1. Describe the strategies the teacher used to integrate the speaking and listening and language standards (SL1.1a, SL1.5 and SL1.6 and L1.j) into the science learning sequence. How did integrating these standards in the lesson improve student literacy in science?
Students are engaged in collaborative discussions with partners about the characteristics of the liquids they are observing. They have oral discourse using these words to describe the liquids before they write about the liquids.
2. Describe the strategies the teacher used to integrate these standards: RI1.1, RI1.2, RI1.3, RI1.4, RI1.5, and RI1.7 into the science learning sequence. How did integrating the standards in the lesson increase student understanding of the science concepts?
Students explore the answer to “how can we describe liquids?” through experiments and reading. Reading follows the hands-on experimentation giving students realia to understand the reading. In the Big Book text, students use text clues (TOC, headers, pictures, title page) to discuss what the text might be describing. Through conversation, and drawing, students reinforce the information they learned in their reading.
3. In regard to the writing standards W1.2, how was writing scaffolded for students? How did repeated and varied writing improve student understanding of the science concepts?
As with reading, the hands-on experience comes first so that students are grounded with real objects before having to write or read about the real objects. The teacher scaffolded the writing by building academic vocabulary through the word wall, and playing “Go Fish.” She also provided sentence starters to help student frame their writing. By including an illustration, students had to commit to their concept of “liquid” and to describe it with labels and words.