Examples of Implementation
Seeds of Science/Roots of Reading offers many solutions for a variety of schools and classroom settings. Teachers are currently implementing it during science, English Language Arts, and English Language Development time, and in summer school and other supplemental educational settings. In each case, administrators are finding increased student and teacher engagement, as well as increased student achievement in both science and literacy. Here are just a few examples.
Click on the implementation example to read a case study.
The principal at a school in Utah wanted a rigorous science program, despite the limited time teachers have for teaching science. She chose Seeds of Science/Roots of Reading because it integrates science and literacy, and “involves all students.” She and her teachers were excited to see that Seeds of Science/Roots of Reading is based on research they had studied. Teachers are using it as their core science program, but teaching it mostly during literacy time, as they find that it also helps achieve their English Language Arts goals. Now the principal sees teachers using inquiry strategies in other areas of their teaching. “[Seeds of Science/Roots of Reading] involves all students, including English Language Learners. I love the Gradual Release of Responsibility and the modeling; it’s all right there and easy for teachers to do.” -Principal
This California charter school has a population of 80% English language learners. Teachers were not seeing students transfer vocabulary from their basal reading program into other subject areas. They looked to Seeds of Science/Roots of Reading to get a jumpstart on meeting their English language learners' needs. Now they are using science to drive English Language Arts, splitting their literacy time between their basal literacy program and Seeds of Science/Roots of Reading. The results are astounding! Their science scores on the state test increased dramatically, and their English Language Arts scores increased as well. “The data speaks for itself! There’s renewed enthusiasm that you can feel walking through the school…Teachers are commenting on how much background knowledge students are coming to them with, and they are able to take them farther than they ever have before.” –Science Coordinator
This Massachusetts district had several of its schools in program improvement status. The district’s Academic Science Coordinator heard about Seeds of Science/Roots of Reading at a Reading First conference, and immediately thought it would be a good match for the teachers and students in her district. Teachers tried two units during summer school, and raved so much about them that she bought several kits each for classroom teachers at 2nd, 3rd, and 4th grades. She introduced Seeds of Science/Roots of Reading to the literacy coaches at each school, who appreciated the literacy aspects of the new science units and “loved the student books!” These coaches then approved teacher use of English Language Arts time for Seeds of Science/Roots of Reading literacy lessons. “It’s the little books! [Teachers and students] love the little books!” -District Academic Science Coordinator
A large, urban, under-performing district in Tennessee is using Seeds of Science/Roots of Reading as part of a summer school plan to rapidly boost student achievement. Students selected for the summer school program have been struggling academically and are at risk for retention. Seeds of Science/Roots of Reading is part of the intensive literacy intervention program designed to get students back on track by the beginning of the next school year. Check back in the Fall for results and testimonials related to this case!
This urban Ohio district is using Seeds of Science/Roots of Reading as part of a leadership project, and to strengthen their science program by taking advantage of science-literacy connections. Through a National Science Foundation-funded initiative, teacher leaders are coaching other teachers in implementing Seeds of Science/Roots of Reading. Teachers use the curriculum during both science and English Language Arts time, and have indicated that they feel more comfortable teaching science because they already understand the literacy aspects of the program. Urban students in this district outperform students not using Seeds of Science/Roots of Reading materials in science concepts, vocabulary, and reading comprehension. There is now a district-wide waiting list of schools and teachers who want to use the program. “It has been a long time since a set of curriculum materials has been so readily accepted by science teachers (both novice and experienced).” –Director of district Math/Science Partnership
Seeds of Science/Roots of Reading Implementation Sites
Purple Pushpin: 1-5 sites | Yellow Pushpin: 6-10 sites | Red Pushpin: +10 sites