Reading and Writing Strategies for the Secondary Science Classroom in a PLC at Work®: (Literacy-based strategies, tools, and techniques for grades 6-12 science teachers)

by Daniel M. Argentar, Katherine A. N. Gillies, Maureen M. Rubenstein, Brian R. Wise

Overview

Equip your students with the literacy support they need to think like scientists. Written by a team of experienced educators, this book provides practical literacy-based strategies designed for science teachers of grades 6-12. It can be read cover-to-cover or used as a quick reference for specific strategies. Learn how to connect science content with literacy skill development, differentiated instruction, designing meaningful assessments, effective feedback, and more.

Benefits:

• Understand the role that professional learning communities (PLCs) and science teachers play in literacy development and student-centered learning.
• Foster student engagement by utilizing adaptable strategies and literacy resources for developing pre-reading, during-reading, and post-reading skills.
• Learn why collaboration among different disciplines can enhance literacy instruction in secondary science education.
• Obtain tools and techniques for designing meaningful assessments that align literacy and science standards and improve student learning outcomes.
• Gain reflective knowledge to strengthen science and literacy instructional practices, encouraging learners to think like scientists.

Contents:
Preface
Introduction: Every Teacher Is a Literacy Teacher
Chapter 1: Collaboration, Learning, and Results
Chapter 2: Foundational Literacy Triage
Chapter 3: Prereading
Chapter 4: During Reading
Chapter 5: Postreading
Chapter 6: Writing
Chapter 7: Assessment

Product Details

ISBN-13:	9781949539011
Publisher:	Solution Tree Press
Publication date:	11/15/2019
Pages:	200
Product dimensions:	6.90(w) x 9.90(h) x 0.70(d)

Table of Contents

About the Series Editors ix

About the Authors xi

Preface xv

Introduction

Every Teacher Is a Literacy Teacher 1

The Need for Literacy Instruction 3

Disciplinary Literacy 8

About This Book 11

Wrapping Up 14

Chapter 1 Collaboration, Learning, and Results 15

Collaboration Within a PLC 16

Collaborative Meeting Logistics 20

Standards Analysis and Goal Setting 22

Identification of Students' Literacy Skills 25

Identification of the Content-Literacy Connections 26

Wrapping Up 27

Chapter 2 Foundational Literacy Triage 29

Understanding Response to Intervention 30

Differentiating Instruction 30

Assessing the Level of Text Complexity 33

Using Fix-Up Strategies 35

Considerations When Students Struggle 37

Considerations When Students Are Proficient 39

Wrapping Up 39

Chapter 3 Prereading 41

The Importance of Prereading 42

Collaboration Around Prereading Activities 43

The Four Ps of Science Prereading 44

NGSS Connections 47

Strategies for Supporting Students in Prereading 48

Considerations When Students Struggle 63

Considerations When Students Are Proficient 64

Wrapping Up 65

Chapter 4 During Reading 67

The Need for Engaged, Active Readers 67

Collaboration Around During-Reading Activities 69

NGSS Connections 70

Strategies for Supporting Students During Reading 72

Considerations When Students Struggle 85

Considerations When Students Are Proficient 86

Wrapping Up 87

Chapter 5 Postreading 89

The Importance of Postreading Instruction 90

Collaboration Around Postreading Activities 91

NGSS Connections 92

Strategies for Supporting Students in Postreading 95

Considerations When Students Struggle 109

Considerations When Students Are Proficient 110

Wrapping Up 111

Chapter 6 Writing 113

Collaboration Around Consistent Language 113

NGSS Connections 116

Strategies for Supporting Students in Writing 116

Considerations When Students Struggle 123

Considerations When Students Are Proficient 124

Wrapping Up 124

Chapter 7 Assessment 127

Understanding the Role of Literacy-Based Assessment in the Science Classroom 128

Matching Text Complexity and Reader Capacity 129

Monitoring Student Perceptions 132

Collaborating to Create Assessments 132

Using Rubrics as Assessment Tools 133

Providing Timely and Effective Feedback 136

Analyzing and Applying Data 138

Wrapping Up 140

Epilogue 143

Appendix: Reproducibles 145

Frayer Model Template 146

Recalling Previous Reading to Prepare for New Learning 147

Activating Background Knowledge Strategy 148

Anticipation Guide 149

Predicting and Confirming Activity 151

Text-Dependent Questioning Graphic Organizer 152

Simple T-Chart for Taking Notes 154

Expanded Information Chart to Extend Thin king 155

Five Words Recording Sheet 156

Self-Questioning Tool 157

Sample Two-Paragraph Template 158

Evaluating Claim Statements and Supporting Them With Evidence 160

Rubric to Provide Timely and Effective Feedback 162

References and Resources 165

Index 169