Ways to integrate Science and Reading in elementary classrooms.

1. How do you integrate
Science with Reading?
By Christina Hamlin
http://msrosenthalsclassroom.wikispaces.com/
http://notmrwizard.wikispaces.com/States+of+Matter

2. Inquiry-Based Science
• Captures curiosity and communicating with peers.
• “Involves students using the tools of science to
answer questions about real-world phenomena”
(Hapgood & Palincsar, 2007; p.56).
• Students get chances to compare their thinking,
writing, and illustrations.
http://dstudio.ubc.ca/2012/01/16/reflection-1-thinking-about-thinking-2
http://nadazoric.wikispaces.com/homework
http://peaceartsite.com/connect-home.php

3. Science Informational Texts- The possibilities!!
http://kjimenez70.wikispaces.com/houghton+mifflin+reading+series
http://vbes.nmrsd.org/ScienceLinks
http://firstgradefactory.blogspot.com/2011_06_01_archive.html
http://discoversciencefun.wikispaces.com/Earth+Science

4. • Reading informational texts at young ages is a great start.
• They are full of text structures that our students must know.
• “In addition, informational texts typically communicate
information about the world beyond the child’s home
environment”(Hapgood & Palincsar, 2007; p.57).
• Improve students’ science vocabulary by seeing and using
them in context.
• Can engage students!

5. • Teachers can find ways to integrate science informational
texts with other content areas.
• Students ask more questions and learn more content.
• Students transfer knowledge into other content area and real
life.
• Common core is striving for this!!
http://vbes.nmrsd.org/mathlinks
http://kimseykomputerklass.w
ikispaces.com/science+ideas
http://funbeach.wikispaces.com/Management

6. IDEAS
• Can start model in first grade.
• Combines reading, writing, and science.
• During lesson or period, students are conducting
experiments, reading informational texts, and writing.
• Students create or explore science but also learn about text
features and write about it.
• Trade books, basil books, magazines, and even articles on the
internet are resources used.

7. Trade Books
• Trade books come in a variety of reading levels.
• All students can read and react to information.
• Communicating what they learn helps them to become deep
thinkers.
http://nbjenglish.wikispaces.com/ON+THE+RECORD+BUILDING+CAPACITY

8. “Research on the model has found that Science IDEAS
instruction resulted in significantly higher levels of student
achievement on nationally normed science tests, as well as
reading comprehension” (Hapgood & Palincsar, 2007; p. 58).

9. Projects
http://harmonscience6.wikispaces.com/scientific+investigations
http://sewfun.wikispaces.com/Decorations+-+Pompoms

10. • Another way to combine reading and science together.
• Inquiry-based projects also provide opportunities to demonstrate
knowledge in different ways, through differentiated assessment.
(Barnatt, 2010)
• Students read informational text on an experiment, do experiment,
and write about their findings.
• Students can work with upper elementary students to create a
Science Fair.
• Students get a chance to work on their speaking and listening skills.

11. • Reader’s Theatre is another project idea.
• Students create a script over a science concept and present to
classmates.
• Props can be part of it.
• Reader’s Theatre can build fluency.
http://spring11ell.wikispaces.com/reader%27s+theatre

12. • Realistic puppets can be props in picture books especially
narrative stories.
• Children enjoy puppets and like to investigate on their own.
• Students can “related to animals if they can hold, touch, and
snuggle with a realistic puppet of an animal” (Lowe & Matthew,
2003; p.13)
• Realistic puppets are visuals of real animals and can peek
curiosity to learn about other animals.
• Teachers in elementary classrooms could set up a Science center
that includes informational texts, picture books, and puppets.

13. Variety of Texts
• Providing a variety of texts can keep their interests.
• Picture books are a good resource for engaging students and
teaching story elements. Picture books about Science
concepts introduce a topic or access prior knowledge.
• “Teachers can search for informational texts published in
picture book format to serve as mentor texts to examine
how these authors choose to examine a topic and convey
ideas and information clearly” (Pytash & Morgan, 2014;
p.97).

14. • Interactive read-alouds can provide content knowledge to young
children.
• Read-alouds can be informational texts, poems, fiction, biographies,
magazines, or plays.
• The great thing is read alouds are available with Science content.
• It important to know, that read- alouds need not be isolated events in
your class-room (Strachan, 2014; p. 306).
• Teachers find a read aloud to introduce a Science concept and
incorporate it into Reading.
• Read-alouds can lead to an experiment, exploring, and the urge to
learn more knowledge.

15. References
Barnatt, J. (2010). The power of nonfiction: Using informational text to support literacy in
special populations. LEARN NC. Retrieved from http://www.learnnc.org/lp/editions/every-learner/6554.
Hapgood, S. & Palincsar, A. (2006) Where literacy and science intersect. Science in the
Spotlight, 64(4), 56-60.
National Science Teachers Association. (2003). Mixing it up: Integrated, interdisciplinary,
intriguing science in the elementary classroom. Arlington, VA: NSTA Press.
Pytash, K. & Morgan, D. (2014) Using mentor texts to teach writing in science and social studies.
The Reading Teacher, 68(2), 93-102.
Strachan, S. (2014) Expanding the range of text types used in the primary grades. The Reading
Teacher, 68(4), 303-311.

16. Images provided from Bing through power point.