Examining the Potential of an Integrated Science and Literacy Curriculum for First Grade

• In Event: Supporting Teachers and Students Toward Scientific Literacies In Meaningful Contexts

Abstract

This paper describes findings from an independent multi-site randomized controlled trial of science curriculum materials that were designed to promote learning as called for by the Next Generation Science Standards (NGSS). The curriculum aims to integrate science learning with literacy development in day-to-day science lessons. The study examined the impact of the widely available Amplify Science curriculum in first grade classrooms across three school districts. Schools were randomly assigned to one of two conditions – an intervention condition where first grade teachers implemented the Amplify Science program and a business as usual comparison condition. This paper presents initial findings on multiple science and literacy learning outcomes and discusses implications of these findings for science instructional practice.

Authors

• Mingyu Feng, WestEd

• Christopher J. Harris, WestEd

• Robert Francis Murphy, LFC Research

• Daisy Wise Rutstein, edCount, LLC