Language, Literacy, and Learning in the STEM Disciplines : How Language Counts for English Learners (Hardcover)

Foreword by Kathy Heid

Foreword by Catherine Snow

Preface

Acknowledgements

Chapter 1. Introduction: Language, Literacy, and Learning in the STEM Disciplines

Alison L. Bailey, Carolyn Maher, and Louise Wilkinson

Chapter 2. Talking to Learn Mathematics with Understanding: Supporting Academic Literacy in Mathematics for English Learners

Judit Moschkovich

Chapter 3. How the NGSS Science Instructional Shifts and Language Instructional Shifts Support Each Other for English Learners: Talk in the Science Classroom

Okhee Lee, Scott Grapin, and Alison Haas

Chapter 4. Reading Mathematics Problems: Exploring how Language Counts for Middle-School Students with varying Mathematics Proficiency

Mary Avalos, Edwing Medina, and Walter Secada

Chapter 5. Reading and Understanding Science Texts

Gina Cervetti and P. David Pearson

Chapter 6. Writing in Mathematics Classrooms

Richard Barwell

Chapter 7. Writing the Science Register and Multiple Levels of Language: Implications for English Learners

Elaine Silliman, Louise Wilkinson, and Maria Brea-Spahn

Chapter 8. Formative Assessment of Mathematics and Language: Applying Companion Learning Progressions to Reveal Greater Insights to Teachers

Caroline Wylie, Malcolm Bauer, Alison L. Bailey, and Margaret Heritage

Chapter 9. Formative Assessment: Science and Language with English Language Learners

Amelia Gotwals and Dawn Ezzo

Chapter 10. The Language of Mathematics and Summative Assessment: Interactions that Matter for English Learners

Phil Daro, Tina Cheuk, and Vinci Daro

Chapter 11. Assessing Scientific Genres of Explanation, Argument, and Prediction

Beth Covitt and Charles Anderson

Chapter 12. Formative and Summative Assessments in Science and Literacy Integrated Curricula: A Suggested Alternative Approach

Mark Wilson and Yukie Toyama

Afterword

Alison L. Bailey, Carolyn Maher, and Louise Wilkinson

List of Contributors

Index