Teaching Literacy in the Science Classroom

Historically, we have left the task of teaching reading and writing up to language teachers—but times are changing. Recent modifications in the Common Core State Standards (CCSS) are emphasizing the need for teachers of content areas such as science to share the responsibility of teaching literacy.

“We need their help to prepare students for the even more complex text they will encounter as adults, both as readers and writers," said Kathleen Kopp, award winning author and veteran educator.

The development of proper reading and writing skills are vital to the future of our children; however, many content-area teachers are discovering that teaching literacy can be a daunting task.

"I know I hear even in the primary grades that students struggle with science and social studies content," said Kopp. "We have numerous reading interventions in place to support students during reading instruction, but we tend to ignore these same strategies when students read for information."

Luckily, educators such as Kopp are coming up with creative ways in which content-area teachers can become teachers of literacy as well. In her new book, Strategies for Writing in the Science Classroom, Kopp offers simple and practical writing strategies that any science teacher can integrate into every phase of the learning process. With step-by-step directions, rubrics, student examples, templates, technology tips, and ideas for differentiation, Kopp goes beyond journals or reports to show how science teachers can use writing to develop critical-thinking skills, improve understanding of scientific concepts, and assess students’ progress.

Her writing strategies support the Common Core Standards and, because the focus is on applying writing skills—and not teaching writing as an end in itself—science teachers can easily incorporate these strategies in any unit of study.

For example, in the “Opinion Statements” strategy, a question about a seemingly technical question is posed in a way that creates a philosophical debate such as: "Should Pluto be re-introduced as a planet?" By turning their thoughts into words through making a list of pros and cons, this type of strategy requires students to pull from their personal knowledge and analyze their own opinions.

"[The "Opinion Statements" strategy] generates a lot of discussion and debate, and sets a platform for true learning to take place," said Kopp.

The "Opinion Statement" strategy is just one of many strategies that Kopp has implemented over the years, and she believes the results speak positively. She recalls teaching a third grade class about how light is reflected, refracted, and absorbed.

The students were instructed to keep personal reflections, take notes, and write responses to investigations. The incorporation of writing was very useful in this scientific study of light, Kathleen said, and the students' scores reflected their grasp of the material.

“I would expect if I were to ask any one of those students today what it means when light is reflected, refracted, or absorbed, they would be able to tell me."