在Shanahan & Shanahan(2008)读写模型中，基本读写技能包括对高频词的解码和知识。这些可能是早期语言学习和改进课程的一部分。这些不需要是特定的主题，而是基本的学习。二是中等文化水平。这是学生可能被介绍到更全面的策略，但仍然是通用的和基本的。在学科素养方面，语言教学中的素养技能旨在帮助学生获得更专业的技能，如与历史主题、科学或数学主题中的语言使用有关的技能。在这里，语言素养的特殊性是最重要的。
In the Shanahan & Shanahan (2008) literacy model, basic literacy skills include the decoding and knowledge of high frequency words. These are perhaps part of every early language learning and improvement curriculum. These need not be that subject specific, and are more of basic learning. The second is the intermediate level of literacy. This is where students might be introduced to more comprehensive strategies but is still generic and basic. In the case of disciplinary literacy, the literacy skills in language teaching attempts to assist the student to acquire more specialized skills, such as pertaining to language usage in history topics, science or mathematic topics. Specificity in language literacy comes to the forefront here.
For the gardening topic selected for this literacy planning curriculum exercise, the topic is connected more to the science background but can also be considered as a part of the art background. It can be considered as an aspect of life science. Students who work in the garden or think about the garden will be inspired to try out active explorations. Researchers on garden sciences believe that teaching using the subject of garden helps students improve their attitude towards learning science. It helps remove any stigma they might have towards learning science subjects as gardening is something basic that anybody can connect, too (Pressley, 2006; Schoenbach et al., 2003). Now although there are many key garden and science concepts to be learned using the topic of gardening, such as organisms in the garden, their life cycles, plant anatomy, etc. this work considers only a basic passage on gardening, on how the gardener tends to the garden, makes available sunlight for the plants, and waters them on regular basis, etc.
Using the simple passage, and visual aids, a set of activities are prepared for the student, to help them in textual meaning making, critical thinking, personal writing and academic language interactions. In the different activities as considered for the above outcomes, a mix of writing and drawing skills are advocated. McKenzie (2011) argues that students in early childhood often view written and drawing skills as two separate ones. Therefore, the curriculum is so prepared to help the students approach them as a unified system.