According to the 2018 NSSME Survey, 77% of elementary teacher’s self-report that they feel very well prepared to teach reading/language arts and only 31% rate their preparedness for science at the same level. Furthermore, the description of activities that elementary teachers indicate students participate in show reading about science or engaging in hands-on laboratory activities at just under 50%.
Furthermore, students gain a deeper understanding of a text when they make authentic connections. Science investigations that incorporate phenomenon are perfect vehicles for students to make authentic connections. Students who make connections while reading are better able to understand the text they are reading. It is important for students to draw on their prior knowledge and experiences to connect with the text. Students are thinking when they are connecting, which makes them more engaged in the reading experience.
The Framework even stresses that “students should be asked to engage in the communication of science, especially regarding the investigations they are conducting…” (p. 76)
This session will focus on the expansion of a common strategic reading strategy related to “text to connections”, elementary teachers can support students in constructing understanding and connecting it to their own life.
Participants will explore and learn how to how to expand a common literacy strategy of “text to” connections when using picture books in the elementary science classroom.
Christine Anne Royce (Shippensburg University: Shippensburg, PA)