Achieve, Inc. Washington, DC. Retrieved from http://www.achieve.org
Activities at home. Retrieved from http://www2.ed.gov/pubs/parents/Science/Home.html
2013). Hands-on science lessons in the elementary classroom. Education Update. Association of Supervision and Curriculum Development (ASCD). 55(4), 6–7. (
2013). In the classroom with Liliana X. Aguas: Promote parent engagement. Education Update, 55(6), 2–3. (
2002). Duck in the truck. New York: HarperCollins. (
2008). Green light classrooms: Teaching techniques that accelerate learning. Victoria, Australia: Hawker Brownlow. (
American Association for the Advancement of Science (AAAS). Science for all Americans: Education for a changing future. Retrieved from http://www.project2061.org/publications/sfaa
Anchor charts rubrics. http://www.cornerstoneliteracy.org/newletter-archive/anchor-charts and http://grrec-k-3literacy.wikispaces.com/file/view/Anchor+Chart+Participants+Handout.pdf
2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman. , & (Eds.) (
Annenberg Learner. Learning science through inquiry: Frequently asked questions. Retrieved from http://www.learner.org/workshops/inquiry/resources/faq.html
Picture-perfect science: Favorite children’s picture books for teaching science in grades K–6. Retrieved from http://commoncore.dadeschools.net/docs/science/Elementary%20Science/PPSFavoriteBooksK-6.pdf , & (nd).
Arizona Finalized English Language Proficiency (ELP) Standards. (2013). Retrieved from http://www.azed.gov/english-language-learners/elps
2000). Identifying inquiry in the K–5 classroom. Foundations: A monograph for professionals in science, mathematics, and technology education (Chap, 10, Vol. 2). Arlington, VA: National Science Foundation, Division of Elementary, Secondary, and Informal Education. , & (
2012). Send-home science. Science and Children, 49(6), 26–27. (
Assessment Toolkit Resources. Giving assessment feedback. Retrieved from http://www.itl.usyd.edu.au/assessmentresources/pdf/Link8.pdf
2014). A seed is sleepy. San Francisco, CA: Chronicle Books. (
2014). Motivation to learn: A conversation with Daniel Pink. Educational Leadership. 72(1), 12–17. (
2013). New standards create professional opportunities. NSTA Reports, 25(7), 20. (
2008). The many levels of inquiry. Science and Children, 46(2), 26–29. , & (
2009). Why educators should care about games. Educational Leadership, 67(1), 76–80. Alexandra, VA: ASCD. , , & (
2010). Transformational play: Using games to position person, content, and context. Educational Research, 39(7), 525–536. , , & (
2007). Situationally embodied curriculum: Relating formalisms to contexts. Science Education, 91(5), 750–782. , , , , , , , & (
2012). Inquiry takes time. Science and Children, 50(1), 42–47. , , & (
2008). A visitor for bear. , illustrator. Sommerville, MA: Candlewick Press. (
2010). Promoting student-led science and technology projects in elementary teacher education: Entry into core pedagogical practices through technological design. International Journal of Technology and Design Education, 20, 43–62. (
2000). The natural investigation: A constructivist approach to teaching elementary and middle school science. Stamford, CT: Wadsworth Thompson. , , & . (
2011). Temperate forests. New York: Scholastic. (
1997). Scaffolding (coming to terms). English Journal, 86(7), 126–127. (
“Best practices” of science teaching. Retrieved from http://www.phy.ilstu.edu/pte/311content/effective/best_practice.html
Biomes of the world. Enchantedlearning.com. Retrieved from http://www.enchantedlearning.com/biomes
1998a). Assessment and classroom learning. Assessment in Education, 5(1), 7–74. , & (
1998b). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2): 139–148. , & (
1968). Learning for mastery. Los Angeles: University of California Press. (
1956). Taxonomy of educational objectives. The classification of educational goals, Handbook I: Cognitive domain. New York: D. McKay. , , , & (Eds.) (
Bloom’s taxonomy “revised” keywords, model questions, and instructional strategies. (2006). Retrieved from http://www.colorado.edu/sei/documents/Blooms_Taxonomy-verbs.pdf
2003). Energy makes things happen. New York: HarperCollins. (
2011). Using formative and alternative assessments to support instruction and measure student learning. Science Scope, 34(5), 6–21. (
1986). Teacher-effects results. In (Ed.). Handbook of research on teaching (3rd ed.). New York: Macmillan. , & (
1999). The important book. New York: HarperCollins. (
2011). How did that get in my lunchbox? The story of food. Somerville, MA: Candlewick Press. (
