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| disciplinary literacy in science: Global Developments in Literacy Research for Science Education Kok-Sing Tang, Kristina Danielsson, 2018-01-19 This book highlights recent developments in literacy research in science teaching and learning from countries such as Australia, Brazil, China, Finland, Germany, Hong Kong, New Zealand, Norway, Singapore, Spain, South Africa, Sweden, Taiwan, and the United States. It includes multiple topics and perspectives on the role of literacy in enhancing science teaching and learning, such as the struggles faced by students in science literacy learning, case studies and evaluations of classroom-based interventions, and the challenges encountered in the science classrooms. It offers a critical and comprehensive investigation on numerous emerging themes in the area of literacy and science education, including disciplinary literacy, scientific literacy, classroom discourse, multimodality, language and representations of science, and content and language integrated learning (CLIL). The diversity of views and research contexts in this volume presents a useful introductory handbook for academics, researchers, and graduate students working in this specialized niche area. With a wealth of instructional ideas and innovations, it is also highly relevant for teachers and teacher educators seeking to improve science teaching and learning through the use of literacy. |
| disciplinary literacy in science: Reading and Writing in Science Maria C. Grant, Douglas Fisher, Diane Lapp, 2015-01-21 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 Tips for high-stakes test preparation |
| disciplinary literacy in science: This Is Disciplinary Literacy ReLeah Cossett Lent, 2015-08-27 Think you understand Disciplinary Literacy? Think again. In this important reference, content teachers and other educators explore why students need to understand how historians, novelists, mathematicians, and scientists use literacy in their respective fields. ReLeah shows how to teach students to: Evaluate and question evidence (Science) Compare sources and interpret events (History) Favor accuracy over elaboration (Math) Attune to voice and fi gurative language (ELA) |
| disciplinary literacy in science: Disciplinary Literacy and Explicit Vocabulary Teaching: A whole school approach to closing the attainment gap Kathrine Mortimore, 2020-12-15 Firmly rooted in research evidence of what works within the classroom for our most disadvantaged students, Disciplinary Literacy and Explicit Vocabulary Teaching offers teachers and school leaders practical ways in which those students who are behind in their literacy capabilities can make excellent progress. Building on the work of Geoff Barton in his influential book Don’t Call it Literacy, Kathrine Mortimore outlines the unique literacy challenges posed by specific subject areas for those with weaker literacy skills, and more importantly how these challenges can be addressed and overcome. A student’s GCSE results are vital in giving them the choices they deserve in order to go on to the next stage of their academic careers. This book draws on the success stories of schools and subjects that have made significant improvements in the outcomes of the children they teach, regardless of their starting points. From the inevitable success of Michaela Community school, to the gains made by the English department at Torquay Academy and the rapid reading improvements at Henley Bank, this book draws on both whole school initiatives and subject-specific strategies which have had proven success. This book places a wide and balanced knowledge-rich curriculum at the centre of any school improvement strategy designed to improve literacy, and illustrates the role that all subjects must combine to play in building the vital background knowledge and vocabulary that young people need in order to read independently. This curriculum must then be delivered using those teaching methods that have had the greatest impact on disadvantaged learners, and this book sets out how the methodology of direct and explicit instruction can be adopted within each subject area. Alongside this is a useful summary of staff development and inset which offers practical ways in which teachers’ adoption of these effective strategies can be facilitated. There are also useful sections on creating a whole school dictionary of essential vocabulary, creating a culture of reading and writing, and also those key literacy barriers experienced by those students with some of the most common special educational needs. |
| disciplinary literacy in science: Picture-Perfect Science Lessons Karen Rohrich Ansberry, Emily Rachel Morgan, 2010 In this newly revised and expanded 2nd edition of Picture-Perfect Science Lessons, classroom veterans Karen Ansberry and Emily Morgan, who also coach teachers through nationwide workshops, offer time-crunched elementary educators comprehensive background notes to each chapter, new reading strategies, and show how to combine science and reading in a natural way with classroom-tested lessons in physical science, life science, and Earth and space science. |
| disciplinary literacy in science: Multimodal Literacy in School Science Len Unsworth, 2022 This book establishes a new theoretical and practical framework for multimodal disciplinary literacy (MDL) fused with the subject-specific science pedagogies of senior high school biology, chemistry and physics. It builds a compatible alignment of multiple representation and representation construction approaches to science pedagogy with the social semiotic, systemic functional linguistic based approaches to explicit teaching of disciplinary literacy. The early part of the book explicates the transdisciplinary negotiated theoretical underpinning of the MDL framework, followed by the research-informed repertoire of learning experiences that are then articulated into a comprehensive framework of options for the planning of classroom work. Practical adoption and adaptation of the framework in biology, chemistry and physics classrooms are detailed in separate chapters. The latter chapters indicate the impact of the collaborative research on teachers professional learning and students' multimodal disciplinary literacy engagement, concluding with proposals for accommodating emerging developments in MDL in an ever-changing digital communication world. The MDL framework is designed to enable teachers to develop all students 'disciplinary literacy competencies. This book will be of interest to researchers, teacher educators and postgraduate students in the field of science education. It will also have appeal to those in literacy education and social semiotics. |
