Sentences with phrase «academic language development in»

Lorenzo Manor Elementary School, in its second year of inquiry, is focusing on supporting students» academic language development in order to ensure equitable access to curriculum and full participation in the classroom community for all students.

Lorenzo Manor teacher scholars are focusing on supporting students» academic language development in order to ensure equitable access to curriculum and full participation in the classroom community for all students.

Zwiers (2008) and Schleppegrell's (2004) work on academic language development in school settings have drawn attention to linguistic resources that we use to construct meaning in contextualized ways.

Lorenzo Manor Elementary, in their second year of inquiry, is focusing on supporting students» academic language development in order to ensure equitable access to curriculum and full participation in the classroom community for all students.

Our Learn English resources develop social and conversational skills, whilst our English & Literacy, Mathematics & Numeracy, Science and Computing content supports academic language development in the context of the key subjects.

Not exact matches

Academic theologies (with their focus on such questions as method, the disciplinary status of theology in the modern university, the relationships of theology and religious studies, and the development of public criteria for theological language) are obviously related principally to the public of the academy.

She assesses for challenges and disorders children might have in the areas of broad development, learning / academics, attention, speech / language, and social functioning with whole child treatment plans.

-- Discover what eurythmy reveals about human development — Work your way through the development of the child by means of exercises appropriate to each developmental phase — See how the Waldorf curriculum comes to life through movement and gesture — Learn about the interplay between eurythmy and academic experiences — Acquire the language and understanding to talk about eurythmy to Waldorf parents in a valuable way — Work, play, laugh, and have fun!

We believe children learn best in an environment rich in experiences that focus on language development, academic centers, social / emotional development, artistic expression and fine / gross motor development.

The findings highlight a pressing need for new curriculum and professional development for teachers to help students, and English learners in particular, to develop their academic language skills, Thompson said.

Co-sponsored by the German - American Fulbright Commission and the German Academic Exchange Service (DAAD) the Summer Academy aims to offer professional development in areas relevant to the teaching of German including German language, literature and culture as well as in professional and higher education.

Over the past decade, my research has focused on the academic, social, and civic development of immigrant youth, specifically the ways in which schools Below is an IELTS advantage / disadvantage model essay about having one language in the world.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

There are several policies (proposed, underway, or in place) by the Obama administration that broaden the focus on reading and academic development, increasing attention to knowledge building and language growth, from early childhood through adolescence — and those expansive policies may be especially beneficial for EL learners.

A joint venture of the Financial Times and IE Business School, it brings world - renowned business information and journalism, leading academic faculty and a global network of educators to co-create customized corporate learning and leadership development programmes in multiple languages, to almost any sector, anywhere in the world.

It is clear that variation in bilingual experience is associated with children's language and cognitive development, which indirectly influence academic outcomes.

Strong foundations in the areas of language development and literacy are critical for young children and their future academic success.

This project has three main aims: (1) to explore the factor structure over time of academic language for writing (CALS - Write) and Writing Quality (WQ) in a socio - economically diverse longitudinal sample; (2) to examine CALS - Write individual growth trajectories from 4th to 8th grade; (3) to examine the concurrent development of academic language for reading (CALS - Read), CALS - Write and WQ.

Our ultimate goal is to highlight the importance of ongoing adolescent language development for educators, researchers, and policy makers by revealing how teachers» and students» ways of using language support advances in students» text comprehension, academic writing, and school achievement.

Mapping Cross-Linguistic Writing Development in Adolescents The EF Project is conducted to explore individual differences in pre-adolescents» and adolescents» English academic language proficiency (or school - relevant language proficiency).

Many of the nation's top education researchers have launched new studies into topics such as how best to teach reading in the academic content areas, how best to teach writing at the high - school level, and how best to support the literacy development of adolescent English language learners.

This study examined development of academic, language, and social skills among 4 - year - olds in publicly supported prekindergarten (pre-K) programs in relation to 3 methods of measuring pre-K quality,

Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills.

This may be for example sports facilities for schools who are undergoing building work or lack outdoor space, academic support for staff in departments with new colleagues or where resource development is needed, or gaining support from students or teachers in a key area of the schools choice such as maths tutoring, language lessons or developing a school orchestra.

Evidence of effectiveness in teaching the state's academic content standards, including the common core and English language development standards as measured by more than one year of summative and formative assessment data.

English learners from Hoover School in Redwood City participate in Sobrato Early Academic Language, a K - 3 literacy program that researchers for Californians Together identified as effective for language development.

The initiative has improved educator knowledge, understanding, and skills in teaching of English language arts and mathematics through the application of Focused Instructional Modeling - Mathematics (FIM) and Academic Language Development (ALD) pedagogy.

