Strategy Guides
Strategy Guides highlight some of the most powerful instructional strategies from the Seeds of Science/Roots of Reading integrated curriculum. Each Strategy Guide provides a description of one of these strategies, an overview of how to teach the strategy with many science texts, and a specific plan for teaching the strategy with a Seeds of Science/Roots of Reading book.
| Grade | Book | |
|---|---|---|
| Interpreting Visual Representations | 2-3 | What's Stronger? The Forces that Cause Erosion |
| Interpreting Visual Representations | 2-3 | Forces |
| Interpreting Visual Representations | 3-4 | Sunlight and Showers |
| Interpreting Visual Representations | 4-5 | Phase Change at Extremes |
| Searching for Information in Science Texts | 2-3 | Handbook of Sandy Beach Organisms |
| Searching for Information in Science Texts | 3-4 | Handbook of Body Systems |
| Searching for Information in Science Texts | 3-4 | The Handbook of Light Interactions |
| Teaching About Multiple Meaning Words* | 2-3 | My Sea Otter Report |
| Teaching Concept Mapping | 2-3 | What Belongs on a Beach? |
| Teaching Concept Mapping | 2-3 | Mystery Forces |
| Teaching Concept Mapping | 3-4 | It’s All Energy |
| Teaching Text Structure | 2-3 | The Black Tide |
| Teaching Text Structure | 2-3 | The Handbook of Forest Floor Animals |
| Teaching Text Structure | 2-3 | Jelly Bean Scientist |
| Teaching Text Structure | 4-5 | What Happens to the Atoms? |
| Using Anticipation Guides* | 2-3 | Solving Dissolving |
| Using Anticipation Guides* | 2-3 | Gravity Is Everywhere |
| Using Anticipation Guides* | 4-5 | Tomato Landers |
| Using Science Text to Visualize | 4-5 | Spinning Through Space |
| Using Text Features | 2-3 | What Lives on a Sandy Beach? |
| Using Text Features | 2-3 | Earthworms Underground |
| Using Visual Evidence to Make Inferences | 3-4 | Mystery Mouths |
| Grade | Book | |
|---|---|---|
| Teaching Procedural Writing | 2-3 | Bursting Bubbles: The Story of an Improved Investigation |
| Teaching Process Description Writing | 3-4 | Voyage of a Cracker |
| Teaching Scientific Comparison Writing | 3-4 | Blue Whales and Buttercups |
| Teaching Scientific Comparison Writing | 4-5 | Handbook of Planets and Moons |
| Teaching Scientific Explanation Writing | 3-4 | Light Strikes! |
| Teaching Scientific Explanation Writing | 4-5 | Chemical Reactions Everywhere |
| Teaching Summary Writing | 3-4 | The Speed of Light |
| Teaching Summary Writing | 4-5 | Made of Matter |
| Grade | Book | |
|---|---|---|
| Connecting Science and Everyday Words | 2-3 | What Are Roots? |
| Connecting Science and Everyday Words | 4-5 | Exploring Planets and Moons |
| Promoting Word Consciousness | 4-5 | Communicating Chemistry |
| Promoting Word Consciousness | 4-5 | Technology for Exploration |
| Teaching About Idioms* | 3-4 | Can You See in the Dark? |
| Teaching Vocabulary with Science Texts | 2-3 | Beach Postcards |
| Teaching Vocabulary with Science Texts | 3-4 | Cameras, Eyes, and Glasses |
| Using Discourse Circles | 2-3 | Without Soil |
| Using Discourse Circles | 2-3 | What if Rainboots Were Made of Paper? |
| Using Discourse Circles | 3-4 | The Code |
| Using Discourse Circles | 4-5 | What About Pluto? |
| Using Discourse Routines with Science Texts | 2-3 | Into the Soil |
| Using Discourse Routines with Science Texts | 3-4 | I See What You Mean |
| Using Roundtable Discussions | 4-5 | Break It Down: How Scientists Separate Mixtures |
| Using the Cognates Strategy* | 2-3 | Walk in the Woods |
| Using the Cognates Strategy* | 4-5 | How Big Is Big? How Far Is Far? |
| Grade | Book | |
|---|---|---|
| Analyzing Part-to-Whole Relationships | 3-4 | Systems |
| Making Sense of Data in Science Texts | 2-3 | Snail Investigations |
| Making Sense of Data in Science Texts | 2-3 | What My Sister Taught Me About Magnets |
| Making Sense of Data in Science Texts | 3-4 | What’s the Diagnosis? |
| Posing Investigation Questions | 4-5 | Handbook of Chemical Investigations |
| Taking Notes Based on Observations | 2-3 | My Nature Notebook |
| Taking Notes Based on Observations | 4-5 | Observing the Moon |
| Teaching About How Scientists Make Inferences | 4-5 | Science You Can’t See |
| Teaching About How Scientists Use Models | 4-5 | Planetary Scientist |
| Teaching About the Nature and Practices of Science | 3-4 | Evidence from the Past |
| Teaching About the Nature and Practices of Science | 3-4 | Secrets of the Stomach |
| Teaching About the Nature and Practices of Science | 3-4 | Why Do Scientists Disagree? |
| Teaching About the Nature of Science | 2-3 | Shoreline Scientist |
| Teaching About the Nature of Science | 2-3 | Talking with a Habitat Scientist |
| Teaching About the Nature of Science | 2-3 | Jess Makes Hair Gel |
| Teaching Scientific Explanations | 2-3 | Gary's Sand Journal |
| Teaching Scientific Explanations | 2-3 | Handbook of Interesting Ingredients |
*Strategies marked with an asterisk are particularly useful for English language learners. Learn more about how to support English language learners here.
Strategy Guides were developed to accompany the science books featured in Seeds of Science/Roots of Reading curriculum. Because of the quality of the books and the extensive information they contain, many teachers purchase the books separately. Strategy Guides include worksheets that can be used to employ that particular strategy with appropriate books, such as the one shown below:
To purchase any of the books, printed strategy guides, or other components from the Seeds of Science/Roots of Reading program contact Delta Education.
