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