In this piece, the authors offer two illustrations of central features of disciplinary literacy teaching. One illustration describes an episode of history literacy teaching, and the other describes an episode of physics literacy teaching. Both examples show how teachers may support students’ development of disciplinary inquiry, disciplinary concepts, and extended use of texts in secondary classrooms. Illustrations were drawn from a long‐term study of the teaching practice of attending teachers and preservice teaching interns affiliated with Clinical Rounds, the secondary undergraduate teacher education program at the University of Michigan. Conclusions are relevant for teachers seeking to design and enact disciplinary literacy teaching in their classrooms and for all literacy practitioners seeking a common language for recognizing and naming aspects of disciplinary literacy teaching across disciplinary domains.