1997). Achieving scientific literacy. Portsmouth, NH: Heinemann. (
California State Board of Education: Content Standards. (2012). Retrieved from http://www.cde.ca.gov/be/st/ss/index.asp
Calmsound. Retrieved from http://www.calmsound.com/#!country-garden/cjzy
2008). Effect of 5E instructional model in student success in primary school 6th year circulatory system topic. Asia-Pacific Forum on Science Learning and Teaching. 9(2), 1–12. , , & (
2007). Language and science learning. In & (Eds.), Handbook of research on science education, 57–74. Mahwah, NJ: Lawrence Erlbaum. (
2002). Amazing magnetism (Magic School Bus Chapter Book No. 12). New York: Scholastic Paperbacks. , & (
2010). Exploring principal leadership roles within a community of practice to promote science performance of English language learners. Academic Leadership Live: The Online Journal, 8(4). , , & (
2012). Modeling light and shadows. Science and Children, 50(2), 78–80. , & (
2014a). Facilitating conceptual change through modeling in the middle school science classroom. Middle School Journal, 46(2), 10–17. , & (
2014b). Teachers fostering the co-development of science literacy and language literacy with English language learners. Teacher Development, 18(3), 334–348. , & (
1965). The sense of wonder. New York: HarperCollins. (
2012, August 21). What’s the difference between games and gamification? [Web log comment]. Retrieved from http://blogs.kqed.org/mindshift/author/frankcatalano/ (
Center for Comprehensive School Reform and Improvement. Getting parents involved in schools. (2014). Retrieved from http://www.education.com/print/Ref_Getting_Parents
2005). Using games to promote communicative skills in language learning. [Electronic version]. The Internet TESL Journal, XI(2). Retrieved from http://iteslj.org/Techniques/Chen-Games.html . (
2000). The great kapok tree. New York: Houghton Mifflin Harcourt. (
2004). Problem-based learning: Using students’ questions to drive knowledge construction. Science Education, 88(5), 707–727. , & (
Climate Kids, NASA’s Eyes on the Earth. Retrieved from http://climatekids.nasa.gov/
2004). Inquiring scientists want to know. Educational Leadership, 62(1), 63–67. (
Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform. Washington, DC: U.S. Department of Education.
Common Core Standards. (2012). Washington, DC: National Governors Association Center for Best Practices, Council of Chief State School Officers (CCSSO). Retrieved from http://www.corestandards.org/the-standards
Common Core Standards: Overview—Depth of Knowledge. Retrieved from http://www.stancoe.org/SCOE/iss/common_core/overview/overview_depth_of_knowledge/dok_bloom.pdf
Concept to Classroom. (2004). Inquiry-based learning. Retrieved from http://www.thirteen.org/edonline/concept2class/inquiry
1992). Magnets (science secrets). Vero Beach, FL: Rourke Publishing. (
2010). Gates foundation funds handheld games promoting middle school literacy. Retrieved from http://gamasutra.com/view/news/27588/ (
Designing a nature scavenger hunt. Retrieved from http://www.hometrainingtools.com/a/nature-scavenger-hunt>
2003). The diary of a worm. New York: HarperCollins. (
2011). Let’s use force. Retrieved from http://www.uen.org/Lessonplan/preview.cgi?LPid=28150 (
2003). Learning from others: Learning in a social context. Retrieved from http://www.learner.org/courses/learningclassroom/support_pages/index.html , , , & (
Denton ISD. (2011). Comparative investigations, McNair Elementary School, Denton, TX. Retrieved from http://www.dentonisd.org/Page/21169
1938). Experience and education. New York: Collier Books. (
1993). What will the weather be? New York: HarperCollins. (
Doing Science. The process of inquiry, teacher’s guide to information about the process of scientific inquiry (page 3 of 3). Retrieved from https://www.criticalthinking.org/pages/critical-thinking-development-a-stage-theory/483
2006). What is science? New York: Henry Holt and Company. (
2014). Sparking student creativity: Practical ways to promote innovative thinking and problem solving. Alexandra, VA: Association of Supervision and Curriculum Development (ASCD). (
1987). “The having of wonderful ideas,” and other essays on teaching and learning. New York: Teachers College Press. (
2009). A critical review of research on formative assessment: Limited scientific evidence of the impact of formative assessment in education. Research & Evaluation, 14(7), 1–11. , & (
What children gain by learning through inquiry. Retrieved from http://www.nsf.gov/pubs/2000/nsf99148/ch_2.htm (nd).
