Sentences with phrase «academic language skills for»

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.

Not exact matches

«When educators neither prioritize these skills and mindsets nor integrate them with academic development, students are left without tools for engagement or a language for learning,» Stafford - Brizard writes.

With joy and devotion they express wonder for life and enthusiasm for work, building a strong bridge to later academic learning: Songs and nursery rhymes cultivate intimacy with language building literacy skills; Listening to stories, watching puppet shows and dramatic play strengthen the power of memory and imagination; Counting games and rhythmic activities build a solid foundation for arithmetic and number skills; Work activities develop coordination and the ability to concentrate; Outdoor activities, including play and hiking, encourage healthy physical development and an appreciation of nature and seasonal changes.

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.

Bilingual children from low - income homes are at greater risk of falling behind their peers in developing the appropriate language skills for their age group, leading to poorer academic achievement over time.

Running for nearly 20 years, English School of Canada has educated over 30,000 students from more than 50 countries.Students appreciate and are engaged with the multicultural student body they study with at our fully accredited school.Finally, the third class will illuminate how to write various academic, business, professional, and functional compositions.In addition to these practical objectives, this class will show students how to put themselves in the correct mindset to write, how to plan to write as well as how to implement editing and revision strategies.The program also teaches students the specific language skills and vocabulary needed in a health care workplace.It covers speaking, listening, and reading on a wide range of topics from technical skills to ethical concerns, from communicating with patients to discussing issues with colleagues.

05, principal of KIPP Ascend, a charter school in Chicago, are just as important as academics, which is why all 66 KIPP schools across the country operate on longer days — her school from 7:25 a.m. until 5 p.m. «Expanded learning time provides more time for students to work on academic skills, but also other skills that are as equally important to develop their sense of self — the arts or a language, for instance,» she says.

On the other hand, there is reason to believe that the approach to bolstering students» advanced literacy skills, and academic language skills in particular, need not be entirely different for different groups, particularly with increasing grade levels.

For example, while many black children begin developing English oral - language skills years before formal schooling, many Hispanic children must develop English language proficiency as they are simultaneously learning academic content.

CALP: academic language and cognitively demanding skills required for classroom success.

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).

Commenting on more academic skills, Fox and Geddes say basic science concepts can be explored through play - based inquiry and the foundations for more formal literacy and language learning can be laid by adults immersing youngsters in meaningful conversations and taking the time to listen carefully and respond.

This includes recommendations suggesting that: primary schools should bring in outside experts to teach coding; all primaries should have 3D printers and design software; secondary schools should be able to teach Computer Science, Design and Technology or another technical / practical subject in place of a foreign language GCSE; the Computer Science GCSE should be taken by at least half of all 16 year olds; young apprenticeships should be reintroduced at 14, blending a core academic curriculum with hands - on learning; all students should learn how businesses work, with schools linked to local employers; schools should be encouraged to develop a technical stream from 14 - 18 for some students, covering enterprise, health, design and hands - on skills; and that universities should provide part - time courses for apprentices to get Foundation and Honours degrees.

The word puvidham loosely translates from Tamil as «love for the earth,» and children learn much of their academics through organic farming, including math (establishing planting patterns), biology (studying the relationships between plant growth and environmental factors), economics (determining the price of a farm product), and language skills (writing about their activities and observations).

Core Academic Language Skills (CALS): Operational construct and instrument The Language for Learning Research Group, led by Dr. Paola Uccelli, engaged in a systematic review of the literature in order to design a construct of academic language skill that could inform assessment and instAcademic Language Skills (CALS): Operational construct and instrument The Language for Learning Research Group, led by Dr. Paola Uccelli, engaged in a systematic review of the literature in order to design a construct of academic language skill that could inform assessment and instacademic language skill that could inform assessment and instruction.

Instruction that expands the language skills required for increasingly complex academic writing is sorely needed.

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.

The best language programs are more than mere classes within the walls of a school — they are jumping - off points for explorations in and beyond the target language that offer students the opportunity to interact and communicate across linguistic and cultural borders, and to develop a range of cognitive and academic skills that can be applied across subject areas.

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.

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.

Expressive Sensitivity: skill in the use of words for expressive and practical purposes Rhetorical Skill: to use language effectively for interpersonal negotiation and persuasion Written - academic: to use words well in writing reports, letters, stories, verbal memory, reading / wriskill in the use of words for expressive and practical purposes Rhetorical Skill: to use language effectively for interpersonal negotiation and persuasion Written - academic: to use words well in writing reports, letters, stories, verbal memory, reading / wriSkill: to use language effectively for interpersonal negotiation and persuasion Written - academic: to use words well in writing reports, letters, stories, verbal memory, reading / writing.

«Extensive research has shown that students who build strong biliteracy skills (in English and one or more other languages) have higher academic success, a foundation for increased salary earnings, and stronger cognitive skills as they grow older,» Jan Gustafson - Corea CEO of the California Association for Bilingual Education said in a press release supporting Lara's bill.

