March/April 2017 – Vol. 29 No. 6

Share Your Thoughts on Reading in Middle School Science

Posted: Tuesday, January 7th, 2014

by Christina Morales

Signaled by the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS), the movement to integrate reading and other disciplinary literacy instruction is rapidly gaining momentum. Take, for example, this long list of workshops and short courses offered at this year’s Science Education Conference aimed at helping teachers prepare for the implementation of the CCSS and NGSS. The prominence and popularity of sessions like these reflect the urgency with which literacy instruction is being incorporated in science classrooms all over California.

As a doctoral student in education at Saint Mary’s College of California and a curriculum developer at the Lawrence Hall of Science, I often hear about the rich rewards, such as bolstering science learning, of providing explicit instruction for reading science and other technical texts. I also hear about the challenges, such as stuffing even more instruction into an already packed curriculum. However, most of these insights into implementing reading instruction in science are anecdotal. Few studies provide a comprehensive picture of what incorporating reading instruction in science looks like from middle school teachers’ perspectives. For this reason, we don’t have a lot of data that tell us how it’s going.

There are many different perspectives on the role of reading in middle school science classrooms, and one perspective that is often overlooked is that of the science teacher herself. Today, both the CCSS and NGSS have launched a new wave of discussions about integrating opportunities for reading and discipline-specific reading instruction in science. It is important that your perspectives regarding what kinds of reading and reading instruction are (and are not) feasible in your classroom shape these conversations.

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For my dissertation, I am conducting a study to learn more about the day-to-day realities, frustrations, and successes of incorporating reading and writing instruction in middle school science classrooms all over California. I have created an online survey to capture middle school science teachers’ diverse perspectives and experiences on this topic. My hope is that insights from teachers like you will inform the development of simple, flexible, and effective resources for helping students learn to read science and other technical texts.

As you know, it is teachers’ voices that make projects like this one successful. Please add your voice to this often overlooked area of educational research and help me with my dissertation. You can follow this link to read a letter of support for my study from Jacqueline Barber, the Associate Director of the Lawrence Hall of Science and Director of the Learning Design Group.

If you are a middle school science teacher currently teaching in California,please follow this link to read more about my study and complete an anonymous online survey. The survey will take about 15-20 minutes to complete. As a “Thank You!” for your time and input, everyone who completes this study by February 8, 2014 will be entered into a drawing. Four winners will receive a $100 gift certificate from Amazon.com.

Christina Morales is Curriculum Developer in Learning Design Group at the Lawrence Hall of Science and is a member of CSTA.

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

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California Science Curriculum Framework Now Available

Posted: Tuesday, March 14th, 2017

The pre-publication version of the new California Science Curriculum Framework is now available for download. This publication incorporates all the edits that were approved by the State Board of Education in November 2016 and was many months in the making. Our sincere thanks to the dozens of CSTA members were involved in its development. Our appreciation is also extended to the California Department of Education, the State Board of Education, the Instructional Quality Commission, and the Science Curriculum Framework and Evaluation Criteria Committee and their staff for their hard work and dedication to produce this document and for their commitment to the public input process. To the many writers and contributors to the Framework CSTA thanks you for your many hours of work to produce a world-class document.

For tips on how to approach this document see our article from December 2016: California Has Adopted a New Science Curriculum Framework – Now What …? If you would like to learn more about the Framework, consider participating in one of the Framework Launch events (a.k.a. Rollout #4) scheduled throughout 2017.

The final publication version (formatted for printing) will be available in July 2017. This document will not be available in printed format, only electronically.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

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Posted: Monday, March 13th, 2017

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Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

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Posted: Monday, March 13th, 2017

Volunteer

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Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

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Posted: Monday, March 13th, 2017

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Written by Marian Murphy-Shaw

Marian Murphy-Shaw

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Posted: Monday, March 13th, 2017

by Joseph Calmer

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Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.