1992). Planting a rainbow. New York: Houghton Mifflin Harcourt Books for Young Readers. (
2010). Critical thinking development: A stage theory, with implications for instruction. Retrieved from http://science.education.nih.gov/supplements/nih6/inquiry/guide/lesson2.htm , & (
Enature. Retrieved from http://www.enature.com/home
2004). Push and pull. Minneapolis, MN: Capstone Press. (
2012). Storybook science. Science and Children. 50(2), 46–49. , & (
Exemplars K–12. Retrieved from http://www.exemplars.com/resources/rubrics/student-rubrics
Fabulous fourth grade. Retrieved from http://fabulous-fourth.blogspot.com/p/anchor-charts.html
2012). Repositioning formative assessment from an educational assessment perspective: A response to Dunn & Mulvenon (2009). Practice Assessment, Research & Evaluation, 17(16). Retrieved from http://pareonline.net/pdf/v17n16.pdf , & (
2001). Time to sleep. New York: Square Fish. (
2014, May 16). Social and emotional benefits of video games: Metacognition and relationships. Retrieved from http://blogs.kqed.org/mindshift/2014/05/social-and-emotional-benefits-of-video-games-metacognition-and-relationships/ (
2005). Bloom’s taxonomy: Original and revised. In (Ed.), Emerging perspectives on learning, thinking, and technology. Retrieved from http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy (
1995). What magnets can do. New York: Children’s Press. (
1997). Arctic tundra: Land with no trees. New York: Children’s Press. (
2012). Science sacks: A parent initiative brings learning home with ease. Science and Children. 49(6), 37–41. (
2012). Don’t forget families. Science and Children, 49(6), 6. (
Game board templates. Retrieved from http://donnayoung.org/homeschooling/games/game-boards.htm
Game evaluation. Retrieved from www.games2teach.wordpress.com
2009). Welcome to virtual worlds. Educational Leadership, 66(6), 48–52. , & (
2006). Educating English language learners: A synthesis of research evidence. New York: Cambridge University Press. , , , & (
1997). Nature’s green umbrella. New York: HarperCollins. (
2005). Five good reasons to use science notebooks. Science and Children, 42(3), 26–29. , & (
2008). Teaching English language learners: What the research does—and does not say. American Educator, 2(2), 8–23. (
2004). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Mahwah, NJ: Lawrence Erlbaum Associates. , , & (
2006). Assessing English language learners: Bridges from language proficiency to academic achievement. Thousand Oaks, CA: Corwin. (
2013). Academic language in diverse classrooms: Mathematics, grades K–2. Thousand Oaks, CA: Corwin. , & (
2014). Academic language in diverse classrooms: Promoting content and language learning: English language arts, grades K–2. Thousand Oaks, CA: Corwin. , & (
Graphic organizers and concept maps. Retrieved from http://www.temple.edu/studentaffairs/disability/faculty-resources.html
2010). What teachers really need to know about formative assessment. Alexandra, VA: ASCD. (
2006). Designing brain-compatible learning (3rd ed.). Thousand Oaks, CA: Corwin. , & (
1993). Cactus hotel. New York: Square Fish. (
Guided Language Acquisition Design (GLAD). (2014). Training session: Color coding, observation sheets, and ABC science books. Santa Fe, NM.
