Language and literacy in inquiry-based science classrooms, grades 3-8
- Fang, Zhihui.
- Thousand Oaks, Calif. : Corwin ; [Arlington, Va.] : NSTA Press, c2010.
- Physical description
- xiii, 150 p. : ill. ; 26 cm.
Q181 .F23 2010
- Unknown Q181 .F23 2010
- Includes bibliographical references (p. 134-144) and index.
- 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.
- (source: Nielsen Book Data)
- Publisher's Summary
- 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 in this title 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; and, 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.
(source: Nielsen Book Data)
- Publication date
- Zhihui Fang, with Linda L. Lamme and Rose M. Pringle; foreword by Sandra K. Abell.