Touch, Talk, Text: Practices That Support Both Reading and Science Instruction

Autor/inn/en	Carrier, Sarah J.; Grifenhagen, Jill F.; Scharen, Danielle R.
Titel	Touch, Talk, Text: Practices That Support Both Reading and Science Instruction
Quelle	In: Science and Children, 59 (2021) 2, S.27-31 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8148
Schlagwörter	Reading Instruction; Science Instruction; Literacy Education; Content Area Reading; Teaching Methods + Suchen Sie Ihr Suchwort? Leseunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sinnerfassendes Lesen; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	With policies that strongly emphasize reading, teachers need interdisciplinary strategies that not only represent professional scientists' practices but also support students' engagement and learning in both science and reading. Opportunities abound for teachers to help students recognize the fluid connections between disciplines such as science, reading, social studies, and mathematics as complementary components of everyday life. This article presents practices that support both reading and science instruction, building learning across subject areas. The applications in this article blend language and science and provide opportunities for students to engage in each of the dimensions of "Next Generation Science Standards" ("NGSS"). The authors propose that elementary teachers integrate "touch," "talk," and "text" in their science instruction to support authentic scientific inquiry and disciplinary literacy for elementary students. (ERIC).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01