The book outlines a framework that emphasizes the reciprocal and synergistic relationship between scientific sense-making and disciplinary language and literacy practices - through contextualized teaching that connects science instruction to students' lived experiences, sociocultural resources, and local and global communities.
The book outlines a framework that emphasizes the reciprocal and synergistic relationship between scientific sense-making and disciplinary language and literacy practices - through contextualized teaching that connects science instruction to students' lived experiences, sociocultural resources, and local and global communities.
By Edward G. Lyon; Sara Tolbert; Jorge Solís; Patricia Stoddart and George C. Bunch
Inhaltsangabe
Foreword Acknowledgements Introduction: Preparing the Next Generation of Secondary Science Teachers Edward G. Lyon PART I: FOUNDATIONS FOR LANGUAGE, LITERACY, AND SCIENCE INTEGRATION Chapter 1: The New Vision for Secondary Science Education: Connecting Language and Literacy to Science Learning Trish Stoddart Chapter 2: Responsive Approaches to Science and Language Teaching for English Learners: Foundations of the SSTELLA Framework Jorge Solís and George C. Bunch PART II: SUPPORTIVE AND RESPONSIVE SCIENCE TEACHING PRACTICES FOR ENGLISH LEARNERS Chapter 3: The SSTELLA Framework: A Synergistic and Reciprocal Relationship between Language and Science for Secondary Teaching Sara Tolbert and Trish Stoddart Chapter 4: Contextualizing Science Activity Sara Tolbert Chapter 5: Scientific Sense-Making through Scientific and Engineering Practices Edward G. Lyon and Sara Tolbert Chapter 6: Scientific Discourse through Scientific and Engineering Practices Edward G. Lyon and Jorge Solís Chapter 7: English Language and Disciplinary Literacy Development in Science Jorge Solís PART III: APPLYING SSTELLA PRACTICES TO CURRICULAR AND ASSESSMENT PLANNING Chapter 8: Explaining the Antibiotic Resistance of MRSA: A Biology Unit to Integrate Scientific Practices with Disciplinary Literacy Edward G. Lyon Chapter 9: Deconstructing the "Explaining the Antibiotic Resistance of MRSA" Unit Sara Tolbert and Edward G. Lyon Chapter 10: Responsive approaches to assessing English learners in science classrooms Edward G. Lyon APPENDIX: SSTELLA PRACTICES PROGRESSION References About the Authors
Foreword Acknowledgements Introduction: Preparing the Next Generation of Secondary Science Teachers Edward G. Lyon PART I: FOUNDATIONS FOR LANGUAGE, LITERACY, AND SCIENCE INTEGRATION Chapter 1: The New Vision for Secondary Science Education: Connecting Language and Literacy to Science Learning Trish Stoddart Chapter 2: Responsive Approaches to Science and Language Teaching for English Learners: Foundations of the SSTELLA Framework Jorge Solís and George C. Bunch PART II: SUPPORTIVE AND RESPONSIVE SCIENCE TEACHING PRACTICES FOR ENGLISH LEARNERS Chapter 3: The SSTELLA Framework: A Synergistic and Reciprocal Relationship between Language and Science for Secondary Teaching Sara Tolbert and Trish Stoddart Chapter 4: Contextualizing Science Activity Sara Tolbert Chapter 5: Scientific Sense-Making through Scientific and Engineering Practices Edward G. Lyon and Sara Tolbert Chapter 6: Scientific Discourse through Scientific and Engineering Practices Edward G. Lyon and Jorge Solís Chapter 7: English Language and Disciplinary Literacy Development in Science Jorge Solís PART III: APPLYING SSTELLA PRACTICES TO CURRICULAR AND ASSESSMENT PLANNING Chapter 8: Explaining the Antibiotic Resistance of MRSA: A Biology Unit to Integrate Scientific Practices with Disciplinary Literacy Edward G. Lyon Chapter 9: Deconstructing the "Explaining the Antibiotic Resistance of MRSA" Unit Sara Tolbert and Edward G. Lyon Chapter 10: Responsive approaches to assessing English learners in science classrooms Edward G. Lyon APPENDIX: SSTELLA PRACTICES PROGRESSION References About the Authors
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