It’s not enough for scientists to understand science concepts. They must also be able to record their observations, communicate their ideas, debate with others, and conduct research. And for your students who do the work of scientists, the required skills are no different. Reading, writing, speaking, and listening are critical to the work your students do in the science classroom.
In this post, two Louisiana educators share their thoughts about the connection between science and literacy and the ways they integrate instruction. But first, let’s examine the relationship between science and English language arts (ELA) by observing how teachers divide their instructional time between these two content areas.
Time for Science
As much as we hate to admit it, science often takes a back seat to ELA and mathematics. According to a 2020 (pre-pandemic) study conducted by Horizon Research Inc., teachers spend an average of only 20–25 minutes per day teaching science. This begs the question—with limited instructional time dedicated to science, what can be done?
Lafayette’s K–5 Science Instructional Coach Angellica Stelly recognizes that incorporating cross-content connections can benefit teachers and students alike. We asked how much attention is paid to cross-content connections, specifically literacy and science, when designing the year’s scope and sequence. Here’s what Stelly had to say: “I assume that when the State Department created a sample scope and sequence, special attention was given to how scientific concepts can be addressed in other subject areas. For example, fourth-grade students in ELA complete a unit on hurricanes. Students read related informational and literary texts about different hurricanes to explore how natural disasters affect communities both negatively and positively. In Level 3 of PhD Science®, students study the 1900 Galveston, Texas hurricane. Students work to investigate what happened during the hurricane and why it caused so much destruction.”
And when asked about planning with cross-content connections in mind, Stelly shared that she and her colleagues are intentional about collaborating and having conversations around the benefits of ELA and science integration. But what are those connections between ELA and science? And how can teachers work to elevate them?
The Connections Between Science and ELA
For starters, both subject areas give students practice communicating effectively, using academic vocabulary, reading texts to gather and interpret information, analyzing sources, and constructing written responses that include supporting evidence.
The relationship between ELA and science is symbiotic. ELA skills like reading, writing, speaking, and listening help students build background knowledge and conduct research in the science classroom. Conversely, science provides a rich context for building language, engaging in dialogue, and bringing literature to life during ELA instruction.
Stelly specifically identified nonfiction text as a prominent connection between literacy and science. “Nonfiction texts can build students' curiosity about the real world,” she emphasized. “It can also promote investigative questions as well as build background around science topics.”
But knowing the benefits surrounding integrated instruction is only half of the equation. Administrators like Roneka Coleman—the principal at Alice Boucher Elementary in Lafayette, Louisiana—have the responsibility of elevating this practice with their teaching staff. Coleman said her approach is as follows: “Principals, APs, and coaches have to be the lead learners on the campus to ultimately improve teaching and learning. Therefore, having our teachers understand the connection between science and literacy allows them to further support learning and implementation of best practices.” And when asked how administration can support teachers who are learning about the connection between science and literacy, Coleman referenced weekly professional learning communities (PLCs), 1:1 support sessions, and collaborative planning times as great opportunities to promote teachers’ understanding of the connection between the two.
Coleman said she encourages her teachers to work together and identify places to “tag the learning” for students. “During certain parts of the lesson, teachers should be elevating what students may have done in other classes, like language arts class, and having students think about how they are now applying it to their learning in other areas,” she said. “When we ‘tag the learning’ for students, we as educators are intentional about what we want them to know and do by the end of the lesson. Furthermore, the more intentionality we place on elevating the connections, the more we allow students to lead their learning; this becomes evident in the student work.”
Collaborative Planning
According to Stelly and Coleman, collaboration is the name of the game. Even if it’s just once a month to share scope and sequence, meeting with your team can have a significant impact on your students’ learning experience. But before collaborating to come up with a plan for integration, there are some important things to keep in mind.
- Hold Students at the Center.
Remember that students are your target audience and should be involved in every step of the planning process. - Cultivate Trust.
Be open and honest. Practice democratic deliberation within your PLCs. These communities provide opportunity to develop collective authority and accountability. - Build on Strengths and Interests.
Spend time uncovering what each collaborator likes and what they are good at. Use individuals’ passions and talents to sculpt the plan or project. - Be Open.
When first brainstorming, encourage collaborators to generate as many ideas as possible. Don’t be afraid to push the group to think about different ways to accomplish a learning goal. - Keep It Simple.
Keep the game plan focused. Realize when the project or lesson is attempting to do too much.
Want to find out more? See an example of collaborative planning among a grade level team.
Whether your grade level team is departmentalized or self-contained, collaborative planning is a powerful tool. And if common planning and prep time is not a regular practice at your school site, it's worth advocating for.
Planning Makes Progress
Integrated studies enhance students’ motivation, problem-solving skills, and content knowledge. And although science doesn’t always get the time it deserves, rest assured that there are other opportunities throughout the school day when your students can strengthen their science skills. And conversely, during the limited science instructional time, students get practice with other content areas as well. The incorporation of science into literacy instruction and literacy into science instruction engages learners and allows teachers to address both subjects more meaningfully. But intentional integration takes planning and collaboration, so practice making integration an agenda item when meeting with your grade level team. And keep in mind that Great Minds® provides professional learning offerings to assist with planning.
PhD Science
PhD Science® is a hands-on K–5 science program that sparks wonder as students build enduring knowledge of how the scientific world works. PhD Science students think and act like real scientists as they ask questions, gather evidence, develop models, and construct explanations while investigating authentic phenomena. Learn more at greatminds.org/science.
Topics: Literacy Implementation Support Science High-Quality Curriculum PhD Science
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