Title:
Reading and writing in science : tools to develop disciplinary literacy
Personal Author:
Publication Information:
Thousand Oaks, Calif. : Corwin Press, c2010
Physical Description:
xiii, 100 p. : ill. ; 26 cm.
ISBN:
9781412956130
Added Author:
Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010277396 | Q181 G73 2010 | Open Access Book | Book | Searching... |
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Summary
Summary
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.
Table of Contents
| 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 |
