Edward G. Lyon is associate professor and chair of the Department of Curriculum Studies and Secondary Education at Sonoma State University.strong>Kelly M. Mackura is a science teacher at the Cesar Chavez Language Academy, Santa Rosa, California.

• Contents (Tentative)ForewordIntroductionPart I: Foundations for Teaching Science to Emergent Bilinguals1. Re-envisioning Science Teaching for Emergent Bilinguals2. A Research Primer for Integrating Science Learning With Language and Literacy Development for Emergent Bilinguals3. Ecosystem Interactions and Resources: A Sample Unit to Illustrate the Planning ProcessPart II: Unit Level Planning4. Knowing Your Emergent Bilingual Students and Their Families5. Unpacking the Next Generation Science Standards and Curricular Resources6. Weaving Common Core English Language Arts and English Language Development Into Next Generation Science Standards7. Anchoring the Unit With Phenomena, Texts, and AssessmentPart III: Planning a Conceptual and Linguistic Progression of Learning8. Connecting a Conceptual Progression to Language and Literacy9. Planning a Progression for Interpretive Language10. Planning a Progression for Collaborative Language11. Planning a Progression for Productive LanguageConclusion: Strengthening Science, Language, and Literacy Rich and Relevant Planning through CollaborationAppendix A: Sample Ecosystem Interactions and Resources Lesson PlansAppendix B: Additional Unit FramesAppendix C: Blank Planning ToolsReferencesIndexAbout the Authors

Edward G. Lyon is associate professor and chair of the Department of Curriculum Studies and Secondary Education at Sonoma State University.strong>Kelly M. Mackura is a science teacher at the Cesar Chavez Language Academy, Santa Rosa, California.

• Contents (Tentative)ForewordIntroductionPart I: Foundations for Teaching Science to Emergent Bilinguals1. Re-envisioning Science Teaching for Emergent Bilinguals2. A Research Primer for Integrating Science Learning With Language and Literacy Development for Emergent Bilinguals3. Ecosystem Interactions and Resources: A Sample Unit to Illustrate the Planning ProcessPart II: Unit Level Planning4. Knowing Your Emergent Bilingual Students and Their Families5. Unpacking the Next Generation Science Standards and Curricular Resources6. Weaving Common Core English Language Arts and English Language Development Into Next Generation Science Standards7. Anchoring the Unit With Phenomena, Texts, and AssessmentPart III: Planning a Conceptual and Linguistic Progression of Learning8. Connecting a Conceptual Progression to Language and Literacy9. Planning a Progression for Interpretive Language10. Planning a Progression for Collaborative Language11. Planning a Progression for Productive LanguageConclusion: Strengthening Science, Language, and Literacy Rich and Relevant Planning through CollaborationAppendix A: Sample Ecosystem Interactions and Resources Lesson PlansAppendix B: Additional Unit FramesAppendix C: Blank Planning ToolsReferencesIndexAbout the Authors

Edward G. Lyon is associate professor and chair of the Department of Curriculum Studies and Secondary Education at Sonoma State University.strong>Kelly M. Mackura is a science teacher at the Cesar Chavez Language Academy, Santa Rosa, California.

• Contents (Tentative)ForewordIntroductionPart I: Foundations for Teaching Science to Emergent Bilinguals1. Re-envisioning Science Teaching for Emergent Bilinguals2. A Research Primer for Integrating Science Learning With Language and Literacy Development for Emergent Bilinguals3. Ecosystem Interactions and Resources: A Sample Unit to Illustrate the Planning ProcessPart II: Unit Level Planning4. Knowing Your Emergent Bilingual Students and Their Families5. Unpacking the Next Generation Science Standards and Curricular Resources6. Weaving Common Core English Language Arts and English Language Development Into Next Generation Science Standards7. Anchoring the Unit With Phenomena, Texts, and AssessmentPart III: Planning a Conceptual and Linguistic Progression of Learning8. Connecting a Conceptual Progression to Language and Literacy9. Planning a Progression for Interpretive Language10. Planning a Progression for Collaborative Language11. Planning a Progression for Productive LanguageConclusion: Strengthening Science, Language, and Literacy Rich and Relevant Planning through CollaborationAppendix A: Sample Ecosystem Interactions and Resources Lesson PlansAppendix B: Additional Unit FramesAppendix C: Blank Planning ToolsReferencesIndexAbout the Authors