| disciplinary literacy in science: Literacy Instruction with Disciplinary Texts William E. Lewis, John Z. Strong, 2020-11-24 To develop strong disciplinary literacy skills, middle and high school students need to engage with diverse types of challenging texts in every content area. This book provides a blueprint for constructing literacy-rich instructional units in English language arts, science, and social studies. The authors describe how to design interconnected text sets and plan lessons that support learning and engagement before, during, and after reading. Presented are ways to build academic vocabulary and background knowledge, teach research-based comprehension strategies, and guide effective discussions and text-based writing activities. Chapters also cover how to teach students to write argumentative, informative, and narrative essays, and to conduct discipline-specific inquiry. Special features include sample text sets and 24 reproducible planning templates and other teaching tools; purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2 x 11 size. |
| disciplinary literacy in science: Teaching Disciplinary Literacy in Grades K-6 Sarah M. Lupo, Christine Hardigree, Emma S. Thacker, Amanda G. Sawyer, Joi D. Merritt, 2021-09-06 Accessible and engaging, this text provides a comprehensive framework and practical strategies for infusing content-area instruction in math, social studies, and science into literacy instruction for grades K-6. Throughout ten clear thematic chapters, the authors introduce an innovative Content-Driven Integration (CDI) model and a roadmap to apply it in the classroom. Each chapter provides invaluable tools and techniques for pre-service classroom teachers to create a quality integrated thematic unit from start to finish. Features include Chapter Previews, Anticipation Guides, Questions to Ponder, Teacher Spotlights, Now You Try it sections, and more. Using authentic examples to highlight actual challenges and teacher experiences, this text illustrates what integrating high-quality, rich content-infused literacy looks like in the real world. Celebrating student diversity, this book discusses how to meet a wide variety of students’ needs, with a focus on English Language Learners, culturally and linguistically diverse students, and students with reading and writing difficulties. A thorough guide to disciplinary integration, this book is an essential text for courses on disciplinary literacy, elementary/primary literacy, and English Language Arts (ELA) methods, and is ideal for pre-service and in-service ELA and literacy teachers, as well as consultants, literacy scholars, and curriculum specialists. |
| disciplinary literacy in science: Disciplinary Literacy in Action ReLeah Cossett Lent, Marsha McCracken Voigt, 2018-08-16 Much of the professional literature has focused on what disciplinary literacy entails; this valuable contribution explores how it can be implemented in complex school settings. —Doug Buehl, Author of Developing Readers in the Academic Disciplines What happens when middle and high school teachers who know their content very well are told they should be teaching reading and writing too? Is there a bit of resistance? A decrease in self-efficacy? An overturning of curricula? In Disciplinary Literacy in Action, ReLeah Cossett Lent and Marsha Voigt show us a better way. In this sequel to ReLeah’s bestselling This Is Disciplinary Literacy, the authors provide educators with what they’ve wanted all along: a framework that keeps their subjects at the center and shows them how to pool strengths with colleagues in ongoing communities of professional learning (PL) around content-specific literacy. In each chapter, and with a blend of lively disciplinary literacy teaching ideas and razor-sharp insights on developing teacher efficacy and leadership, ReLeah and Marsha take educators through a powerful PL cycle they can replicate in their school. The authors know it works not just because the research says so, but also because they have spent years refining the model in schools, districts, and regions. With this book, you will be ready for Collaborative learning that preserves discipline-specific content yet keeps innovative daily practices of reading, writing, thinking, and doing at the forefront Planning by autonomous literacy leadership teams with administrative support Implementation augmented by peer and disciplinary literacy coaching Reflection that leads to ongoing collective problem solving In the end, it all comes back to how content teachers can best help students use literacy in all its forms to learn more deeply. With Disciplinary Literacy in Action, you have a proven framework for doing just that. This is the resource to lean on as you work to ensure all students use literacy as a tool to think, create, and communicate in any endeavor. |
| disciplinary literacy in science: Developing Language and Literacy Julia M. Carroll, Claudine Bowyer-Crane, Fiona J. Duff, Charles Hulme, Margaret J. Snowling, 2011-01-06 Developing Language and Literacy: Effective Intervention in the Early Years describes successful intervention programmes to improve the phonological skills, vocabulary, and grammar of young children at risk of reading difficulties. Presents two structured intervention programmes to provide support for young children with language and literacy difficulties Describes clearly how to improve the language and foundation literacy skills of young children in the classroom Includes information about how to assess research, and how to monitor and design intervention strategies for use with individual children Helps teachers to develop an understanding of the intervention and research process as a whole Additional journal content to support this title is available click here |
