Vast research substantiates the integration of science and literacy, but there are very few books that correlate findings and address specific practices. Integrating Science and Literary Instruction connects scientific research and best instructional practices in literacy and integrates this with the inquiry-based scientific process. The authors emphasize process, not a particular program, and focus on three overall areas that influence the merging of literacy and science: inquiry-based instruction, extensions of the science literacy framework, and special issues within the design of each section. Each chapter provides in-depth information to support and guide those in the educational field as they implement a science-related literacy focus. This book includes: · A discussion on the connection between literacy and science · An overview of the Inquiry Based Science Process · Details on how to integrate science into the literacy process · A resource guide with names of books that can be integrated into a science inquiry based lesson For K-8 teachers, principals, central office administrators, and university professors.
Freeman and Taylor connect scientific research and the best instructional practices in literacy and integrate the results with the inquiry-based scientific process.
National Science Teachers Association
Explicitly linking the science inquiry process skills with literacy process skills and providing specific strategies for practice makes this an especially useful book for staff developers, pre-service faculty, and classroom teachers.
Thank you, Gene and Vicki, for this insightful book on curriculum integration. The flow of this book supports the goal of the development of students reading, writing, and oral communication achievement as it relates to science investigation. This book allows the reader to critically think about science instruction by developing basic reading ability. Classroom teachers should be able to find practical strategies to use in the classroom without a lot of preparation immediately after reading this resource.
With the pending demand that states develop an assessment of student knowledge in science, this book is a timely tool for effective student achievement. Often, practitioners depend on the work of those who have left the practice or those who have studied the practice. This book provides an empirical basis for instructional improvement that can be used immediately. As a school leader at the executive level, I recommend the contents and I strongly recommend the context. The authors support the need for content knowledge that is transmittable into classroom practice.
Annie P. Wimbish
For too long, we have taught content in isolation. With the demands and expectations under No Child Left Behind, those days are obsolete if we are truly going to make a difference for ALL children. This book lends itself strongly to helping teachers build levels of student knowledge while, at the same time, build skills in problem-solving, high level thinking and teamwork—all demands of the work world.
Gene Freeman is a National Board Certified Teacher, Fulbright Scholar, and Milken Educator Award recipient. Vickie Taylor is a National Board Certified Teacher, former teacher of the year, and literacy specialist.