2007). The power of feedback. Review of Educational Research, 77(1), 81–112. , & (
1998). Science play. Charlotte, VT: Williamson Publishing Company. (
2012). Lab with dad: A simple idea encourages family involvement. Science and Children, 49(6), 62–64. , & (
Hechinger Report. (2011). Retrieved from http://hechingerreport.org/what-makes-a-good-science-teacher/
2006). Evidence helps the KWL get a KLEW. Science and Children, 41(1), 42–44. , , & (
2006). Applying Webb’s depth-of-knowledge (DOK) levels in science. Retrieved from www.nciea.org (
1993). The boy who made dragonfly. Albuquerque: University of New Mexico Press. (
2012). Language objectives: The key to effective content area instruction for English learners. Retrieved from www.colorincolorado.org/article/49646 (
2003). Flicking with force. Utah Education Network. Retrieved from http://www.uen.org/Lessonplan/preview.cgi?LPid=3195 , & (
Home & School CONNECTION. Retrieved from http://www.rfeonline.com/content.cfm?dept=11
1953). The conflict in education in a democratic society. New York: Harper. (
Instructional Strategies Online. (2004–2009). Retrieved from http://olc.spsd.sk.ca/De/PD/instr/strats/think/
Interactive notebooks. Retrieved from http://jyounghewes.tripod.com/science_notebooks.html
It is alive. Retrieved from http://crisscrossapplesauce.typepad.com/files/is-it-living-recording-sheet.pdf
Games for language teaching. Retrieved from www.georgejacobs.net (nd).
2002, April). Role-playing as a teaching strategy. Retrieved from http://imet.csus.edu/imet3/odell/portfolio/grartifacts/Lit%20review.pdf , , & (
Joan Ganz Cooney Center. (2012). The teacher attitudes about digital games in the classroom. Conducted by the Games and Learning Publishing Council. Retrieved from http://blogs.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/
2004). The forested taiga: A web of life. Berkeley Heights, NJ: Enslow Elementary. (
2004). Creating language-rich preschool classroom environments. Council for Exceptional Children, 37, 28–34. (
Just Science Now. What is inquiry? Retrieved from http://www.justsciencenow.com/index.htm>
2014). Formative assessment: Assessment for all. Science and Children, 51(5), 32–35. (
2007). Discourse in science classrooms. In & (Eds.), Handbook of research on science education, 443–469. Mahwah, NJ: Lawrence Erlbaum. (
2013). A framework for analyzing cognitive demand and content–practices integration: Task analysis guide in science. Submitted to Journal of Research in Science Teaching, October 28. , , & (
1983). The natural approach: Language acquisition in the classroom. New York: Pergamon. , & (
2012). Mind mapping for kids: How elementary school students can use mind maps to improve reading comprehension and critical thinking. Concise Books Publishing. (
Lawrence Hall of Science. Parent Portal. Retrieved from http://www.lawrencehallofscience.org/search/node/parents
2013). Science and language for English language learners in relation to next generation science standards and with implications for common core state standards for English language arts and mathematics. Educational Researcher, XX(X), 1–11. , , and (
2011, October 27). Is gaming the new essential literacy? [Web log comment]. Retrieved from http://blogs.kqed.org/mindshift/2011/10/can-playing-games-teach-literacy/ (
2012). Never too cool for science: Involving parents of older children in the science classroom. Science and Children, 49(4), 50–53. (
Living and nonliving things—lesson for kids. Retrieved from https://www.youtube.com/watch?v=cPiNTkCmmv0
2004). And everyone shouted “pull!”: A first look at forces and motion. Mankato, MN: Picture Window Books. (
2006). A desert habitat. New York: Crabtree Publishing Company. , & (
Make a light bulb. Retrieved from http://www.mineralseducationcoalition.org/pdfs/dig/lightbulb.pdf
Making a diorama. Retrieved from http://knowitall.org/naturalstate/html/Dioramas/Dior-2-1-a.cfm
Dissecting owl pellets. Retrieved from http://www.scholastic.com/teachers/lesson-plan/dissecting-owl-pellets
2010). Teaching science with interactive notebooks. Thousand Oaks, CA: Corwin. (
