Reading and writing in science : tools to develop disciplinary literacy

著者

書誌事項

Reading and writing in science : tools to develop disciplinary literacy

Maria C. Grant, Douglas Fisher, Diane Lapp

Corwin, c2015

2nd ed

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注記

Includes bibliographical references (p. 160 -166) and index

内容説明・目次

内容説明

Engage your students in scientific thinking across disciplines! Did you know that scientists spend more than half of their time reading and writing? Students who are science literate can analyze, present, and defend data - both orally and in writing. The updated edition of this bestseller offers strategies to link the new science standards with literacy expectations and specific ideas you can put to work right away. Features include: A discussion of how to use science to develop essential 21st century skills Instructional routines that help students become better writers Useful strategies for using complex scientific texts in the classroom Tools to monitor student progress through formative assessment When students are curious, they thrive. Give your students the strong base they need to create and share scientific ideas that have an impact in the classroom and beyond. "This is a teacher-friendly book that drew me in from the introduction to the end. Through real-life scenarios combined with useful methods for instruction, it illustrates how science teachers can use language as a tool for teaching science." -Trina Allen, Science Content Specialist Measurement Incorporated "An eminently readable guide for the novice and experienced teacher. The many practical ideas in this volume demonstrate that improving students' skills in reading and writing can also improve their understanding and ability in science." - Cary Sneider, Associate Research Professor Portland State University, Portland, OR

目次

Introduction New to This Edition About the Authors 1. Teaching Students to Think Like Scientists How Well Are U.S. Students Doing in Science? What Foundations Do We Need to Have in Place? What Are the Features of Purposeful Science Instruction? What Do Real-World Scientists Do? 2. Knowing and Using Scientific Language to Communicate Like a Scientist Language Is the Foundation for Learning Using Language in Science Connecting the Common Core State Standards and the Next Generation Science Standards Next Generation Science Standards Support the Precision of Language Use Science Instruction Assess to Instruct: Developing Knowledge and Language Fostering Independent Word Learning in Science Word Play Promotes Increased Vocabulary Knowledge 3. Reading Like a Scientist Connecting the Next Generation Science Standards and the Common Core State Standards Features That Make Texts Complex Teaching Students to Read Science Texts Collaborative Conversations Support Learning and Sharing Scientific Language and Concepts The Connection Between Vocabulary and Reading Success Why Teach Reading in Science? 4. Writing Like a Scientist Connecting the Common Core State Writing Standards and the Next Generation Science Standards Writing Like a Scientist Is Different WebQuest: Collecting Data for Writing Writing Frames: Scaffolds for Scientific Writing Teaching Scientific Phrasing Writing Formats in Science Writing Well-Supported Arguments Why Learn to Write Like a Scientist? 5. Assessing Student Learning in Science The Purpose of Assessment in Science Using Assessment Information Identifying Literacy-Language Strengths and Needs Creating Science Assessments Final Thoughts About Assessment References Index

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