Engage your students in scientific thinking across disciplines! Did you know that scientists spend more than halHinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Maria C. Grant, EdD, is a professor in the Department of Secondary Education at California State University Fullerton and the director of the Single Subject Credential Program at CSUF. She works with both pre-service and in-service teachers in the credential program and at school sites. Her work includes research and publications in the areas of disciplinary literacy, literacy in the content areas, science education, and pedagogy. In addition to her efforts at the university, Maria's experience includes many years of teaching in high school and middle school science classrooms. She has taught physics, oceanography, coordinated science, chemistry, and earth science. She currently supports learners as teacher and coach at Health Sciences High & Middle College. Over the years, Maria has acted as a leader in curriculum development and professional development at both the school and district levels. Her most recent efforts include research and professional development work centered on reading, writing, and language within content classrooms. Maria can be reached at mgrant@fullerton.edu. Follow her on twitter at @mgrantfullerton
Inhaltsangabe
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
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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