2014). A handbook for high-reliability schools. Bloomington, IN: Solution Tree. , , & (
2005). Move it! Tonawanda, NY: Kids Can Press Ltd. (
Asking more effective questions. Retrieved from http://cet.usc.edu/resources/teaching_learning/docs/Asking_Better_Questions.pdf , &
2013). Journaling: A bridge between school and home. Science and Children, 50(8), 62–67. (
2013). Effective use of inquiry in the elementary science classroom—implications for teacher directed professional development. Electric Journal of Science Education, 17(1). Retrieved from http://www.ejse.southwestern.edu/article/view/10874 , & (
2009). Counting in the taiga. Berkeley Heights, NJ: Enslow Elementary. , & (
2008). (Ed.) Attributes of effective formative assessment. Washington, DC: Council of Chief State School Officers. Retrieved from http://www.ncpublicschools.org/docs/accountability/educators/fastattributes04081.pdf (
2013). Essential questions: Opening the doors to student understanding. Alexandra, VA: Association of Supervision and Curriculum Development (ASCD). , & (
2014). Developing academic language through ecosystems. In & (Eds.). Academic language in diverse classrooms: English language arts, grades K–2. Thousand Oaks, CA: Corwin. , & (
Minerals Education Coalition. (2014). Retrieved from http://www.mineralseducationcoalition.org
2007). Extending English language learners’ classroom interactions using the response protocol. The Reading Teacher, 60(5), 440–450. , & (
Mr. R’s science poems and songs. Retrieved from http://sciencepoems.net/index.html#physics
2011). Desert animal adaptations. Minneapolis, MN: Capstone Press. (
Music and rhyme station. Retrieved from http://www.preschoolexpress.com/music-station08/cloud-songs-rhymes-mar08.shtml
National Center for Education Statistics. (2014). English language learners. Retrieved from http://nces.ed.gov/programs/coe/indicator_cgf.asp
National Research Council (NRC). (2011). A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
National Research Council (NRC). (2012). A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
National Research Council (NRC). (2013). A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
National Science Teachers Association (NSTA). Retrieved from http://www.nsta.org/safety/.
Nature scavenger hunt. Retrieved from http://hometrainingtools.com/a/nature-scavenger-hunt
2004). Push and pull. Minneapolis, MN: Lerner Publishing Group. (
Next Generation Science Standards: For States, by States (NGSS). (2013). Washington, DC: National Academies Press. Retrieved from http://www.nextgenscience.org/next-generation-science-standards
Sharks. Retrieved from http://www.prezi.com/_qe_gdney5uo/sharks
2012). It’s traditional! How one district evening evolved into years of family science at the school level. Science and Children. 49(6), 47–49. , & (
Retrieved from http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm , &
2012). Reinventing the . . . bridge: Modifying the family science night concept mimics the engineering design process and connects families to the science curriculum. Science and Children. 49(6), 58–61. , & (
2014). Culture matters in science education: A festival creates culturally relevant learning opportunities for students and parents. Science and Children, 51(5), 44–51. , , , , & (
1987). Hatchet (first in a series of five). New York: Bradbury Press. (
1988). My favorite time of year. New York: HarperCollins. (
Pop rocks experiment. Retrieved from www.stevespanglerscience.com/content/experiment/poprocks
Primary games. Retrieved from http://crlt.indiana.edu/projects/completed-projects/transactive-art/
Project share: Knowledge knows no boundaries. Retrieved from http://projectsharetexas.org/print/4413/all-content
Quest Atlantis. Retrieved from http://crlt.indiana.edu/projects/completed-projects/transactive-art/
2012). Language demands and opportunities in relation to next generation science standards for English language learners: What teachers need to know. Stanford, CA: Stanford University, Understanding Language Initiative at Stanford University (ell.stanford.edu). , , & (
Quizlet website. http://quizlet.com/; (http://quizlet.com/subject/stimulus-and-response/).
