NSTA - National Science Teachers Association

Linking Science and Literacy in the K-8 Classroom Edited by: Rowena Douglas, Michael P. Klentschy, Karen Worth, and Wendy Binder NSTA Press Book Average User Rating: 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...  [view full summary] 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. [hide full abstract] Member Price: $26.36 Nonmember Price: $32.95 Grade Level: Elementary School, Middle School

Using Science Notebooks in Elementary Classrooms By: Michael P. Klentschy NSTA Press Book Average User Rating: Elementary teachers know that learning science involves both the process of thinking and the ability to communicate those thoughts. One of the most effective ways of demonstrating this is through the use of student science notebooks. The earlier students...  [view full summary] Elementary teachers know that learning science involves both the process of thinking and the ability to communicate those thoughts. One of the most effective ways of demonstrating this is through the use of student science notebooks. The earlier students learn to keep records, the better they will be prepared to make this a natural part of their science activities. Classroom teachers who want to begin using or who are currently including science notebooks as part of their instruction will find that Using Science Notebooks in Elementary Classrooms is a “must-have” resource for the development of scientific inquiry, literacy, and reasoning skills. This book makes the case for using science notebooks strategically—promoting hands-on observing, recording, and reflecting—and demonstrates how best to do so. Connecting language arts to science through expository writing, the book presents proven techniques such as scaffolds, sentence starters, discussion starters, and other writing prompts to encourage students to build on current knowledge. Every step of the process is examined: introducing notebook writing to the class, creating questions to explore, making predictions, recording observations, making and defending claims, and using the notebooks to provide targeted student feedback. Also included are chapters on the specialized needs of English language learners, offering specific strategies to increase proficiency and fluency in both science and language. [hide full abstract] Member Price: $19.96 Nonmember Price: $24.95 Grade Level: Elementary School

Reflection: Next Steps, New Questions By: Michael P. Klentschy A chapter from Using Science Notebooks in Elementary Classrooms Written reflection is essential to promote student’s explorations of their own thinking and learning processes, but is often omitted if science notebooks are used primarily as logs for procedures and observations of their learning activities. Reflection...  [view full summary] Written reflection is essential to promote student’s explorations of their own thinking and learning processes, but is often omitted if science notebooks are used primarily as logs for procedures and observations of their learning activities. Reflection not only brings closure, but also allows for interpretation and critical review of the evidence, as is done by scientists. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: Elementary School

Drawing Conclusions By: Michael P. Klentschy A chapter from Using Science Notebooks in Elementary Classrooms Drawing conclusions involves comparing initial ideas with new evidence and then deciding whether the ideas fit or need to be changed. It is the key to the investigation, where mental and practical activity comes together. This is how scientists approach...  [view full summary] Drawing conclusions involves comparing initial ideas with new evidence and then deciding whether the ideas fit or need to be changed. It is the key to the investigation, where mental and practical activity comes together. This is how scientists approach investigative science and so this chapter describes how classroom teachers can guide their students to do the same. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: Elementary School

Assessing Student Progress By: Michael P. Klentschy A chapter from Using Science Notebooks in Elementary Classrooms Teachers are in the best position to use assessment to improve classroom practice, plan instruction, develop competency in students to reflect on their own teaching practices (NRC 1996). However, assessment practices in science in the elementary classroom...  [view full summary] Teachers are in the best position to use assessment to improve classroom practice, plan instruction, develop competency in students to reflect on their own teaching practices (NRC 1996). However, assessment practices in science in the elementary classroom have most often been relegated to end-of-unit tests provided by commercial textbooks. Student science notebooks, then, play an important role in the triad of what should be taught (standards), what is actually taught (classroom instruction) and what content students learn. In this context, the student science notebook is the means by which students communicate their understanding. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: Elementary School

Additional Strategies for Increasing the Use of Academic Content Language in the Writing of English Language Learners By: Michael P. Klentschy A chapter from Using Science Notebooks in Elementary Classrooms This chapter describes additional strategies classroom teachers need to consider with English Language Learners to help them develop scientific content vocabulary. Several of these strategies are not unique to science, but are drawn from language arts...  [view full summary] This chapter describes additional strategies classroom teachers need to consider with English Language Learners to help them develop scientific content vocabulary. Several of these strategies are not unique to science, but are drawn from language arts and are also excellent English Language Development practices. Some of these strategies include classification, sorting and classifying, Venn Diagrams, word charts, and cloze techniques. The increase in the use of the scientific language in students' writing and classroom discussion will increase their conceptual understanding. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: Elementary School

English Language Development and the Science-Literacy Connection By: Michael P. Klentschy A chapter from Using Science Notebooks in Elementary Classrooms The strategies described in this chapter are designed to meet the needs of English Language Learners in the context of Standards-based science content attainment. This context will address the different levels of language acquisition directly related...  [view full summary] The strategies described in this chapter are designed to meet the needs of English Language Learners in the context of Standards-based science content attainment. This context will address the different levels of language acquisition directly related to the language needs of these students in order for teachers to better understand and meet the needs of their diverse student population. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: Elementary School

Science Education in a No Child Left Behind, Standards-Based World By: Michael P. Klentschy A chapter from Linking Science and Literacy in the K-8 Classroom The federal No Child Left Behind (NCLB) Act of 2001 calls on educational practitioners to use “scientifically based research” to guide their decisions about which interventions to implement (U.S. Department of Education 2003). However, there is a growing...  [view full summary] The federal No Child Left Behind (NCLB) Act of 2001 calls on educational practitioners to use “scientifically based research” to guide their decisions about which interventions to implement (U.S. Department of Education 2003). However, there is a growing body of evidence related to science and literacy connections, some based on “scientific” research and some not. This evidence will be reviewed in depth in this chapter and has been divided into four categories: (1) student achievement in science, (2) science-literacy connections, (3) student opportunity to learn, and (4) fidelity of implementation. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: Elementary School, Middle School

The Power of Feedback By: Michael P. Klentschy A chapter from Using Science Notebooks in Elementary Classrooms The student science notebook is the best record of the depth of student content understanding and the quality of their communication of that understanding. When viewed as a formative assessment tool, the role of teacher feedback can play an important...  [view full summary] The student science notebook is the best record of the depth of student content understanding and the quality of their communication of that understanding. When viewed as a formative assessment tool, the role of teacher feedback can play an important part in the development of student conceptual understanding and complex reasoning by students. Teacher feedback is also an important component in the process of using student notebooks in inquiry-based science instruction. This chapter describes some strategies that classroom teachers can use to provide effective feedback. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: Elementary School

The Administrator’s Role in Supporting Science and Literacy in Classrooms By: Michael P. Klentschy and Patricia M. Maruca A chapter from Linking Science and Literacy in the K-8 Classroom Administrators play an important role in supporting science and literacy in classrooms. Support comes from a cohesive team of administrators at the district and school levels as school districts move toward institutionalization of best practices. The...  [view full summary] Administrators play an important role in supporting science and literacy in classrooms. Support comes from a cohesive team of administrators at the district and school levels as school districts move toward institutionalization of best practices. The administrators at the district level take the lead in the design of new programs and provide ongoing support for schools in their implementation. Administrators at the school level, primarily principals, take the lead in providing ongoing support and feedback to classroom teachers to ensure a high level of implementation. This chapter will focus on one such team approach that has been in operation since 1996 through the Vallé Imperial Project in Science (VIPS) in Imperial County, California. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: Elementary School, Middle School