NC Teach Readings and Resources
 

Daily Agenda

Readings:

Readings:

• Teaching Reading in Social Studies, Science and Math: Chapter 1 - Rethinking the Way We Teach Content Area Reading. pp. 9-30.
   

• Martin-Hansen, L. (2002). Defining inquiry. The Science Teacher, 69(2), p.35-37.

• Chiappetta, E.L. (1997). Inquiry-based science: Strategies and techniques for encouraging inquiry in the classroom. The Science Teacher, 64(7), p.22-26.

• Eick, C. et al.  (Oct. 2005). Breaking into inquiry: Scaffolding supports beginning efforts to implement inquiry in the classroom.  The Science Teacher, p.49-53.

• Fay, M. E. & Bretz, S. L. (Summer, 2008). Structuring the level of inquiry in your classroom. The Science Teacher, p.38-42.

There are four Graphical Organizers required for class two -- 4nSide-idea frame.

Readings:
 

• Marshall, K. (September, 2007). Teaching Secrets: How to Smile Before Christmas. Teacher Magazine, web only.

• Cody, A. (August, 2007). Teaching Secrets: Students Behave When Teachers Engage. Teacher Magazine, web only.

• Wong, H. (Summer, 2004). Starting the year off right.  The Science Teacher, p.47.

• Hall, M. & Brier, G. (January, 2007). From frustrating forgetfulness to fabulous forethought. The Science Teacher, p.24-27.

• Sampson, V. (December, 2004). The science management observation protocol. The Science Teacher, p.30-33.

There are five Graphical Organizers required for class three...choose your own.

Readings:

• Colburn, A. (March, 2008). The Prepared Practitioner: Getting Students to Read. The Science Teacher, p.10.
   

• Bircher, L. (Summer, 2009). Reading aloud: A springboard to inquiry.  The Science Teacher, p.29-33.
   

• Gillis, V. R. & MacDougall, G. (Summer, 2007). Reading to learn science as an active process. The Science Teacher, p.45-50.
   

• Creech, J. & Hale, G. (February, 2006). Literacy in science: A natural fit. The Science Teacher, p.22-27.
   

• Montelongo, J. et al. (February, 2006). Teaching expository text structures. The Science Teacher, p.28-31.

There are NO Graphical Organizers required for class four...choose your own.

Readings:

·        Colburn, A. (April/May, 2009). The prepared practitioner: An assessment primer. The Science Teacher, p.10.

·        Colley, K. (November, 2008). Idea bank: Performance-based assessment. The Science Teacher, p.68-72.

·        Doane, W., Rice, R. & Zachos, P. (April/May, 2006) Knowing when you don't know. The Science Teacher, p.46-49.

·        Gallagher-Bolos, J. & Smithenry, D. (September, 2008). Whole-class inquiry assessments. The Science Teacher, p.39-44.

·        Siegel, M, Wissehr. C. & Halverson, K. (March, 2008). Sounds like success: A framework for equitable assessment. The Science Teacher, p.43-46.

There are NO Graphical Organizers required for class four...choose your own.

Readings: None

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Headquartered in Arlington, Virginia, the National Science Teachers Association is a member-driven organization, 60,000-strong. We publish books and journals for science teachers from kindergarten through college. Each year we hold four conferences on science education: three regional events in the fall and a national gathering in the spring. We provide ways for science teachers to connect with one another. We inform Congress and the public on vital questions affecting science literacy and a well-educated workforce. And with your help, we can do even more.

Project 2061's benchmarks are statements of what all students should know or be able to do in science, mathematics, and technology by the end of grades 2, 5, 8, and 12. The grade demarcations suggest reasonable checkpoints for estimating student progress toward the science literacy goals outlined in SFAA.