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Reading, Writing, and Inquiry in the Science Classroom, Grades 6-12

Strategies to Improve Content Learning

First Edition
By: Kathleen Chamberlain, Christine Corby Crane

Combine literacy and inquiry-based instruction to advance student achievement in science!

This timely resource demonstrates how nurturing communication skills in the science classroom can impact student performance and provides research-based strategies for integrating literacy with science instruction. Packed with information about reading and writing pedagogy, adolescent literature, and lesson design, this resource:

Explores the relationship between reading and science education
Provides strategies for teaching writing in the science classroom
Highlights the role of technology in enhancing science knowledge
Includes lesson plans, graphic organizers, and templates, with modifications for students with special needs

Full description

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Product Details

Grade Level: PreK-12, Elementary, Secondary
ISBN: 9781412960717
Published By: Corwin
Year: 2008
Page Count: 136
Publication date: September 26, 2008

Price: $34.95

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Description

"The strategies align with what our preservice and veteran teachers need to teach in today's classrooms. From newspapers, magazines, and research reports to adolescent trade books, the authors offer numerous strategies for supplementing science classes with various reading materials."
—Amy M. Rogers, Instructor of Education
Lycoming College, Williamsport, PA

Combine literacy and inquiry-based instruction to advance student achievement in science!

Integrating reading and writing with inquiry in the science classroom can present a challenge for teachers who may not have a background in reading instruction and who may be concerned about how to strengthen students' literacy skills while effectively teaching science content.

In this timely resource, Kathleen Chamberlain and Christine Corby Crane demonstrate how nurturing strong communication skills can have a significant impact on student performance, and provide research-based strategies for successfully integrating literacy skills with science instruction. Packed with information about reading and writing pedagogy, science standards, adolescent and young adult literature, and lesson design, this book:

Addresses the relationship between reading and science education, including the use of textbooks and other materials
Offers methods for teaching writing in the science classroom
Highlights the role of technology in enhancing students' science knowledge
Includes sample lesson plans, graphic organizers, and templates suitable for any secondary science classroom, with modifications for students with special needs

The ultimate blend of theory and practice, Reading, Writing, and Inquiry in the Science Classroom, Grades 6–12 helps educators foster the skills to communicate science ideas and experiences and give students an academic advantage.

Key features

Includes sample lesson plans that are easily adaptable for any secondary science classroom.
Addresses NCLB legislation and national standards for science instruction.
Provides strategies for integrating literacy skills into a science curriculum.
Addresses several major concerns of science teachers - textbook, vocabulary, writing
Offers suggestions and modifications for students with special needs.

Author(s)

Kathleen Chamberlain

Kathleen Chamberlain recently retired from Lycoming College in Williamsport, Pennsylvania, where she was an assistant professor of education and taught courses in curriculum and instruction, educational foundations, and literacy for secondary certification. While at Lycoming College, she also served as assistant dean for teaching effectiveness. She is a former teacher and administrator in K-12 schools. Chamberlain is the author of Middle Schools for a Diverse Society and journal articles about middle schools and science education and has conducted numerous workshops about teaching strategies, literacy, and student assessment. Currently, she is conducting research in a consortium of school districts that deals with addiction prevention programs for adolescents. A graduate of Indiana University of Pennsylvania, she earned her master’s of science in education degree from Mansfield University of Pennsylvania. She has Pennsylvania administrative certifications from Bucknell University and she received her doctorate in curriculum and instruction from Pennsylvania State University, where she focused on middle-level education and school communities.

Christine Corby Crane

Christine Corby Crane recently retired after a 26-year teaching career from the Athens Area School District in Athens, Pennsylvania, where she was the K-12 Science Department chair for nine years. She was instrumental in the district obtaining PA Environment and Ecology Exemplary Status for the 2007 school year after obtaining three grants to develop and implement a curriculum involving the Chesapeake Bay Watershed. In addition to teaching in Athens, she was an associate professor for Mansfield University, teaching science and technology methods courses. She has also taught K-12 science education courses for Penn State University.

Crane has been a consultant for several federal, state, and community science education programs. She contributed to the Pennsylvania Department of Energy Elementary Energy and Environment Science Activities, Volume VI, and she is also the coauthor of a journal article, “Middle School Students Perceptions on How They Learn Science: Support for Inquiry-Based Classrooms.” She conducts workshops and presentations on teaching science and teaches undergraduate courses and graduate science education courses as an adjunct professor at local colleges. She received her doctorate in curriculum and instruction from Pennsylvania State University, where she focused on science education and language and literacy. A graduate of Elmira College, she earned her master’s of science degree from Mansfield University of Pennsylvania.

Table of Contents

List of Figures

Preface

Acknowledgments

About the Authors

1. Constructing a Scientifically Literate Society

What Is Science?

What Is Scientific Literacy?

How Do We Reach Scientific Literacy?

Classroom Strategies

Questioning

Inquiry Teaching Models

5E Lesson Design

Generative Learning Model

Assessing Inquiry

Standards

Summary

2. Textbooks in the Science Classroom

Quality and Appropriateness of Textbooks

Readability of Texts

Students’ Reading Abilities

Matching Texts and Students

Other Considerations for Textbook Evaluations

Strategies for Using Textbook Materials

Pre-Reading Activities

Vocabulary Development

Setting a Purpose for Reading

During Reading

Post-Reading Activities

Summary

3. Beyond the Textbook

Literature for Adolescents

Genres of Trade Books

Children’s Books

Comic Books and Graphic Novels

Poetry

Nursery Rhymes and Children’s Songs

Newspapers and Popular Magazines

Book Talks

Literature Circles

Summary

Books for Science

Selected Trade Books Mentioned in This Chapter

Web Sites Referenced

4. Writing in Science

Why Writing?

Types of Writing

Informal Writing Tasks

Formal Writing Tasks

Formal Scientific Writing

Formal Creative Writing Tasks

Assessing Students’ Work

Creating the Environment

Summary

5. Using Technology to Enhance Reading, Writing, and Inquiry

Why Use Technology?

Getting Started

Hypermedia

Geocaching

Using the Internet

Webquests

Streaming Video

The Globe Program

Project Feeder Watch

Course Management Systems

Other Equipment

Digital Cameras

Handheld Computers

Data Analysis Programs

Databases

Spreadsheets

Technology and Writing

Inspiration

Claymation

Visual Communicator

Evaluating Software Programs

Challenges

Summary

Sources for Computer Programs Referenced in This Chapter

Web Sites Referenced in This Chapter

Additional Web Sites of Interest

References

Index

Reviews

“The strategies reflect what our preservice and veteran teachers need to teach in today’s classrooms. From newspapers, magazines, and research reports to adolescent trade books, the authors offer numerous strategies for supplementing science classes with various reading materials.”

Amy M. Rogers, Instructor of Education
Lycoming College

"Thoroughly addresses lesson planning, vocabulary development, graphic organizers, and meeting the needs of students in special education. This book is especially beneficial for new teachers who want to include reading and writing activities in their daily lesson planning in a science classroom."

Russell E. Eppinger, Principal
Middletown Area Middle School, PA

Other Titles in: Science | Middle School Teaching Methods | High School Teaching Methods

Select Format:

For Instructors

Request Review Copy

When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.