Science through Literacy/ Literacy through Science: Grades 3-5

1. Science through Literacy/Literacy through Science:Grades 3-5 Adapted from: David W. Moore, Ph.D. Arizona State University david.moore@asu.edu

2. Science / Literacy Connections

3. “I hungered for books, new ways of looking and seeing … it was a matter of feeling something new, of being affected by something that made the look of the world different.” Wright, R. (1998). Black boy. New York: Harper Perennial Modern Classics. (Original work published 1945)

4. Language and literacy Direct first-hand experience Learning How to Think and Act Like a Scientist

5. Language and literacy and direct first-hand experience are complements, not alternatives.

6. Scientists use print.

7. Some science phenomena are too big, too small, too far away, too dangerous, or too expensive for students to experience directly.

8. Guiding Principles forReading Comprehension Engage learners with meaningful and considerate texts. Engage learners with meaningful purposes. Engage learners in applying strategies to disciplinary texts.

9. Engage learners with meaningful and considerate texts.

10. Engage learners with meaningful purposes.

11. Big Idea Questions How are animals alike and different? How do living things survive and change? How do slow processes change Earth’s surface? What makes up the solar system? How does water change? What is magnetism? How does electrical energy flow and transform?

12. Engage learners in applying strategies to disciplinary texts.

13. Research-based setof content reading strategies Preview and Predict Monitor and Fix Up Make Inferences Sum Up

14. Prompts to preview and predict

15. Vocabulary

16. Guiding Principles for Vocabulary Development Engage learners in experiences worth talking about. Teach specific word meanings explicitly. Develop word learning strategies. Promote word consciousness.

17. Engage learners in experiencesworth talking about.

18. Situations worth talking about! InquiryScience in a Snap • Explore • Directed • Guided • Open

19. Ideas worth talking about! How are animals alike and different? How do living things survive and change? How do slow processes change Earth’s surface? What makes up the solar system? How does water change? What is magnetism? How does electrical energy flow and transform?

20. Teach specific word meanings explicitly.

21. Develop word learning strategies.

22. Cognates of Grade 3-5 Science Words classify/classificar compare/comparar conclude/concluir data/dato hypothesis/hipótesis infer/inferir model/modelo observe/observar predict/predecir variable/variable

23. Promote word consciousness.

24. Words not yet known Self assessments and tests

25. Multiple Meanings • front • mass • property • volume • work Teach academic vocabulary Raise your SciQ

26. Academic and Process Words

27. Differentiated Instruction

28. Guiding Principles for Differentiated Instruction Include diverse representations. Provide multiple pathways to learning. Scaffold learners’ responses as needed.

29. Include diverse representations

30. Science and Literacy… A Perfect Partnership