Sentences with phrase «academic language skills in»

ACCESS measures academic language skills in the domains of Listening, Reading, Speaking, and Writing.

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

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.

Not exact matches

This training is a type of internship in that prospective speech - language pathologists apply and refine the skills learned during their academic program under the supervision of a certified speech - language pathologist.

Fathers» involvement in parenting is associated with positive cognitive, developmental, and socio - behavioural child outcomes such as improved weight gain in preterm infants, improved breastfeeding rates, higher receptive language skills, and higher academic achievement [33].

Part of a package of certification tests introduced in the 2013 - 2014 academic year, the Academic Literacy Skills Test (ALST) was intended to ensure strong language skills among aspiring instructors across thacademic year, the Academic Literacy Skills Test (ALST) was intended to ensure strong language skills among aspiring instructors across thAcademic Literacy Skills Test (ALST) was intended to ensure strong language skills among aspiring instructors across the Skills Test (ALST) was intended to ensure strong language skills among aspiring instructors across the skills among aspiring instructors across the state.

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.

With increased instruction in academic language, and increased attention to understanding of morphology and connectives, Lesaux hopes to close the gap between students» reading skills and their comprehension.

Beside focusing on developing communication and reading skills, Marilee Sprenger — an expert in brain - based instructional strategies and author of Teaching the Critical Vocabulary of the Common Core — recommends that ELLs learn high - frequency academic language terms that are embedded in the Common Core State Standards.

Research evidence shows that a quality music education can improve self ‑ confidence, behaviour and social skills as well as improve academic achievement in areas such as numeracy, literacy and language.

This webinar examines how teachers can develop and support literacy and academic language skills of ELLs in the common - core era.

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).

To better understand academic language, let's examine the distinction between two terms introduced by Jim Cummins, basic interpersonal communicative skills (BICS) and cognitive academic language proficiency (CALP), that have impacted both policy and practices in second - language education:

On the eighth - grade academic research residency, students use their language skills to engage Japanese natives in conversation.

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 knowledgIn 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 knowledgin 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.

The four elements posit LD as: 1) heterogeneous; 2) intrinsic or neurobiological; 3) marked by a significant discrepancy between learning potential (measured intelligence) and academic performance (measured skills in reading, writing, mathematics, and oral language); and 4) not caused by cultural, educational, environmental, or economic factors or by other disabilities (such as mental deficiency, visual or hearing impairments, or emotional disturbance).

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.

Focusing on academic issues are the less strident but still determined critics who say many non-native English speakers are graduating from school systems with poor reading skills in both English and their native 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.

The limited research available points to a set of academic language skills worth exploring in adolescent writing (e.g., skills in lexical precision, text connectivity, writer's viewpoint).

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.

Therefore, this project seeks to examine persuasive academic writing skills in English - as - foreign - language (EFL) students attending courses at Education First (EF), a major company in foreign language education, which incorporates features of CLT to its pedagogical approach.

This instrument has enabled us to directly measure a larger constellation of academic language skills that go beyond academic vocabulary and to offer direct evidence of strong associations between these skills and reading comprehension (Phillips - Galloway, Stude, Uccelli, in press; Uccelli, Barr, Dobbs, Phillips - Galloway, Meneses, & Sánchez, 2015; Uccelli, Phillips - Galloway, Barr, Meneses, & Dobbs, 2015).

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.

Individual scores on the annual Texas Assessment of Academic Skills (TAAS) in mathematics and reading and English language arts were used as the measure of student performance.

Under the program, instruction will be provided in occupational skills, basic academic skills, English as a second language, job - search skills, and managing financial resources.

This strategy is a great way to identify important academic language in any unit of study and develop vocabulary skills.

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.

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 course develops students» college and career readiness by building skills in critical reading, academic writing, speaking and listening, research and inquiry, and language use as defined by the Common Core State Standards.

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.

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.

«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..

Should ELLs be taught in bilingual classrooms that promote fluency in their home language and ensure access to core academic content while they develop English language skills?

English - language speakers benefit from «extensive exposure to Spanish, accelerating their absorption and usage of the language to achieve early Spanish literacy; a highly academic curriculum, taught in a second language; the ability to transfer Spanish reading and writing skills to English language reading and writing after the second grade; the confidence to speak Spanish, resulting from the self - esteem and pride they gain because they are bilingual.»

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.»

How can we ensure that emerging bilingual students develop English proficiency and strong academic skills while they maintain and develop literacy in their home language?

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.

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.

The Mission of the El Monte City School District's Music Department is to cultivate a life long love of music in our students by developing individual skills and an academic music vocabulary, helping students to realize a sense of belonging, establish connections to the community, foster creativity, imagination, and critical thinking through, song, movement, language, and performance.