| disciplinary literacy in science: Disciplinary Literacy Connections to Popular Culture in K-12 Settings Haas, Leslie, Tussey, Jill, 2020-11-13 Literacy and popular culture are intrinsically linked as forms of communication, entertainment, and education. Students are motivated to engage with popular culture through a myriad of mediums for a variety of purposes. Utilizing popular culture to bridge literacy concepts across content areas in K-12 settings offers a level playing field across student groups and grade levels. As concepts around traditional literacy education evolve and become more culturally responsive, the connections between popular culture and disciplinary literacy must be explored. Disciplinary Literacy Connections to Popular Culture in K-12 Settings is an essential publication that explores a conceptual framework around pedagogical connections to popular culture. While highlighting a broad range of topics including academic creativity, interdisciplinary storytelling, and skill development, this book is ideally designed for educators, curriculum developers, instructional designers, administrative officials, policymakers, researchers, academicians, and students. |
| disciplinary literacy in science: Language and Literacy in Inquiry-Based Science Classrooms, Grades 3-8 Zhihui Fang, Linda L. Lamme, Rose M. Pringle, 2010-09-07 This practical guide helps teachers effectively integrate reading strategy instruction, language analysis, and trade books into inquiry-based science classrooms to promote content learning. Inspired by a middle school reading-science integration project, this book explores: The science reading connection and the function of inquiry in science education The challenges associated with science reading and classroom-based strategies for learning language and science The role of literature in the science curriculum How to develop a home science reading program |
| disciplinary literacy in science: Connecting Disciplinary Literacy and Digital Storytelling in K-12 Education Haas, Leslie, Tussey, Jill, 2021-01-15 The idea of storytelling goes beyond the borders of language, culture, or traditional education, and has historically been a tie that bonds families, communities, and nations. Digital storytelling offers opportunities for authentic academic and non-academic literacy learning across a multitude of genres. It is easily accessible to most members of society and has the potential to transform the boundaries of traditional education. As concepts around traditional literacy education evolve and become more culturally and linguistically relevant and responsive, the connections between digital storytelling and disciplinary literacy warrant considered exploration. Connecting Disciplinary Literacy and Digital Storytelling in K-12 Education develops a conceptual framework around pedagogical connections to digital storytelling within K-12 disciplinary literacy practices. This essential reference book supports student success through the integration of digital storytelling across content areas and grade levels. Covering topics that include immersive storytelling, multiliteracies, social justice, and pedagogical storytelling, it is intended for stakeholders interested in innovative K-12 disciplinary literacy skill development, research, and practices including but not limited to curriculum directors, education faculty, educational researchers, instructional facilitators, literacy professionals, teachers, pre-service teachers, professional development coordinators, teacher preparation programs, and students. |
| disciplinary literacy in science: Theorizing the Future of Science Education Research Vaughan Prain, Brian Hand, 2019-10-22 This book reviews the current state of theoretical accounts of the what and how of science learning in schools. The book starts out by presenting big-picture perspectives on key issues. In these first chapters, it focuses on the range of resources students need to acquire and refine to become successful learners. It examines meaningful learner purposes and processes for doing science, and structural supports to optimize cognitive engagement and success. Subsequent chapters address how particular purposes, resources and experiences can be conceptualized as the basis to understand current practices. They also show how future learning opportunities should be designed, lived and reviewed to promote student engagement/learning. Specific topics include insights from neuro-imaging, actor-network theory, the role of reasoning in claim-making for learning in science, and development of disciplinary literacies, including writing and multi-modal meaning-making. All together the book offers leads to science educators on theoretical perspectives that have yielded valuable insights into science learning. In addition, it proposes new agendas to guide future practices and research in this subject. |
| disciplinary literacy in science: Reading Science Jennifer L. Altieri, 2016 How can we prepare our students to think, read, and write like scientists? In Reading Science, Jennifer Altieri reminds us that literacy skills aren't add-ons to the science class-they are critical parts of instruction. She addresses the need for both literacy and science skills in our classrooms to prepare our students for the future challenges they will meet. Strategies you can use right away Filled with practical strategies customized for science classrooms based on Jennifer's decades of experience connecting content areas with literacy, this book supports: teaching students to be critical consumers of scientific information they read, regardless of the source or type of text developing students' interest in scientific vocabulary and rich understanding of how words relate to each other encouraging collaboration as students seek answers to scientific questions and communicate their findings. Science requires specialized literacy demands Our students should be prepared for not only the science class as we know it today but for future science classes and the world beyond. To create classrooms that support this kind of learning, we must use literacy as a tool to help students access science content, communicate their ideas precisely, and apply their discoveries in new contexts. |
| disciplinary literacy in science: Read, Write, Inquire Hiller A. Spires, Shea N. Kerkhoff, Casey Medlock Paul, 2019-11 This book shows teachers how to apply a five-phase project-based inquiry framework to disciplinary literacy for students in grades 6-12. The use of project-based inquiry helps students build discipline-specific skills and knowledge across fields. The authors incorporate their experience in using the model for professional development with over 3,000 teachers, offering practical examples and classroom vignettes to illustrate the model. Given the current focus on disciplinary literacy across multiple sets of standards, including the Next Generation science Standards, the 3C Framework for Social Studies, and the Common Core State Standards, this book provides a clear blueprint for teachers in meeting these standards while providing students with deep leaning specific to these disciplines-- |
