Edward G. Lyon received his Ph.D. from the University of California at Santa Cruz. He is currently an Assistant Professor of Science Education at California State University, Sonoma. Prior to getting his doctorate he taught high school science for several years.Trish Stoddart received her Ph.D. from the University of California at Berkeley. She is a Professor of Education at the University of California at Santa Cruz.Sara Tolbert is an Assistant Professor of Science Education at the University of Arizona. She received her Ph.D. from the University of California at Santa Cruz. Prior to receiving her doctorate, she was a middle school science teacher.Jorge Luis Solís is an Assistant Professor in the College of Education and Human Development at the University of Texas at San Antonio. He received his Ph.D. from the University of California at Berkeley.

Teachers who work with English Language Learning (ELL) students have an excellent resource in the book Secondary Science Teaching for English Learners. This book provides strategies for helping their students make sense of science. One of the major challenges of teaching science to ELL students is helping them to understand science concepts while they are still developing their mastery of a new language. This book provides several examples of effective teaching strategies along with the research that validates each approach.... Secondary Science Teaching for English Learners is written for secondary science teachers and the ELL teachers who work collaboratively with them. The SSTELLA framework and the four practices that are highlighted provide a solid framework for teachers to create lessons that will help their students better understand challenging science concepts and thus prepare them for the future.

• ForewordAcknowledgementsIntroduction: Preparing the Next Generation of Secondary Science TeachersEdward G. LyonPART I: FOUNDATIONS FOR LANGUAGE, LITERACY, AND SCIENCE INTEGRATIONChapter 1: The New Vision for Secondary Science Education: Connecting Language and Literacy to Science LearningTrish StoddartChapter 2: Responsive Approaches to Science and Language Teaching for English Learners: Foundations of the SSTELLA FrameworkJorge Solís and George C. BunchPART II: SUPPORTIVE AND RESPONSIVE SCIENCE TEACHING PRACTICES FOR ENGLISH LEARNERSChapter 3: The SSTELLA Framework: A Synergistic and Reciprocal Relationship between Language and Science for Secondary TeachingSara Tolbert and Trish StoddartChapter 4: Contextualizing Science ActivitySara TolbertChapter 5: Scientific Sense-Making through Scientific and Engineering PracticesEdward G. Lyon and Sara TolbertChapter 6: Scientific Discourse through Scientific and Engineering PracticesEdward G. Lyon and Jorge SolísChapter 7: English Language and Disciplinary Literacy Development in ScienceJorge SolísPART III: APPLYING SSTELLA PRACTICES TO CURRICULAR AND ASSESSMENT PLANNINGChapter 8: Explaining the Antibiotic Resistance of MRSA: A Biology Unit to Integrate Scientific Practices with Disciplinary Literacy Edward G. LyonChapter 9: Deconstructing the “Explaining the Antibiotic Resistance of MRSA” UnitSara Tolbert and Edward G. LyonChapter 10: Responsive approaches to assessing English learners in science classrooms Edward G. LyonAPPENDIX: SSTELLA PRACTICES PROGRESSIONReferencesAbout the Authors

Edward G. Lyon received his Ph.D. from the University of California at Santa Cruz. He is currently an Assistant Professor of Science Education at California State University, Sonoma. Prior to getting his doctorate he taught high school science for several years.Trish Stoddart received her Ph.D. from the University of California at Berkeley. She is a Professor of Education at the University of California at Santa Cruz.Sara Tolbert is an Assistant Professor of Science Education at the University of Arizona. She received her Ph.D. from the University of California at Santa Cruz. Prior to receiving her doctorate, she was a middle school science teacher.Jorge Luis Solís is an Assistant Professor in the College of Education and Human Development at the University of Texas at San Antonio. He received his Ph.D. from the University of California at Berkeley.

Teachers who work with English Language Learning (ELL) students have an excellent resource in the book Secondary Science Teaching for English Learners. This book provides strategies for helping their students make sense of science. One of the major challenges of teaching science to ELL students is helping them to understand science concepts while they are still developing their mastery of a new language. This book provides several examples of effective teaching strategies along with the research that validates each approach.... Secondary Science Teaching for English Learners is written for secondary science teachers and the ELL teachers who work collaboratively with them. The SSTELLA framework and the four practices that are highlighted provide a solid framework for teachers to create lessons that will help their students better understand challenging science concepts and thus prepare them for the future.

