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ERIC Number: EJ1025706
Record Type: Journal
Publication Date: 2013-Oct
Pages: 10
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0034-0561
Using Argument as a Tool for Integrating Science and Literacy
Washburn, Erin; Cavagnetto, Andy
Reading Teacher, v67 n2 p127-136 Oct 2013
The integration of literacy in science education has been supported by both literacy and science researchers and educators. Recent federal initiatives such as the Common Core State Standards and A Framework for K-12 Science Education have also emphasized the need to integrate literacy and science. However, few tools exist to help educators think about how to integrate best literacy practices into their science lessons. PONG Cycles is an argument-to-learn framework for teaching and learning science that can be used to integrate all aspects of literacy (speaking, listening, reading, writing and viewing). An explanation of PONG Cycles, along with implications and suggestions for its use in the upper elementary classroom, is provided.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A