“Rainforest rap” (original). Retrieved from http://www.youtube.com/watch?v=m4bNrIIe0bk
Real trees 4 kids. Retrieved from http://www.realtrees4kids.org/teacher.htm
Resources for educators. Retrieved from www.rfeonline.com/content.cfm?dept=11
Retrieved from http://www.php.com/quote/don13 , &
Role play. Retrieved from http://serc.carleton.edu/introgeo/roleplaying/reasons.html
2014). Learning in the fast lane: 8 ways to put all students on the road to academic success. Alexandria, VA: ASCD. (
2004). Animal adaptations for survival. New York: Rosen Publishing Group, Incorporated. (
2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12–19, 39. (
1971). Research on teacher performance criteria. In (Ed.). Research in teaching education, 27–72. Englewood Cliffs, NJ: Prentice Hall. , & (
2011). Teaching students to ask their own questions. Harvard Education Letter, 27(5). Retrieved from http://hepg.org/hel/article/507#home , & (
1986). Wait time: Slowing down may be a way of speeding up! Journal of Teacher Education, 37(1), 43–50. (
1989). Science for All Americans. Washington, DC: American Association for the Advancement of Science (AAAS). , & (
2008). Teaching English language learners. New York: Scholastic, Inc. , & (
San Diego County Office of Education. Scaffolding matrix for English learners. Retrieved from http://kms.sdcoe.net/differ/147/version/default/part/AttachmentData/data/m3_scaffolding.pdf
1988). Private speech: Evidence for second language learning strategies during the “silent” period. Journal of Child Language, 15, 567–590. (
2011). What makes a good science teacher? Hechinger Report. Retrieved from http://hechingerreport.org/what-makes-a-good-science-teacher (
2014). Assessments in the arguments. Science and Children, 51(8), 46–53. (
Science notebook. Retrieved from http://jyounghewes.tripod.com/science_notebooks.html
Science notebooks in K12 classrooms. Retrieved from http://www.sciencenotebooks.org/classroomTools/assessment.php
Sciencesaurus: A student handbook. (2006). Boston: Great Source Education Group, Houghton Mifflin Company.
2006). Three kinds of water. Pelham, NY: Benchmark Education Company. (
1967). The methodology of evaluation. In et al., (Ed.), Perspectives of curriculum evaluation. Chicago: Rand McNally. American Educational Research Association (monograph series on evaluation, No. 1, 39–83). (
2012). Anchor charts—five essential features. Retrieved from http://nancymcneal.blogspot.com/2012/08/anchor-charts-five-essential-features.html (
2014). Reading time with goals in mind. Educational Leadership, 72(1), 54–59. (
2012). Stealth learning: Unexpected learning opportunities through games. Journal of Instructional Research, 1, 42–48. (
Shelly’s Science Spot. Retrieved from http://www.shellyssciencespot.com/Worksheets/FirstDays/TextbookScavengerHunt.pdf
Sheppard Software. Retrieved from http://www.sheppardsoftware.com/science.htm
2012). Using the SIOP model: Professional development for sheltered instruction. Washington, DC: Center for Applied Linguistics. , , , & (
2006). Mom and Dad are palindromes: A dilemma for words . . . and backwards. , illustrator. San Francisco, CA: Chronicle Books. (
2012). Grasslands (habitat survival). Minneapolis, MN: Capstone Press. (
SimCity. (1989). Retrieved from http://www.bestoldgames.net/eng/old-games/simcity.php
2006). Oceans. New York: HarperCollins. (
2006). Weather. New York: HarperCollins. (
2010). What if there were no lemmings? Minneapolis, MN: Capstone Press. (
2013). Can we be garbage free? Science and Children, 51(4), 50–54. (
Sources of insight. Retrieved from http://sourcesofinsight.com/avoid-the-intelligence-trap/
2011). Differentiation and the brain: How neuroscience supports the learner-friendly classroom. Bloomington, IN: Solution Tree Press. , & (
2002). Assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83(10), 758–765. (
2007). Enhancing student learning. Retrieved from http://www.districtadministration.com/article/enhancing-student-learning (
2008). Enhancing student learning. Retrieved from http://www.districtadministration.com/article/enhancing-student-learning , & (
2000). Grasslands. Chicago, IL: Children’s Press. (
