Reading and Writing in Science

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 @mgrantfullertonDouglas Fisher is a professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Fisher was an early intervention teacher and elementary school educator. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, leadership, and curriculum design, as well as books such as Your Introduction to PLC+, Welcome to Teaching, How Feedback Works, Teaching Reading, and RIGOR Unveiled. Fisher loves being an educator and hopes to share that passion with others.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

"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."

• IntroductionNew to This EditionAbout the Authors1. Teaching Students to Think Like ScientistsHow 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 ScientistLanguage Is the Foundation for LearningUsing Language in ScienceConnecting the Common Core State Standards and the Next Generation Science StandardsNext Generation Science Standards Support the Precision of Language UseScience InstructionAssess to Instruct: Developing Knowledge and LanguageFostering Independent Word Learning in ScienceWord Play Promotes Increased Vocabulary Knowledge3. Reading Like a ScientistConnecting the Next Generation Science Standards and the Common Core State StandardsFeatures That Make Texts ComplexTeaching Students to Read Science TextsCollaborative Conversations Support Learning and Sharing Scientific Language and ConceptsThe Connection Between Vocabulary and Reading SuccessWhy Teach Reading in Science?4. Writing Like a ScientistConnecting the Common Core State Writing Standards and the Next Generation Science StandardsWriting Like a Scientist Is DifferentWebQuest: Collecting Data for WritingWriting Frames: Scaffolds for Scientific WritingTeaching Scientific PhrasingWriting Formats in ScienceWriting Well-Supported ArgumentsWhy Learn to Write Like a Scientist?5. Assessing Student Learning in ScienceThe Purpose of Assessment in ScienceUsing Assessment InformationIdentifying Literacy-Language Strengths and NeedsCreating Science AssessmentsFinal Thoughts About AssessmentReferencesIndex