Abstract
This article describes an approach to developing student reading materials that support middle school learners in a project-based, inquiry curriculum for grades 6 through 8. Reading materials are designed to encourage sense making beyond the classroom, as students read and write about science as it takes place in a classroom and as it occurs in their everyday lives. Drawing on research in literacy and in science education, I provide examples of student text as well as the underlying theory and research that guide their design. In addition, I describe a number of features of the materials designed to support their effective use by teachers and to provide alternatives to the traditional practice of in-class, oral reading.
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