Our Approach

By Cervetti, Gina, P. David Pearson, Marco Antonio Bravo, and Jacqueline Barber

This paper presents a working model of the science-literacy interface. The authors include insights gained from developing the Seeds of Science/Roots of Reading program, and guidance for educators in shaping an appropriate and supportive role for text and for literacy practices in inquiry-based science.

By Tilson, Jennifer, Jill Castek, and Megan Goss

This paper, presented at the National Reading Conference in December 2009, examines the affordances of an integrated science-literacy curriculum on students’ writing development. As part of the efficacy study on the Seeds of Science/Roots of Reading unit Light Energy, students were given a writing prompt that was scored on several dimensions, including science content, vocabulary, and clarity. Students in Seeds of Science/Roots of Reading classrooms outperformed students in control classrooms on all but two dimensions of science writing. Writing instruction in the Light Energy unit as well as the development of the scoring rubric used in the study are discussed in depth in this paper.

By Cervetti, Gina N., P. David Pearson, Jacqueline Barber, Elfrieda H. Hiebert, and Marco Antonio Bravo

In Pressley, Michael Perry, Alison K. Billman, Kristen H. Perry, Kelly E. Reffitt, and Julia Moorhead Reynolds (Eds.), Shaping Literacy Achievement: Research We Have, Research We Need, Guilford Press, 2007

In this chapter, the authors review the research base that informs the Seeds of Science/Roots of Reading curriculum, and trace the development of the Seeds of Science/Roots of Reading model. Each guiding principle of the curriculum is discussed, along with preliminary assessment results that point to the advantage of integrating science and literacy. The chapter closes with questions around the science-literacy interface that merit further research.

By Cervetti, Gina N., Carolyn A. Jaynes, and Elfrieda H. Hiebert

In Hiebert, Elfrieda H. (Eds.), Reading More, Reading Better, Guilford Press, 2009

In this chapter, the authors suggest that acquiring knowledge is currently a neglected aspect of reading. They demonstrate that integration of literacy and content-area instruction provides a context for learning to read and is necessary for acquisition of critical knowledge. Through a review of research on knowledge acquisition, comprehension, and integration of literacy and content-area instruction, the authors develop a model for integration of literacy and content-area instruction.

By Cervetti, Gina, and Jacqueline Barber

Science and Children, National Science Teachers Association, 2009

How can you connect, supplement, and extend students’ firsthand investigations? Look toward your bookshelves for a clue. Books and other textual materials can serve the following roles in support of scientific inquiry: providing context, modeling, supporting firsthand inquiry, supporting secondhand inquiry, and delivering content. Each of these roles are described in this article, and examples that demonstrate how trade books can support students’ (a) involvement in inquiry experienced, (b) grasp of science concepts, and (c) understanding of the nature of science.

By Loper, Suzanna, and Josey Baker

Science and Children, National Science Teachers Association, 2009

In this article, the authors present a sequence of activities from a curriculum about light for third and fourth graders that supports students in learning to disagree like scientists. This sequence of activities helps students discuss reasons for the discrepancies in their data, use the language of argumentation in classroom discourse, and get a more accurate picture of science as a way of understanding the world, rather than just a collection of right answers (Driver, Newton, and Osborne 2000).

By Tilson, Jennifer

Connect, Synergy Learning International, 2007

Through highlighting a classroom discussion routine called a Discourse Circle, this article illustrates how science can be a rich context for purposeful literacy learning. The Discourse Circle provides an opportunity for students to synthesize the ideas they have been learning, gather evidence from multiple sources, apply their newfound science knowledge to a compelling .issue, and discuss important science content with peers in a meaningful way.

By Barber, Jacqueline

In this white paper,  Jacqueline Barber details the approach to inquiry that underlies all Seeds of Science/Roots of Reading units. At the heart of inquiry is using evidence to make explanations. A discussion of the inquiry cycle used in Seeds of Science/Roots of Reading units, as well as details about how this cycle becomes more complex as students move up through the grades, are included.

By Hiebert, Elfrieda

This abstract briefly describes the accessibility model for text used in developing Seeds of Science/Roots of Reading student books. The model emphasizes the use of the 1,000 most frequent words, and use of repetition with limited numbers of new, difficult words. Includes an analysis of one Seeds of Science/Roots of Reading book including comparison to a comparable, popular trade book on the same topic.

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