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ALL for Science
ALL for Science
Authentic Literacy and Language (ALL) for Science is a curriculum development project led by the Baylor College of Medicine Educational Outreach Department. ALL for Science aims develop parallel literacy and science lessons for use in elementary classrooms. The curriculum supports inquiry-driven science instruction and cultivates science-specific disciplinary literacy skills.
My Role:
Develop literacy lessons, consult on science lessons, and work across teams to design integrated culminating projects for units.
Contribute to research and dissemination efforts including professional development for teachers, conference presentations and papers, and manuscripts.
Units:
4th grade | Plant Adaptations Past and Present (released)
4th grade | Plant Traits Inherited and Acquired (released)
5th grade | Modeling Matter and Energy Transfer (field test)
5th grade | Human Impact on Ecosystems (in development)
OpenSciEd
OpenSciEd
OpenSciEd is a multi-institutional collaborative, led by Northwestern University, that develops free, open-access, and NGSS-aligned science curricula for K-12 science classrooms. The curriculum is phenomenon-driven, and storyline-based. Literacy integration is achieved through lesson-aligned texts and reflects the CCSS.
My Role:
Work across the Culturally and Linguistically Sustaining Teaching and Learning Team and the Literacy Team to ensure thoughtful representation of diverse knowledge systems, communities, and scientists across texts developed.
Co-develop a variety of texts to support literacy integration, write literacy integration callouts throughout lessons, and consult on science lessons.
Units:
1st grade | Sky Patterns (in revision for 2025 public release)
4th grade | Earth Processes (in revision for 2025 public release)
5th grade | Earth Systems (in revision for 2025 public release)
4th grade | Structure & Function (field test)
5th grade | Earth in the Universe (field test)
Teacher Feedback:
One of my favorite aspects of the OpenSciEd curriculum is its seamless technology incorporation. It has been an incredible tool for exposing students to different ways of conducting research. The combination of using books, newspaper articles, and online resources has helped students broaden their understanding of research beyond what they’ve observed in media or on TV. By engaging with these tools firsthand, students are developing essential research skills and a deeper understanding of how to gather, analyze, and interpret information. This integration has made learning more dynamic and relevant, and I’ve noticed a significant boost in their confidence as they take ownership of their learning.
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