Reading in Amplify Science
Amplify Science provides students with well-written, grade-level appropriate informational texts alongside explicit, embedded instruction on reading in science. Throughout the program, students are apprenticed into reading like scientists – that is, reading actively, curiously, and critically, with a focus on making meaning and using the text as a source of evidence. As students read science texts in conjunction with other multimodal experiences around a topic (doing, talking, visualizing, writing), they increase their skill in accessing these complex texts, as well as their understanding of the importance of text for finding information. Reading informational text is inexorably linked to students’ investigations in each unit. Firsthand investigations provide background knowledge and context for students’ reading, and, in turn, the text provides information, evidence, and support for investigations in progress. In addition, the program includes many books and articles that introduce diverse scientists currently working in the field to highlight science and engineering as a vibrant and viable career choice for students.
Reading in Amplify Science is approached from an inquiry stance – students ask questions, make connections, evaluate information, search for evidence, and clarify difficult concepts as they read. This approach focuses on the practices and processes by which experts in a field obtain, evaluate, and communicate information, including arguments, explanations, data, and visual representations used to explain scientific concepts. Across the program, the teacher models, and students practice, reading like scientists while using reading strategies and approaches that are appropriate to the task, purpose, and grade level. Along with explicit instruction, teachers model strategic reading by thinking aloud as they read, asking questions, and linking the information in the text to their class’s investigations. Students are then provided with multiple opportunities to read and discuss ideas with peers, using the text as a resource for information and evidence. Reading and discussing texts in these ways builds students’ capacity to read strategically while simultaneously building their understanding of science content. The scaffolded reading experiences at each grade level help students learn to approach complex texts in systematic ways and will aid them as they read other science texts throughout their school careers.
Text design and accessibility
Each Amplify Science unit includes custom-written informational texts. In K–5, there are five student books (four informational books and one reference book) per unit; in grades 6–8, there are multiple student articles per unit. These informational texts are designed to support students’ understanding of science ideas, practices, and crosscutting concepts, as well as to showcase the work of diverse scientists. An important goal of the Amplify Science program is to provide appropriately complex science texts for students that support, link to, and expand their firsthand science learning. To accomplish this goal, it is critical that the texts are accessible to as many students as possible. All Student Books, articles, and other student materials are reviewed for accessibility and readability using the three-dimensional model of text complexity (qualitative, quantitative, and reader-and-task considerations) set out by the Common Core State Standards for English Language Arts (CCSS-ELA).
The qualitative dimension of text complexity focuses on the purpose, structure, language conventions, and knowledge demands of a text. Books and articles were written, reviewed, and edited by members of the Lawrence Hall of Science team of professional educators and science writers during the development of each unit. They are tailored to address concepts students are learning in the unit, and use the same language and vocabulary throughout so students encounter consistent terminology across modalities of learning (reading, writing, doing investigations, discussing).
The texts also include carefully created or selected visual representations such as diagrams, photographs, and illustrations that support and/or provide additional information. The placement of each book or article within the instructional sequence is carefully designed and classroom-tested so that the text is supportive of student content learning in a variety of ways, and provides just-in-time information, reinforcing key ideas or introducing new ones within the unit.
On the quantitative dimension, each book and article was designed and reviewed using internally developed criteria for each grade. Each book or article was analyzed against a list of commonly used words, as well as criteria for calculating the difficulty of decodable words. The number of unique hard words in each text was controlled, with the percentage of hard words varying based on the grade level. At the same time, a small set of core science vocabulary words related to the science ideas students are learning was repeatedly used across a set of books or articles because repeated encounters with words in context is one way that students learn and internalize them. In addition to our internal approach to readability, each book or article in grades 1–8 was analyzed by MetaMetrics and assigned a Lexile Measure. This allowed us to ensure that books and articles fall within recommended Lexile Measures found in the updated Text Complexity Band in Supplemental Information for Appendix A of the Common Core State Standards for English Language Arts and Literacy: New Research on Text Complexity.
Reader and task considerations are related to whether a particular text is appropriate for particular students and particular tasks. The placement of books within the Amplify Science program of instruction was carefully considered as part of unit design. Books were strategically placed within the sequence of instruction to ensure they are appropriately tied to what students are learning and that students are adequately prepared to read them with appropriate support. Sometimes this means that students read a text before conducting a firsthand investigation because it serves the purpose of activating and enhancing students’ background knowledge about a topic and sparking an interest in a scientific idea. At other times, students read a book after they have had a chance to investigate and develop ideas about the phenomenon firsthand because reading will help them generate more evidence to support claims. We cannot know all the individual learning needs of every reader the program reaches; however, the design and placement of the books was also informed by survey data from field trial teachers. These teachers were asked to evaluate field trial versions of the books and accompanying lessons based on several criteria, and to comment on how well the instruction and respective text worked for different readers.
Reading in K–1
Instructional approach
The approach to reading in kindergarten and grade 1 units accounts for the unique characteristics and developmental needs of beginning readers through a combination of text design and instruction that supports students in reading more independently as the unit progresses. In K–1, different books are read in one of three Reading Modes: Read-Aloud, Shared Reading, and Partner Reading. Readability levels for each book are based on the mode of reading used to introduce the book. For example, a Read-Aloud book has a higher readability level than a book that is designed for Partner Reading because in the Read-Aloud, the teacher takes full responsibility for recognizing and decoding the words, whereas in Partner Reading, students have more responsibility for reading the text with less teacher support. After each book is read for the first time, students have further opportunities to interact with the words and images as they figure out the answers to investigation questions in the unit. This builds students’ familiarity with academic language as well as their facility with strategies for reading to learn from informational books. While the program does not take on responsibility for providing all the literacy instruction required for students’ reading development (e.g., skill-based or fluency-oriented literacy instruction), it is designed to support vocabulary, language, and reading comprehension development.
