Sentences with phrase «academic language knowledge»

Not exact matches

This activity is a rigorous way to get the children really thinking about their knowledge of place value, prime numbers, multiples and factors using the academic language.

«The WT Grant Scholars Award provides me with a tremendous opportunity and honor, early in my career, to advance the field's knowledge on promoting English - language learners» academic achievement,» Lesaux said.

Generating knowledge of academic language among urban middle school students.

Specifically, her research investigates effective ways to measure bilingualism in schools, the relevance of knowledge on bilingualism and executive functions to language and literacy outcomes, and the relationship between academic outcomes and quality and quantity of bilingual experience.

In developing the Common Core State Standards in English language arts and math, CCSSO and its partners (including some extraordinarily astute standards - writers) achieved a praiseworthy melding of those cognitive elements of 21st century skills with core academic skills and a fair amount of vital content knowledge.

It's a means of ensuring that our least fortunate children have access to the enabling knowledge and vocabulary that is the foundation of language proficiency, critical thinking, problem solving, and every other big picture academic outcome we seek for our least advantaged children.

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.

«This appointment supports my deep commitment to generating knowledge to advance the field's ability to promote the academic achievement for all students in urban schools, especially English - language learners,» Lesaux said.

These twin, established facts about learning have guided my framing of the concept of knowledge - based constructivism or, in language friendlier to teachers and the general public, academic rigor in the thinking curriculum.

Additional research by Deborah Short and Jana Echevarria with English language learners (ELLs) finds that activating and building prior knowledge plays a big role in improving their academic literacy.

In this lesson students will review their knowledge of the following concepts and themes learned in Units 1, 2, and 3: - Vocabulary related to family, domestic living, and academic settings - Subject pronouns and their relationship to gender and number - The Spanish language in the US, the arrival of Columbus, and the Mexican population To fully complete the instruction process, students will need access to a recording device.

This activity is a hilarious way to get the children really thinking about their knowledge of place value, prime numbers, multiples and factors using the academic language.

A child who can't speak English may have academic knowledge in other content areas, and may have strong speaking, reading, and writing skills in their first language.

Reinforces students» knowledge and understanding of literary discourse and provides authentic insight into how academic language works in the target language.

In addition to helping students develop the explicit academic knowledge listed in the standards, collaborative writing has been found to be particularly helpful (PDF) to English - language learners (ELLs) in lowering anxiety and increasing self - confidence and motivation.

To our knowledge, this study will be the first to document developmental trends and individual variability of early adolescents» academic language skills for both writing and reading, with significant implications for monitoring and instruction.

The CALS construct is defined as a constellation of the high - utility language skills that correspond to linguistic features prevalent in oral and written academic discourse across school content areas and that are infrequent in colloquial conversations (e.g., knowledge of logical connectives, such as nevertheless, consequently; knowledge of structures that pack dense information, such as nominalizations or embedded clauses; knowledge of structures for organizing argumentative texts) Over the last years, as part of the Catalyzing Comprehension Through Discussion Debate project funded by IES to the Strategic Educational Research Partnership, Dr. Paola Uccelli and her research team have produced a research - based, theoretically - grounded, and psychometrically robust instrument to measure core academic language skills (CALS - I) for students in grades 4 - 8.

English language learners (ELLs) who need to develop academic language skills in order to increase academic background knowledge also benefit from the program.

Created by and for teachers using the highest - quality research, these courses offer in - class demonstrations for developing oral language, academic vocabulary, knowledge of the world, and pre-literacy skills.

The language within this activity focuses on the IB attitudes and the Learner Profile traits, thus reinforcing the children's knowledge and understanding of the IB's academic vocabulary.

Central to this cause is support for effective implementation of higher academic standards in English language arts, mathematics, science, social studies and other subjects that reflect the knowledge, skills, and practices that students need to be prepared for success in college and careers.

This framework provides ample time for students to be immersed in the topic, exapanding their academic knowledge and vocabulary as they build literacy and language skills.

