Sentences with phrase «building academic language»

Regular structured academic conversations allow students to make better sense of new content while building academic language.

Educators will learn proven instructional practices for developing students» oral language and building academic language and vocabulary.

While exploring the answers to these questions will take a great deal of teacher intuition, we do know that a good place to begin is with a conscious and strategic effort toward building the academic language of all students, so that they can make sense of what they read.

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.

Not exact matches

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.

«In every class in this building, you have kids of all levels of prior academic achievement,» says Principal Dan St. Louis, including kids who are «high flyers,» kids with Individualized Education Programs who are receiving special education support, students with disabilities, and English - language learners.

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.

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.

This may be for example sports facilities for schools who are undergoing building work or lack outdoor space, academic support for staff in departments with new colleagues or where resource development is needed, or gaining support from students or teachers in a key area of the schools choice such as maths tutoring, language lessons or developing a school orchestra.

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.

«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.

Echevarria, Vogt and Short's research into sheltered instruction emphasizes that teachers must make the academic content comprehensible while using systematic methods to build and practice English language proficiency within the academic language of science.

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.»

This clip from the ASCD DVD Educating English Language Learners: Building Academic Literacies shows how teachers use technology to differentiate instruction for English language learners.

Meetings allow Daniel to talk with teachers about two of her biggest concerns — building up students» inventory of academic language and increasing the level of rigor.

Focused on building academic proficiency in English and personalization, Meaningful Student Involvement encourages schools not to set arbitrary, one - size - fits - all timelines that do not take into account the learning needs of individual English language learners.

Support includes streamlined, scaffolded content that integrates the built - in - dictionary tool, so students can access content and academic vocabulary at their language level and above.

He has also increased the grade levels covered by the school's dual - language program and will continue building on this progress until all students in grades Pre-K — 8 have access to this rigorous an academic experience.

Within this approach, students learn the basic building blocks of literacy as they develop critical language skills through exposure to both oral and academic vocabulary.

Following our recent series on using Socratic seminars with English language learners to build oral language skills, we learned about an exciting new video series from the Teaching Channel focused on academic conversations with ELLs featuring... you guessed it!

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.

Aside from culture building and norm setting, the first six weeks of each school year is dedicated to the evaluation of students» language and academic levels to ensure differentiated and learner - centered instruction.

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.

The Collaborative for Academic, Social, and Emotional Learning (CASEL) has created a framework that will be useful for the New School of San Francisco to build a common language around SEL guiding principles.

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.

Special activities build vocabulary related to specific content as well as to general academic language.

The teachers at Lincoln are using collaborative inquiry to learn more about how their students are acquiring academic language and to explore how they can build students» social and emotional skills in ways that support their language development.

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.

It is effortless to monitor and really builds letter recognition skills, oral and academic language, comprehension and grammar.

We liked meeting her students and seeing how she built upon a shared enjoyable experience then integrated technology and writing to engage students in academic language learning.

Covering three different levels, Learn English helps students to build confidence in both their academic language development, and social and conversational skills.

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.

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.

Alex and Lara's oral language is informal, which is typical (even for fluent speakers of academic English) when two people begin building up an idea together.

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.

ACADEMIC SOCIAL EMOTIONAL LEARNING IN PRACTICE: In this video a teacher reflects on her daily morning ritual with students to support their development of expressive language, SEL skills, and community building.