Expanding Possibilities for the Use of Writing Genres in Early Elementary Science: Investigating First‐Graders’ Multimodal Sequential Explanations

ABSTRACT This study investigates the outcomes of the implementation of a first grade unit incorporating multiple modes of representation and genre‐based pedagogy to support writing instruction in the genre of sequential explanations. At the end of a 6‐day unit investigating the structure and functions of carnivorous plants, 47 first graders completed a multimodal final assessment—a scaffold with drawing alongside text—that asked students to create a sequential explanation to show how Venus flytraps captured their prey. First graders' final assessments were analyzed using cross‐comparative analysis methods to explore how their choices of representation of the phenomenon (drawing vs. writing) supported their communication of their content understanding, as well as their understanding of the genre of sequential explanation. Our analysis shows evidence of three main findings: (1) first graders were able to use the multimodal scaffold to demonstrate their conceptual understanding of VFT structure and function; (2) the first grade students produced genre‐appropriate sequential explanations; and (3) first graders communicated complex and accurate information about how VFT plants capture their prey within a sequential explanation using both drawing and writing, but did not necessarily use the drawing as a direct scaffold for their writing. Findings highlight the need for additional research into the use of the teaching and learning cycle as a writing support with various genres in science, as well as the potential for multimodal scaffolds to support early elementary students to convey their understanding of science content knowledge.