About this product

Product Identifiers

PublisherHeinemann

ISBN-100325004595

ISBN-139780325004594

eBay Product ID (ePID)2210793

Product Key Features

Educational LevelHigh School, Elementary School

Number of Pages216 Pages

LanguageEnglish

Publication NameNew Science Literacy : Using Language Skills to Help Students Learn Science

Publication Year2002

SubjectGeneral, Teaching Methods & Materials / Language Arts, Teaching Methods & Materials / Science & Technology

TypeStudy Guide

AuthorBennett Daviss, Marlene Thier

Subject AreaEducation

FormatTrade Paperback

Dimensions

Item Height0.5 in

Item Weight10.9 Oz

Item Length9 in

Item Width6 in

Additional Product Features

Intended AudienceElementary/High School

LCCN2001-007441

Dewey Edition21

TitleLeadingThe

Grade FromFourth Grade

IllustratedYes

Grade ToTenth Grade

Dewey Decimal507.1

Table Of ContentContents: I. The New Science Literacy: What It Is and Why We Need It 1. Merging Science and Language 2. Activities That Merge Language and Science II. How to Implement the New Science Literacy in the Classroom 3. Tools for the New Science Literacy: Performance Expectations, Student Metacognition Strategies, and Strategies for Explicit Teaching 4. Reading: Paths to Better Comprehension 5. Writing: Paths to Clear Expression 6. Speaking and Listening: Paths to Clear Understanding 7. Media Literacy: Paths to Awareness III. What the New Science Literacy Means in the Classroom and Beyond 8. If You Teach from a Textbook 9. Fusing Science and Literacy: Practical Steps to Implementation 10. Making Parents a Vital Part of the New Science Literacy 11. Building Bridges to Literacy in Your Science Program Appendixes: Performance Expectations, Student Metacognitive Strategies, and Strategies for Explicit Teaching

