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ERIC Number: EJ1145970
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0034-0561
Becoming Nonfiction Authors: Engaging in Science Inquiry
Kersten, Sara
Reading Teacher, v71 n1 p33-41 Jul-Aug 2017
This article describes how second-grade students' literacy learning was enhanced as they used their developing knowledge of nonfiction in an integrated English language arts/science unit toward the creation of multimodal nonfiction science books. After explaining the Common Core State Standards that guided the unit, the author outlines the theoretical practices of project-based learning that informed the teacher's instruction. Then, the author explores how the teacher guided her students to an understanding of the genre and positioned her students as authors of nonfiction, taking readers through an outline of the students' process of creating research questions, writing in their own words, establishing a purpose for their writing, and conveying scientific information through multiple modes. As a result, students had a deeper understanding of the genre of nonfiction and were engaged in scientific inquiry, learning how to convey and share nonfiction information through multimodal books.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 2; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A