| disciplinary literacy in science: Digitally Supported Disciplinary Literacy for Diverse K-5 Classrooms Jamie Colwell, Amy Hutchison, Lindsay Woodward, 2020 This book focuses on how elementary teachers might plan for and incorporate digitally-supported disciplinary literacy into English Language Arts, Mathematics, Science, and Social Studies to reach all learners. To do so, the authors present the six-phase Planning Elementary Digitally-Supported Literacy (PEDDL) Framework, along with four core practices useful for considering elementary disciplinary literacy. After grounding disciplinary literacy in elementary grades, how it might support all learners, and the rationale for its inclusion in K-5 instruction, core practices are presented, along with a rationale behind those practices. Then, the authors provide an in-depth overview of the PEDDL Framework with examples and research-based underpinnings of each phase. Finally, a paired chapter approach then guides readers through each of the four core disciplines to first overview practices particular to each discipline that are appropriate for elementary grades and then provide detailed lesson planning approaches using the PEDDL Framework for each. Supplementary lesson plan examples are also offered in this book for extended consideration of digitally-supported disciplinary literacy across K-5-- |
| disciplinary literacy in science: Literacy in the Disciplines , |
| disciplinary literacy in science: Language and Literacy in Science Education Jerry Wellington, Jonathan Osborne, 2001-03-16 Science in secondary schools has tended to be viewed mainly as a 'practical subject', and language and literacy in science education have been neglected. But learning the language of science is a major part of science education: every science lesson is a language lesson, and language is a major barrier to most school students in learning science. This accessible book explores the main difficulties in the language of science and examines practical ways to aid students in retaining, understanding, reading, speaking and writing scientific language. Jerry Wellington and Jonathan Osborne draw together and synthesize current good practice, thinking and research in this field. They use many practical examples, illustrations and tried-and-tested materials to exemplify principles and to provide guidelines in developing language and literacy in the learning of science. They also consider the impact that the growing use of information and communications technology has had, and will have, on writing, reading and information handling in science lessons. The authors argue that paying more attention to language in science classrooms is one of the most important acts in improving the quality of science education. This is a significant and very readable book for all student and practising secondary school science teachers, for science advisers and school mentors. |
| disciplinary literacy in science: Inquiring Scientists, Inquiring Readers Jessica Fries-Gaither, Terry Shiverdecker, 2012-10-20 In Inquiring Scientists, Inquiring Readers, science educators Jessica Fries-Gaither and Terry Shiverdecker help teachers blend literacy into elementary science instruction. This unique book will show teachers how to teach science using a variety of nonfiction text sets (such as field guides, reference books, and narrative expository texts) and replace individual lessons with a learning-cycle format (including hands-on investigations, readings, directed discussion, and problem solving). Research-based and teacher-friendly, Inquiring Scientists, Inquiring Readers shows how inquiry can engage your students in reading nonfiction texts, discussing important science concepts, and writing to both develop understanding and share information. Here are some of the book’s special features: • Eight units covering life, physical, Earth, and space science—from “Drip Drop Detectives: Exposing the Water Cycle” to “Classroom Curling: Exploring Forces and Motion” to “Beaks and Biomes: Understanding Adaptation in Migrating Organisms.” Two additional units cover the nature of science. All units have been classroom-tested for effectiveness and align with the National Science Education Standards and the Common Core State Standards for English Language Arts. • Detailed scientific background, common misconceptions associated with the content, an annotated list of the texts in the text set, safety considerations, reproducible student pages, and suggested assessments. • Authentic, inquiry-based contexts for reading, writing, and discussion through read-alouds, collaborative activities, graphic organizers, and writing prompts. Inquiring Scientists, Inquiring Readers will change the way you think about engaging your students. The authors show that it’s possible to integrate literacy into elementary-level science instruction without sacrificing quality in either area. |
| disciplinary literacy in science: Secondary Science Teaching for English Learners Edward G. Lyon, Sara Tolbert, Jorge Solís, Patricia Stoddart, George C. Bunch, 2016-06-13 Secondary Science Teaching for English Learners: Developing Supportive and Responsive Learning Context for Sense-making and Language Development provides a resource for multiple audiences, including pre- and in-service secondary science teachers, science teacher educators, instructional coaches, curriculum specialists, and administrators, to learn about a research-based approach to teaching science that responds to the growing population of English learners in the United States. The book offers clear definitions of pedagogical practices supported by classroom examples and a cohesive framework for teaching science in linguistically diverse classrooms. The Secondary Science Teaching with English Language and Literacy Acquisition (or SSTELLA) Framework addresses how learning science is enhanced through meaningful and relevant learning experiences that integrate discipline-specific literacy. In particular, four core