“writing in science is not only for communicating with others it is also a tool for learning that supports scientists and students alike in clarifying thinking, synthesizing ideas, and coming to conclusions.” A piece of writing can be a repository for emerging ideas (a “silent partner” in an investigation) or result in a final product for sharing knowledge. Science writing can be shared with others, become part of the environmental print in the classroom (through posters, pictures, word walls, etc.), or provide a venue for written conversations between teacher and student. It creates a record that can be returned to, responded to, and revised. It accompanies and records the thinking that occurs when students are engaged in the science practices that take place during an investigation, such as asking questions, planning and carrying out investigations, analyzing and interpreting data, and constructing explanations. Science writing helps students analyze and clarify their thinking, synthesize their ideas, and communicate them with others. Notice the teacher didn’t feel a need to ask the student for elaboration, but acknowledges a job well done. Ladybug notebook page, grade three, early advanced ELL: This notebook entry was a final reflection at the end of a ladybug unit that included several opportunities to investigate, talk and write about ladybugs. Notice how the teacher gives the student specific feedback about what they did well and asks for a response in an area that could be improved. Ladybug notebook page, grade three, intermediate ELL: This science notebook entry about a specific lesson in a ladybugs unit reveals how science writing can allow for ongoing dialog between a teacher and student.
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