Integrating Science and Reading

I read an article about integrating science and reading in this week. Integration of two discrete subjects needs teachers to address learning goals in both subjects. Comparing the standards ... See More

I read an article about integrating science and reading in this week. Integration of two discrete subjects needs teachers to address learning goals in both subjects. Comparing the standards of science with reading, such as NSES (National Science Education Standards) and NCTE-IRA (National Council of Teachers of English and International Reading Association) teachers can find some common thoughts. Because both standards describe a desire that students are able to acquire and use information through literacy. Then, teachers can develop similar skills, such as sequencing skills in reading and the life cycle of a frog. Teachers will combine how a frog grows up with how the events happen within the story. Maximizing time and achievement is also significant. Teachers can balance time on teaching language with teaching science and arrange an appropriate schedule for instruction. Students will achieve higher scores on both science and reading. “Casteel and Isom (1994) found that student motivation increases” (Royce & Wiley, 2005) and students become more enthusiastic when they learn a literature-based method using in a science curriculum. As for hands-on activities, children can design some specific details and good ideas due to their skills of literature. Supposing that I have a lesson integrating science and language arts, I will offer students an opportunity to observe a specimen of a butterfly. Then, they are encouraged to write a paragraph or an article. They can describe the characters and features of the butterfly. They also can write about what will they do if they become a butterfly one day as a literary style of writing. As has been stated, teachers can teach both subjects effectively. Integrating science and other subjects provides a creative model of instruction. Reference Casteel, C, P., & Isom, B, A. (1994). Reciprocal processes in science and literacy learning. The Reading Teacher, 47(7), 538–545. Royce, C, A., & Wiley, D, A. (2005). Methods and strategies: The common ground - a rationale for integrating science and reading. Science and Children, 40-42. Retrieved from http://common.nsta.org/resource/?id=10.2505/4/sc05_042_05_40

The case for cross-curricluar lessons

In light of the Common Core standards that have been adopted by most states, this article highlights the importance of integrating reading and science. By discussing the positives of integr... See More

In light of the Common Core standards that have been adopted by most states, this article highlights the importance of integrating reading and science. By discussing the positives of integrating curriculums, the authors provide a convincing argument for combining science and reading instruction. This is an excellent article that is a must read for all science teachers!

A Rationale That is Well Understood

This article provides support to the understanding that science and reading go hand in hand. This is a justification for combining both as mentioned in the standards for both areas. The a... See More

This article provides support to the understanding that science and reading go hand in hand. This is a justification for combining both as mentioned in the standards for both areas. The author talks about research that supports this as well. This article is a no-brainer for any educator. Maximizing time while covering two areas in one has always been a goal to support.