Instructional Scaffolding to Engage All Learners in Complex Science Text
National and state standards state that all learners should use informational texts (e.g., Next Generation Science Standards [NGSS Lead States 2013]; Common Core State Standards for English Language Arts [CCSS-ELA] Reading in Science and Technical Subjects [RST]; NGAC and CCSSO 2010). Of further con...
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| Veröffentlicht in: | Science scope (Washington, D.C.) D.C.), 2021-01, Vol.44 (3), p.37-43 |
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| creator | VAN GARDEREN, DELINDA JUERGENSEN, RACHEL SMITH, CASSANDRA ABDELNABY, HEBA LANNIN, AMY FOLK, WILLIAM |
| description | National and state standards state that all learners should use informational texts (e.g., Next Generation Science Standards [NGSS Lead States 2013]; Common Core State Standards for English Language Arts [CCSS-ELA] Reading in Science and Technical Subjects [RST]; NGAC and CCSSO 2010). Of further concern is that the exclusive use of a text at a lower grade level will lack sufficient complexity that, without exposure, would result in "no opportunity to acquire the knowledge and skills that could enable them to catch up" (Shanahan 2019, p. 22). [...]other instructional scaffolds may also be required. [...]to help develop a deeper understanding of the word homeostasis, she divided the class into small groups and assigned articles for them to read. Skill development instructional scaffolding Within the anchor text, claims related to change in weather patterns and heat stress are made that are supported by evidence in graphs. |
| doi_str_mv | 10.1080/08872376.2021.12291386 |
| format | Article |
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Of further concern is that the exclusive use of a text at a lower grade level will lack sufficient complexity that, without exposure, would result in "no opportunity to acquire the knowledge and skills that could enable them to catch up" (Shanahan 2019, p. 22). [...]other instructional scaffolds may also be required. [...]to help develop a deeper understanding of the word homeostasis, she divided the class into small groups and assigned articles for them to read. Skill development instructional scaffolding Within the anchor text, claims related to change in weather patterns and heat stress are made that are supported by evidence in graphs.</description><identifier>ISSN: 0887-2376</identifier><identifier>EISSN: 1943-4901</identifier><identifier>DOI: 10.1080/08872376.2021.12291386</identifier><identifier>PMID: 34149164</identifier><language>eng</language><publisher>Abingdon: National Science Teachers Association</publisher><subject>Complexity ; FEATURED READING ; Heat stress ; Heat tolerance ; Heatstroke ; Homeostasis ; Knowledge ; Language arts ; Learning Processes ; Reading ; Scaffolding ; Science education ; Skill development ; Skills ; State standards (Education) ; Students with disabilities ; Vocabulary Development ; Weather ; Weather patterns</subject><ispartof>Science scope (Washington, D.C.), 2021-01, Vol.44 (3), p.37-43</ispartof><rights>COPYRIGHT 2021 National Science Teaching Association</rights><rights>Copyright National Science Teachers Association Jan/Feb 2021</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c2722-f8d8f98d440a83d9564eec5d3abfd3bb4bfa880b167957655a712fb5a367e1a63</citedby><cites>FETCH-LOGICAL-c2722-f8d8f98d440a83d9564eec5d3abfd3bb4bfa880b167957655a712fb5a367e1a63</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/27135378$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/27135378$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>230,314,777,781,800,882,27905,27906,57998,58231</link.rule.ids></links><search><creatorcontrib>VAN GARDEREN, DELINDA</creatorcontrib><creatorcontrib>JUERGENSEN, RACHEL</creatorcontrib><creatorcontrib>SMITH, CASSANDRA</creatorcontrib><creatorcontrib>ABDELNABY, HEBA</creatorcontrib><creatorcontrib>LANNIN, AMY</creatorcontrib><creatorcontrib>FOLK, WILLIAM</creatorcontrib><title>Instructional Scaffolding to Engage All Learners in Complex Science Text</title><title>Science scope (Washington, D.C.)</title><description>National and state standards state that all learners should use informational texts (e.g., Next Generation Science Standards [NGSS Lead States 2013]; Common Core State Standards for English Language Arts [CCSS-ELA] Reading in Science and Technical Subjects [RST]; NGAC and CCSSO 2010). Of further concern is that the exclusive use of a text at a lower grade level will lack sufficient complexity that, without exposure, would result in "no opportunity to acquire the knowledge and skills that could enable them to catch up" (Shanahan 2019, p. 22). [...]other instructional scaffolds may also be required. [...]to help develop a deeper understanding of the word homeostasis, she divided the class into small groups and assigned articles for them to read. 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| ispartof | Science scope (Washington, D.C.), 2021-01, Vol.44 (3), p.37-43 |
| issn | 0887-2376 1943-4901 |
| language | eng |
| recordid | cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_8211112 |
| source | Jstor Complete Legacy; Education Source |
| subjects | Complexity FEATURED READING Heat stress Heat tolerance Heatstroke Homeostasis Knowledge Language arts Learning Processes Reading Scaffolding Science education Skill development Skills State standards (Education) Students with disabilities Vocabulary Development Weather Weather patterns |
| title | Instructional Scaffolding to Engage All Learners in Complex Science Text |
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