The purpose of this study was to understand messages about the role of language and literacy in the Next Generation Science Standards and the C3 Framework for Social Studies standards documents. We engaged in a content analysis of (a) framework documents that provide the theoretical basis for the standards and (b) learning expectation statements for elementary grade students. Findings indicated a substantial emphasis on supporting language and literacy for disciplinary learning, with emphases on discipline-specific practices and apprenticing children into these practices, often through classroom discussion, beginning in the elementary grades. Although student expectations use similar terminology across science and social studies—for example, explain, argue, and ask—framework documents clarify disciplinary differences in the ways that these practices are enacted. Supporting students’ disciplinary language and literacy development in alignment with these ambitious standards will likely require substantial instructional change in elementary classrooms.

中文翻译：

---

语言和读写能力在 K-5 科学和社会研究标准中的作用

本研究的目的是了解有关语言和读写能力在下一代科学标准和 C3 社会研究框架标准文件中的作用的信息。我们对 (a) 为标准提供理论基础的框架文件和 (b) 小学生的学习期望陈述进行了内容分析。调查结果表明，学校非常重视支持学科学习的语言和读写能力，重点是特定学科的实践，并经常通过课堂讨论，从小学开始，让孩子们学习这些实践。尽管学生的期望在科学和社会研究中使用了相似的术语——例如，解释、争论、并询问——框架文件澄清了这些实践实施方式的学科差异。按照这些雄心勃勃的标准支持学生的学科语言和读写能力发展，可能需要对小学课堂进行实质性的教学变革。