Science through Literacy/Literacy through Science:

Grades 3-5

Adapted from:David W. Moore, Ph.D.

Arizona State Universitydavid.moore@asu.edu

Science / Literacy Connections

“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)

Language and literacy

Direct first-hand experience

Learning How to Think and Act Like a Scientist

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

Scientists use print.

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

Guiding Principles forReading Comprehension

Engage learners with meaningful and considerate texts.

Engage learners with meaningful purposes. Engage learners in applying strategies to

disciplinary texts.

Engage learners with meaningful and considerate

texts.

Engage learners with meaningful purposes.

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?

Engage learners in applying strategies to

disciplinary texts.

Research-based setof content reading strategies

Preview and Predict Monitor and Fix Up Make Inferences Sum Up

Prompts to preview and predict

Vocabulary

Guiding Principles for Vocabulary Development

Engage learners in experiences worth talking about.

Teach specific word meanings explicitly.

Develop word learning strategies.

Promote word consciousness.

Engage learners in experiencesworth talking about.

Situations worth talking about!Inquiry Science in a

Snap Explore Directed Guided Open

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?

Teach specific word meanings explicitly.

Develop word learning strategies.

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

Promote word consciousness.

Words not yet known

Self assessments and tests

Multiple Meanings

frontmasspropertyvolumework

Teach academic vocabulary

Raise your SciQ

Academic and Process Words

Differentiated Instruction

Guiding Principles for Differentiated Instruction

Include diverse representations. Provide multiple pathways to learning. Scaffold learners’ responses as needed.

Include diverse representations

Science and Literacy…

A Perfect Partnership