WGU D698: Elementary Disciplinary Literacy

What D698 Elementary Disciplinary Literacy is really about

WGU D698, Elementary Disciplinary Literacy, is a School of Education course for future elementary teachers, and it asks you to think about reading and writing in a way you may not have before. Instead of treating literacy as one subject taught during a "reading block," this course is built on a simple but powerful idea: every discipline has its own way of reading, writing, and thinking. A scientist reads a diagram and a lab report differently than a historian reads a primary source, and a mathematician communicates in a language of symbols and precise justification. Your job as an elementary teacher is to help young learners begin to read and write like insiders in each subject.

Direct answer: To pass D698, you complete a performance assessment (not a multiple-choice exam), so success comes from reading the task prompt and rubric line by line, then designing a standards-aligned lesson that clearly weaves a content-area standard together with an English Language Arts literacy standard. Address every rubric aspect explicitly, use grade-appropriate strategies grounded in the science of reading, and revise against the rubric before you submit.

If you are in an elementary or educational studies program, you will likely meet this course alongside other methods classes such as D675 Elementary Literacy Methods and D669 Early Literacy Methods. D698 builds directly on that foundation, shifting the focus from foundational reading skills toward how literacy shows up inside science, social studies, mathematics, health, and the arts. Note that this course was previously offered under the codes C732 and D164, so older study notes you find may use those numbers.

What the performance assessment covers

Because D698 is assessed by a performance task rather than a timed exam, "what's on the test" really means "what your submission must demonstrate." Based on WGU's public course materials, expect to work with these topic areas:

• Disciplinary vs. content-area literacy — understanding why reading in science, math, and social studies each demands specialized skills.
• Integrating standards — pairing a discipline-specific standard (science, social studies, math, health, or arts) with an ELA standard such as vocabulary, reading comprehension, or written expression.
• The science of reading — grounding your instruction in evidence-based practices rather than trends.
• Core literacy components — phonics, vocabulary, fluency, comprehension, and written expression as they apply to upper-elementary learners (roughly grades 4-6).
• Text complexity and text selection — choosing materials matched to purpose, discipline, and student reading levels.
• Comprehension and writing strategies — before, during, and after reading supports, plus discipline-appropriate writing tasks.
• Lesson planning and rationale — designing instruction and explaining, in your own words, why each choice supports literacy in that discipline.

How hard is D698, and how long will it take?

Many students describe D698 as moderate in difficulty: the concepts are approachable, but the writing is detailed and the rubric is unforgiving of vague or missing pieces. The challenge is rarely the ideas themselves and almost always precision — did you align the standards correctly, did you name a specific strategy, did you justify it, and did you address every part of the prompt? Students who have some classroom or lesson-planning experience often move faster, while those new to writing formal plans should budget extra time for their first draft.

Rather than promising a fixed number of weeks, plan around the work: give yourself enough time to read the task and rubric thoroughly, draft the lesson, and revise after a self-check or evaluator feedback. Steady, focused sessions beat a single rushed weekend. If your program pairs this with D184 Standards-Based Assessment, the standards-alignment habits you build there will pay off here directly.

A study and preparation plan that fits a performance task

Preparing for a PA is different from cramming for an objective exam, so adapt your study tactics to the deliverable:

• Reverse-engineer from the rubric. Before writing anything, turn each rubric row into a checklist item. Your first goal is coverage, not polish — make sure every required element has a home in your plan.
• Use active recall on the concepts. Close your notes and explain aloud the difference between content-area and disciplinary literacy, or how you would teach vocabulary in a science lesson versus a social studies lesson. If you can teach it, you can write it.
• Practice-test your alignment. Draft a standard pairing, then quiz yourself: does the ELA standard genuinely support the content standard, or did you just place them side by side? Forcing this question is your best defense against the most common rejection.
• Space your revisions. Draft, step away, and return with fresh eyes a day later. Spaced review catches gaps that back-to-back editing hides.
• Study strong examples of instruction, not answer keys. Reputable resources on evidence-based reading strategies help you understand why a technique works. Reviewing your own program's course materials and rubric is always safer than borrowing a stranger's submitted task.

Common mistakes students make in D698

• Stacking standards instead of integrating them. Listing a science standard and an ELA standard is not enough; the lesson must show literacy in service of the content and vice versa.
• Being vague about strategies. "Students will read and discuss" does not demonstrate mastery. Name the specific comprehension or vocabulary strategy and describe how it is used.
• Skipping the rationale. Evaluators want your reasoning. Explain why each instructional choice supports disciplinary literacy for that grade level.
• Ignoring part of the prompt. Multi-part tasks are often returned for a single missed sub-point. Re-read the prompt after drafting.
• Mismatched grade level and text complexity. Choosing a text or task that is too easy or too advanced for the target grades undercuts your whole plan.
• Writing generically. Submissions that read like they could apply to any lesson tend to score poorly. Ground yours in a real discipline, standard, and learner.

D698 Readiness Checklist

Before you submit, work through these self-checks:

• Can you explain, in your own words, how disciplinary literacy differs from general content-area reading?
• Can you name the exact content-area standard and ELA standard your lesson integrates, and show how they connect?
• Can you point to a specific, evidence-based literacy strategy in your lesson and justify why it fits the discipline and grade?
• Can you match your chosen text or materials to the reading level of your target grade band?
• Can you describe before-, during-, and after-reading supports rather than just assigning reading?
• Can you tie every section of your submission back to a specific rubric requirement?
• Can you defend each instructional decision if an evaluator asked "why"?
• Have you proofread for clarity and removed anything generic or unsupported?

FAQ

Is WGU D698 an OA or a PA?

D698 is assessed by a performance assessment. You submit task-based work — typically a standards-aligned literacy lesson plan with a written rationale — that faculty evaluators review against a rubric, rather than sitting a proctored objective exam.

Is D698 hard?

Many students report it is manageable but detail-driven. The ideas are accessible; the difficulty is in aligning standards precisely, naming specific strategies, and addressing every rubric point. Careful reading of the prompt matters more than memorization here.

Was D698 called something else before?

Yes. This course has been offered under earlier codes including C732 and D164. If you find study notes labeled with those numbers, they are describing the same Elementary Disciplinary Literacy content, though you should always confirm details against your current course materials.

What is the main deliverable?

Most students design one or more lessons that integrate a content-area standard (science, math, social studies, health, or arts) with an English Language Arts literacy standard, then explain how their instructional choices build disciplinary literacy for upper-elementary learners.

How long does D698 take to finish?

It varies with your writing speed and classroom experience. Rather than aiming for a fixed timeline, plan enough sessions to read the rubric, draft the lesson, and revise after a self-check or evaluator feedback. Steady focused work usually beats rushing a single draft.

How can I prepare without using exam dumps?

Lean on your own course materials, the provided rubric, and reputable sources on evidence-based reading instruction. Practice explaining concepts aloud and self-checking your standard alignment. You can browse more School of Education guides or the full study guide index for related courses such as D661 Creating Positive Learning Environments.