Engage your students in scientific thinking across disciplines!

Did you know that scientists spend more than half of their time reading and writing? Students who are science literate can analyze, present, and defend data – both orally and in writing.

The updated edition of this bestseller offers strategies to link the new science standards with literacy expectations and specific ideas you can put to work right away. Features include:

•   A discussion of how to use science to develop essential 21^st century skills
•   Instructional routines that help students become better writers
•   Useful strategies for  using complex scientific texts in the classroom
•   Tools to monitor student progress through formative assessment

When students are curious, they thrive. Give your students the strong base they need to create and share scientific ideas that have an impact in the classroom and beyond.

"This is a teacher-friendly book that drew me in from the introduction to the end. Through real-life scenarios combined with useful methods for instruction, it illustrates how science teachers can use language as a tool for teaching science."
-Trina Allen, Science Content Specialist
Measurement Incorporated

"An eminently readable guide for the novice and experienced teacher. The many practical ideas in this volume demonstrate that improving students’ skills in reading and writing can also improve their understanding and ability in science."

- Cary Sneider, Associate Research Professor

Portland State University, Portland, OR

"The authors of Reading and Writing in Science bring together expertise in Next Generation Science Standards, English language arts, and excellent teaching methods to produce an eminently readable guide for the novice and experienced teacher.

Teachers who wish to teach science while improving their students’ reading and writing skills will find a wealth of practical ideas in this volume.

The many practical ideas in this volume demonstrate that improving students’ skills in reading and writing can also improve their understanding and abilities in science."

"Reading and Writing in Science is a teacher friendly book that drew me in from the introduction to the end. Through real life scenarios combined with useful methods for instruction, it illustrates how science teachers can use language as a tool for teaching science."

Maria C. Grant, EdD, is a professor in the Department of Secondary Education at California State University Fullerton and the director of the Single Subject Credential Program at CSUF. She works with both pre-service and in-service teachers in the credential program and at school sites. Her work includes research and publications in the areas of disciplinary literacy, literacy in the content areas, science education, and pedagogy. In addition to her efforts at the university, Maria’s experience includes many years of teaching in high school and middle school science classrooms. She has taught physics, oceanography, coordinated science, chemistry, and earth science. She currently supports learners as teacher and coach at Health Sciences High & Middle College. Over the years, Maria has acted as a leader in curriculum development and professional development at both the school and district levels. Her most recent efforts include research and professional development work centered on reading, writing, and language within content classrooms. Maria can be reached at [email protected]. Follow her on twitter at @mgrantfullerton Douglas Fisher is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed English teacher and administrator in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, leadership, and curriculum design, as well as books such as The Teacher Clarity Playbook (2nd ed.), Your Introduction to PLC+, The Illustrated Guide to Teacher Credibility, Instructional Strategies to Move Learning Forward: 50+ Tools That Support Gradual Release of Responsibility, and Welcome to Teaching! Diane Lapp, EdD, is a distinguished professor of education at San Diego State University where her work continues to be applied to schools. She is also an instructional coach and teacher at Health Sciences High & Middle College. Throughout her career, Diane has taught in elementary, middle, and high schools. Her major areas of research and instruction regard issues related to the planning and assessment of very intentional literacy instruction and learning. A member of both the California and the International Reading Halls of Fame, Diane has authored, coauthored, and edited numerous articles, columns, texts, handbooks and children’s materials on instruction, assessment, and literacy related issues. Diane is the recipient of the ILA 2023 William S. Gray Citation of Merit, a prestigious award reserved for those who have made outstanding contributions to multiple facets of literacy development. Diane can be reached at [email protected]. Follow her on twitter @lappsdsu