This hands-on resource offers a wealth of strategies aligned with national science education standards, including sample lessons for integrating reading instruction into inquiry-based science classrooms.
This hands-on resource offers a wealth of strategies aligned with national science education standards, including sample lessons for integrating reading instruction into inquiry-based science classrooms.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Zhihui Fang (Ph.D., Purdue University) is Professor of Language and Literacy Education in the School of Teaching and Learning at the University of Florida, where he also coordinates the Reading Education program. He specializes in content area reading and writing, language development, and teacher education. His recent research focuses on the role of language in construing disciplinary knowledge and in shaping students' literacy development. He is particularly interested in exploring the use of evidence-based language and literacy practices to support science teaching and learning. Zhihui has authored over 70 publications that include books, book chapters, and journal articles. His Reading in Secondary Content Areas: A Language-Based Pedagogy (University of Michigan Press, 2008), co-authored with Mary Schleppegrell, describes a new approach to teaching reading in the subjects of science, mathematics, social studies, and language arts. He can be contacted at zfang@coe.ufl.edu.
Inhaltsangabe
Foreword by Sandra K. Abell Acknowledgments About the Authors About the Co-Authors 1. Teaching Science as Inquiry Inquiry-Based Science Language and Literacy in Inquiry-Based Science Overview of This Book 2. The Challenges of Science Reading What Does It Take to Comprehend a Text? Linguistic Challenges of Science Reading Conclusion 3. Using Trade Books to Support Science Inquiry Why Read Trade Books in Science? Award-Winning Science Trade Books Becoming Familiar With the Format of Science Trade Books Using Trade Books to Empower Science Learning Conclusion 4. Learning Language, Learning Science Building a Language-Rich Science Curriculum Developing Vocabulary Knowledge Learning About Nouns Disentangling Discourse Conclusion 5. Scaffolding Reading Through Strategy Instruction Reading Strategy Instruction and Text Comprehension Reading Strategy Instruction in Action: A Vignette Bootstrapping Comprehension: Activating and Integrating Prior Knowledge Monitoring Comprehension: Promoting Thinking During Reading Consolidating Comprehension: Organizing Information From Text Principles and Practice of Reading Strategy Instruction in Science Conclusion 6. Learning to Write and Writing to Learn in Science Why Write in Science? Learning to Write Scientifically Writing to Learn in Science: An Instructional Framework Implementing the Writing-to-Learn-Science Instructional Model Classroom Activities That Promote Writing to Learn Science Conclusion Endnotes References Index
Foreword by Sandra K. Abell Acknowledgments About the Authors About the Co-Authors 1. Teaching Science as Inquiry Inquiry-Based Science Language and Literacy in Inquiry-Based Science Overview of This Book 2. The Challenges of Science Reading What Does It Take to Comprehend a Text? Linguistic Challenges of Science Reading Conclusion 3. Using Trade Books to Support Science Inquiry Why Read Trade Books in Science? Award-Winning Science Trade Books Becoming Familiar With the Format of Science Trade Books Using Trade Books to Empower Science Learning Conclusion 4. Learning Language, Learning Science Building a Language-Rich Science Curriculum Developing Vocabulary Knowledge Learning About Nouns Disentangling Discourse Conclusion 5. Scaffolding Reading Through Strategy Instruction Reading Strategy Instruction and Text Comprehension Reading Strategy Instruction in Action: A Vignette Bootstrapping Comprehension: Activating and Integrating Prior Knowledge Monitoring Comprehension: Promoting Thinking During Reading Consolidating Comprehension: Organizing Information From Text Principles and Practice of Reading Strategy Instruction in Science Conclusion 6. Learning to Write and Writing to Learn in Science Why Write in Science? Learning to Write Scientifically Writing to Learn in Science: An Instructional Framework Implementing the Writing-to-Learn-Science Instructional Model Classroom Activities That Promote Writing to Learn Science Conclusion Endnotes References Index
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