science teaching practices are described: (1) contextualized science activity, (2) scientific sense-making through scientific and engineering practices, (3) scientific discourse, and (4) English language and disciplinary literacy development. These four core practices are supported by sound theory and research based on unscripted guidelines and flexible modifications of science lessons. Moreover, the four interrelated practices promote students’ use of core science ideas while reading, writing, talking, and doing science, thus reflecting principles from Next Generation Science Standards, Common Core State Standards for English Language Arts, and English language proficiency standards. Secondary Science Teaching provides readers with a historical and theoretical basis for integrating language, literacy, and science in multilingual science classrooms, and well as explicit models and guided support teachers in enacting effective teaching practices in the classroom, including comparative vignettes to distinguish between different types of classroom practice. |
| disciplinary literacy in science: The On-Your-Feet Guide to Disciplinary Literacy in Science ReLeah Cossett Lent, Marsha McCracken Voigt, 2019-07-25 |
| disciplinary literacy in science: Constructing Representations to Learn in Science Russell Tytler, Vaughan Prain, Peter Hubber, Bruce Waldrip, 2013-04-20 Constructing Representations to Learn in Science Current research into student learning in science has shifted attention from the traditional cognitivist perspectives of conceptual change to socio-cultural and semiotic perspectives that characterize learning in terms of induction into disciplinary literacy practices. This book builds on recent interest in the role of representations in learning to argue for a pedagogical practice based on students actively generating and exploring representations. The book describes a sustained inquiry in which the authors worked with primary and secondary teachers of science, on key topics identified as problematic in the research literature. Data from classroom video, teacher interviews and student artifacts were used to develop and validate a set of pedagogical principles and explore student learning and teacher change issues. The authors argue the theoretical and practical case for a representational focus. The pedagogical approach is illustrated and explored in terms of the role of representation to support quality student learning in science. Separate chapters address the implications of this perspective and practice for structuring sequences around different concepts, reasoning and inquiry in science, models and model based reasoning, the nature of concepts and learning, teacher change, and assessment. The authors argue that this representational focus leads to significantly enhanced student learning, and has the effect of offering new and productive perspectives and approaches for a number of contemporary strands of thinking in science education including conceptual change, inquiry, scientific literacy, and a focus on the epistemic nature of science. |
| disciplinary literacy in science: Dimensions of Literacy Stephen B. Kucer, 2004-12-13 This popular text examines literacy from a multidimensional and interdisciplinary perspective. It unpackages the various dimensions of literacy--linguistic, cognitive, sociocultural, and developmental--and at the same time accounts for the interrelationships among them. The goal is to provide a conceptual foundation upon which literacy curriculum and instruction in school settings can be grounded. |
| disciplinary literacy in science: Rigorous Reading Nancy Frey, Douglas Fisher, 2013-08-30 What it really means to “read closely” Call it close reading, call it deep reading, call it analytic reading—call it what you like. The point is, it’s a level of understanding that students of any age can achieve with the right kind of instruction. In Rigorous Reading, Nancy Frey and Doug Fisher articulate an instructional plan so clearly, and so squarely built on research, that teachers, schools, and districts need look no further: Purpose & Modeling Close & Scaffolded Reading Instruction Collaborative Conversations An Independent Reading Staircase Performance |
| disciplinary literacy in science: Handbook on the Science of Early Literacy , |
| disciplinary literacy in science: The Science of Reading Margaret J. Snowling, Charles Hulme, 2008-04-15 The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field |
| disciplinary literacy in science: Reading for Understanding Ruth Schoenbach, Cynthia Greenleaf, Lynn Murphy, 2012-06-15 As elegantly practical as it is theoretically elegant. It is a guided tour, as one examines the tools of expert teachers as they engage students in a journey that is aptly dubbed Reading Apprenticeship?learning how to become a savvy, strategic reader under the tutelage of thoughtful, caring, and demanding teachers.? P. David Pearson, University of California, Berkeley, and founding editor of the Handbook of Reading Research. Reading for Understanding is a monumental achievement. It was a monumental achievement when it came out as a first edition in 1999, bringing years of rigorous reading research together in a framework for teaching that made sense in actual secondary school classrooms. Now, just thirteen years later, Schoenbach and Greenleaf have several randomized clinical trials and multiple on-going studies at their fingertips to demonstrate the effects of this approach for developing the reading and thinking of young people in our nation?s middle and high school classrooms, as well as in community college classrooms. Their careful work on developing disciplinary literacy among all students represents a passion for and commitment to supporting students?and their teachers?in reading for understanding, which translates to reading for enjoyment, self-awareness, learning, and for purposeful and informed action in our society. ?Elizabeth Moje, Arthur F. Thurnau Professor and Associate Dean for Research, School of Education, University of Michigan Reading Apprenticeship has proven to be an inspiration to Renton Technical College faculty and students alike. They have learned together to view themselves as readers in transformative ways, as they embrace powerful techniques to increase reading comprehension. The ideas and strategies in Reading for Understanding anchor this new and broad-based energy around