Abstract
AbstractThe elementary grades provide a rich context for literacy and science learning. Reading, writing, and talk support students’ conceptual understanding of and engagement with science. The authors provide theoretical and research evidence to support the teaching of five instructional strategies that can facilitate literacy and science learning in tandem in the intermediate science classroom. The authors connect each strategy to a current need in science teaching and learning and provide step‐by‐step instructions about how to use this strategy in the classroom. An authentic example of a fourth‐grade lesson is included to show how the five strategies connect with students’ literacy and science learning in the elementary science classroom and beyond.
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