• ForewordAcknowledgementsIntroduction: Preparing the Next Generation of Secondary Science TeachersEdward G. LyonPART I: FOUNDATIONS FOR LANGUAGE, LITERACY, AND SCIENCE INTEGRATIONChapter 1: The New Vision for Secondary Science Education: Connecting Language and Literacy to Science LearningTrish StoddartChapter 2: Responsive Approaches to Science and Language Teaching for English Learners: Foundations of the SSTELLA FrameworkJorge Solís and George C. BunchPART II: SUPPORTIVE AND RESPONSIVE SCIENCE TEACHING PRACTICES FOR ENGLISH LEARNERSChapter 3: The SSTELLA Framework: A Synergistic and Reciprocal Relationship between Language and Science for Secondary TeachingSara Tolbert and Trish StoddartChapter 4: Contextualizing Science ActivitySara TolbertChapter 5: Scientific Sense-Making through Scientific and Engineering PracticesEdward G. Lyon and Sara TolbertChapter 6: Scientific Discourse through Scientific and Engineering PracticesEdward G. Lyon and Jorge SolísChapter 7: English Language and Disciplinary Literacy Development in ScienceJorge SolísPART III: APPLYING SSTELLA PRACTICES TO CURRICULAR AND ASSESSMENT PLANNINGChapter 8: Explaining the Antibiotic Resistance of MRSA: A Biology Unit to Integrate Scientific Practices with Disciplinary Literacy Edward G. LyonChapter 9: Deconstructing the “Explaining the Antibiotic Resistance of MRSA” UnitSara Tolbert and Edward G. LyonChapter 10: Responsive approaches to assessing English learners in science classrooms Edward G. LyonAPPENDIX: SSTELLA PRACTICES PROGRESSIONReferencesAbout the Authors

Edward G. Lyon received his Ph.D. from the University of California at Santa Cruz. He is currently an Assistant Professor of Science Education at California State University, Sonoma. Prior to getting his doctorate he taught high school science for several years.Trish Stoddart received her Ph.D. from the University of California at Berkeley. She is a Professor of Education at the University of California at Santa Cruz.Sara Tolbert is an Assistant Professor of Science Education at the University of Arizona. She received her Ph.D. from the University of California at Santa Cruz. Prior to receiving her doctorate, she was a middle school science teacher.Jorge Luis Solís is an Assistant Professor in the College of Education and Human Development at the University of Texas at San Antonio. He received his Ph.D. from the University of California at Berkeley.

Teachers who work with English Language Learning (ELL) students have an excellent resource in the book Secondary Science Teaching for English Learners. This book provides strategies for helping their students make sense of science. One of the major challenges of teaching science to ELL students is helping them to understand science concepts while they are still developing their mastery of a new language. This book provides several examples of effective teaching strategies along with the research that validates each approach.... Secondary Science Teaching for English Learners is written for secondary science teachers and the ELL teachers who work collaboratively with them. The SSTELLA framework and the four practices that are highlighted provide a solid framework for teachers to create lessons that will help their students better understand challenging science concepts and thus prepare them for the future.

• ForewordAcknowledgementsIntroduction: Preparing the Next Generation of Secondary Science TeachersEdward G. LyonPART I: FOUNDATIONS FOR LANGUAGE, LITERACY, AND SCIENCE INTEGRATIONChapter 1: The New Vision for Secondary Science Education: Connecting Language and Literacy to Science LearningTrish StoddartChapter 2: Responsive Approaches to Science and Language Teaching for English Learners: Foundations of the SSTELLA FrameworkJorge Solís and George C. BunchPART II: SUPPORTIVE AND RESPONSIVE SCIENCE TEACHING PRACTICES FOR ENGLISH LEARNERSChapter 3: The SSTELLA Framework: A Synergistic and Reciprocal Relationship between Language and Science for Secondary TeachingSara Tolbert and Trish StoddartChapter 4: Contextualizing Science ActivitySara TolbertChapter 5: Scientific Sense-Making through Scientific and Engineering PracticesEdward G. Lyon and Sara TolbertChapter 6: Scientific Discourse through Scientific and Engineering PracticesEdward G. Lyon and Jorge SolísChapter 7: English Language and Disciplinary Literacy Development in ScienceJorge SolísPART III: APPLYING SSTELLA PRACTICES TO CURRICULAR AND ASSESSMENT PLANNINGChapter 8: Explaining the Antibiotic Resistance of MRSA: A Biology Unit to Integrate Scientific Practices with Disciplinary Literacy Edward G. LyonChapter 9: Deconstructing the “Explaining the Antibiotic Resistance of MRSA” UnitSara Tolbert and Edward G. LyonChapter 10: Responsive approaches to assessing English learners in science classrooms Edward G. LyonAPPENDIX: SSTELLA PRACTICES PROGRESSIONReferencesAbout the Authors