No More Science Kits or Texts in Isolation: Teaching Science and Literacy Together

by Jacqueline Barber, Nell K Duke (Editor), Gina Cervetti, M. Colleen Cruz (Editor)

Overview

It is common to engage students in the process of science, using mostly hands-on activities, and equally common to provide students with only science knowledge through mostly text-based experiences. Neither of these approaches is authentic to how scientists make sense of the world. Both fail to connect those experiences to the larger purpose of science. In this book Jacquey and Gina show you why, and how integrating science and literacy instruction supports students’ understanding of and engagement in both.

Using research as their guide, Jacquey and Gina show you how to integrate science and literacy learning in a way that reflects the authentic ways scientists work. The authors have identified three key principles supporting this integration:

Principle #1: Frame student investigations with a scientific purpose.

Principle #2: Integrate “hands-on” science with literacy to support science learning.

Principle #3: Help students engage with text in science.

Throughout the book, they describe research that supports each principle and share examples of effective integration in the classroom that enhance students’ science learning, reading and writing growth, and motivation.

To avoid the trap of textbook-only science or inquiry-only science, we need to aim for synergy – engaging students in using firsthand experiences and text-based experiences as connected parts of investigating questions about the natural world.

Product Details

ISBN-13:	9780325112329
Publisher:	Heinemann
Publication date:	08/05/2019
Series:	Not This, But That
Pages:	128
Product dimensions:	6.10(w) x 9.00(h) x 0.28(d)
Age Range:	5 - 10 Years

About the Author

M. Colleen Cruz is a fierce advocate for the students and teachers with whom she shares her passion for accessibility, twenty-first century learning, and social justice.

An educator with over two decades of experience in both general education and inclusive settings, Colleen is also the author of several books for teachers including Risk. Fail. Rise. A Teacher’s Guide to Learning from Mistakes and The Unstoppable Writing Teacher, as well as the author of a young adult novel, Border Crossing, a Tomás Rivera Mexican American Children’s Book Finalist. Additionally, Colleen co-edits the Not This But That series with Nell Duke - a popular series of books that pairs research and practice.

Colleen has served as a senior staff developer and later the Director of Innovation at Teachers College Reading & Writing Project, Columbia University. She currently supports organizations, districts and schools who want to bring her unique combination of integrity, humor, real-world practicality and a rare depth and breadth of scholarship to their communities.

Nell K. Duke, Ed.D., is a professor in literacy, language, and culture and also in the combined program in education and psychology at the University of Michigan. Duke received her Bachelor’s degree from Swarthmore College and her Masters and Doctoral degrees from Harvard University. Duke’s work focuses on early literacy development, particularly among children living in economic poverty. Her specific areas of expertise include the development of informational reading and writing in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education. She has served as Co-Principal Investigator of projects funded by the Institute of Education Sciences, the National Science Foundation, the Spencer Foundation, and the George Lucas Educational Foundation, among other organizations.

Duke has been named one of the most influential education scholars in the U.S. in EdWeek. In 2014, Duke was awarded the P. David Pearson Scholarly Influence Award from the Literacy Research Association, and in 2018 she received the International Literacy Association's William S. Gray Citation of Merit for outstanding contributions to research, theory, practice, and policy. She has also received the Michigan Reading Association Advocacy Award, the American Educational Research Association Early Career Award, the Literacy Research Association Early Career Achievement Award, the International Reading Association Dina Feitelson Research Award, the National Council of Teachers of English Promising Researcher Award, and the International Reading Association Outstanding Dissertation Award.

Duke is author and co-author of numerous journal articles and book chapters. Her most recent book is Inside Information: Developing Powerful Readers and Writers of Informational Text through Project-based Instruction. She is co-author of the books Reading and Writing Informational Text in the Primary Grades: Research-Based Practices; Literacy and the Youngest Learner: Best Practices for Educators of Children from Birth to Five; Beyond Bedtime Stories: A Parent’s Guide to Promoting Reading, Writing, and Other Literacy Skills From Birth to 5, now in its second edition; and Reading and Writing Genre with Purpose in K–8 Classrooms. She is co-editor of the Handbook of Effective Literacy Instruction: Research-based Practice K to 8 and Literacy Research Methodologies. She is also editor of The Research-Informed Classroom book series and co-editor of the Not This, But That book series.

Duke has taught preservice, inservice and doctoral courses in literacy education, speaks and consults widely on literacy education, and is an active member of several literacy-related organizations. Among other roles, she currently serves as advisor for the Public Broadcasting Service/Corporation for Public Broadcasting Ready to Learn initiative, an expert for NBC News Learn, and advisor to the Council of Chief State School Officers Early Literacy Networked Improvement Community. She has served as author or consultant on several educational programs, including Connect4Learning: The Pre-K Curriculum; Information in Action: Reading, Writing, and Researching with Informational Text; Engaging Families in Children’s Literacy Development: A Complete Workshop Series; Buzz About IT (Informational Text); iOpeners; National Geographic Science K-2; and the DLM Early Childhood Express. Duke also has a strong interest in improving the quality of educational research training in the U.S.

Gina Cervetti is coauthor of No More Science Kits or Texts in Isolation and a co-author of Comprehension Going Forward.

An assistant professor of Curriculum and Instruction at University of Colorado Boulder, she teaches graduate-level courses on reading instruction and assessment. The focus of Gina’s work over the last decade has been on students’ development of academic literacies with a particular focus on reading comprehension—and, more recently, talk— in science. In particular, she has been exploring the question, How can literacy instruction be made more authentic, powerful, knowledge-enriching, and personally meaningful through integration with content-area instruction? Gina completed studies of integrated science-literacy instruction as a context for language development and science learning for English language learners and of how middle school students learned to engage in sense-making science conversations in a summer science and reading program. Before joining the faculty at CU Boulder, Gina was a curriculum developer and researcher for the Seeds of Science/Roots of Reading program at the University of California, Berkeley.

Jacqueline Barber is co-author of No More Science Kits or Texts in Isolation and Director of the Learning Design Group at the University of California, Berkeley's Lawrence Hall of Science.

Table of Contents

Introduction M. Colleen Cruz vii

Acknowledgments ix

Section 1 Not This

All-Text Science or No-Text Science Jacqueline Barber 1

Fitting It All In 3

Goldilocks Was Searching for the Right Thing 5

Section 2 Why Not? What Works?

How Integrating Science and Literacy Instruction Supports Students in Both Areas Gina N. Cervetti 11

The Authentic Role of Literacy in Science 12

Principle 1 Frame Student Investigations with a Scientific Purpose 17

Principle 2 Integrate "Hands-on" Science with Literacy to Support Science Learning 22

Principle 3 Help Students Read, Write, and Discuss Text in Science 27

Section 3 But That

Incorporating Literacy Practices That Are Authentic to Science Jacqueline Barber 33

Principle 1 Frame Student Investigation with a Scientific Purpose 33

Principle 2 Integrate "Hands-on" Science with Literacy to Support Science Learning 48

Principle 3 Help Students Read, Write, and Discuss Text in Science 67

Afterword Nell K. Duke 112

References 114