Disciplinary Literacy – Science Texts and Tasks

Engaging students in scientific practices does not always align well with traditional textbooks. As this study illustrates, locating multiple texts that fit well into active inquiry in science and engineering can be daunting. Yet with even one additional text, teachers can move beyond “content delivery” to engage students in problem solving and meaning-making that draws on texts that represent the ways of thinking and problem solving in science and engineering: graphs, models, maps, videos, datasets, or diagrams. This study suggests that, although finding worthy texts is challenging, a well prepared group of science teachers collaborating over time can create text-rich lessons that are relevant and engaging to students.

Please view and use model lessons and units that Reading Apprenticeship teachers created. They are free and accessible in our ‘curriculum’ resources.

How to cite this article: Greenleaf, C. Hinchman, K. A. & Brown, W. (2023). Science teachers designing text use for equitable Next Generation Science instruction. Journal of Adolescent & Adult Literacy, Volume67, Issue3, pp. 162-174.