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Reading and Writing in Science

Tools to Develop Disciplinary Literacy

Second Edition
By: Maria Cassandra Grant, Douglas Fisher, Diane Lapp

With this bestselling guide, updated for the Common Core and NGSS, you’ll help students develop science vocabulary, comprehend scientific texts, and express science concepts in writing.

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Product Details

Grade Level: PreK-12
ISBN: 9781483345680
Published By: Corwin
Year: 2015
Page Count: 192
Publication date: January 27, 2015

Price: $32.95

Description

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 21^st 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

Key features

Provides a handy collection of literacy strategies that are useful for science educators
Addresses several major concerns of science teachers—textbook levels, vocabulary development, and writing in the science classroom
Supports teachers as they prepare students for the science component of high-stakes tests
Written by a science educator for science teachers

Author(s)

Maria Cassandra Grant

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

Douglas Fisher

Douglas Fisher, Ph.D., is professor and chair of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is the recipient of an International Reading Association William S. Grey citation of merit and an Exemplary Leader award from the Conference on English Leadership of NCTE. He has published numerous articles on teaching and learning as well as books such as The Teacher Clarity Playbook, PLC+, Visible Learning for Literacy, Comprehension: The Skill, Will, and Thrill of Reading, How Tutoring Works, and How Learning Works. Doug loves being an educator and hopes to share that passion with others.

Diane Lapp

Diane Lapp, EdD, is a distinguished professor of education at San Diego State University where her work continues to be applied to schools. She is also an instructional coach and teacher at Health Sciences High & Middle College. Throughout her career, Diane has taught in elementary, middle, and high schools. Her major areas of research and instruction regard issues related to the planning and assessment of very intentional literacy instruction and learning. A member of both the California and the International Reading Halls of Fame, Diane has authored, coauthored, and edited numerous articles, columns, texts, handbooks and children’s materials on instruction, assessment, and literacy related issues. Diane is the recipient of the ILA 2023 William S. Gray Citation of Merit, a prestigious award reserved for those who have made outstanding contributions to multiple facets of literacy development. Diane can be reached at lapp@sdsu.edu. Follow her on twitter @lappsdsu

Table of Contents

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

Reviews

“The authors of Reading and Writing in Science bring together expertise in Next Generation Science Standards, English language arts, and excellent teaching methods to produce an eminently readable guide for the novice and experienced teacher.

Teachers who wish to teach science while improving their students’ reading and writing skills will find a wealth of practical ideas in this volume.

The many practical ideas in this volume demonstrate that improving students’ skills in reading and writing can also improve their understanding and abilities in science.”

Cary Sneider, Associate Research Professor
Portland State University, Portland, OR

"Reading and Writing in Science 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

The real strength of the book is the almost equal weighting given to the four strands of literacy; oral, aural, reading and writing. This provides a useful prompt for the reader to go beyond the obvious when incorporating a greater literacy focus into their curriculum.

Kristy Turner
Education in Chemistry

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