2019/08/20 by Rebeca A. Grysko, Rebeca Grysko, Vassiliki (Vicky) I. Zygouris‐Coe +1
Psychology · Social Sciences · #Education and Critical Thinking Development #Educational Strategies and Epistemologies #Science Education and Pedagogy
paper · doi:10.1002/trtr.1860
crossref issued 2019/08/20 · crossref published 2019/08/20 · crossref published-online 2019/08/20 · openalex publication_date 2019/08/20 · crossref created 2019/08/21 · crossref published-print 2020/01/01 · crossref deposited 2024/07/22 · openalex created_date 2025/10/10 · crossref indexed 2026/07/26 · openalex updated_date 2026/07/26
Abstract 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.