Teachers are constantly being asked to use innovative ways to teach core subjects, especially science. Teachers need to get students engaged and actively learning, at all times and that is not an easy task. The purpose of this project was to explore the use of quality children’s literature in enhancing science instruction in the third grade curriculum while implementing and helping students meet the English Language Arts Common Core State Standards (ELA CCSS). I researched how using children’s literature in the science curriculum may be beneficial for students. I have created a handbook that third grade teachers can use as a resource to enhance their science curricula. This handbook breaks down the four bodies of knowledge (Life Science, Earth and Space Science, Physical Science, and Nature of Science) and eleven big ideas for the third grade NGSSS. It includes titles and short descriptions of picturebooks that relate to those benchmarks. It also relates the third grade science benchmarks to the ELA CCSS through activities teachers can use to teach any given benchmark.

Wade into the topic of sound and waves with progressive STEM activities that integrate math, reading, and science.

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We will combine hands-on science investigations with supporting literacy activities to help students conduct original research on animal behaviors and communicate their findings.

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In January of 2014, GED Testing Services launched the GED 21st Century Initiative, which was comprised of 2 achievement levels: a high school equivalency standard and a college and career readiness standard. One of the most important goals of this initiative and the redesign of the 2014 GED test was to demonstrate that GED test takers are college and career ready. Using a qualitative case study cross analysis research approach focused on two Adult Basic Education (ABE) GED test preparation sites, this study focused on developing a holistic view of the GED 21st Century Initiative by addressing 5 research questions. Emphasis for the 5 research questions focused on the implementation and the impact of the GED 21st Century Initiative, preparation of the students for college and career readiness, technology integration for ABE/GED programs, and professional development for the staff of the ABE/GED programs. Study findings suggested a great need for ABE/GED programs to be restructured to include curriculum development that incorporates Common Core State Standards, Career and College Readiness Standards, computer literacy, and pathways for preparing students to enter into college or into the workforce. Providing pathways that are comprised of a comprehensive approach which includes incorporating several strategies for ABE/GED programs have proved to be a more successful approach to helping students transition to the next level. Another important finding of this study was that the Test of Adult Basic Education (TABE) assessment provided inaccurate scores of the students’ higher order thinking skills when compared to the 2014 GED test, which caused students to be misplaced in their GED classrooms. One other important finding this study indicated was a continuous need for professional development. Overall, participants thought that the redesign of the 2014 GED test was necessary and they remain hopeful about the benefits of the new test and the possibilities that lie ahead for their ABE/GED programs.