This workshop, presented by Inspired Instruction, explores how literacy skills underpin scientific understanding and communication in middle and high school classrooms. It emphasizes that literacy in science goes beyond reading and writing—it includes reasoning with evidence, evaluating sources, and effectively communicating scientific ideas. Participants learn how literacy practices are embedded in the Next Generation Science Standards (NGSS) and how reading, writing, speaking, and listening can be intentionally developed through science instruction. The session also highlights strategies to scaffold literacy for diverse learners and introduces ways to use AI responsibly in science research and writing.

• Students struggle to read and comprehend complex scientific texts and academic vocabulary.
  
  
• Teachers often separate literacy from science instruction instead of integrating reading and writing as tools for scientific reasoning.
  
  
• Many students lack strategies to construct evidence-based arguments and effectively communicate findings in multiple formats and for different audiences.
  
  
• Misuse or overreliance on AI tools risks undermining authentic reading, analysis, and writing in science.

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1. Integrating Literacy into Science Instruction
   Participants will learn how to embed literacy directly into science practices—reading, writing, speaking, and listening—so students learn to construct meaning, engage in argument from evidence, and communicate scientific reasoning effectively.
   
   
2. Implementing Evidence-Based Strategies for Reading and Writing
   Teachers will explore practical approaches such as close reading, annotation routines, CER (Claim-Evidence-Reasoning) writing, and morphology instruction to build vocabulary and comprehension. They will also gain tools for scaffolding struggling readers through graphic organizers, think-alouds, and structured discussions.
   
   
3. Promoting Responsible Communication and Use of AI
   Educators will examine how to guide students in using AI productively for tasks like question generation or text summarization while maintaining academic integrity and critical evaluation of information sources.