2013). Technology—just playing games? A look at the use of digital games for language learning. The Language Educator, 8(5), 32–35. (
2012). Language at play: Digital games in second and foreign language teaching and learning. New York: Pearson. , & (
Steve Spangler Science. Dancing raisins. Englewood, CO: Steve Spangler, Inc. Retrieved from http://www.stevespanglerscience.com/lab/experiments/dancing-raisins-the-bubble-lifter
Steve Spangler Science. (2000). Energy beads. Englewood, CO: Steve Spangler, Inc. Retrieved from http://www.stevespanglerscience.com/lab/experiments/uv-reactive-beads#sthash.VQw0OgB3.dpuf
2011). Natural curiosity: Building children’s understanding of the world through environmental inquiry. A resource for teachers. Oshawa, ON: Maracle Press Ltd. (
2011). Teachers don’t like creative students. Retrieved from http://marginalrevolution.com/marginalrevolution/2011/12/teachers-dont-like-creative-students.html (
2006). Exploring the deciduous forest. Minneapolis, MN: Capstone Press. (
2008). Engage the brain games. Thousand Oaks, CA: Corwin. (
2011). Science worksheets don’t grow dendrites: 20 instructional strategies that engage the brain. Thousand Oaks, CA: Corwin. , & (
2014). The power of multimodal representations: Creating and using visual supports for students with high incidence disabilities. Science and Children, 51(5), 58–65. , & (
Teachers of English to Speakers of Other Languages (TESOL). (2005). Pre-K–12 English language proficiency standards in the core content areas. Retrieved from http://www.tesol.org/advance-the-field/standards
Texas Education Agency (TEA). (2010). Lab and field investigations. Austin, TX: Texas Education Agency. Retrieved from http://www.tea.state.tx.us/WorkArea/DownloadAsset.aspx?id=2147486150
Texas English Language Proficiency Assessment System (TELPAS). (2011). Retrieved from http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html and TEKS, http://www.tea.state.tx.us/index2.aspx?id=6148
2012). Aligning the STARS: A partnership brings a community together for a night of astronomy. Science and Children. 49(6), 42–46. , & (
1987). The role of wait time in higher cognitive level learning. Review of Educational Research, 57(1), 69–95. (
Toolbox for planning rigorous instruction. (2009). Section 5: Thinking Bloom, 16–17. Retrieved from https://tpri.wikispaces.com/Bloom’s+Question+Stems+for+Instruction
1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. (
1800s). Over in the meadow. (
1992). Plants and seeds. New York: The Wright Group/McGraw Hill. (
2011). Magnets push, magnets pull. Minneapolis, MN: Capstone Press. (
2002). Implied cognitive demand and depth of knowledge. Unpublished paper. Retrieved from http://www.education.nh.gov/instruction/assessment/necap/admin/documents/tirc_math_dok07.pdf (
Where in the World Is Carmen Sandiego? (1985). Retrieved from http://www.carmensandiego.com/hmh/site/carmen/
2012). Exploring the new standards: How to form a study group to examine the next generation science standards. The Science Teacher, 79(7), 33–37. , , & (
2009). Use anchor charts for English language learners. Retrieved from https://suite.io/margaret-m-williams/1tjn2at (
2003). Dr. Xargle’s book of Earthlets. Chicago, IL: Andersen Press. (
2009). The relative effects of inquiry-based and commonplace science teaching on students’ knowledge, reasoning, and argumentation about sleep concepts: A randomized control trial. ERIC DOC.524749 , , , & (
Wisconsin English Language Proficiency Levels. (2008). Wisconsin Department of Public Instruction. Retrieved from ell.dpi.wi.gov/sites/default/files/imce/ell/pdf/elp-levels.pdf
World-Class Instructional Design and Assessment (WIDA). (2012). Madison, WI: Wisconsin Center for Educational Research, University of Wisconsin.
2014). Motivating young adolescents. Educational Leadership, 72(1), 26–31. (
2005). Games for language learning (3rd ed.). New York: Cambridge University Press. , , & (
2006). Will Wright explains how games are unleashing the human imagination. Wired.com. Retrieved from http://www.wired.com/wired/archive/14.04/wright.html (
1987). Owl moon. New York: Philomel. (