SynopsisWhether you're a teacher new to science or a veteran teacher of science, here's a powerful new tool for teaching the subject through language literacy. This book explains how-how instructional synergy and power result from combining the two subjects. And it shows how-how teachers can use practical classroom techniques for combining these subjects at different grade levels, from elementary to high school. Unlike other books that concentrate on reading and writing, this book defines "literacy in science" as more encompassing: it includes speaking, listening, and media analysis. In chapters devoted to each of these literacy skills, authors Marlene Thier and Bennett Daviss detail specific metacognitive techniques that teachers can use to coach students to become independent learners. By combining science, language, and guided inquiry, teachers can empower students to think and express themselves about science more effectively, improving their learning and retention. To this end, the authors provide lists of explicit performance expectations in each of the five areas of literacy for learning science. Reproducible pages including these performance expectations, graphics, and other metacognitive aids can be used by teachers and students alike to guide and assess growth in the use of language through science activities. In addition to helping teachers in their daily teaching practices, The New Science Literacy addresses more widespread concerns among today's science educators, including the needs to reassert the rightful place of science in a basic curriculum to strengthen teaching skills and strategies among elementary educators unsure of science content and/or the teaching of language skills to help middle- and high-school science teachers raise student achievements in science by using language as an essential element of their science programs to enhance the movements for accountability, standards, and educational improvement. As Harold Pratt, President of the National Science Teachers Association, confirms, this book "places the development of language literacy in the context of inquiry-based, activity-oriented science instruction called for in the National Science Education Standards.... It] embraces the richness and usefulness of language as a germane aspect of students' science learning experiences." A companion website is available at: http: //www.heinemann.com/thier, Whether you're a teacher new to science or a veteran teacher of science, here's a powerful new tool for teaching the subject through language literacy. This book explains how-how instructional synergy and power result from combining the two subjects. And it shows how-how teachers can use practical classroom techniques for combining these subjects at different grade levels, from elementary to high school. Unlike other books that concentrate on reading and writing, this book defines "literacy in science" as more encompassing: it includes speaking, listening, and media analysis. In chapters devoted to each of these literacy skills, authors Marlene Thier and Bennett Daviss detail specific metacognitive techniques that teachers can use to coach students to become independent learners. By combining science, language, and guided inquiry, teachers can empower students to think and express themselves about science more effectively, improving their learning and retention. To this end, the authors provide lists of explicit performance expectations in each of the five areas of literacy for learning science. Reproducible pages including these performance expectations, graphics, and other metacognitive aids can be used by teachers and students alike to guide and assess growth in the use of language through science activities. In addition to helping teachers in their daily teaching practices, The New Science Literacy addresses more widespread concerns among today's science educators, including the needs to reassert the rightful place of science in a basic curriculum to strengthen teaching skills and strategies among elementary educators unsure of science content and/or the teaching of language skills to help middle- and high-school science teachers raise student achievements in science by using language as an essential element of their science programs to enhance the movements for accountability, standards, and educational improvement. As Harold Pratt, President of the National Science Teachers Association, confirms, this book "places the development of language literacy in the context of inquiry-based, activity-oriented science instruction called for in the National Science Education Standards....[It] embraces the richness and usefulness of language as a germane aspect of students' science learning experiences." A companion website is available at: http://www.heinemann.com/thier, Whether you're a teacher new to science or a veteran teacher of science, here's a powerful new tool for teaching the subject through language literacy., Whether you're a teacher new to science or a veteran teacher of science, here's a powerful new tool for teaching the subject through language literacy. This book explains how--how instructional synergy and power result from combining the two subjects. And it shows how--how teachers can use practical classroom techniques for combining these subjects at different grade levels, from elementary to high school. Unlike other books that concentrate on reading and writing, this book defines "literacy in science" as more encompassing: it includes speaking, listening, and media analysis. In chapters devoted to each of these literacy skills, authors Marlene Thier and Bennett Daviss detail specific metacognitive techniques that teachers can use to coach students to become independent learners. By combining science, language, and guided inquiry, teachers can empower students to think and express themselves about science more effectively, improving their learning and retention. To this end, the authors provide lists of explicit performance expectations in each of the five areas of literacy for learning science. Reproducible pages including these performance expectations, graphics, and other metacognitive aids can be used by teachers and students alike to guide and assess growth in the use of language through science activities. In addition to helping teachers in their daily teaching practices, The New Science Literacy addresses more widespread concerns among today's science educators, including the needs to reassert the rightful place of science in a basic curriculum to strengthen teaching skills and strategies among elementary educators unsure of science content and/or the teaching of language skills to help middle- and high-school science teachers raise student achievements in science by using language as an essential element of their science programs to enhance the movements for accountability, standards, and educational improvement. As Harold Pratt, President of the National Science Teachers Association, confirms, this book "places the development of language literacy in the context of inquiry-based, activity-oriented science instruction called for in the National Science Education Standards....[It] embraces the richness and usefulness of language as a germane aspect of students' science learning experiences." A companion website is available at: http: //www.heinemann.com/thier, Whether you're a teacher new to science or a veteran teacher of science, here's a powerful new tool for teaching the subject through language literacy. This book explains how--how instructional synergy and power result from combining the two subjects. And it shows how--how teachers can use practical classroom techniques for combining these subjects at different grade levels, from elementary to high school. Unlike other books that concentrate on reading and writing, this book defines "literacy in science" as more encompassing: it includes speaking, listening, and media analysis. In chapters devoted to each of these literacy skills, authors Marlene Thier and Bennett Daviss detail specific metacognitive techniques that teachers can use to coach students to become independent learners. By combining science, language, and guided inquiry, teachers can empower students to think and express themselves about science more effectively, improving their learning and retention. To this end, the authors provide lists of explicit performance expectations in each of the five areas of literacy for learning science. Reproducible pages including these performance expectations, graphics, and other metacognitive aids can be used by teachers and students alike to guide and assess growth in the use of language through science activities. In addition to helping teachers in their daily teaching practices, The New Science Literacy addresses more widespread concerns among today's science educators, including the needs to reassert the rightful place of science in a basic curriculum to strengthen teaching skills and strategies among elementary educators unsure of science content and/or the teaching of language skills to help middle- and high-school science teachers raise student achievements in science by using language as an essential element of their science programs to enhance the movements for accountability, standards, and educational improvement. As Harold Pratt, President of the National Science Teachers Association, confirms, this book "places the development of language literacy in the context of inquiry-based, activity-oriented science instruction called for in the National Science Education Standards....[It] embraces the richness and usefulness of language as a germane aspect of students' science learning experiences." A companion website is available at: http://www.heinemann.com/thier

LC Classification NumberLB1585.3.T487 2002