Reading and Writing in Science: Tools to Develop Disciplinary Literacy

PrefaceAcknowledgmentsAbout the Authors1. The Role of Language in Science Learning Is Based in Language Using Language in Science2. Developing and Activating Background Knowledge Why Background Knowledge Is Important Determining Relevant Background Knowledge Demonstrations: Understanding While Seeing Anticipation Guides: Looking for Misconceptions Bridging the Gap When Background Knowledge Is Scant ReQuest: Teaching Apprentices to Question DR-TA: Predicting as a Key to Scientific Reading QAR: Connecting Questions With Answers The Background Knowledge Big Picture3. Integrating Vocabulary Instruction Into the Science Classroom The Importance of Vocabulary Vocabulary Self-Awareness Charts Content Area Word Walls Instructional Routines Useful for Developing Vocabulary Semantic Feature Analysis: Assessing Relationships Between Words Word Cards: Investigating Examples and Non-Examples Semantic Mapping: Visualizing Word Relationships Fostering Independent Word Learning in Science Word Play Promotes Increased Vocabulary Knowledge Vocabulary Helps Students Understand Science4. Reading Science Texts Helping Students Read Science Texts Read-Alouds Support Student Learning Shared Reading Defined and Implemented The Benefits of Shared Reading Releasing Responsibility to Students Facilitating Collaborative Learning ReQuest: Reading With Questions Reciprocal Teaching: Practicing What Good Readers Do Incorporating Independent Practice Why Teach Reading in Science?5. Writing in Science: Scaffolding Skills for Science Students Writing Like a Scientist Is Different WebQuest: Collecting Data to Write Writing Frames: Scaffolding for Scientific Writing Teaching Scientific Phrasing Writing Formats in Science Why Learn to Write Like a Scientist?6. Assessing Student Learning in Science The Purpose of Assessment in Science Using Assessment Information Identifying Specific Students' Needs Creating Science Assessments Types of Assessments Useful in

Maria C. Grant is a professor in the Department of Secondary Education at California State University Fullerton and a classroom teacher at Health Sciences High & Middle College. She works with both preservice and veteran teachers in the credential and graduate programs. Her work includes research and publications in the area of literacy integration into content areas, with a central focus on science education. In addition to her efforts at the university, Grant's experience includes over 19 years of teaching in high school science classrooms. She has taught physics, oceanography, coordinated science, chemistry, and earth science. Additionally, she has acted as a leader in curriculum development and professional development at both the school and district levels. Her current efforts include professional development work centered on formative assessment.

"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."