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What is Science?
Scientific Tools
Living Things
Force & Motion
Marine Life
Life Cycles

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Classroom Literacy



Common Core or not, providing our youngest readers with a thorough grounding in nonfiction is just good teaching. There’s no better way to ensure our students acquire the background knowledge and vocabulary so essential to their understanding of subjects like science and social studies. Helen Patrick and Panayota Mantzicopoulos have written this book to assist you with this all-important effort.





Shared-book reading is an important component of the Scientific Literacy Project. Research shows that reading with young children benefits their language and conceptual development. Children’s learning improves most when the reading program promotes instructional conversation between children and teachers during and after shared-book reading. The SLP promotes reading strategies that build on children’s prior knowledge while inviting them to discuss the books and ask questions. Thus, children learn through active participation in the reading process.
Each SLP unit includes a number of developmentally appropriate, informational science books that encourage language learning while children learn about science. Each book is accompanied by a teacher guide (see download below) that offers suggestions for expanding on the themes in the book. Contrary to often-expressed views that children prefer story books, we have found that kindergarteners are fascinated by informational science books—not just those about animals, but books about tools, force and motion, and science in general. Children study the photos intently and delight in learning and using new and complex vocabulary. By using science presented in literature, teachers can capitalize on children’s natural interests, reinforce science concepts learned during classroom activities, and enhance learning for all children. More detailed guidance about the reading strategies emphasized in the SLP program is provided in the Teacher Reading Strategy Guide (see download below).
    
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