reading and an enthusiasm among our faculty to model effective reading strategies for our students. ?Steve Hanson, President, Renton Technical College, Renton, Washington Reading for Understanding has the finest blend I have seen of research, strategies, and classroom vignettes to deepen teacher learning and help them connect the dots between theory and practice. ?Curtis Refior, Content Area Literacy Coach, Fowlerville Community Schools, Fowlerville, Michigan A teacher-tested, research-based resource for dramatically improving reading skills Published in partnership with WestEd, this significantly updated second edition of the bestselling book contains strategies for helping students in middle school through community college gain the reading independence to master subject area textbooks and other material. Based on the Reading Apprenticeship program, which three rigorous gold standard research studies have shown to be effective in raising students' reading achievement Presents a clear framework for improving the reading and subject area learning of all students, including English learners, students with special needs, as well as those in honors and AP courses Provides concrete tools for classroom use and examples from a range of classrooms Presents a clear how-to for teachers implementing the subject area literacies of the Common Core Standards Reading for Understanding proves it's never too late for teachers and students to work together to boost literacy, engagement, and achievement. |
| disciplinary literacy in science: This Is Disciplinary Literacy ReLeah Cossett Lent, 2015-08-27 Think you understand Disciplinary Literacy? Think again. In this important reference, content teachers and other educators explore why students need to understand how historians, novelists, mathematicians, and scientists use literacy in their respective fields. ReLeah shows how to teach students to: Evaluate and question evidence (Science) Compare sources and interpret events (History) Favor accuracy over elaboration (Math) Attune to voice and fi gurative language (ELA) |
| disciplinary literacy in science: Science Literacy National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Board on Science Education, Committee on Science Literacy and Public Perception of Science, 2016-11-14 Science is a way of knowing about the world. At once a process, a product, and an institution, science enables people to both engage in the construction of new knowledge as well as use information to achieve desired ends. Access to scienceâ€whether using knowledge or creating itâ€necessitates some level of familiarity with the enterprise and practice of science: we refer to this as science literacy. Science literacy is desirable not only for individuals, but also for the health and well- being of communities and society. More than just basic knowledge of science facts, contemporary definitions of science literacy have expanded to include understandings of scientific processes and practices, familiarity with how science and scientists work, a capacity to weigh and evaluate the products of science, and an ability to engage in civic decisions about the value of science. Although science literacy has traditionally been seen as the responsibility of individuals, individuals are nested within communities that are nested within societiesâ€and, as a result, individual science literacy is limited or enhanced by the circumstances of that nesting. Science Literacy studies the role of science literacy in public support of science. This report synthesizes the available research literature on science literacy, makes recommendations on the need to improve the understanding of science and scientific research in the United States, and considers the relationship between scientific literacy and support for and use of science and research. |
| disciplinary literacy in science: How Students Learn National Research Council, Division of Behavioral and Social Sciences and Education, Committee on How People Learn, A Targeted Report for Teachers, 2005-01-23 How do you get a fourth-grader excited about history? How do you even begin to persuade high school students that mathematical functions are relevant to their everyday lives? In this volume, practical questions that confront every classroom teacher are addressed using the latest exciting research on cognition, teaching, and learning. How Students Learn: History, Mathematics, and Science in the Classroom builds on the discoveries detailed in the bestselling How People Learn. Now, these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. Organized for utility, the book explores how the principles of learning can be applied in teaching history, science, and math topics at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume. The book explores the importance of balancing students' knowledge of historical fact against their understanding of concepts, such as change and cause, and their skills in assessing historical accounts. It discusses how to build straightforward science experiments into true understanding of scientific principles. And it shows how to overcome the difficulties in teaching math to generate real insight and reasoning in math students. It also features illustrated suggestions for classroom activities. How Students Learn offers a highly useful blend of principle and practice. It will be important not only to teachers, administrators, curriculum designers, and teacher educators, but also to parents and the larger community concerned about children's education. |
| disciplinary literacy in science: Engaging Students in Disciplinary Literacy, K-6 Cynthia H. Brock, Virginia J. Goatley, Taffy E. Raphael, Elisabeth Trost-Shahata, Catherine M. Weber, 2014-03-01 This accessible book will help elementary school teachers improve literacy instruction inside or outside the Common Core environment. The authors address teachers' instructional needs by introducing key concepts from current trends in literacy education--from high-level standards to the use of 21st-century literacies. Readers then follow teachers as they successfully implement the curriculum they developed to promote high-level thinking and engagement with disciplinary content. The text focuses on three disciplinary literacy units of instruction: a science unit in a 2nd-grade classroom, a social studies (history) unit in a 4th-grade classroom, and a mathematics unit in a 6th-grade classroom. Each unit revolves around a central inquiry question and includes research-based strategies for using reading, writing, and classroom talk as tools to foster disciplinary understandings. This unique, insider's look at how real teachers build and implement a Common Core-aligned curriculum will be an invaluable resource for teachers, schools, and districts as they move forward to align their own curricula. |
