ABSTRACT
Efforts to integrate English language arts and science have often been reduced to reading and writing about science, which represents the discipline of science as a static body of facts. There is rarely alignment between learning science concepts and engaging in the discourse and practices of science. In this chapter, a third-grade teacher’s science instruction serves as a case of how literacy practices align with epistemic practices in science in robust ways that promote sensemaking. These approaches include engaging students with multiple science-specific texts, eliciting and using students’ ideas through talking, writing, and drawing, and tying words to meaning.
