Description
If you’ve ever believed you don’t have time to teach much science—or feared you don’t know how to integrate it with all-important language arts lessons—this is the book that will change your thinking. The message: It isn’t just possible to incorporate science into language arts, it also makes a lot of sense. Linking Science and Literacy is divided into two kinds of convincing content. In 16 chapters, prominent National Science Foundation-funded researchers and professional development experts write in lay language about the connections between science and literacy. They offer a broad range of perspectives from the classroom, district administrators, and the research community. The nine accompanying “case stories” show how teachers actually made the curriculum connections in K-8 classrooms. These anecdotal accounts are frank and engaging, with numerous teacher-student dialogues and examples of students’ work.
The profiled teachers make it clear that there are lessons to be learned even from failed attempts. Based on conferences in Seattle and Dallas, sponsored by NSTA and funded by NSF, this book is just right for K–8 teachers, science and literacy supervisors, school administrators, and professional development providers. Separate sections cover reading, writing, special instruction for English language learners, and the administrators’ role in the process of blending science and literacy to the benefit of all.
Contents
About the Editors
Introduction
Section1: Linking Science and Literacy in the Classroom
Chapter 1: Visions of Inquiry: Science
Case Stories Introduction
Case Story A: On Beyond Ordinary (Swansea, South Carolina)
Section 2: Science and Oral Discourse
Case Story B: Powering Oral Language With the Fuel of Science (Redwood City, California)
Chapter 2: Talk in the Science Classroom: Looking at What Students and Teachers Need to Know and Be Able to Do
Section 3: Science and Writing
Case Story C: One Teacher’s Rocky Road to Writing in Science (Tucson, Arizona)
Case Story D: Writing and Science: The Perfect Chemistry (Seattle, Washington)
Chapter 3: Young Children’s Own Illustrated Information Books: Making Sense in Science Through Words and Pictures
Chapter 4: Using the Science Writing Heuristic to Promote Understanding of Science Conceptual Knowledge in Middle School
Chapter 5: Comprehension Strategies and the Scientist’s Notebook: Keys to Assessing Student Understanding
Chapter 6: Writing to Learn: Science Notebooks, a Valuable Tool to Support Nonfiction Modes/Genres of Writing
Chapter 7: Supporting Middle School Students in Developing Scientific Explanations
Section 4: Science and Reading
Case Story E: “Is This Science or Reading, Mrs. Heying?” (Garnvavillo, Iowa)
Case Story F: Treasures From Home (Tenafly, New Jersey)
Chapter 8: Reading and Writing in the Service of Inquiry-Based Science
Chapter 9: Constructing Science-Literacy Workshops: The Journey From Powerful Ideas to Classroom Practice
Chapter 10: Developing Scientific Literacy Through the Use of Literacy Teaching Strategies
Section 5: Science, Literacy, and Culture
Case Story G: Una Jornada de Aprendizaje Valiosa Para Compartir (A Learning Journey Worth Sharing Out) (Aneheim, California)
Chapter 11: Using Diversity as a Strength in the Science Classroom: The Benefits of Science Talk
Chapter 12: English Language Development and the Science-Literacy Connection
Section 6: Implementation and Policy Issues
Case Story H: Taking Literacy Integration out of the Closet (Middletown, Rhode Island)
Case Story I: Planting Seeds One at a Time (Timonium, Maryland)
Chapter 13: Professional Development and Strategic Leadership to Support Effective Integration of Science and Literacy
Chapter 14: Science Education in a No Child Left Behind, Standards-Based World
Chapter 15: Science IDEAS: Making the Case for Integrating Reading and Writing in Elementary Science as a Key Element in School Reform
Chapter 16: The Administrator’s Role in Supporting Science and Literacy in Classrooms
Contributors
Index