A Third Grade Teacher’s Experience Using Science Notebooks to Teach Expository Writing

Abstract

This self-study explores a third grade teacher’s experience using science notebooks as a tool to teach expository writing. For five academic weeks, the teacher documents her practice of integrating science and writing using qualitative measures: observation and journaling. The teacher-researcher discovers her process of creating a balance between science and writing experiences and providing authentic feedback in order to support students as they develop as thinkers, writers, and inquirers, even those who are reluctant.