reading Apprenticeship at WestEd
Ross specializes in professional development and online coaching in disciplinary literacy for middle and high school ELA, science, social studies, and math. Before joining WestEd in June 2024, she was the Educator-on-Loan and lead facilitator for the Reading Apprenticeship EIR grant in rural North Carolina high schools. Prior to that, she taught social studies at Blue Ridge High School in Pennsylvania, serving underserved rural students.
Jenell Krishnan, Senior Program Associate, Writing Apprenticeship at WestEd
Krishnan codeveloped Writing Apprenticeship, an instructional framework and teacher professional learning model that supports grades 6–12 teachers in teaching writing in discipline-specific ways for authentic audiences. For 2 decades, Krishnan’s work has been at the intersection of literacy, language, and technology. She strengthens the connection between research and practice by engaging teachers, school leaders, and university faculty in working together to improve literacy teaching and learning.
Karen Lionberger, Associate Director for Making Sense of SCIENCE at WestEd
Lionberger has over 15 years of experience developing equity-driven curricula, professional learning, and assessments that promote deeper teacher and student engagement and self-confidence in STEM. A key part of her work includes supporting student literacy in STEM—helping students make sense of complex scientific texts, engage in evidence-based reasoning, and develop the language tools they need to communicate their scientific ideas effectively.
Don’t miss out on this important discussion, register today!