This video focuses on how interactive read-alouds, a common practice in elementary schools, can be geared toward supporting scientific sense-making. See how students are invited to reason about specific pieces of content and ask questions of informational texts.
Inviting students to interact with and thoughtfully question or critique information in texts can help them see themselves as active participants in scientific sense-making, rather than gatherers of known facts.
Consider additional ways to integrate science and literacy in the early grades: Wright, T. S., & Gotwals, A. W. (2023). Supporting integrated instruction in science and literacy in K-2 classrooms. In S. Q. Cabell, S. B. Neuman, & N. P. Terry (Eds.), Handbook on the science of early literacy (pp. 162-174). Guilford Publications.
Using Science Theater as a format for student explanations.
This case study describes how a school district intentionally designed PL to support teachers in integrating translanguaging and multimodal representations when eliciting students’ ideas.
In this resource, we feature three stories about instructional coaching to show a variety of ways educators support the professional learning for ambitious and equitable teaching and learning.
This site is primarily funded by the National Science Foundation (NSF) through Award #1907471 and #1315995