Reading and Writing to Learn Science: Content vs. Disciplinary Literacy

Reading and Writing to Learn and Do Science: Content vs. Disciplinary Literacy in Science

Session 1: Using Reading and Writing to Learn and Do Science
This session introduces how literacy functions within effective science instruction and the science instructional framework. Participants examine how reading, writing, speaking, and listening support student sensemaking around phenomena, rather than serving as isolated skills. The session establishes a shared understanding of how literacy supports three-dimensional learning by helping students engage with ideas, evidence, and explanations throughout a learning sequence.

Session 2: Using Content Literacy to Support Science Learning
This session focuses on content literacy, or how students use general literacy skills to understand science ideas, vocabulary, and information. Using the science instructional framework, participants explore how content literacy supports learning before, during, and after instruction anchored in phenomena. Educators consider strategies that help students make their thinking visible when engaging in science practices and discussions.

Session 3: Reading, Writing, Listening, and Speaking Like a Scientist
This session focuses on disciplinary literacy, emphasizing how students use literacy as a tool to engage in the Science and Engineering Practices. Participants examine how students analyze data, construct explanations, argue from evidence, and communicate reasoning—key expectations within the science instructional framework. The session highlights how disciplinary literacy supports coherence and sensemaking by positioning students as active users of evidence and ideas.

Primary Contact: Renee Shirley-Stevens - renee.shirley-stevens@doe.k12.ga.us

Secondary Contact: Keith Crandall - Kcrandall@doe.k12.ga.us