Knowledge Base
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How are texts used and readers supported in the materials?
- The goal of integrating English language arts within units is to use literacy practices of reading, writing, and communication to develop and reinforce important science ideas and practices, while supporting students in strengthening their English language arts practices and demonstrating the importance of language practices for science.
- The units are intentional in their placement and purpose of text. Text is placed within the unit at key junctures where students need to gather information to motivate the storyline, better understand a concept, or work through an investigation. Generally, students experience a concept in some way prior to reading about it, allowing them to make a connection between their experience of a concept and scientific information in the text. Text that introduces a phenomenon to students is adapted for classroom use and intended to engage students into the storyline (for example, a doctor’s note, an abstract and methodology section from a study, or field observations). Some text is just-in-time to help the storyline along, to generate questions or ideas from students, to help to clarify some piece of the puzzle students are figuring out, or to give students language to describe what they are seeing. Texts are also used to extend learning or satisfy student curiosity related to the phenomenon.
- The OpenSciEd units include several strategies for text analysis. One strategy, a close reading strategy, is used throughout the units as a common approach for students to engage with text. The steps in the strategy can be found on this student-facing slide from one of the 6th grade units:
