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ERIC Number: EJ1134134
Record Type: Journal
Publication Date: 2017-Jan
Pages: 8
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0036-8555
EISSN: N/A
Text Savvy
Guilford, Jacquelyn; Bustamante, Annette; Mackura, Kelly; Hirsch, Susan; Lyon, Edward; Estrada, Kelly
Science Teacher, v84 n1 p49-56 Jan 2017
Learning science is language intensive. Students might have to interpret the meaning of models, support claims with evidence, communicate arguments, and discuss phenomena and scientific principles. For English Language Learners (ELLs), engaging in scientific and engineering practices includes additional challenges. This article describes a series of lessons that incorporates text selected to deepen student understanding of the role of sexual reproduction in genetic diversity and to develop students' disciplinary literacy. The lessons were designed and carried out in courses in sheltered biology, academic biology, and honors biology. Five steps taken to create the lessons: text selection, text analysis, exploring the concept of genetic variation, engaging students with the text, and assessment.
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A