| disciplinary literacy in science: Culturally Responsive Teaching Geneva Gay, 2010 The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of English Plus instruction. |
| disciplinary literacy in science: Environmental Literacy in Science and Society Roland W. Scholz, Claudia R. Binder, 2011-07-21 A comprehensive review and analysis of environmental literacy within the context of environmental science and sustainable development. Approaching the topic from multiple perspectives, the book explores the development of human understanding of the environment and human-environment interactions in the fields of biology, psychology, sociology, economics and industrial ecology. |
| disciplinary literacy in science: Multimodal Texts in Disciplinary Education Kristina Danielsson, Staffan Selander, 2021-07-01 This open access book provides an introduction to multimodality and the role of multimodal texts in today’s education. Presenting a comprehensive framework for analysing and working with multimodal texts in disciplinary education, it serves as a tool for researchers and teachers alike. The second part of the book focuses on sample analyses of a variety of educational texts for different age groups and from different disciplines, including games and online resources. The authors also comment on the specific challenges of each text, and how teachers can discuss such texts with their students to enhance both their understanding of the content and their multimodal literacy. The book is intended for researchers in fields like education and multimodal studies, and for teacher educators, regardless of school subject or age group. With the combined perspectives on text analysis and implications for education, the book addresses the needs of teachers who want to work with multimodal aspects of texts in education in informed ways, but lack the right tools for such work. |
| disciplinary literacy in science: Examining Content and Language Integrated Learning (CLIL) Theories and Practices Khalyapina, Liudmila, 2020-05-08 The growing interest in the problems of integrated foreign language teaching and professional disciplines is manifested in the formulation of new concepts and approaches, which at the moment are controversial. The lack of a common conceptual framework of integrated education in the system of higher professional education in different countries manifests itself in the attempts of researchers to either completely eliminate the achievements of their colleagues in this area or, without any scientific and practical justification, mechanically transfer foreign experiences in their conditions. Examining Content and Language Integrated Learning (CLIL) Theories and Practices is a cutting-edge research publication that investigates the different approaches and models of progressive technology within linguodidactics and the methodologies for teaching foreign languages. Highlighting a range of topics such as blended learning, cognition, and professional discourse, this book is essential for language teachers, linguists, curriculum developers, instructional designers, deans, researchers, practitioners, administrators, educators, academicians, and students. |
| disciplinary literacy in science: Reading and Writing in Science Maria C. Grant, Douglas Fisher, Diane Lapp, 2015-01-21 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 |
| disciplinary literacy in science: Grit Angela Duckworth, 2016-05-05 UNLOCK THE KEY TO SUCCESS In this must-read for anyone seeking to succeed, pioneering psychologist Angela Duckworth takes us on an eye-opening journey to discover the true qualities that lead to outstanding achievement. Winningly personal, insightful and powerful, Grit is a book about what goes through your head when you fall down, and how that - not talent or luck - makes all the difference. 'Impressively fresh and original' Susan Cain |
| disciplinary literacy in science: Developing Readers in the Academic Disciplines Doug Buehl, 2023-10-10 Being literate in an academic discipline is more than being able to read and comprehend text; you can think, speak, and write as a historian, scientist, mathematician, or artist. Author Doug Buehl strips away the one-size-fits-all approach to content area literacy and presents an instructional model for disciplinary literacy, which honors the discipline and helps students learn within that area. In this revised second edition, Developing Readers in the Academic Disciplines shows how to help students adjust their thinking to comprehend a range of complex texts that fall outside their reading comfort zones. Inside you'll find: Instructional tools that adapt generic literacy practices to discipline-specific variations Strategies for frontloading instruction to activate and build background knowledge New approaches for encouraging inquiry around disciplinary texts In-depth exploration of the role of argumentation in informational text Numerous examples from science, mathematics, history and social studies, English/language arts, and related arts to show you what vibrant learning looks like in various classroom settings Designed to be a natural companion to Buehl's Classroom Strategies for Interactive Learning, Developing Readers in the Academic Disciplines introduces teachers from all disciplines to new kinds of thinking and, ultimately, teaching that helps students achieve new levels of understanding. |
| disciplinary literacy in science: Reading Like a Historian Sam Wineburg, Daisy Martin, Chauncey Monte-Sano, 2015-04-26 This practical resource shows you how to apply Sam Wineburgs highly acclaimed approach to teaching, Reading Like a Historian, in your middle and high school classroom to increase academic literacy and spark students curiosity. Chapters cover key moments in American history, beginning with exploration and colonization and ending with the Cuban Missile Crisis. |
DISCIPLINARY Definition & Meaning - Merriam-Webster
The meaning of DISCIPLINARY is of or relating to discipline. How to use disciplinary in a sentence.
