Making Science Trade Book Choices for Elementary Classrooms

Autor/inn/en	Atkinson, Terry S.; Matusevich, Melissa N.; Huber, Lisa
Titel	Making Science Trade Book Choices for Elementary Classrooms
Quelle	In: Reading Teacher, 62 (2009) 6, S.484-497 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1598/RT.62.6.3
Schlagwörter	Elementary Education; Science Teachers; Science Instruction; Reading Material Selection; Books; Models; Literacy; Beginning Teachers; Elementary School Science; Instructional Material Evaluation + Suchen Sie Ihr Suchwort? Elementarunterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Book; Buch; Monographie; Monografie; Analogiemodell; Alphabetisierung; Schreib- und Lesefähigkeit; Junior teacher; Junglehrer
Abstract	Teachers often use science trade books in the classroom for a number of reasons: to enhance science instruction, to augment an adopted science textbook, or to integrate literacy with subject-area content. Using Patricia Hunsader's mathematics trade book evaluation rubric published in the April 2004 issue of "Reading Teacher" as a model, the authors present a rubric useful in assessing both the science and literacy value of science trade books. After using the instrument to evaluate 28 science trade books suggested by a science textbook publisher, the authors determined that the quality of science trade books varies greatly. Based on initial pilot testing, the rubric developed in this study served as an effective tool for beginning teachers as they selected science trade books for elementary classroom use. (Contains 2 tables and 2 figures.) (As Provided).
Anmerkungen	International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10