http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
Language, literacy, and learning in the stem disciplines
how language counts for English learners
Introduction: language, literacy, and learning in the STEM disciplines / Alison L. Bailey, Carolyn A. Maher, and Louise C. Wilkinson -- Talking to learn mathematics with understanding supporting academic literacy in mathematics for English learners / Judit Moschkovich -- 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 -- Reading mathematics problems: exploring how language counts for middle school students with varying mathematics proficiency / Mary A. Avalos, Edwing Medina, and Walter G. Secada -- Reading and understanding science texts / Gina N. Cervetti and P. David Pearson -- Writing in mathematics classrooms / Richard Barwell -- Writing the science register and multiple levels of langauge: implications for English learners / Elaine R. Silliman, Louise C. Wilkinson, and Maria Brea-Spahn -- 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 -- Formative assessment: science and language with English learners / Amelia Wenk Gotwals and Dawnmarie Ezzo -- The language of mathematics and summative assessment: interactions that matter for English learners / Tina Cheuk, Phil Daro, and Vinci Daro -- Assessing scientific genres of explanation, argument, and prediction / Beth Covitt and Charles W. Anderson -- Formative and summative assessments in science and literacy integrated curricula: a suggested alternative approach / Mark Wilson and Yukie Toyama.
edited by Alison L. Bailey, Carolyn A. Maher, and Louise C. Wilkinson.
Includes bibliographical references and index.