DISCIPLINARY | English meaning - Cambridge Dictionary
disciplinary measures/action If the rules are broken, the employer must take disciplinary measures / action (= give the person a punishment). The soldier received a dishonourable discharge for a …
DISCIPLINARY definition and meaning | Collins English Dictionary
Disciplinary bodies or actions are concerned with making sure that people obey rules or regulations and that they are punished if they do not. He will now face a disciplinary hearing for …
Disciplinary - definition of disciplinary by The Free Dictionary
Define disciplinary. disciplinary synonyms, disciplinary pronunciation, disciplinary translation, English dictionary definition of disciplinary. adj. 1. Of, relating to, or used for discipline: …
Disciplinary - Definition, Meaning & Synonyms - Vocabulary.com
Anything disciplinary is meant to correct someone's bad behavior or punish them for doing something wrong. At many schools, the vice principal is in charge of disciplinary actions like …
disciplinary adjective - Definition, pictures, pronunciation ...
Definition of disciplinary adjective from the Oxford Advanced Learner's Dictionary. connected with the punishment of people who break rules. The company will be taking disciplinary action …
What does disciplinary mean? - Definitions.net
Disciplinary refers to the actions, processes, measures, or methods that are employed to enforce set rules, regulations, or behavioral standards either within a professional or educational …
disciplinary - Wiktionary, the free dictionary
Jan 2, 2025 · disciplinary (comparative more disciplinary, superlative most disciplinary) Having to do with discipline , or with the imposition of discipline. Debt can motivate or act as a disciplinary …
Disciplinary Definition & Meaning | Britannica Dictionary
DISCIPLINARY meaning: intended to correct or punish bad behavior of or relating to discipline
DISCIPLINARY Synonyms: 30 Similar and Opposite Words ...
Synonyms for DISCIPLINARY: punitive, correctional, penal, corrective, correcting, disciplining, chastening, retaliatory; Antonyms of DISCIPLINARY: compensatory, nonpunitive, exculpatory, …
DISCIPLINARY Definition & Meaning - Merriam-Webster
The meaning of DISCIPLINARY is of or relating to discipline. How to use disciplinary in a sentence.
DISCIPLINARY | English meaning - Cambridge Dictionary
disciplinary measures/action If the rules are broken, the employer must take disciplinary measures / action (= give the person a punishment). The soldier received a dishonourable discharge for …
DISCIPLINARY definition and meaning | Collins English Dictionary
Disciplinary bodies or actions are concerned with making sure that people obey rules or regulations and that they are punished if they do not. He will now face a disciplinary hearing …
Disciplinary - definition of disciplinary by The Free Dictionary
Define disciplinary. disciplinary synonyms, disciplinary pronunciation, disciplinary translation, English dictionary definition of disciplinary. adj. 1. Of, relating to, or used for discipline: …
Disciplinary - Definition, Meaning & Synonyms - Vocabulary.com
Anything disciplinary is meant to correct someone's bad behavior or punish them for doing something wrong. At many schools, the vice principal is in charge of disciplinary actions like …
disciplinary adjective - Definition, pictures, pronunciation ...
Definition of disciplinary adjective from the Oxford Advanced Learner's Dictionary. connected with the punishment of people who break rules. The company will be taking disciplinary action …
What does disciplinary mean? - Definitions.net
Disciplinary refers to the actions, processes, measures, or methods that are employed to enforce set rules, regulations, or behavioral standards either within a professional or educational …
disciplinary - Wiktionary, the free dictionary
Jan 2, 2025 · disciplinary (comparative more disciplinary, superlative most disciplinary) Having to do with discipline , or with the imposition of discipline. Debt can motivate or act as a …
Disciplinary Definition & Meaning | Britannica Dictionary
DISCIPLINARY meaning: intended to correct or punish bad behavior of or relating to discipline
DISCIPLINARY Synonyms: 30 Similar and Opposite Words ...
Synonyms for DISCIPLINARY: punitive, correctional, penal, corrective, correcting, disciplining, chastening, retaliatory; Antonyms of DISCIPLINARY: compensatory, nonpunitive, exculpatory, …
