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Language and Literacy in Inquiry-Based Science Classrooms, Grades 3-8 - Zhihui Fang

Language and Literacy in Inquiry-Based Science Classrooms, Grades 3-8

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Published: 9th September 2010
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Published: 7th September 2010
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"This work shows how reading scientific texts differs from reading literary texts and describes the tools teachers need to teach reading in science."—Stephen P. Norris, Canada Research Chair in Scientific Literacy University of Alberta

"Finally, a book with sound research and ready-to-use strategies to connect reading and science!"—Jenny Sue Flannagan, Director, Martinson Center for Mathematics and Science School of Education, Regent University

"The authors address what few recognize—that reading is an issue in science, but ultimately no one is teaching students to read science."—Sally Koczan, Science Teacher, Wydown Middle School Clayton, MO

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 in Grades 3-8 will find innovative ideas—aligned with national science education standards—for incorporating language analysis and science literature into inquiry-based science classrooms. Included 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

-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.

"This is a much-needed addition to the science teacher's library. Our students' inability to comprehend the written word in science text is the single biggest hindrance to their continuing in their studies, and thus the primary reason we often lose them after elementary school." -- Linda Keteyian, Science and Math Teacher
"This book addresses an issue that is like an elephant in the room. Everyone knows that reading is an issue in science, but ultimately no one is teaching students to read science." -- Sally Koczan, Science Teacher
"Finally, a book that not only provides sound research, but also offers practical, ready-to-use reading and vocabulary strategies to connect reading and science!" -- Jenny Sue Flannagan, Director
"Reading and writing can no longer be optional extras in the science classroom. This work shows how the demands of reading scientific texts differ from those of reading literary texts, clarifies the features of scientific text that must be learned so that it's readable, and describes the tools teachers need to teach reading in science." -- Stephen P. Norris, Canada Research Chair in Scientific Literacy
"This must-read book sets the standard for teaching reading comprehension with expository text! I have already implemented some of the activities mentioned with great success." -- Briana Nurse, Middle School Literacy Coach and Founder of Wellness Tutoring Services
"This book embeds literacy tasks into science inquiry to enhance the functionality of instruction, support the construction of understanding, and develop a fundamental sense of science literacy. This results in fuller participation in the public debate about issues of science, technology, society and environment, which in turn leads to informed decisions and sustainable actions." -- Larry D. Yore, Distinguished Professor

"My first thoughts were, 'I'm not one of those teachers who teaches science by reading out of the book.' Sneaking the strategies in Language and Literacy in the Inquiry Based Science Classrooms, Grades 3-8 convinced me that students could learn science and improve their literacy skills without taking away from my curriculum. The methods and ideas in this book are useful, non-threatening and helped me apply language practices that enhance science."

-- Sara Charbonnet, Science teacher, Department Chair

Foreword
Acknowledgments
About the Authors
Teaching Science as Inquiry
Inquiry-Based Science
Language and Literacy in Inquiry-Based Science
Overview of This Book
The Challenges of Science Reading
What Does it Take to Comprehend a Text?
Linguistic Challenges of Science Reading
Conclusion
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
Learning Language, Learning Science
Building a Language-Rich Science Curriculum
Developing Vocabulary Knowledge
Learning About Nouns
Disentangling Discourse
Conclusion
Scaffolding Reading Through Strategy Instruction
Reading Strategy Instruction and Text Comprehension
Reading Strategy Instruction in Action: A Vignette
Bootstapping 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
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
References
Index
Table of Contents provided by Ingram. All Rights Reserved.

ISBN: 9781412988421
ISBN-10: 141298842X
Audience: Professional
Format: Paperback
Language: English
Number Of Pages: 168
Published: 9th September 2010
Publisher: SAGE Publications Inc
Country of Publication: US
Dimensions (cm): 25.4 x 17.7  x 1.27
Weight (kg): 0.34