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Contact ESIP for information on dates and registration.
This course is built around the “practice session” for a major, national conference to be held at UMSL in the Fall. As such, you will not only hear leading speakers’ presentations, but also benefit from conversation between and among them on what worked and what should be done differently. In these sessions you will meet over 30 major scholars and practitioners working in the field including Donna Alvermann, Distinguished Professor and Editor of Reading Research Quarterly; Nancy Brickhouse, University of Delaware; Brian Campbell and Lori Fulton, authors of Science Notebooks; Mary Cerullo, scientist and children’s author; Laura Smolkin, University of Virginia; Jean Dreher and Sharon Kletzien, authors, Informational Literature in the Primary Grades; Christine Pappas, University of Illinois - Chicago; Brian Hand, University of Iowa and many, many more.
In order to get credit for this class you must be able to attend all sessions on June 10 and June 11. To make up the remaining contact hours we will meet both face-to-face and on-line. Sessions before the June dates will focus on articles by the presenters, all highly regarded leaders in the science and/or literacy community. We will also meet after the conference to discuss your impressions and thoughts, and to share your own papers based on what you have learned. This is an extraordinary opportunity to meet the “best and the brightest.”
May 17 and May 19 - 5:30 - 8:10 PM – Meet on Campus (Room TBA)
May 23-June 3 - meet (non-synchronously) on-line activities
June 10 - 8:30-5:30 – Meet on Campus (Room TBA)
June 11 - 8:30-5:30 – Meet on Campus (Room TBA)
June 14, 15 and 16 – 5:30-8:10 PM - Meet on Campus (Room TBA)
Science Inquiry is supported by the authentic integration of science and literature. Books offer diverse approaches to science and multiple ways to learn about science. They provide students with opportunities to witness and experience the remote, the exotic, the distant, the close-up, as well as the past, present, and future. Some books provide expertise; some entice the imagination; others spark interest and excitement; still others inspire thoughtful reflection.
In this course, you will explore a variety of science-related literature and think about how to select and evaluate science trade books for use in the classroom. The course will then focus on how to integrate and use science literature in the classroom. Opportunities will be provided for both teacher-directed and student-initiated activities that incorporate and use science trade books across the curriculum.
Undoubtedly, both hands-on science and literacy instruction benefit from science-related reading and research. This course is designed to help teachers understand and practice activities that promote such initiatives in grades 2-6: identifying science research questions; selection appropriate resources; strategies for note-taking and information gathering; and ways of organizing information that support student writing.
In this course you will choose one sample topic related to the school science curriculum and develop and try out pertinent mini-lessons. Participants will be grouped according to the topics they have chosen, work extensively with bibliographic resources and relevant trade books, and offer and receive feedback from others working with the same topic. Your students, in turn, will develop a new appreciation of expository text, become familiar with writing conventions employed by highly-regarded science authors, and come to view science inquiry as involving both a hands-on and text-based work.
Data from literacy tests, as well as anecdotal information from practitioners, suggest that students in grades 1-8 need additional work learning to read and write expository and procedural texts. This course is designed to address that need by helping teachers created authentic opportunities to teach these modes of discourse using a science workshop. A rationale for using the workshop is provided and the processes of setting up and sustaining inquiry are described in classroom-friendly detail. Ideas for combining reading and writing instruction with science teaching are offered. On-line instructors and course participants offer help with planning and assessment.