Reading and Writing in Science: Tools to Develop Disciplinary Literacy / Edition 2

by Maria C. Grant, Douglas Fisher, Diane K. Lapp

Overview

Engage your students in scientific thinking across disciplines!

Did you know that scientists spend more than half of their time reading and writing? Students who are science literate can analyze, present, and defend data – both orally and in writing. The updated edition of this bestseller offers strategies to link the new science standards with literacy expectations, and specific ideas you can put to work right away. Features include:

• A discussion of how to use science to develop essential 21^st century skills
• Instructional routines that help students become better writers
• Useful strategies for using complex scientific texts in the classroom
• Tools to monitor student progress through formative assessment
• Tips for high-stakes test preparation

Product Details

ISBN-13:	9781483345680
Publisher:	SAGE Publications
Publication date:	01/27/2015
Edition description:	Second Edition
Pages:	192
Sales rank:	422,324
Product dimensions:	6.90(w) x 9.90(h) x 0.50(d)

About the Author

Maria C. Grant, Ed D, 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 [e-mail]. Follow her on twitter at @mgrantfullerton

Douglas Fisher is professor and chair of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed teacher and leader in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published widely on literacy, quality instruction, and assessment, as well as books such as Welcome to Teaching, PLC+, Teaching Students to Drive their Learning, and Student Assessment: Better Evidence, Better Decisions, Better Learning.

Diane Lapp, Ed D, is a distinguished professor of education at San Diego State University where her work continues to be applied to schools. She is also an instructional coach and teacher at Health Sciences High & Middle College. Throughout her career, Diane has taught in elementary, middle, and high schools. Her major areas of research and instruction regard issues related to the planning and assessment of very intentional literacy instruction and learning. A member of both the California and the International Reading Halls of Fame, Diane has authored, coauthored, and edited numerous articles, columns, texts, handbooks and children’s materials on instruction, assessment, and literacy related issues. Diane is the recipient of the ILA 2023 William S. Gray Citation of Merit, a prestigious award reserved for those who have made outstanding contributions to multiple facets of literacy development. Diane can be reached at [e-mail]. Follow her on twitter @lappsdsu

Table of Contents

Introduction
New to This Edition
About the Authors
1. Teaching Students to Think Like Scientists
How Well Are U.S. Students Doing in Science?
What Foundations Do We Need to Have in Place?
What Are the Features of Purposeful Science Instruction?
What Do Real-World Scientists Do?
2. Knowing and Using Scientific Language to Communicate Like a Scientist
Language Is the Foundation for Learning
Using Language in Science
Connecting the Common Core State Standards and the Next Generation Science Standards
Next Generation Science Standards Support the Precision of Language Use
Science Instruction
Assess to Instruct: Developing Knowledge and Language
Fostering Independent Word Learning in Science
Word Play Promotes Increased Vocabulary Knowledge
3. Reading Like a Scientist
Connecting the Next Generation Science Standards and the Common Core State Standards
Features That Make Texts Complex
Teaching Students to Read Science Texts
Collaborative Conversations Support Learning and Sharing Scientific Language and Concepts
The Connection Between Vocabulary and Reading Success
Why Teach Reading in Science?
4. Writing Like a Scientist
Connecting the Common Core State Writing Standards and the Next Generation Science Standards
Writing Like a Scientist Is Different
Web Quest: Collecting Data for Writing
Writing Frames: Scaffolds for Scientific Writing
Teaching Scientific Phrasing
Writing Formats in Science
Writing Well-Supported Arguments
Why Learn to Write Like a Scientist?
5. Assessing Student Learning in Science
The Purpose of Assessment in Science
Using Assessment Information
Identifying Literacy-Language Strengths and Needs
Creating Science Assessments
Final Thoughts About Assessment
References
Index

Editorial Reviews

The authors of Reading and Writing in Science bring together expertise in Next Generation Science Standards, English language arts, and excellent teaching methods to produce an eminently readable guide for the novice and experienced teacher.

Teachers who wish to teach science while improving their students’ reading and writing skills will find a wealth of practical ideas in this volume.

The many practical ideas in this volume demonstrate that improving students’ skills in reading and writing can also improve their understanding and abilities in science.”

Cary Sneider

"Reading and Writing in Science is a teacher friendly book that drew me in from the introduction to the end. Through real life scenarios combined with useful methods for instruction, it illustrates how science teachers can use language as a tool for teaching science. "

Trina Allen

The real strength of the book is the almost equal weighting given to the four strands of literacy; oral, aural, reading and writing. This provides a useful prompt for the reader to go beyond the obvious when incorporating a greater literacy focus into their curriculum.

Kristy Turner

"Students of science need both content knowledge and discipline-specific literacy skills to participate in rigorous science content. This book shows us how to use literacy strategies to improve student performance and participation in the secondary science classroom. "

Ellen Levy

"Finally, a book that uses real ideas about science literacy and shares those in interesting and informative ways. The idea that science teachers are teachers of language—instead of the usual argument of reading—brings literacy to the forefront in using instructional routines that fit the context of science. Grant and Fisher understand that there is more to science instruction than just the content. "

Julia Reynolds

"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

"Grant and Fisher’s book talks to teachers, not just sharing the current research but actually drawing connections between research and practice. The authors use their own extensive teaching experience to take the reader into the classrooms of exceptional teachers and present scenarios of how to teach science concepts in engaging, motivating, and research-based ways. At last we have a book that recognizes that science teachers are not reading teachers, but they are promoters of science literacy, communicators of their field whose ultimate goal is to inform, enlighten, and foster strategic thinkers who have the potential to take our society to even greater heights. "

Karen D. Wood