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Reading and Writing in Science: Tools to Develop Disciplinary Literacy 2nd Revised edition [Mīkstie vāki]

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  • Formāts: Paperback / softback, 192 pages, height x width: 254x177 mm, weight: 400 g
  • Izdošanas datums: 07-Apr-2015
  • Izdevniecība: Corwin Press Inc
  • ISBN-10: 1483345688
  • ISBN-13: 9781483345680
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Reading and Writing in Science: Tools to Develop Disciplinary Literacy 2nd Revised editionPalielināt
  • Formāts: Paperback / softback, 192 pages, height x width: 254x177 mm, weight: 400 g
  • Izdošanas datums: 07-Apr-2015
  • Izdevniecība: Corwin Press Inc
  • ISBN-10: 1483345688
  • ISBN-13: 9781483345680
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781483345680.html
Keywords:
 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

 

Recenzijas

"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 "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 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

Introduction viii
New to This Edition xi
About the Authors xiii
Chapter 1 Teaching Students to Think Like Scientists
1(15)
How Well Are U.S. Students Doing in Science?
2(4)
How Do We Compare Nationally?
2(1)
How Do We Compare Internationally?
2(4)
What Can We Conclude?
6(1)
What Foundations Do We Need to Have in Place?
6(7)
A Scientific Perspective
10(1)
Crosscutting Concepts
11(2)
What Are the Features of Purposeful Science Instruction?
13(2)
What Do Real-World Scientists Do?
15(1)
Chapter 2 Knowing and Using Scientific Language to Communicate Like a Scientist
16(36)
Language Is the Foundation for Learning
18(3)
Using Language in Science
21(3)
Connecting the Common Core State Standards and the Next Generation Science Standards
24(2)
Speaking and Listening Standards
24(1)
Language Standards
25(1)
Next Generation Science Standards Support the Precision of Language Use
26(1)
Science Instruction
27(2)
Assess to Instruct: Developing Knowledge and Language
29(17)
Demonstrations: Providing Insights From an Expert
30(1)
Anticipation Guides: Looking for Misconceptions
31(3)
K-W-L: Using Knowledge to Generate Questions
34(2)
Vocabulary Self-Awareness Charts
36(1)
Semantic Feature Analysis: Assessing Relationships Between Words
37(6)
Word Cards: Investigating Examples and Nonexamples
43(1)
Semantic Mapping: Visualizing Word Relationships
44(2)
Fostering Independent Word Learning in Science
46(4)
Word Play Promotes Increased Vocabulary Knowledge
50(2)
Chapter 3 Reading Like a Scientist
52(42)
Connecting the Next Generation Science Standards and the Common Core State Standards
53(6)
Reading Anchor Standards
54(5)
Features That Make Texts Complex
59(9)
Quantitative Features
59(5)
Qualitative Features
64(3)
The Reader and the Text
67(1)
Teaching Students to Read Science Texts
68(17)
Read-Alouds
69(4)
Shared Reading Defined and Implemented
73(3)
Close Reading
76(9)
Collaborative Conversations Support Learning and Sharing Scientific Language and Concepts
85(5)
ReQuest: Reading With Questions
86(1)
Reciprocal Teaching: Gaining Collaborative Insights About Texts
87(3)
The Connection Between Vocabulary and Reading Success
90(2)
Why Teach Reading in Science?
92(2)
Chapter 4 Writing Like a Scientist
94(41)
Connecting the Common Core State Writing Standards and the Next Generation Science Standards
96(12)
Common Core Writing Anchor Standards
96(7)
Writing Anchor Standard 1, Grade Kindergarten (W.K. 1)
103(1)
Writing Anchor Standard 1, Grade 5 (W.5. 1)
103(1)
Writing Anchor Standard 1, Grade 6 (W6. 1)
104(1)
Writing Anchor Standard 1, Grade 8 (W.8. 1)
104(1)
Writing Anchor Standard 1, Grades 11--12 (W. 11--12. 1)
105(2)
Next Generation Science Standards
107(1)
Writing Like a Scientist Is Different
108(1)
WebQuest: Collecting Data for Writing
109(2)
Writing Frames: Scaffolds for Scientific Writing
111(5)
Sentence Frames
111(3)
Graphic Organizers
114(2)
Teaching Scientific Phrasing
116(4)
Active and Passive Voice
117(3)
Writing Formats in Science
120(7)
Journaling
121(2)
Diagrams
123(1)
Graphs
124(2)
RAFT
126(1)
Writing Well-Supported Arguments
127(7)
Review Multiple Sources
130(1)
Use Ideas From the Texts to Write the Argument
131(1)
Use an Organizing Structure
131(3)
Why Learn to Write Like a Scientist?
134(1)
Chapter 5 Assessing Student Learning in Science
135(25)
The Purpose of Assessment in Science
136(3)
Connecting Instruction and Assessment: A Formative Approach
137(2)
Using Assessment Information
139(3)
Identifying Literacy-Language Strengths and Needs
142(3)
Creating Science Assessments
145(13)
Graphic Organizers
152(2)
Performance Assessment
154(2)
Constructed Response
156(2)
Final Thoughts About Assessment
158(2)
References 160(7)
Index 167
Maria C. Grant, EdD, is a professor in the Department of Secondary Education at California State University Fullerton and the director of the Single Subject Credential Program at CSUF. She works with both pre-service and in-service teachers in the credential program and at school sites. Her work includes research and publications in the areas of disciplinary literacy, literacy in the content areas, science education, and pedagogy. In addition to her efforts at the university, Marias experience includes many years of teaching in high school and middle school science classrooms. She has taught physics, oceanography, coordinated science, chemistry, and earth science. She currently supports learners as teacher and coach at Health Sciences High & Middle College. Over the years, Maria has acted as a leader in curriculum development and professional development at both the school and district levels. Her most recent efforts include research and professional development work centered on reading, writing, and language within content classrooms. Maria can be reached at mgrant@fullerton.edu. Follow her on twitter at @mgrantfullerton Douglas Fisher is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed English teacher and administrator in California.  In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design, as well as books such as The Teacher Clarity Playbook 2/e, Your Introduction to PLC+, The Illustrated Guide to Teacher Credibility, Instructional Strategies that Move Learning Forward: 30 Tools that Support Gradual Release of Responsibility, and Welcome to Teaching!







Diane Lapp, EdD, is a distinguished professor of education at San Diego State University where her work continues to be applied to schools. She is also an instructional coach and teacher at Health Sciences High & Middle College. Throughout her career, Diane has taught in elementary, middle, and high schools. Her major areas of research and instruction regard issues related to the planning and assessment of very intentional literacy instruction and learning. A member of both the California and the International Reading Halls of Fame, Diane has authored, coauthored, and edited numerous articles, columns, texts, handbooks and childrens materials on instruction, assessment, and literacy related issues. Diane is the recipient of the ILA 2023 William S. Gray Citation of Merit, a prestigious award reserved for those who have made outstanding contributions to multiple facets of literacy development. Diane can be reached at lapp@sdsu.edu. Follow her on twitter @lappsdsu