Under the supervision of the Principal and Student Services Manager, Education Specialist is responsible for the success of students in the primary academic areas (reading, writing, language, and / or math, etc) through implementing Voices approved curriculum; documenting teaching and student progress / activities / outcomes; modeling the necessary skills to perform assignments; providing a safe and optimal learning environment and providing feedback to students, classroom teachers, parents and administration regarding student progress, expectations, goal, etc..

For Spanish - language speakers, this early emphasis on their home language enables them to «expand their vocabulary and build literacy in their first language; study a highly academic curriculum in their first language; successfully transfer Spanish reading and writing skills to English in later grades; acquire high levels of self - esteem by becoming bilingual and playing a supportive role for their English - speaking classmates.&raqFor Spanish - language speakers, this early emphasis on their home language enables them to «expand their vocabulary and build literacy in their first language; study a highly academic curriculum in their first language; successfully transfer Spanish reading and writing skills to English in later grades; acquire high levels of self - esteem by becoming bilingual and playing a supportive role for their English - speaking classmates.&raqfor their English - speaking classmates.»

English language learners — especially those with limited academic experience — benefit tremendously when teachers explicitly target the nonverbal communication skills needed for the lesson, such as tracking the speaker, making eye contact, and listening while others speak.

Although these students may have missed out on rigorous instruction on academic language, reading comprehension, and writing skills in the content areas, it is not too late for them.

Is there a recipe for a «super teacher» when it comes to helping English language learner (ELL) students develop academic English skills?

Research supports the need for academic conversation to provide students with the opportunity to build academic language and conversation skills while providing teachers with a formative assessment to assess student content understanding and language ability.

There will always be a need for basic academic skills such as reading, comprehension, mathematics, science and language arts.

Courses will examine first and second language development; second language literacy development, assessment, and instruction; successful approaches to assessing and teaching oral language and content skills including designs for differentiating instruction according to students» levels of language proficiency; and the multiple factors that influence academic achievement among this student population.

Children at risk for academic failure, on average, start kindergarten 12 to 14 months behind their peers in pre-literacy and language skills.

With bilingualism linked to enhanced academic and social skills, educators say dual - language programs can be used to narrow the achievement gap and equip underserved students for a future in a competitive workforce.

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.

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.

In their applications for flexibility waivers from the Department of Education, states were required to include two specific assurances that they will prepare ELLs for college and careers and make sure that all ELLs have the language skills they need to participate in academic tasks.

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.

Existing research has shown that adequate development of academic language and literacy skills is crucial for students» school success (Fang 2012; Schleppegrell 2004; Schleppegrell and O'Hallaron 2011; Zwiers, 2008).

• We believe that it is crucial for all children to have the opportunity to gain fluency in more than one language and culture and that dual - language learning supports academic achievement and enhanced cognitive skills.

This encompasses not only basic academics, but includes foreign languages, social skills, creativity, the arts and appreciation for the multitude of talents with which an individual is gifted.

I love engaging my students in compelling, relevant content, while exercising the academic language and analytical skills my students need for school success.

Programs that provide after - school activities for English Language Learners (ELLs) that emphasize language skills and academic achievement; and

Substantive conversations are critical for English learners because they provide specific opportunities to practice and build on listening and speaking skills using academic language that coincides with language learning standards and converges common core and state standards.

This «personalized learning» time may be especially beneficial for English Language Learners, who can use the time to build language skills or work on academic content at their own speed.

The content areas for grades K — 2 are foundational reading skills (print concepts, phonological awareness, phonemic awareness, phonics, and fluency); reading comprehension for literary and informational texts; writing development and skills; speaking and listening development and skills; and language development and skills (academic language skills and vocabulary).

Sperling and Shapcott's and Rosen's recommendations for fostering a growth mindset in law schools focus primarily on communicating a growth mindset message to law students — be it from professors who have examined their own mindsets and thereby shifted their expectations and language; 188 through orientation programs that include growth - oriented messages from administrators, professors and guest speakers; 189 by framing assignments and evaluation in terms of process; 190 by professors who teach legal writing using their expertise in narrative to tell stories that show that legal writing and analysis skills are learned through effort and persistence; 191 by professors and administrators «communicat [ing] that law school has academic value beyond the first year» and «encourag [ing] students to view rankings and large firm job placements as indicative of mastery that can be obtained through learning and hard work»; 192 or, by providing growth mindset student mentors for incoming students.193

Aside from Sam, the remainder of the attorney team is comprised of associates and foreign legal consultants with top - level academic credentials (Harvard, Yale, University of Chicago, New York University, University of Pennsylvania, and Peking University) and superior local language skills: all team members speak both Mandarin Chinese and English, supported by acute local cultural sensitivity acquired from being native Chinese, educated here for extended periods, or retaining strong family ties to mainland China or Taiwan.

UK employers are looking for candidates with a good academic record and excellent English language skills.

To make your simple resume, you need to first write your career goals, what you expect to achieve from the job you are applying for along with your personal information, academic qualification, languages you know, skills you possess and your past achievements.

Conducted individualized tutoring for ESL students to help them overcome academic deficiencies and improve language skills.