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

Second Edition


January 2015 | 192 pages | Corwin

 Engage your students in scientific thinking across disciplines!

 

Did you know that scientists spend more than half of their time reading and writing? Students who are science literate can analyze, present, and defend data – both orally and in writing.

 

The updated edition of this bestseller offers strategies to link the new science standards with literacy expectations and specific ideas you can put to work right away. Features include:

 

  •   A discussion of how to use science to develop essential 21st century skills
  •   Instructional routines that help students become better writers
  •   Useful strategies for  using complex scientific texts in the classroom
  •   Tools to monitor student progress through formative assessment

 

When students are curious, they thrive. Give your students the strong base they need to create and share scientific ideas that have an impact in the classroom and beyond.

“This is a teacher-friendly book that drew me in from the introduction to the end. Through real-life scenarios combined with useful methods for instruction, it illustrates how science teachers can use language as a tool for teaching science.”
-Trina Allen, Science Content Specialist
Measurement Incorporated

 

“An eminently readable guide for the novice and experienced teacher. The many practical ideas in this volume demonstrate that improving students’ skills in reading and writing can also improve their understanding and ability in science.”

Cary Sneider, Associate Research Professor

Portland State University, Portland, OR

 

 
Introduction
 
New to This Edition
 
About the Authors
 
1. Teaching Students to Think Like Scientists
How Well Are U.S. Students Doing in Science?

 
What Foundations Do We Need to Have in Place?

 
What Are the Features of Purposeful Science Instruction?

 
What Do Real-World Scientists Do?

 
 
2. Knowing and Using Scientific Language to Communicate Like a Scientist
Language Is the Foundation for Learning

 
Using Language in Science

 
Connecting the Common Core State Standards and the Next Generation Science Standards

 
Next Generation Science Standards Support the Precision of Language Use

 
Science Instruction

 
Assess to Instruct: Developing Knowledge and Language

 
Fostering Independent Word Learning in Science

 
Word Play Promotes Increased Vocabulary Knowledge

 
 
3. Reading Like a Scientist
Connecting the Next Generation Science Standards and the Common Core State Standards

 
Features That Make Texts Complex

 
Teaching Students to Read Science Texts

 
Collaborative Conversations Support Learning and Sharing Scientific Language and Concepts

 
The Connection Between Vocabulary and Reading Success

 
Why Teach Reading in Science?

 
 
4. Writing Like a Scientist
Connecting the Common Core State Writing Standards and the Next Generation Science Standards

 
Writing Like a Scientist Is Different

 
WebQuest: Collecting Data for Writing

 
Writing Frames: Scaffolds for Scientific Writing

 
Teaching Scientific Phrasing

 
Writing Formats in Science

 
Writing Well-Supported Arguments

 
Why Learn to Write Like a Scientist?

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

 
Using Assessment Information

 
Identifying Literacy-Language Strengths and Needs

 
Creating Science Assessments

 
Final Thoughts About Assessment

 
 
References
 
Index

“The authors of Reading and Writing in Science bring together expertise in Next Generation Science Standards, English language arts, and excellent teaching methods to produce an eminently readable guide for the novice and experienced teacher.

 

Teachers who wish to teach science while improving their students’ reading and writing skills will find a wealth of practical ideas in this volume.

 

The many practical ideas in this volume demonstrate that improving students’ skills in reading and writing can also improve their understanding and abilities in science.”

Cary Sneider, Associate Research Professor
Portland State University, Portland, OR

"Reading and Writing in Science is a teacher friendly book that drew me in from the introduction to the end. Through real life scenarios combined with useful methods for instruction, it illustrates how science teachers can use language as a tool for teaching science."

Trina Allen, Science Content Specialist
Measurement Incorporated

The real strength of the book is the almost equal weighting given to the four strands of literacy; oral, aural, reading and writing. This provides a useful prompt for the reader to go beyond the obvious when incorporating a greater literacy focus into their curriculum.

Kristy Turner
Education in Chemistry

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 of Educational Leadership at San Diego State University and a leader at Health Sciences High & Middle College. He has served as a teacher, language development specialist, and administrator in public schools and non-profit organizations, including 8 years as the Director of Professional Development for the City Heights Collaborative, a time of increased student achievement in some of San Diego’s urban schools.  Doug has engaged in Professional Learning Communities for several decades, building teams that design and implement systems to impact teaching and learning.  He has published... More About Author

Diane K. Lapp

Diane Lapp, EdD, is a Distinguished Professor of Education at San Diego State University, where her research and instruction focuses on issues related to struggling readers and writers, their families, and their teachers. An instructional coach at the Health Sciences High and Middle College in San Diego, she has recently returned to the classroom to teach sixth-grade English and Earth Science. Dr. Lapp is also a member of both the California and International Reading Halls of Fame for her dedication to reading instruction. More About Author

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