Use it as a Science Program

In-depth, standards-based science learning

Seeds of Science/Roots of Reading units immerse students in standards-based science topics so they develop the expertise that comes through in-depth learning of science content. Each key science concept is amplified through hands-on investigations (do it), student-to-student talk and structured discussions (talk it), original award-winning student books (read it), and formal and informal writing tasks (write it). In addition, students learn about the nature and practices of science, as they reflect on how they have acted like scientists and read about the investigations of real scientists.

Each unit includes in-depth instruction and practice in selected inquiry skills, such as predicting or making inferences. At least one of these skills in each unit is also taught as a reading comprehension strategy. When students connect science text to hands-on investigations they learn more science, make better inferences, and engage in richer scientific discussions.

Case Studies: Seeds of Science/Roots of Reading as a science program

Combining Science and Literacy

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

Bolstering Literacy with Science in Program Improvement Schools

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