Reading and Writing Strategies for the Secondary Science Classroom in a PLC at Work(r): (Literacy-Based Strategies, Tools, and Techniques for Grades 6-12 Science Teachers)

Equip your students with the literacy support they need to think like scientists. Written by a team of experienced educators, this book provides practical literacy-based strategies designed for science teachers of grades 6-12. It can be read cover-to-cover or used as a quick reference for specific strategies. Learn how to connect science content with literacy skill development, differentiated instruction, designing meaningful assessments, effective feedback, and more.

Benefits:

• Understand the role that professional learning communities (PLCs) and science teachers play in literacy development and student-centered learning.
• Foster student engagement by utilizing adaptable strategies and literacy resources for developing pre-reading, during-reading, and post-reading skills.
• Learn why collaboration among different disciplines can enhance literacy instruction in secondary science education.
• Obtain tools and techniques for designing meaningful assessments that align literacy and science standards and improve student learning outcomes.
• Gain reflective knowledge to strengthen science and literacy instructional practices, encouraging learners to think like scientists.

Contents:
Preface
Introduction: Every Teacher Is a Literacy Teacher
Chapter 1: Collaboration, Learning, and Results
Chapter 2: Foundational Literacy Triage
Chapter 3: Prereading
Chapter 4: During Reading
Chapter 5: Postreading
Chapter 6: Writing
Chapter 7: Assessment

Daniel M. Argentar is a literacy coach and communication arts teacher at Adlai E. Stevenson High School in Lincolnshire, Illinois. As a sixth-grade teacher, he taught reading, language arts, social studies, and science. Since 2001, he has provided academic literacy support to struggling freshmen and sophomores, in addition to teaching other college prep and accelerated English courses. In his coaching role, he partners with instructors from all divisions to increase disciplinary literacy for students--running book studies, professional development sessions, and one-on-one coaching meetings. Daniel received a bachelor's degree in speech communications from the University of Illinois at Urbana-Champaign, an English teaching degree and a master's degree in curriculum and instruction from Northeastern Illinois University in Chicago, and a master's degree in reading from Concordia University in Chicago. To learn more about Daniel's work, follow @dargentar125 on Twitter.

Katherine A. N. Gillies works as a reading specialist and English teacher at Niles North High School, where she previously served as a literacy coach. Here, Katherine serves as the lead architect of schoolwide literacy improvement work, including building a comprehensive system of intervention and support for struggling readers, as well as crafting research-based curricula to ensure the continued literacy growth for all students. Katherine leads a number of collaborative teams and cross-curricular initiatives aimed at using data to inform instruction, building capacity for disciplinary literacy, and employing responsible assessment practices in the secondary arena. She has presented at local and national conferences, including the National Council of Teachers of English, on these topics. Katherine earned a bachelor's degree in literature and secondary education from Saint Louis University, a master's degree in literacy, language, and culture with reading specialist certification from the University of Illinois, Chicago, and a master's degree in educational leadership and administration from Concordia University, Chicago, and is also a certified Project CRISS trainer.

Maureen M. Rubenstein is a literacy coach and special education instructor at Adlai E. Stevenson High School. As a teacher, she works with students on individualized education plans who have diagnosed reading, writing, and emotional disabilities. In her coaching role, she partners with instructors from all divisions to work on disciplinary literacy. In addition to coaching individual teachers, she works with the other literacy coaches to coordinate and implement book clubs, professional development sessions, and one-on-one coaching sessions. Maureen received a bachelor's degree in special education from Illinois State University, a master's degree in language literacy and specialized instruction (reading specialist) degree from DePaul University, and a master's degree in educational leadership from Northern Illinois University. Maureen is also a certified CRISS instructor and is certified to teach Wilson Reading.

Brian R. Wise is a literacy coach and English teacher at Adlai E. Stevenson High School in Lincolnshire, Illinois. He has taught a wide array of English and literacy intervention courses throughout his teaching career. As a literacy coach, he works with faculty members from all divisions of the high school to build teachers' capacity for embedding literacy skills into classroom instruction and assessment. Brian received his bachelor's degree in English education from Boston University, a master's degree in English from DePaul University, and a master's degree in reading from Concordia University, Chicago.