"Can You Tell Me in Your Own Words?" Teacher Support of Language in Science Discussions

• In Event: Marriott Roundtable Session 31
  In Roundtable Session: Leveraging Student Life Experience for Learning in the Science Classroom

Abstract

Kindergarten students are naturally curious about scientific phenomena and their learning about these phenomena can be supported through literacy, specifically oral language. This case study focuses on the research question: How does one Kindergarten teacher implement an NGSS and CCSS aligned unit of study that integrates science and literacy in her classroom? Additional research questions focused on her use of curricular features and to what extent her enactment allowed for oral language development via discussion. Preliminary findings suggest that use of curricular supports to foster discussion and student uptake of concepts and language was present. An additional preliminary finding suggests that the teacher focused on building student identity as scientists during discussions and explorations.

Authors

• JoAnne M. West, Michigan State University

• Tanya S. Wright, Michigan State University

• Amelia Wenk Gotwals, Michigan State University