The following article was written by Helen Gerretson, hpgerre@bentley.unco.edu Assistant Professor of Mathematics, University of Northern Colorado, Linda Button, Assistant Professor of Elementary Education, School for the Study of Teaching and Teacher Education, UNC, and Carol Fortino, Adjunct Professor, Arts and Sciences, UNC.

U-LINCS

Using Literacy INtegration for Communicating Scientifically

The goal of the Using Literacy INtegration for Communic ating Scientifically [U-LINCS] proje ct was to make explicit the linkages between grades K-6 science, mathematics and language arts Standards. This two-year professional development project provided a model for integrating "content area literacy" skills of reading, writing, oral communication, and mathematics with the teaching of elementary school science. Reading, writing, and oral discourse are implicitly linked to communication of ideas and opinions, whether the context is fiction, non-fiction or a content area. Thus, reading, writing, and oral discourse are necessary for exchange of ideas. In comparison, mathematics is a communication tool for science. Mathematical processes, such as proportional reasoning, critical thinking and problem solving, are essential to achieve conceptual understanding of scientific ideas.

A district curriculum framework, along with national and state standards, underpinned this project. The major innovation of this project was to demonstrate how discrete content standards for science, language arts and mathematics could be combined into a comprehensive standard which would serve as the basis for curricular units integrating mathematics and language arts within the context of elementary school science. The project team believes that the U-LINCS project accomplished many of the vital signs for effective group professional development. One of the most telling improvements made by the U-LINCS teachers was their ability to acknowledge and change their approach to choosing and using strategies to enhance the integration of science, mathematics and literacy. The knowledge and skills gained through the U-LINCS Project has empowered the teachers to be more effective in terms of their pedagogical skills and instructional strategies. Furthermore, it increased communication among colleagues and encouraged personal reflection on professional growth so that they may better serve as mentors and models to other educators.

The overall success of the U-LINCS Project was based on teachers' increased capacity, which positively impacted student test scores on district and state assessments. It has been shown, through the U-LINCS Project, that the synthesis of academic content standards supports teaching and learning across the elementary school curriculum. When teachers collaborate and form educational communities with common goals they are able to grow professionally and to support their students to achieve at higher levels.

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