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ERIC Number: EJ1114502
Record Type: Journal
Publication Date: 2016-Apr
Pages: 6
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0036-8148
Science in Sync: Integrating Science with Literacy Provides Rewarding Learning Opportunities in Both Subjects
Wallace, Carolyn S.; Coffey, Debra
Science and Children, v53 n8 p36-41 Apr 2016
The "Next Generation Science Standards'" ("NGSS") eight scientific and engineering practices invite teachers to develop key investigative skills while addressing important disciplinary science ideas (NGSS Lead States 2013). The "NGSS" can also provide direct links to "Common Core English Language Arts Standards" (NGAC and CCSSO 2010) to illustrate how these subject areas can work together to develop students' understandings in a holistic way. Connecting science and literacy in the elementary classroom has become common practice, as teachers can maximize time for science and energize literacy by incorporating science as a focal aspect for reading (Cervetti et al. 2012). The authors created an enjoyable way to closely link reading comprehension skills and scientific practices to create synergy around higher-level thinking with third- to fifth-grade students. In this article, they describe how they coached preservice elementary teacher candidates to connect hands-on science activities, reading in trade books, and close matching of the thinking skills used in both reading and science to design meaningful lessons for children in a tutorial setting. Suggestions for lessons on several science topics are included.
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Guides - Classroom - Teacher; Reports - Descriptive
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools; Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A