Sentences with phrase «classroom literacy practices»

The purpose of the ULN is to foster a passionate interest and investment in reading for students who have traditionally been uninterested in, or disenfranchised by, traditional classroom literacy practices.

Not exact matches

Dec. 4, 2 p.m. ET: Common Core State Standards: Literacy and English - Language Learners As educators begin putting the common core into classroom practice, what instructional strategies will they need to bridge the gap between acquiring language and truly mastering academic content for ELLs?

The coach is here to help teachers to improve practice, whether it's using technology, trying different strategies, exploring new classroom or literacy approaches, or finding resources to support them in their day - to - day teaching.

The final report on the Early Reading First program, conducted by outside researchers under contract to the research arm of the U.S. Department of Education, found the program has had the most significant effect in improving classroom activities and materials, as well as teacher practices related to literacy development.

Her work focuses on teacher professional development and training, pedagogical practices in and out of the classroom, english language learners, equity & social justice and media literacy as a means for professional development.

Evidence - based practice — Whether you plan to work in the classroom, in education publishing, or with a non-profit literacy organization, L&L will prepare you to be an «informed consumer» of research.

Classrooms that use manipulative materials to practice spatial skills are as necessary as those that give special attention to literacy skills for students in need of help in that area.

Government has demanded that the latest research and best practices must contribute to the future of teacher assessment, developing classroom ready graduates, and the teaching of literacy and numeracy.

Toward that end, an Early Literacy Task Force (ELTF) in Michigan identified 10 research - informed classroom literacy instructional practices for Pre-K and 10 such practices for K - 3 that can have a meaningful impact on student lLiteracy Task Force (ELTF) in Michigan identified 10 research - informed classroom literacy instructional practices for Pre-K and 10 such practices for K - 3 that can have a meaningful impact on student lliteracy instructional practices for Pre-K and 10 such practices for K - 3 that can have a meaningful impact on student literacyliteracy.

® Live, and Dr. Carol Tolman, co-author of LETRS, lead this informative experience, and are joined by distinguished experts who share the latest breakthroughs in literacy research and the importance of connecting literacy theory to classroom practice.

Melody and Joy facilitated synchronous and asynchronous online and face - to - face whole group and small group discussions related to new literacies practices in the classroom.

Literacy researchers typically look closely at actual classroom practices, teachers» understanding, and artifacts of students literacy learning, and they work more directly with teachers than either policy or measurement reseLiteracy researchers typically look closely at actual classroom practices, teachers» understanding, and artifacts of students literacy learning, and they work more directly with teachers than either policy or measurement reseliteracy learning, and they work more directly with teachers than either policy or measurement researchers.

Future research will address the relationship between Latina teachers» literacy experiences and beliefs about their current classroom practices.

In terms of the impact of literacy standards and assessments, it is clear that policy tools such as conceptual frameworks, curriculum guides, and assessments can and do influence district and classroom practice.

In short, the ability grouping in these schools was not a lifetime sentence to low group membership so powerfully documented in the literature on grouping; to the contrary, some of the special grouping practices, namely the special, supplemental instruction, were in place to accelerate struggling readers» literacy learning to the point where they could re-enter regular classroom groupings.

Students (practicing classroom teachers) in the Advanced Assessment Literacy Specialization — Masters of Science in Advanced Teaching Practices — share their thoughts on the issue of time.

For example, Toni (Literacy Program) mentioned that the classroom practice of participant teachers differed from the practice of others in their school and wider school district and talked about the political ramifications of this.

She cultivates a broad generic understanding of classroom practices for the Literacy Program and a more fine - tuned focus on the individual child in her Reading Recovery role.

New literacies: Changing knowledge and classroom practice.

This environment appears to have enriched their classroom learning by providing opportunities to «see» the progressive models of teaching they learn about in their coursework, provided opportunities — unconstrained by the hours of the school day nor by geographic location — to observe, reflect on, and analyze teaching practice, and expanded their virtual internship experience by providing multiple approaches to literacy instruction.

The findings support and deepen current literature and suggest that, although teachers believe that technology can be used to help engage students in thinking critically to promote self - regulated learning and improve literacy skills, such beliefs do not always come to fruition in actual classroom practice.

A small group of students was practicing reading fluency by reciting poetry, and later, these scholars used their literacy skills to practice writing and creating a menu which would then be prepared in the classroom's plastic «kitchen.»

Improving adolescent literacy: Effective classroom and intervention practices: A practice guide (NCEE 2008 - 4027).

Combine the struggles in improving literacy with low levels of classroom management skills among many teachers (another problem traceable to ed schools), the arbitrary nature of traditional school discipline practices, and the problems within American public education attributable to racialist practices such as ability grouping, and it is little wonder why the overuse of suspensions is such a problem for our kids.

