Classroom Diversity: Connecting Curriculum to Students' Lives by Ellen McIntyre, Ann Rosebery & Norma González
Nine stories describe how teachers used knowledge of their students' lives to create culturally relevant curricula. The introduction lays out a framework, based in research, for thinking about how to put students' knowledge and experiences at the center of their learning; each story describes a teacher's effort to do this in either science, mathematics, history or language arts. Heinemann, 800.225.5800, www.heinemann.com

Nonfiction Matters: Reading, Writing, and Research in Grades 3-8 by Stephanie Harvey
This book offers teachers tools to help students explore nonfiction and presents strategies for understanding expository text, conducting meaningful research, and writing and reporting findings. Stenhouse Publishers, 800.988.9812, www.stenhouse.com

Science Workshop: Reading, Writing, and Thinking Like a Scientist by Wendy Saul, Jeanne Reardon, Charles Pearce, Donna Dieckman, and Donna Neutze (second edition)
The authors share strategies for 'contextualized literacy' in inquiry science. Two new chapters focus on science reading and writing to support inquiry and there is a new chapter on assessment. Heinemann, 800.225.5800, www.heinemann.com.

Articles and Research Reports

Children's Science Journals: Tools for Teaching, Learning, and Assessing by Daniel P. Shepardson and Susan J. Britsch, Science and Children, February, 1997
The authors offer an instructional outline for using science journals that includes four phases: pre-investigation, investigation, post-investigation, and communication. They discuss how journals enable teachers to assess the domains of conceptual understanding, factual and procedural knowledge, science processes, and attitudes.

Helping English Learners Increase Achievement Through Inquiry-Based Science Instruction by Olga Maia Amaral, Leslie Garrison, and Michael Klentschy, Bilingual Research Journal, Summer 2002
This study summarizes the results of a four-year project in science education conducted in a rural setting with English learners in grades K-6 in the El Centro Elementary School District in Southern California. Results indicated that the achievement of English learners increased in relation to the number of years they participated in the project. Available at brj.asu.edu/archive.html.

Integrating Inquiry Science and Language Development for English Language Learners by Trish Stoddart, America Pinal, Marcia Latzke, and Dana Canaday, Journal of Research in Science Teaching, October 2002
The report describes a conceptual framework for science-language integration and the development of a five-level rubric to assess teachers' understanding of curricular integration. The rubric describes the growth of teacher expertise as a continuum from a view of science and language as discreet unrelated domains to the recognition of the superordinate processes that create a synergistic relationship between inquiry science and language development.

Integrating Science with English Language Development by Okhee Lee and Mary Evalos, SEDL Letter, December 2003
The authors offer an overview of their research on promoting achievement and equity in science and literacy for culturally and linguistically diverse students in a large urban school district. In addition to summarizing what they are learning, the authors include samples of student work and suggestions for further reading. Available at www.sedl.org/pubs/.

Writing For Science, Science For Writing: A Study Of the Seattle Elementary Science Expository Writing and Science Notebooks Program by Laura Stokes, Judy Hirabayashi, and Katherine Ramage, Inverness Research Associates, 2003
This evaluation report examines how and to what extent the classroom approaches of the Expository Writing and Science Notebooks Program contribute to student learning in ways that are significant to the Seattle Public Schools and to the broader science education reform community. Available at www.inverness-research.org.

Mixing It Up: Integrated Interdisciplinary, Intriguing Science in the Elementary Grades edited by Susan Koba.
This NSTA Press Journals Collection includes 25 practical articles from Science & Children, NSTA's elementary school journal. It offers teacher-tested lesson plans and idea starters that use interdisciplinary, integrated, and thematic approaches. NSTA, 800.277.5300, store.nsta.org

Teaching Reading in Science: A Supplement to Teaching Reading in Content Areas by Mary Lee Barton and Deborah L. Jordan (MCREL)
This publication addresses reading in science in terms of three interactive elements that affect comprehension: the reader, the climate, and text features. ASCD, 800.933.2723, www.ascd.org.