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Language and Literacy in Inquiry-Based Science Classrooms, Grades 3-8
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Language and Literacy in Inquiry-Based Science Classrooms, Grades 3-8

Foreword by Sandra K. Abell

July 2012 | 168 pages | Corwin
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Research has long supported the positive effects of integrating literacy practices into the science curriculum; now this helpful and timely resource offers science educators effective strategies that they can implement immediately. Teachers of students aged 8 to 14 will find innovative ideas-aligned with national science education standards-for incorporating language analysis and science literature into inquiry-based science classrooms.

Included are activities as well as sample lessons to help students:

- Read and comprehend science texts

- Find related resources to explore particular interests

- Build their science vocabulary

- Write to learn science concepts.

This volume is valuable for teachers, leaders of professional development workshops, institutes, topical seminars in science and literacy, science and reading methods courses and study groups.

 
Foreword by Sandra K. Abell
 
Acknowledgments
 
About the Authors
 
About the Co-Authors
 
1. Teaching Science as Inquiry
Inquiry-Based Science

 
Language and Literacy in Inquiry-Based Science

 
Overview of This Book

 
 
2. The Challenges of Science Reading
What Does It Take to Comprehend a Text?

 
Linguistic Challenges of Science Reading

 
Conclusion

 
 
3. Using Trade Books to Support Science Inquiry
Why Read Trade Books in Science?

 
Award-Winning Science Trade Books

 
Becoming Familiar With the Format of Science Trade Books

 
Using Trade Books to Empower Science Learning

 
Conclusion

 
 
4. Learning Language, Learning Science
Building a Language-Rich Science Curriculum

 
Developing Vocabulary Knowledge

 
Learning About Nouns

 
Disentangling Discourse

 
Conclusion

 
 
5. Scaffolding Reading Through Strategy Instruction
Reading Strategy Instruction and Text Comprehension

 
Reading Strategy Instruction in Action: A Vignette

 
Bootstrapping Comprehension: Activating and Integrating Prior Knowledge

 
Monitoring Comprehension: Promoting Thinking During Reading

 
Consolidating Comprehension: Organizing Information From Text

 
Principles and Practice of Reading Strategy Instruction in Science

 
Conclusion

 
 
6. Learning to Write and Writing to Learn in Science
Why Write in Science?

 
Learning to Write Scientifically

 
Writing to Learn in Science: An Instructional Framework

 
Implementing the Writing-to-Learn-Science Instructional Model

 
Classroom Activities That Promote Writing to Learn Science

 
Conclusion

 
 
Endnotes
 
References
 
Index

When comparing books, I preferred the resources in the Constructivist Science Book for beginning preservice teachers. The other book reads in an easier format for my students and has more relevant information given their new enrollment within our program.

Mrs Catherine Scott
Curriculum Instruction Dept, University of North Carolina - Greensboro
October 18, 2010
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Zhihui Fang

Zhihui Fang (Ph.D., Purdue University) is Professor of Language and Literacy Education in the School of Teaching and Learning at the University of Florida, where he also coordinates the Reading Education program. He specializes in content area reading and writing, language development, and teacher education. His recent research focuses on the role of language in construing disciplinary knowledge and in shaping students’ literacy development. He is particularly interested in exploring the use of evidence-based language and literacy practices to support science teaching and learning. Zhihui has authored over 70 publications that include... More About Author

Linda L. Lamme

Linda Leonard Lamme is professor of education at the University of Florida School of Teaching and Learning  where she teaches courses in children's literature, including international literature, literature for the writing program, literature for the content areas, and multicultural literature. She conducts research on children's responses to literature, book analysis, and literature in the curriculum. Lamme has served on the Notable Books for a Global Society Committee for the Children's Literature and Reading SIG of IRA, the Notable Books for Language Arts Committee for NCTE, and the Children's Literature Assembly Board.  More About Author

Rose M. Pringle

Rose M. Pringle is associate professor of science education at the University of Florida School of Teaching and Learning. Her areas of research include preservice teachers’ positionality as science learners and issues associated with learning to teach inquiry-based science. She is particularly interested in working towards increasing the participation of minorities, especially girls of African descent, into mathematics and science related careers. Pringle is currently exploring the relationship between science teachers’ and counselors’ expectations and African American girls’ self-perception as science and mathematics learners.  More About Author

Also available as a South Asia Edition.

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