The PARCC CCR Determinations in ELA / Literacy and mathematics describe the academic knowledge, skills, and practices in English language arts / literacy and mathematics students must demonstrate to show they are able to enter directly into and succeed in entry - level, credit - bearing courses and relevant technical courses in those content areas at two - and four - year public institutions of higher education.

They have attended U.S schools all their lives, but they have not achieved either high levels of academic English language proficiency or content knowledge to succeed in all - English mainstream program.

Their success leaps ahead when a whole school commits to integrating academic language, literacy, and content knowledge for all students.

To reduce the vocabulary overload on English language learners, content - area teachers can implement two effective strategies: using cognates to help students understand challenging English academic vocabulary and activating prior knowledge.

11th graders have the opportunity to expand their academic skills in literacy, historical knowledge, foreign languages and mathematical processes.

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.

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.

The academic content and performance standards adopted by the state board, including how the programs and services will enable ELs to access the common core academic content standards and the English language development (ELD) for purposes of gaining academic content knowledge and English language proficiency.

Students synthesize their knowledge of advance grammar and work on further developing their academic vocabulary in the target language.

It also describes two successful CREATE interventions that build academic and discipline - specific vocabulary and science knowledge in English language learners.

This in turn requires instructional changes, or «shifts», at all grade levels, among them: building content knowledge through content - rich nonfiction; reading, writing and speaking grounded in evidence from text; and regular practice with complex text and its academic language.

Students build knowledge while using complex text and academic language in their regular practice.

For Spanish immersion, dual language, and bilingual classrooms, Español ensures all learners can improve their Spanish - language proficiency while simultaneously building transferrable literacy skills, content - area knowledge and academic vocabulary.

Reading aloud rich complex text in K — 2 develops academic language, background knowledge, and a love of literature.

This program will provide you with the knowledge and classroom skills needed to meet the diverse language and academic needs of these learners.

This focus on building knowledge of academic language, content, and performance helps prepare English language learners for non-sheltered classes, in which they will be expected to achieve to high academic standards alongside their English - speaking peers, a goal of NCLB.

The Common Core State Standards set forth academic standards for English language arts and mathematics and reflect knowledge and skills students need to succeed in college and career.

Vocabulary, intricately tied to the larger grammatical system of language, remains central to general academic and subject - matter knowledge.

While no single tool will provide students, particularly English language learners, with all the vocabulary knowledge they need, we hope WordSift can provide teachers and students with new ways of building the rich word knowledge necessary for academic success.

Academic language also gives students the knowledge and skills to successfully navigate school policies and expectations.

At present, analyses are being conducted to determine whether this school - wide intervention improved outcomes for English language learners in content knowledge and academic English.

The second intervention was part of Quality English and Science Teaching (QuEST), a CREATE project designed to develop the science knowledge and academic language of English language learners and their English - proficient classmates in the middle grades.

We then briefly turn to findings from two intervention studies that were effective in building academic and discipline - specific vocabulary and science knowledge in English language learners.

It too was designed to develop the science knowledge and academic language of English language learers and their English - proficient classmates.

Effectively teaching these students means incorporating their funds of knowledge into the curriculum, encouraging them to use their knowledge of their home language to develop academic English, making them aware of content - area — related cognates, providing graphic organizers, incorporating input from multiple modalities, and encouraging students to engage face - to - face with one another to develop English literacy skills.

Unlike videos or television, interactive book apps develop language comprehension — background knowledge, academic vocabulary, reasoning skills, and understanding of language structures.

This online academic writing service is specially designed for those management degree scholars or college - goers who do not get enough time to work on their scholastic documents due to a part - time job, language problem, tight deadlines, and insufficient subject knowledge.

In her work, Kilomba approaches «the colonial wound,» as she says, and intentionally creates a hybrid space between the academic and the artistic languages, to explore new formats to decolonise knowledge and narrative, «bringing a new, experimental, and compelling voice into contemporary art and discourse.»