For my Research Article Review, I chose the article, The Common Ground, by Christine Anne Royce and David A. Wiley.  The article was very interesting as it talks about bridging the gap between teaching science and reading. In many cases, there is no gap but rather a shared common ground. The authors point out that integration is an approach that helps build on both content areas.

For administrators, the fear is addressing the goals specific in both subjects without compromising either subject. However, good practice focuses on common ground between subject areas. An interesting point is that reading and science share similar disciplines in standards. Therefore, it would only make sense to consider science literacy.  "Recognizing the similarities between the goals of both science and English disciplines makes it easier for teachers to see the possibilities to meet learning standards in both disciplines when integrating subjects."

What this means to me is that rather than spend our time trying to manage time, we should at least consider cross-threading the subject matter as long as the goals are sustainable across both subject areas. It only makes sense co-mingle the subject especially if research show that it not only benefits the learners but also supports their learning and problem solving.

A good example of this is brought up by the authors by the use of sequencing skills in the life cycle of a frog. The details from a book of the life cycle may not be the focus of the lesson but rather the order of events that happen within the story.

Finally, as teachers begin to use literature-based programs that integrate subject areas, they are realize the advantages of children's trade books as a means of teaching both reading and other content areas.
Research shows that student motivation increases and science becomes more dynamic when teachers use a literacy-based method of instruction.  What this means is that using trade books is becoming more and more compelling.

For my classroom, my ideal library should consist of trade books as open invitation to read and allow the students that ability to dive in specific content areas while learning to read. It only makes sense that the same should applied to lesson building.