Table of contents for Linking science & literacy in the K-8 classroom / edited by Rowena Douglas ... [et al.].

Bibliographic record and links to related information available from the Library of Congress catalog.

Note: Contents data are machine generated based on pre-publication provided by the publisher. Contents may have variations from the printed book or be incomplete or contain other coding.

Karen Worth, Center for Science Education, Education Development Center
Section 1: Linking Science and Literacy in the Classroom
Chapter 1	Visions of Inquiry: Science
Hubert Dyasi, City University of New York
Section 2: Science and Oral Discourse
Case Stories Introduction¿¿Wendy Binder, xxxx
Case Story A: On Beyond Ordinary/ Jennifer C. and Jennifer L./Swansea, South Carolina
Case story B: Powering Oral Language With the Fuel of Science/Jane Yuster, Redwood City, California
Chapter 2	Language Use in the Science Classroom: Looking at What Students and Teachers Need to Know and Be Able to Do
Jeffrey Winokur and Karen Worth, Education Development Center
Section 3: Science and Writing
Case story C: One Teacher¿s Rocky Road to Writing in Science/Katie Felix, Tuscon, Arizona
Case story D: Writing and Science: The Perfect Chemistry/Jeannie Revello, Seattle, 
Chapter 3	Young Children¿s Own Illustrated Information Books: Making Sense in Science Through Words and Pictures
Maria Varelas, Christine C. Pappas, and the ISLE team, University of Illinois at Chicago
Chapter 4	Using the Science Writing Heuristic to Promote Understanding of Science Conceptual Knowledge Within the Middle School Science Program
Brian Hand, Iowa State University
Chapter 5	Comprehension Strategies and the Scientist's Notebook: Keys to Assessing Student Understanding
			Ron DeFronzo, East Bay Educational Collaborative
Chapter 6	Writing to Learn: Science Notebooks, a Valuable Tool to Support Nonfiction Modes/Genres of Writing
Marleen Kotelman, Toni Saccani, and Joan Gilbert, Tucson Unified School District
Chapter 7	Supporting Middle School Students in Developing Scientific Explanations
LeeAnn M. Sutherland, Katherine L. McNeill, and Joseph S. Krajcik, University of Michigan. Kalonda Colson, Detroit Public Schools
Section 4: Science and Reading
Case story E: Is This Science or Reading, Mrs. Heying?/Donna Heying, Garnavillo, Iowa
Case story F: Treasures from Home/Nancy McDonough/Tenafly, New Jersey
Chapter 8	Reading and Writing in the Service of Inquiry-Based Science
Gina N. Cervetti, P. David Pearson, and Marco A. Bravo, University of California, Berkeley. Jacqueline Barker, Lawrence Hall of Science
Chapter 9	Constructing Science-Literacy Workshops: The Journey From Powerful Ideas to Classroom Practice
Joan Armon, Regis University, and Linda Morris, Jefferson County Public Schools
Chapter 10	 Developing Literacy Through the Use of Literacy Teaching Strategies
The Textual Tools Study Group, University of Michigan
Section 5: Science, Literacy, and Culture
Case story G: Una jornada de aprendizaje valiosa para compartir (A Learning Journey
Worth Sharing Out)/Jackie Rojas, Anaheim, California.
Chapter 11	Using Diversity as a Strength in the Science Classroom: The Benefits of Science Talk
Ann S. Rosebery and Josiane Hudicourt-Barnes, Chèche Konnen Center, TERC
Chapter 12	English Language Development and the Science-Literacy Connection
Mercedes Durón-Flores and Elena Maciel, El Centro School District
Section 6: Implementation and Policy Issues
Case story H: Taking Literacy Integration out of the Closet/Fran Blaess, Middletown, R.I.
Case story I: Planting Seeds One at a Time/Karen Harris, Timonium, Maryland
Chapter 13	Professional Development and Strategic Leadership to Support Effective Integration of Literacy and Science
Iris Weiss, Horizon Research, Inc. 
Chapter 14	Science Education in a NCLB Standards-Based World 
Michael P. Klentschy, El Centro School District
Chapter 15	Making the Case for Elementary Science as a Key Element in School Reform: Implications for Changing Curricular Policy
Nancy R. Romance and Michael R. Vitale, Florida Atlantic University
Chapter 16	The Administrator¿s Role in Supporting Science and Literacy in Classrooms
Michael P. Klentschy and Patricia M. Maruca, El Centro School District

Library of Congress Subject Headings for this publication:

Science -- Study and teaching (Elementary) -- United States.
Science -- Study and teaching (Middle school) -- United States.
Language arts (Elementary) -- United States.
Language arts (Middle school) -- United States.