Supporting Disciplinary Literacy and Science Learning in Grades 3–5

• Published in: The Reading teacher Vol. 73; no. 4; pp. 485 - 499
• Main Authors: Grysko, Rebeca A., Zygouris‐Coe, Vassiliki (Vicky) I.
• Format: Journal Article
• Language: English
• Published: Newark Wiley-Blackwell 01.01.2020; Blackwell Publishing Ltd
• Subjects: 2‐Childhood; Classrooms; Content Area Reading; Content Area Writing; Content literacy; Domain knowledge < Content literacy; Educational Methods; Educational Strategies; Elementary School Science; Elementary School Students; Grade 3; Grade 4; Grade 5; Informational text < Strategies, methods, and materials; Instructional strategies, teaching strategies < Strategies, methods, and materials; Instructional strategies; methods and materials; Literacy; Literacy Education; Nonfiction; Reading Assignments; Reading Instruction; Science education; Science Instruction; Scientific Literacy; Specialized vocabulary < Vocabulary; Specific subject areas (math, art, etc.) < Content literacy; Teaching Methods; Vocabulary; Writing; Writing across the curriculum < Writing; Writing Assignments; Writing Instruction; Writing strategies < Strategies, methods, and materials
• DOI: 10.1002/trtr.1860
• ISSN: 0034-0561

The elementary grades provide a rich context for literacy and science learning. Reading, writing, and talk support students’ conceptual understanding of and engagement with science. The authors provide theoretical and research evidence to support the teaching of five instructional strategies that can facilitate literacy and science learning in tandem in the intermediate science classroom. The authors connect each strategy to a current need in science teaching and learning and provide step‐by‐step instructions about how to use this strategy in the classroom. An authentic example of a fourth‐grade lesson is included to show how the five strategies connect with students’ literacy and science learning in the elementary science classroom and beyond.