Reading and Recipes

Using Cooking to Strengthen Literacy for STEM Readiness

Kenton County 4-H hosted a unique six-week program called “Reading and Recipes,” combining literacy and cooking to prepare 3rd grade students for the more rigorous scientific vocabulary and concepts they’ll encounter in 4th grade. The results were both inspiring and impactful.

Many 3rd graders struggle with the academic language used in science, words like observe, temperature, dissolve, and mixture. These aren’t just science words, they are barriers to comprehension, and deeper learning. 

Third grade is considered a literacy milestone. "Learn to read" becomes "read to learn": By the end of 3rd grade, students are expected to transition from learning basic reading skills to using reading to learn content (Annie E. Casey Foundation). Early literacy isn’t just about reading books—it’s about equipping students with the comprehension, vocabulary, and critical thinking skills they need across all subjects, especially in STEM.

• Students who are not reading proficiently by 3rd grade are four times more likely to not graduate high school on time (Hernandez, 2011).
• In addition, 3rd-grade reading scores strongly predict future academic success:
  • Students who fall behind in 3rd grade reading are less likely to catch up in later years without targeted intervention.
  • Early literacy is linked to higher graduation rates, fewer behavior issues, and greater college and career readiness.

 Kenton County 4-H, being aware of these statistics, wanted to support struggling 3rd graders through the Reading and Recipes program. A collaboration of local teachers, the county SnapEd Assistant, 4-H Agent, and students worked together in weekly cooking sessions carefully designed to incorporate science vocabulary, procedural texts, and observation skills.

Each session followed a simple structure:

• Read it: Students were given a fictional book each week to take home and keep. The students read with their teacher/volunteer partner and practiced the text in the book. Each book related in some way to a recipe.
• Cook it: Students then were given a recipe and with the help of Angela, the SnapEd Assistant, students were exposed to new scientific language and gained new knowledge while preparing simple recipes like roasted vegetables, corn chowder, and apple crisp 
• Share it: Students reflected by sharing their completed recipes with their family members. In addition, they practiced reading their new book each week and came back prepared to share their favorite part of the story before receiving their next book.

The impact was undeniable:

• Vocabulary Mastery: All participating students improved their understanding of science-related words and their correct use.
• Confidence Growth: Parents observed an increased desire for participants to read on their own. 
• Literacy Skills: Students showed gains in reading comprehension, particularly when working with non-fiction texts.
• Engagement & Equity: The cooking element made learning exciting, hands-on, and accessible for all learners, including English Language Learners and students with IEPs.
• Better Nutrition: The participants made connections between measurements, science, and real-world experiences. All the participants reported having tried new foods and learned new skills in the kitchen. Seventy-five percent of the participants even prepared their new recipes at home for their families.
• Positive Connections: One hundred percent of the participants had a new, optimistic outlook on reading. Their ability to make a positive memory while reading a new book each week with an encouraging volunteer, along with the hands-on cooking experience, helped to reinforce the literacy skills the participants would need for their upcoming 4th year.

We’re giving students the language, confidence, and curiosity they need to not only pass a test, but to become lifelong learners and problem solvers. Together, we’re proving that when learning is meaningful and fun, students thrive and the recipe for success is right in front of us.

Sources:

Early Warning! Why Reading by the End of Third Grade Matters

A KIDS COUNT Special Report on the Importance of Reading by 3rd Grade 

Posted January 1, 2010

Annie E. Casey Foundation

https://www.aecf.org/resources/early-warning-why-reading-by-the-end-of-third-grade-matters#:~:text=Summary,grade%2Dlevel%20reading%20in%202009.

Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation

Hernandez, Donald J.

https://eric.ed.gov/?id=ED518818#:~:text=The%20findings%20include%3A%20(1),or%20fail%20to%20finish%20high