These kinds of programs empower faculty to conduct cutting - edge research on language learning, bilugualism, international curricular issues, and immigrant education, which includes a recently awarded $ 1.8 million grant from the U.S. Department of Education for Project LEAD (Leadership in English Acquisition, Academic Achievement and Development).

This dynamic professional development series focuses on extending the teacher's knowledge of ESL strategies and sheltered instruction to ensure that the English language learner is engaged in learning the academic content.

Academic language development needs to be a priority in schools for students of all ages.

In short, exposure to academic language in contextually rich environments, such as the read - aloud experience and sophisticated caretaker speech, has a direct influence on academic vocabulary growth, which in turn affects reading developmenIn short, exposure to academic language in contextually rich environments, such as the read - aloud experience and sophisticated caretaker speech, has a direct influence on academic vocabulary growth, which in turn affects reading developmenin contextually rich environments, such as the read - aloud experience and sophisticated caretaker speech, has a direct influence on academic vocabulary growth, which in turn affects reading developmenin turn affects reading development.

And our efforts to enhance the ability of all children to communicate in academic language and academic thinking through oral vocabulary development must begin early.

By the time children begin formal schooling, their experiences at home have already contributed to large variations in their math and language development, and once school begins, academic

In response to the negative impact on English Learners from over 10 years of «drill and kill», narrowly focused reading and math curricula and limited access to social science, science and the arts, Californians Together has issued a policy brief to delineate research - based teaching practices with policy recommendations for accelerating the language development and academic growth of English Learners.

Its academic performance grew practically more than any other district in the state, despite high numbers of language - development youngsters.

The FEAs have taken many forms, including: sheltered instruction observation protocol (SIOP) implementation in Texas; community - based equity assessment in Texas; IDRA's Focusing on Language and Academic Instructional Renewal (FLAIR) program implementation in reading in Louisiana; gender equity also in Louisiana; implementation of a multicultural framework in staff development to support student success in New Mexico; parent leadership in New Mexico; unitary status planning in Arkansas; English as a second language (ESL) classroom strategies in Arkansas; service learning in Oklahoma; and meeting civil rights requirements under the law in Oklahoma.

Through implementation of a developmentally - appropriate, hands - on curriculum, students will be engaged in learning literacy and numeracy that reinforces academic and social development with a focus on phonemic awareness, language enrichment, letters / sounds, decoding and beginning reading and writing.

The app was designed to enable users to measure the listening and speaking skills of young learners, recognising the significance of the oral tradition in Indigenous cultures, and oral language as the foundation for the development of literacy skills and a strong indicator of later reading, writing and overall academic achievement.

These schools, one elementary and one secondary, have seen significant improvement in the performance of their English learners through the use of the SIOP Model of instruction, an approach that addresses both academic language development and access to content.

K12 will provide comprehensive wraparound services targeted to individual student needs and for the benefit of the school community: development of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each student's education to their own individual learning plan; academic success at the school and individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling club.

Professional development under Title IIA for public and private school staff members must focus on the promotion of academic achievement in one of the core content areas of English, reading or language arts, math, science, foreign languages, civics and government, economics, arts, history, geography and social studies.

The mechanics of reading, the development of comprehension and the acquisition of academic language are vital to student learning in all subjects.

Reach has as its core mission the improvement of student achievement outcomes as predictors of success in college or career in the 21st century, bringing attention to high - leverage instructional practices, including LDC, that empower teachers with effective practices, and a focus on a set of core habits (student engagement, academic learning behaviors, differentiation, intentionality, data analysis, and language and thinking development).

There are some studies that connect teacher perceptions to their development and professional practices (Aguirre - Munoz et al. 2008; Huang 2004; Hart and Okhee 2003), such as Aguirre et al.'s study that provided clear evidence demonstrating the effectiveness of a systemic functional linguistic approach to teacher development for attention to academic language / literacy in teachers» instructional practice, but the findings are limited to teacher development in the area of middle school language arts.

We recently shared a story from Montalvin Manor Elementary in West Contra Costa Unified, where teachers are using inquiry to understand how to best support students» academic language development across grade levels and subject areas.

The teachers at Lincoln are using collaborative inquiry to learn more about how their students are acquiring academic language and to explore how they can build students» social and emotional skills in ways that support their language development.

Our approach to teacher development with a focus on students» academic language / literacy skills in content specific context is influenced by SFL that views learning as a linguistic process.

At Montalvin Elementary in West Contra Costa Unified, Mills Teacher Scholars is partnering with teachers to align their understandings of instructional strategies that support academic language development.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

Covering three different levels, Learn English helps students to build confidence in both their academic language development, and social and conversational skills.