Science in Writing Workshop: Enhancing Students' Science and Literacy Learning

• Published in: The Reading teacher Vol. 70; no. 4; pp. 469 - 472
• Main Author: Morabito, Nancy P.
• Format: Journal Article
• Language: English
• Published: Wiley Subscription Services, Inc 01.01.2017; Wiley-Blackwell
• Subjects: 2‐Childhood; 3‐Early adolescence; 4‐Adolescence; Content literacy, Discussion strategies; Content literacy, Specific subject areas (math, art, etc.); Domain knowledge; Elementary Secondary Education; Literacy; Reading Writing Relationship; Science Education; Science Instruction; Scientific Concepts; Scientific Literacy; Strategies, methods, and materials, Instructional models; Strategies, methods, and materials, Instructional strategies, teaching strategies; Strategies, methods, and materials, Writer's workshop; Student Journals; TEACHING TIP; Writing; Writing (Composition); Writing Across the Curriculum; Writing Exercises; Writing Instruction; Writing Workshops
• ISSN: 0034-0561; 1936-2714
• DOI: 10.1002/trtr.1506

Given the focus of recent standards‐based reforms, K–12 students are expected to engage in reading and writing activities across disciplines to strengthen their literacy skills in all content areas. These students are simultaneously called upon to develop understandings of the practices of science and engineering through their K–12 science learning experiences. Therefore, this article aims to address both of these issues by promoting the use of science notebooks to engage students in authentic literacy activities and describing the value of applying the writers’ workshop framework to support such instruction. Particular attention is devoted to discussion of how the writers’ workshop environment can provide rich opportunities for students to develop and refine their understanding of the practices of science through authentic writing‐focused learning experiences.