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| Preface | |
| Acknowledgments | |
| About the Authors | |
| The Role of Language in Science | |
| Learning Is Based in Language | |
| Using Language in Science | |
| Developing and Activating Background Knowledge | |
| Why Background Knowledge Is Important | |
| Determining Relevant Background Knowledge | |
| Demonstrations: Understanding While Seeing | |
| Anticipation Guides: Looking for Misconceptions | |
| Bridging the Gap When Background Knowledge Is Scant | |
| ReQuest: Teaching Apprentices to Question | |
| DR-TA: Predicting as a Key to Scientific Reading | |
| QAR: Connecting Questions With Answers | |
| The Background Knowledge Big Picture | |
| Integrating Vocabulary Instruction Into the Science Classroom | |
| The Importance of Vocabulary | |
| Vocabulary Self-Awareness Charts | |
| Content Area Word Walls | |
| Instructional Routines Useful for Developing Vocabulary | |
| Semantic Feature Analysis: Assessing Relationships Between Words | |
| Word Cards: Investigating Examples and Non-Examples | |
| Semantic Mapping: Visualizing Word Relationships | |
| Fostering Independent Word Learning in Science | |
| Word Play Promotes Increased Vocabulary Knowledge | |
| Vocabulary Helps Students Understand Science | |
| Reading Science Texts | |
| Helping Students Read Science Texts | |
| Read-Alouds Support Student Learning | |
| Shared Reading Defined and Implemented | |
| The Benefits of Shared Reading | |
| Releasing Responsibility to Students | |
| Facilitating Collaborative Learning | |
| ReQuest: Reading With Questions | |
| Reciprocal Teaching: Practicing What Good Readers Do | |
| Incorporating Independent Practice | |
| Why Teach Reading in Science? | |
| Writing in Science: Scaffolding Skills for Science Students | |
| Writing Like a Scientist Is Different | |
| WebQuest: Collecting Data to Write | |
| Writing Frames: Scaffolding for Scientific Writing | |
| Teaching Scientific Phrasing | |
| Writing Formats in Science | |
| Why Learn to Write Like a Scientist? | |
| Assessing Student Learning in Science | |
| The Purpose of Assessment in Science | |
| Using Assessment Information | |
| Identifying Specific Students' Needs | |
| Creating Science Assessments | |
| Types of Assessments Useful in Science | |
| Final Thoughts About Assessment | |
| References | |
| Index | |
| Table of Contents provided by Ingram. All Rights Reserved. |
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