ISBN-10:
1936765381
ISBN-13:
9781936765386
Pub. Date:
11/29/2013
Publisher:
Solution Tree Press
Teaching Students to Think Like Scientists: Strategies Aligned With Common Core and Next Generation Science Standards

Teaching Students to Think Like Scientists: Strategies Aligned With Common Core and Next Generation Science Standards

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Overview

Teaching Students to Think Like Scientists: Strategies Aligned With Common Core and Next Generation Science Standards

Teaching Students to Think Like Scientist prepares students to examine decisions and ideas through scientific investigation and argumentation. Detailed lesson scenarios, aligned with the Common Core and Next Generation Science Standards, integrate English language arts and science content. Using the research-supported strategies of this book, teachers of science-or any other subject-will give students a rich and lasting understanding of the essential role of science in their daily lives and in the global community. This resource will empowers K-6 teachers to: Master Science and English languages arts standards, Combine literacy and science instruction, Equip students to analyze, evaluate, and respond to scientific issues, Prepare students to develop claims based on evidence and to debate and discuss them, Inspire students to become curious about and engaged with the world around them

Product Details

ISBN-13: 9781936765386
Publisher: Solution Tree Press
Publication date: 11/29/2013
Edition description: New Edition
Pages: 248
Sales rank: 1,295,035
Product dimensions: 10.80(w) x 7.70(h) x 0.70(d)

Table of Contents

About the Authors ix

Introduction 1

Reading This Book 3

Using the K-12 Next Generation Science Standards 7

Connecting Science Content and the CCSS Instructional Shifts 10

Spiraling Skill Development 11

Linking the NGSS and the CCSS 12

Comparing Student Readiness: Kate and Marcel 14

Chapter 1 Empowering Students to Learn Scientific Practices 17

From Inquiry to Practice 19

Science Literacy 26

Literacy Development 26

Basic Literacy 26

Intermediate Literacy 27

Discipline Literacy 27

Chapter 2 Learning to Talk Like a Scientist 33

What You'll Learn in This Chapter 34

What Are the Standards? 34

Speaking and Listening Anchor Standards 35

Language Anchor Standards 36

Evidence Supporting These Standards 31

Into the Classroom 39

Mrs. Ramos's Kindergarten Class 40

Ms. Andrews's First-Grade Class 46

Mr. Joseph's Second-Grade Class 52

Ms. Lopez's Third-Grade Class 56

Mr. Davis's Fourth-Grade Class 60

Mr. Martinez's Fifth-Grade Class 66

Ms. Gardner's Sixth-Grade Class 71

Oral Language Is Foundational 76

Chapter 3 Learning to Write Like a Scientist 77

What You'll Learn in This Chapter 78

What Are the Standards? 79

Evidence Supporting These Standards 81

Teachers as Writers 82

Writing Processes 83

Writing Scaffolds 84

Into the Classroom 86

Mrs. Ruiz's Kindergarten Class 87

Ms. Burnett's First-Grade Class 92

Ms. Nguyen's Second-Grade Class 96

Mr. Lancer's Third-Grade Class 100

Mr. Bernstein's Fourth-Grade Class 105

Mr. Winter's Fifth-Grade Class 109

Ms. Martin's Sixth-Grade Class 116

Using Technology to Support Writing 122

Optimizing Science Writing 123

Chapter 4 Learning to Read Like a Scientist 125

What You'll Learn in This Chapter 125

What Are the Standards? 126

Evidence Supporting These Standards 130

Level of Knowledge 131

Text Complexity 132

Into the Classroom 134

Mr. Hubbard's Kindergarten Class 137

Ms. Owens's First-Grade Class 143

Mrs. Newman's Second-Grade Class 147

Ms. Juarez's Third-Grade Class 154

Mrs. Johnson's Fourth-Grade Class 157

Mr. Smith's Fifth-Grade Class 160

Ms. Cruz's Sixth-Grade Class 168

Instructional Practice That Supports Scientific Investigation 171

Comprehending Science Texts 172

Fluency 172

Vocabulary 175

Instructional Routines 184

Capitalizing on Students' Curiosities 188

Chapter 5 Empowering Students to Think Like Scientists 191

Formative Assessment: Reflecting to Feed Forward 195

Snapshots of Classroom-Centered Formative Assessment 196

Knowing Where to Begin: Informal Formative Preassessment 197

Knowing How to Reteach: Informal Formative Assessment 197

Identifying the Next Steps: Formal Formative Assessment 198

Understanding the Entwined Nature of Science and Literacy 199

Using Assessment Data to Support Next Steps in Learning and Instruction 201

Appendix Reproducibles 205

Collaborative Guidesheet 206

Personal Investigation Journal 207

Oral Reading Fluency 208

Self-Assessment Chart 209

Semantic Feature Analysis Chart 210

Semantic Analysis Map 211

Self-Assessment of Metacognition 272

References and Resources 213

Index 229

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