Modes of reading
In the Read-Aloud mode, the teacher reads the book while students listen. This mode is most frequently used to introduce the first book in each kindergarten and grade 1 unit. During a Read-Aloud, the teacher models fluent and expressive reading, demonstrates strategic reading, thinks aloud about the content of the book, introduces new vocabulary, and facilitates students’ comprehension as the class gathers information to figure out a science idea. The teacher may think aloud to model a focal comprehension strategy, and/or pause to discuss key content.
In the Shared Reading mode, the teacher and students interact with the book together. Shared Reading provides additional opportunities for students to observe the teacher as an expert reader, to actively join in the discussion about the book, and to practice using a focal comprehension strategy. The teacher explicitly guides students to understand that science informational texts are organized in ways that help readers find and understand information, recognize new vocabulary in print, and practice reading strategies. Engaging in Shared Reading provides instruction and practice that prepare students for reading more independently.
In Partner Reading mode, two students work together to read or gather information from a book. Partner Reading provides opportunities for each student in a pair to be the reader and the supporter while reading a text. The curriculum supports teachers in implementing successful Partner Reading by providing questions and Partner Reading routines that help students work together to understand the text. Partner Reading opportunities occur after students have had exposure to the content and vocabulary through previous reading lessons, as well as through hands-on investigations. The Partner Reading books use familiar language and science vocabulary that students have already encountered in the unit.
The units also include carefully scaffolded opportunities for students to be successful with independent reading. Each kindergarten and grade 1 unit includes at least one reading-and-writing task in which students are guided to write a mini-book related to the unit content. The text in these mini-books is simple and designed to support students’ use of language and vocabulary from the unit. Since students create the mini-books themselves, they are more likely to be able to read the text independently. Mini-books can become a book that students use to practice reading independently or to read to a partner.
Text design for accessibility
Kindergartners are generally at the very beginning stages of reading development. For this reason, units in kindergarten focus on two reading modes: Read-Aloud and Shared Reading. Every unit begins with a book designed for a Read-Aloud, and includes two books designed for Shared Reading, as well as one additional Read-Aloud book and a Reference Book. This provides opportunities for beginning readers to first hear new language and vocabulary when a book is read aloud, and then encounter similar language and vocabulary as the teacher guides their participation in Shared Reading. Students are introduced to Partner Reading through rereading and discussing familiar books in order to gather information from visual representations. Partner Reading is also a way for students to share their mini-books with each other.
Students in grade 1 are generally developing the skill of learning how to read words as well as developing strategies to understand and learn from books. For this reason, grade 1 units include two books especially designed for Partner Reading, as well as one book designed for Read-Aloud, one book designed for Shared Reading, and a Reference Book. The first book in each unit is a Read Aloud, followed by a book for Shared Reading and two books for Partner Reading. As in the kindergarten units, grade 1 students reread and discuss unit books with partners to gather information from visual representations. Students in grade 1 also share their mini-books with each other through partner reading.
Reading in grades 2–5
Instructional approach
The approach to reading in grades 2–5 builds on science and literacy foundations established in the early grades. Each unit supports students in learning to read for information more independently as the unit progresses. Students read for a variety of authentic purposes to support their investigations, such as to gather evidence and information, to learn about science ideas and crosscutting concepts, and/or to learn about the work of real scientists and engineers.
Student reading is supported through explicit teaching, teacher modeling, and scaffolding throughout each unit. In addition, each reading lesson includes detailed discussion questions and guidance for the teacher on engaging students in discussing the text before, during, and after reading. In each reading lesson, the teacher first models how to use a particular strategy for reading and gathering information (e.g.,making inferences, asking questions while reading or using text features to find information in a reference book). Students then read the book in pairs, using the target strategy to meet the purpose for reading. After reading, the class discusses the content of the book with the goal of connecting ideas they have learned directly to a concept or investigation question they are seeking to answer. Students frequently revisit a book to gather additional information to support their investigations, explanations, arguments, or writing. Throughout the program, students come to understand that reading is a valuable way of learning about and enhancing their experience of the world around them.
Modes of reading
Partner Reading is the recommended mode of reading in grades 2–5. Partner Reading provides opportunities for each student to be the reader and the supporter while students work together to read or gather information from a book. Partner Reading is scaffolded through routines, reading guides in the notebook, and discussion questions. Additional support in the Investigation Notebook includes Getting Ready to Read and Reading Reflection activities for each book. Getting Ready to Read is an anticipation guide that can optionally be used to help students independently reflect on, or as partners discuss, their prior knowledge before reading. Reading Reflections include comprehension and reflection activities that can be used for those who finish reading quickly or seek more challenge. Many lessons also include opportunities for students to write in response to their reading, or for the purpose of recording evidence and information for later reference.
Text design for accessibility
The five books in each unit are written to reflect reading expectations for the particular grade level in which they are used, and to provide appropriately complex science texts for students that support, link to, and expand their firsthand science learning. The science and literacy instruction surrounding the book scaffolds students’ access through careful attention to reader and task considerations of complexity. All students read the same core texts in each unit. Because reading is integrated with other multimodal experiences, most students are able to read the books as well as use them to find information. Many teachers using the program are pleasantly surprised that students are able to tackle books that they had thought might be too difficult at first glance. However, to support teachers in meeting the needs of all students, the program provides suggestions for scaffolding reading for students of varying needs. These modifications are provided in the Differentiation Brief that accompanies each lesson. For more information on the Differentiation Brief, see the “Access and Equity”section.