The authors explore foundational ideas of disciplinary literacy and articulate a research-based heuristic for teaching disciplinary literacy in English language arts: generating, weaving, and curating. The authors apply the heuristic to the classroom, arguing that high school teachers should explicitly enhance students' opportunities for low-stakes interpretive moves by teaching them how to curate their own thoughts about texts and giving them the space and techniques to do so throughout their reading. The authors provide recommendations for expanding the focus of instruction from comprehension to interpretation, supporting students in developing their own interpretation through instructional techniques, such as journaling and discussion.