Items related to Reading and Writing in Science: Tools to Develop Disciplinar...
Synopsis
"Science teachers, literacy coaches, and reading specialists will find this helpful book a great starting point for teaching the language of science―reading, writing, and speaking about science to engage the powerful ideas of the discipline. The tried-and-true, research-based practices explained in this highly readable and inviting volume provide many with the start they need to successfully support science literacy development."
―Patricia L. Anders, Distinguished Professor
University of Arizona
Help students access content in ways that foster understanding and critical thinking in science!
Science literacy goes beyond learning facts and concepts in a classroom. Rather, science literacy enables students to continue to learn, reflect, and communicate about science throughout their lives. Reading and Writing in Science provides an approach for building students′ disciplinary literacy so they can learn from science texts, reflect on content, generate new ideas, and share content-based thoughts.
Written by a science educator and a literacy expert, this resource gives middle and high school science teachers specific strategies and tools for guiding students as they approach science texts and produce their own writing. The authors show teachers how to:
- Build students′ background knowledge and discipline-specific vocabulary
- Develop students′ science reading skills while they access content
- Use writing frames, graphic organizers, writing-to-learn, and a writing protocol to get students started on science writing
- Improve instruction and target specific needs through formative assessment
Help your students develop disciplinary literacy so they can learn about, think about, and write about science in school and beyond.
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About the Authors
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, Maria’s 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!
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