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

Foreword by Sandy AbellAcknowledgmentsAbout the Authors1. Inquiry-Based Science Inquiry-Based Science Language and Literacy in Inquiry-Based Science Overview of This Book2. The Challenges of Science Reading What Does it Take to Comprehend a Text? Linguistic Challenges of Science Reading Conclusion3. 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 Science Author Studies4. Learning Language, Learning Science Building a Language-Rich Science Curriculum Coping with the Language of Science: Vocabulary Tasks Coping with the Language of Science: Noun Tasks Coping with the Language of Science: Discourse-Level Tasks Conclusion5. Scaffolding Reading Through Strategy Instruction Reading Strategy Instruction and Tet 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 Conclusion6. 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 Ploys That Promote Writing to Learn Science ConclusionReferencesIndex

<font face="Times New Roman"><span style="FONT-SIZE: 12pt">Zhihui Fang (Ph.D., Purdue University) is Professor of Language and Literacy Education in the School of Teaching and Learning at the University of Florida, where he also coordinates the Reading Education program. He specializes in content area reading and writing, language development, and teacher education. His recent research focuses on the role of language in construing disciplinary knowledge and in shaping students' literacy development. He is particularly interested in exploring the use of evidence-based language and literacy practices to support science teaching and learning. Zhihui has authored over 70 publications that include books, book chapters, and journal articles. His Reading in Secondary Content Areas: A Language-Based Pedagogy (University of Michigan Press, 2008), co-authored with Mary Schleppegrell, describes a new approach to teaching reading in the subjects of science, mathematics, social studies, and language arts. He can be contacted at zfang@coe.ufl.edu.</span></font>

"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."