Linking Science & Literacy in the K-8 ClassroomRowena Douglas NSTA Press, 2006 - 441 pages |
Contents
| 3 | |
| 17 | |
| 19 | |
| 31 | |
Looking at What Students and Teachers Need to Know and Be Able to Do | 43 |
One Teachers Rocky Road to Writing in Science | 61 |
Writing and Science The Perfect Chemistry | 75 |
Making Sense in Science Through Words and Pictures | 95 |
The Journey From Powerful Ideas to Classroom Practice | 245 |
Developing Scientific Literacy Through the Use of Literacy Teaching Strategies | 261 |
Una Jornada de Aprendizaje Valiosa Para Compartir A Learning Journey Worth Sharing Out | 289 |
The Benefits of Science Talk | 305 |
English Language Development and the ScienceLiteracy Connection | 321 |
Taking Literacy Integration out of the Closet | 337 |
Planting Seeds | 351 |
Professional Development and Strategic Leadership to Support Effective Integration of Science and Literacy | 359 |
Using the Science Writing Heuristic to Promote Understanding of Science Conceptual Knowledge in Middle School | 117 |
Keys to Assessing Student Understanding | 127 |
Science Notebooks a Valuable Tool to Support Nonfiction ModesGenres of Writing | 149 |
Supporting Middle School Students in Developing Scientific Explanations | 163 |
Is This Science or Reading Mrs Heying? | 185 |
Treasures From Home | 207 |
Reading and Writing in the Service of InquiryBased Science | 221 |
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Common terms and phrases
activity asked assessment chart Chèche claim classroom concept map connections coral curriculum Detroit Public Schools discussion elementary ence engage English language learners evidence example experience expository writing feedback FIGURE firsthand focus focused grade graphic organizer hands-on help students Imperial County IMPLEMENTATION AND POLICY important inquiry-based science integration investigations kids Klentschy La Conchita language arts lesson study LINKING SCIENCE literacy and science materials metacognitive observations opportunities participants perspective picture Plock POLICY ISSUES practice professional development questions rain read-aloud reading and writing reading comprehension role science and literacy SCIENCE AND ORAL SCIENCE AND READING SCIENCE AND WRITING science content science inquiry science instruction science learning science notebooks science talk science-literacy scientific explanation scientists SECTION share skills standards strategies students learn teachers tion understanding unit vocabulary workshop
Popular passages
Page 426 - Standards™ is a collaboration of the Learning Research and Development Center at the University of Pittsburgh and the National Center on Education and the Economy.
Page 6 - Students in all grade levels and in every domain of science should have the opportunity to use scientific inquiry and develop the ability to think and act in ways associated with inquiry, including asking questions, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about the relationships between evidence and explanations, constructing and analyzing alternative explanations, and communicating scientific arguments.
Page 15 - Continuing federal programs in the sciences such as those of the Atomic Energy Commission, the National Science Foundation, the National Aeronautics and Space Administration, the National Institutes of Health, and others which relate closely to education.
Page 6 - Students at all grade levels and in every domain of science should have the opportunity to use scientific inquiry and develop the ability to think and act in ways associated with the processes of inquiry, including asking questions, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about the relationships between evidence and explanations...