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Reading and Writing in Science
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Reading and Writing in Science
Tools to Develop Disciplinary Literacy

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120 pages | Corwin
Coauthored by a science educator and a literacy expert, this book offers science teachers a collection of research-based literacy strategies to help students develop science vocabulary, comprehend science textbooks and other reading materials, and engage in writing assignments that lead to better understanding of science content.

To help teachers enhance and deepen science content learning, Reading and Writing in Science: Strategies to Develop Disciplinary Literacy includes science-specific examples to illustrate the teaching strategies. The authors also provide structures for scaffolding textbook access, ways for teachers to expand literacy in the classroom through the use of trade books, and methods for assessing student learning.

 
Preface
 
Acknowledgments
 
About the Authors
 
1. The Role of Language in Science
Learning Is Based in Language

 
Using Language in Science

 
 
2. Developing and Activating Background Knowledge
Why Background Knowledge Is Important

 
Determining Relevant Background Knowledge

 
Demonstrations: Understanding While Seeing

 
Anticipation Guides: Looking for Misconceptions

 
Bridging the Gap When Background Knowledge Is Scant

 
ReQuest: Teaching Apprentices to Question

 
DR-TA: Predicting as a Key to Scientific Reading

 
QAR: Connecting Questions With Answers

 
The Background Knowledge Big Picture

 
 
3. Integrating Vocabulary Instruction Into the Science Classroom
The Importance of Vocabulary

 
Vocabulary Self-Awareness Charts

 
Content Area Word Walls

 
Instructional Routines Useful for Developing Vocabulary

 
Semantic Feature Analysis: Assessing Relationships Between Words

 
Word Cards: Investigating Examples and Non-Examples

 
Semantic Mapping: Visualizing Word Relationships

 
Fostering Independent Word Learning in Science

 
Word Play Promotes Increased Vocabulary Knowledge

 
Vocabulary Helps Students Understand Science

 
 
4. Reading Science Texts
Helping Students Read Science Texts

 
Read-Alouds Support Student Learning

 
Shared Reading Defined and Implemented

 
The Benefits of Shared Reading

 
Releasing Responsibility to Students

 
Facilitating Collaborative Learning

 
ReQuest: Reading With Questions

 
Reciprocal Teaching: Practicing What Good Readers Do

 
Incorporating Independent Practice

 
Why Teach Reading in Science?

 
 
5. Writing in Science: Scaffolding Skills for Science Students
Writing Like a Scientist Is Different

 
WebQuest: Collecting Data to Write

 
Writing Frames: Scaffolding for Scientific Writing

 
Teaching Scientific Phrasing

 
Writing Formats in Science

 
Why Learn to Write Like a Scientist?

 
 
6. Assessing Student Learning in Science
The Purpose of Assessment in Science

 
Using Assessment Information

 
Identifying Specific Students' Needs

 
Creating Science Assessments

 
Types of Assessments Useful in Science

 
Final Thoughts About Assessment

 
 
References
 
Index

"Science teachers, literacy coaches, and reading specialists will find this helpful book a great starting point for teaching the language of science—reading, writing, and speaking about science to engage the powerful ideas of the discipline. The tried-and-true, research-based practices explained in this highly readable and inviting volume provide many with the start they need to successfully support science literacy development."

Patricia L. Anders, Distinguished Professor
University of Arizona

"Grant and Fisher’s book talks to teachers, not just sharing the current research but actually drawing connections between research and practice. The authors use their own extensive teaching experience to take the reader into the classrooms of exceptional teachers and present scenarios of how to teach science concepts in engaging, motivating, and research-based ways. At last we have a book that recognizes that science teachers are not reading teachers, but they are promoters of science literacy, communicators of their field whose ultimate goal is to inform, enlighten, and foster strategic thinkers who have the potential to take our society to even greater heights."

Karen D. Wood, Professor and Graduate Reading Program Coordinator
University of North Carolina, Charlotte

"Finally, a book that uses real ideas about science literacy and shares those in interesting and informative ways. The idea that science teachers are teachers of language—instead of the usual argument of reading—brings literacy to the forefront in using instructional routines that fit the context of science. Grant and Fisher understand that there is more to science instruction than just the content."

Julia Reynolds, Assistant Superintendent for Curriculum and Instruction
Northview Public Schools, Grand Rapids, MI

"Students of science need both content knowledge and discipline-specific literacy skills to participate in rigorous science content. This book shows us how to use literacy strategies to improve student performance and participation in the secondary science classroom."

Ellen Levy, Author of Constructing Meaning

Preview this book

Sample Materials & Chapters

Preface

Chapter 1: The Role of Language in Science


Maria Cassandra Grant

Maria C. Grant is a professor in the Department of Secondary Education at California State University Fullerton and a classroom teacher at Health Sciences High & Middle College. She works with both preservice and veteran teachers in the credential and graduate programs. Her work includes research and publications in the area of literacy integration into content areas, with a central focus on science education. In addition to her efforts at the university, Grant's experience includes over 19 years of teaching in high school science classrooms. She has taught physics, oceanography, coordinated science, chemistry, and earth science.... More About Author

Douglas Fisher

Douglas Fisher, Ph.D., is Professor and Chair of Educational Leadership at San Diego State University and a leader at Health Sciences High & Middle College having been an early intervention teacher and elementary school educator. He is the recipient of an International Reading Association William S. Grey citation of merit, an Exemplary Leader award from the Conference on English Leadership of NCTE, as well as a Christa McAuliffe award for excellence in teacher education. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design as well as books, such as PLC+: Better Decisions and... More About Author

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