Toni promotes a model for actual classroom practice and specific early literacy teaching strategies (e.g. «teaching behind the glass»):

Brookline Public Schools This project brings together interdisciplinary teacher teams from 4 middle schools to study the domains of disciplinary literacy and to apply that new learning to classroom practice.

As the leader in differentiated instruction for blended learning classrooms today, Achieve3000 ® is continually investing in our literacy platform to ensure that it evolves along with cutting - edge research and best - practices in education.

Reading growth in high - poverty classrooms: The influence of teacher practices that encourage cognitive engagement in literacy learning.

John D. Runkle School, Brookline This project will allow teachers to improve their tier one instruction in literacy and enhance independent reading practice through the creation of leveled classroom reading libraries.

This model is designed to help teachers incorporate the highest - impact instructional practices: classroom discussion, debate, and repeated reading of text to ensure the greatest literacy achievement in a single school year.

As Harste (2003) pointed out, a multiple literacies approach has implications for the way teachers think about literacy and, in turn, influences classroom practice.

Though a growing body of research has studied the theory and best practices for developing students» disciplinary literacy skills in the high school classroom, research that investigates the ways preservice secondary teachers use instructional technology during their student - teaching internship is an emerging area of study.

For example, my colleague, Sarah Hudelson, and I meet with classroom teachers, special education teachers and the principal at a K - 8 school every other Wednesday afternoon from 1:00 — 3:00 p.m. where we explore together what balanced literacy means and what balanced literacy looks like in practice in the school's rich linguistically and culturally diverse setting.

Our aim at UOIT, with its technological focus across all programs, is to prepare teacher candidates to teach in a digital age, to become familiar with the out - of - school literacy practices of their students, and to consider how they might use these media for educational purposes in their own classrooms.

The creative, innovative, and intelligent ways they have used digital media to support their own language and literacy development and burgeoning critical media literacy and social justice awareness have spilled over into their classroom practices during their early teaching experiences.

Collaborating this way allowed for one preservice teacher to see that current theory grounded in New Literacies is happening in classrooms where practicing teachers honor student voices in an effort to better prepare students for the academic writing demands of college classrooms.

LIFT leaders frequently walk classrooms together using a tool called the Instructional Practice Guide to check on literacy instruction and provide non-evaluative, content - specific feedback to teachers.

This certificate will provide the research and practical knowledge necessary for school leaders and classroom teachers to develop and implement literacy programs and practices that will help sustain the gains students make in the early years and support reading success as students proceed through elementary school.

This year, you may notice some shifts in instructional practices as teachers begin to align their classroom teaching to the new New York State Common Core Learning Standards for English language arts and literacy.

As part of the Music - in - Education National Consortium, El Dorado's Music Learning Leadership Staff (administration, classroom and music teachers) received monthly professional development in a) M+MI curriculum unit design based on fundamental concepts of literacy shared between music and language, b) teaching for transfer strategies, c) music and music integration literacy skill assessment, and d) action research based documentation of student learning through collaboration with MuST, MIENC guided practices consultants, and SF Opera.

The grant - funded DREAM initiative trains California third - and fourth - grade teachers in arts / literacy practices, and after its first two years of implementation, language arts test scores of students in these teachers» classrooms increased by 87 points.

CCSSO's Adolescent Literacy Toolkit was developed by the Council and multiple partners in response to a state - identified need to develop the skills, knowledge, and resources of content - area high school teachers to implement adolescent literacy best practices and strategies in their claLiteracy Toolkit was developed by the Council and multiple partners in response to a state - identified need to develop the skills, knowledge, and resources of content - area high school teachers to implement adolescent literacy best practices and strategies in their claliteracy best practices and strategies in their classrooms.

Unfortunately, content literacy practices have not made their way into content - area classrooms on a wide scale.

The purpose of this assignment is for you to practice analyzing classroom practice in terms of whether and how it reflects recommended practices in literacy education.

The project will create a 30 - hour Professional Learning Unit (PLU) course that will train teachers to systematically address problems of classroom practice and facilitate critical conversations on the delivery of personalized, rigorous literacy instruction.

Finessing and hybridizing: Innovative literacy practices in Reading First classrooms.

Staff have adapted their classroom practices well in most schools, with the best maintaining a strong focus on raising standards of literacy and using the foundation phase to help children improve.

She works extensively in schools, modeling and coaching for the transfer of best literacy practices into the classroom to support all learners.

While the potential uses of the IDA Knowledge and Practice Standards document are broad and dynamic in nature, a major goal is to guide the preparation and professional development of those who teach reading and related literacy skills in classroom, remedial, and clinical settings.

Engaging literacy coaches and / or literacy leadership teams to identify and build capacity around literacy systems, coaching and instructional practices for every child, every classroom, every day.