Linking Science Inquiry and Language Literacy Web Resources

Connecting Elementary Science and Literacy: An Annotated Bibliography
http://cse.edc.org/products/scienceliteracy/matrixhome.asp
This website provides a synopsis of the links between science inquiry, described as a four-stage process, and the language arts (reading, writing, and speaking) with an extensive bibliography of resources, organized in a matrix, that elaborates on each of those connections.

East Bay Educational Collaborative (EBEC)
http://www.ebecri.org/custom/toolkit.html
EBC has developed a Scientists' Notebook Toolkit containing organizational tips, lesson planning templates, strategies, articles, and more to guide teachers in their use of science notebooks to support both inquiry-based science and student writing.

The Elementary Science and Literacy Project (ESIP)
http://www.esiponline.org/about/index.html
ESIP promotes connections between inquiry-based science and language arts in grades K-8. The website offers information about the project, links to publications related to the science-literacy connection and professional development opportunities. It also provides instructional suggestions for using trade books to support science in selected units of study (life cycles, plants, rocks and minerals, etc.) and broader themes (seasons, flight) as well as ideas for author studies, and example of classroom implementation, and guidance for helping students generate investigable questions.

Reading and Writing in the Science Classroom. Bowers, P.
http://www.eduplace.com/science/profdev/articles/bowers.html
This article provides insight into the benefits of merging science and the communication skills of reading and writing in elementary classrooms. Besides helping to make their science experiences meaningful to students, combining literacy and science addresses the issues of instructional time. Dr. Bowers provides a matrix showing the similar processes involved in science and the communication skills of reading and writing with guidelines on how to design a unit effectively to capitalize of these connections.

Science Notebooks in the K-12 Classroom
http://www.sciencenotebooks.org/
This site offers a wealth of information to support teachers in their use of scientists' notebooks. Examples of student work, classroom tools, and notebook features are part of this collection developed by the The North Cascades and Olympic Science Partnership.

Seeds of Science / Roots of Reading
http://seedsofscience.org
Seeds of Science/Roots of Reading is a collaboration, funded in part by the National Science Foundation, between the University of California Berkeley's Lawrence Hall of Science and Berkeley's Graduate School of Education. It is a research-based, field-tested curriculum that merges science and literacy. Jacqueline Barber at Lawrence Hall of Science and P. David Pearson at the Graduate School of Education lead the project. Information about the project, the curriculum, and opportunities to field test the units are provided on the website.

Students' Science Notebooks and the Inquiry Process. Klentschy, M., Molina De La-Torre
http://www.aea10.k12.ia.us/vastscience/ElCentroSciNotebooks.pdf
This article summarizes the findings of studies that show a correlation between student engagement in inquiry-based science, when supported by the use of science notebooks, and higher achievement in science, as well as reading, writing, and mathematics.

Valle Imperial Project in Science (VIPS) A Four Year Comparison of Student Achievement Data 1995-1999. Klentschy, M., Garrison, L., & Amaral, O.
http://www.carolinacurriculum.com/stc/publications/evidence/vips.pdf
This four year longitudinal study from El Centro, CA offers compelling data that indicates the benefits of hands-on science for students from lower socio-economic and rural backgrounds. There is also strong evidence that shows the use of science notebooks with the science program transfers to overall improvement in writing.

Valle Imperial Project in Science: Storylines and Language Links
http://lsc-net.terc.edu/do.cfm/report/7122/show/use_set-ref_mat
Storylines and language links were developed to help teachers see all lessons in selected, commercially-produced science units at a glance. The storylines include the title and brief description each lesson. The language links provide vocabulary, writing prompts, and literature related to each unit. The purpose is to assist teachers in using science notebooks as a component of the science units. Included are 3-4 storyline for each grade level K-6 from FOSS< Delta, STC, and Insights. This work was supported by the National Science Foundation.

Writing for Science and Science for Writing: The Seattle Expository Writing and Science Notebooks Programs as a Model for Classrooms and Districts
http://www.inverness-research.org/reports/seanotebks_nov03/SeanotebksReport03.pdf
The Seattle School District's Expository Writing and Science Notebooks Program enhances the district's science program through a structured approach which guides the students as they use science notebooks as part of their science program. This evaluation report describes the implementation of this project and its impact on student learning. Preliminary findings indicate more sophisticated writing and higher achievement in both science and writing when compared to other districts using similar science units without the supportive science notebook component. These findings support the premise that writing about science helps students develop as writers and in their understanding of science.