Sentences with phrase «academic language terms»

Which academic language terms will be introduced, and when?

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.

Not exact matches

Scholarship, research, academic theology, differentiated language, intellectual leadership and disciplined study were termed «male» and therefore rejected.

Structured music lessons significantly enhance children's cognitive abilities — including language - based reasoning, short - term memory, planning and inhibition — which lead to improved academic performance.

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:

What evidence do you hear that the student understands the structure of academic language, not just key terms?

When these Long Term English Learners (LTEL) fail to advance in their acquisition of academic language, the result is a diminished level of independence.

Work toward the creation of a successful vocabulary program, guided by both academic and content - area terms taken directly from the mathematics and English language arts standards.

A language barrier exists with students not speaking in academic terms.

As the new school year is beginning, every school and district has been given the data to identify these students, called Long Term English Learners (LTELs), and hopefully will have plans to accelerate their language and academic growth.

The term «supplemental educational services» refers to free extra academic help, such as tutoring or remedial help, that is provided to students in subjects such as reading, language arts, and math.

I hope this is just a language issue — politicians and journalists share a love of short and catchy phrases — because from an academic standpoint both terms are terrible misnomers.

A national study of school effectiveness for language minority students» long - term academic achievement.

Many secondary schools and districts, feeling the urgency of meeting the needs of these Long Term English Learners, are attempting to modify curriculum or create new courses that address the unique language and academic gaps of these students.

The November / December 2010 edition of Leadership published by the Association of California School Administrators contains two wonderful article about the research and district efforts to address the language and academic needs specific to long term English learners.

ESSA requires that states adopt state accountability systems based on the challenging state academic standards for reading / language arts and math, as well as on ambitious state - designed long - term goals for all students and separately for each subgroup of students.

If a student is an English Language Learner, meaning another language is his / her first language and the student is learning the English of communication and academics, the IEP team must also consider the student's performance level in terms of the World - Class Instructional Design and Assessment (WIDA) English Language Proficiency (ELP) standards.

Resident districts may not deny transfer requests based on a student's race, religion, sex, sexual orientation, ethnicity, national origin, disability, health, whether a student has an individualized education program, the terms of an individualized education program, income level, residence, proficiency in the English language, athletic ability, or academic records.

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If there actually are confidentiality agreements, I would expect the relevant language to be framed in terms of «academic use» as opposed to guild membership i.e. I'd be surprised if the language were framed in terms of institutional affiliation as opposed to use.

In addition, it is my expectation that any restrictive language in the relevant confidentiality agreements will apply only to the «use» of the data and my use is academic; I doubt that the restrictive language is explicitly framed in terms of affiliation.

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

Use crisp, succinct and direct language avoiding poetic, bureaucratic, vernacular and academic terms that often tend to turn off readers.

Yet while many recent preschool interventions have been found to have short - term effects on young children's language, literacy, mathematics, executive function, and social - emotional development, studies show that impacts on cognitive and academic skills tend to diminish in early elementary school — a phenomenon commonly known as fade - out or convergence.