Not exact matches
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.
Because students can dissect textual aspects from different viewpoints and have a
written record, these discussions are great tools to guide students toward
academic discourse.
We foster
academic excellence through project - based learning using a constructivist approach, student portfolios, assessments of and for learning and
academic discourse and argumentative
writing.
Most secondary teachers have encountered students who overuse vague, general words like nice and stuff in their
academic discourse and
writing.
Last week, e-flux, the journal devoted to
academic discourse about art, launched a new website for
writing about architecture.