Sentences with phrase «common language needs»

Not exact matches

He facilitated and confidently established a common set of language needed across sales, marketing, and our executive leadership to successfully frame the objectives of key buyers for our solutions.

For the sake of unity they needed a. common language, a common confession.

For the over-all result of the great reaction has been a sophistication of the true simplicity of the gospel, the use of a jargon which the common man (and the intelligent one, too, often enough) can not understand, and a tendency to assume that the biblical and creedal language as it stands need only be spoken, and enough then has been done to state and communicate the point of the Christian proclamation.

If you want people to understand you, you need to speak the common, every - day language, and not use fancy words just to make yourself sound smart.

This need for a common language is illustrated in William James, who contributed handsomely to the current babel.

The practical need for a common language in a global society has already assisted the spread of the most widely - used languages, such as English and Spanish.

Instead, only those passages which are not in keeping with our common sense, such as the miracle accounts, need to be «translated» into different language.

Though the visions of worship can not coincide with the patterns of politics, we need to worship and live in some kind of common language if we are to shape a coherent life of faith.

We just need to try to speak in common, every - day language, as much as possible.

Other political communicators may find more trouble balancing the need to reach different audiences in language that makes sense to them with the need for a common and clear political message, but in some sense that's nothing new, as anyone who's ever tried to run a coalition knows.

Academic administration needs good scientists to provide informed opinion for important decisions and to ensure that a wider perspective is transmitted back to science faculties in common language.

First of all, the thing that I think is the most important is that everyone in this world needs to have a common language.

While Sanskrit language, mandalas, and prayer mudras might be so common in our lives that we don't perceive them as anything out of the ordinary, we need to be mindful of the fact that it is practically guaranteed that school community members, including parents, will have experiences that are different from ours.

They don't need to speak a common language: Their dazzling music says it all.

The function and interplay of symbol and image in The New World is of primary importance because the dialogue serves mainly as counterpoint to the depth of those images — to remind that there are things in the world common enough that they don't need expression and, moreover, are inexpressible through language.

In speaking about how the film ultimately turned out, Sohn often cites his personal life journey, specifically how even though his parents did not know English, animated films were a form of storytelling they did not need a common language to enjoy and understand.

For instance, you may have very concise medical or scientific information that needs to be consumed by your learners, and you may have the core aspects on screen; but your narration needs to be of a little more common language or at least easier for a narrator both to speak and be heard.

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 forCommon 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 forcommon 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 authors of the Common Core Standards wisely anticipated this misconception and they caution against it: «While the Standards delineate specific expectations in reading, writing, speaking, listening, and language, each standard need not be a separate focus for instruction and assessment.

Medford High Students Chosen as Finalists in National Challenge (The Medford Transcript) As part of a national challenge with HGSE's Making Caring Common and The KIND Foundation, a student team from Medford were selected as finalists and will develop their project to bridge the gap between academic English language learning and everyday language use and needs.

It would be therefore safe to assume that English is the common link that connects us to the outside world (even internet needs a language).

A training booklet describing many strategies for the most common additional learning needs I have come across in schools and FE colleges, including Autism, behavioural issues, hearing / visual impairments, Dyslexia, Dyscalculia, handwriting difficulties and language needs.

Information packs include facts about the country, its location, geography, modern history, ancient history, climate, general information, famous people and inventions etc Display • Photo packs for each country • Country names flashcards, key word flashcards, food flashcards, population statistics poster, A4 flags Maps and Activities • Maps of each country, Scandinavia, the Arctic circle, Europe, the world, continents, map jigsaw, maps to colour, matching cards, flag activities, Language (As Swedish is the most common language spoken across Scandinavia resources are included in this languages) • Number flashcards from 1 - 20 in Swedish • Days of the week in English and Swedish flashcards • Months of the year flashcards in English and Swedish • Common phrases cards — in English and Swedish • Colour flashcards in Swedish • A4 speech bubbles showing «hello» in each Scandinavian language Activities • Themed writing paper with flags to frame pupils work • Writing activities, drawing activities, make a presentation, research note pad, place mat, reward chart, word search, quiz, etc Borders, Banners and Buntings • Extra large lettering spelling «SCANDINAVIA» • Long banners for each country name, buntings with names • patterned and plain display borders and packing paper if common language spoken across Scandinavia resources are included in this languages) • Number flashcards from 1 - 20 in Swedish • Days of the week in English and Swedish flashcards • Months of the year flashcards in English and Swedish • Common phrases cards — in English and Swedish • Colour flashcards in Swedish • A4 speech bubbles showing «hello» in each Scandinavian language Activities • Themed writing paper with flags to frame pupils work • Writing activities, drawing activities, make a presentation, research note pad, place mat, reward chart, word search, quiz, etc Borders, Banners and Buntings • Extra large lettering spelling «SCANDINAVIA» • Long banners for each country name, buntings with names • patterned and plain display borders and packing paper if Common phrases cards — in English and Swedish • Colour flashcards in Swedish • A4 speech bubbles showing «hello» in each Scandinavian language Activities • Themed writing paper with flags to frame pupils work • Writing activities, drawing activities, make a presentation, research note pad, place mat, reward chart, word search, quiz, etc Borders, Banners and Buntings • Extra large lettering spelling «SCANDINAVIA» • Long banners for each country name, buntings with names • patterned and plain display borders and packing paper if needed

You could call it a brick, you could call it a box, or la - la - la - la - la, but that doesn't make sense because in the end when you want to get to any conversation about your findings you need a common language and you need not only vocabulary but maybe also phrases that you may use in special settings.

As more and more education leaders become cognizant of the importance of these fundamental nonacademic skills — and as more and more programs and funders seek to develop them — it is vital that we begin using a common language and understanding of what children need.

Participants learn through: - Participating in a fun pub - style quiz to eradicate common spelling, punctuation, and grammar misconceptions and errors; - Considering the role of parents, their needs and interests, and what they expect from their child's school, as a means to understand why schools sometimes receive difficult communications; - Reading and analysing examples of poor written correspondence, considering how both the tone and the accuracy can be improved; - Exploring different language strategies to create a personal, polite tone within emails, by considering the connotations of different words; - Taking away help sheets that can be referred to whenever written communications are being drafted.

Teachers in new immigrant destinations — places that are seeing rapidly increasing numbers of immigrants — often find themselves dealing with a host of unexpected issues: immigrant students» unique socio - emotional needs, community conflict, a wider range of skills in English, lack of a common language for communication with parents, and more.

The Common Core standards wouldn't even be relevant if we didn't have the ELD standards to meet the needs of our students, because there are so many different levels of language.

The journal featured the partnership in two blog posts, one by REL Northwest researchers Havala Hanson and Jennifer Esswein, who describe the urgent conditions that led to the research - practice partnership's formation, and another by Homedale School District Superintendent Rob Sauer, who writes about the challenges facing Idaho's rural districts and how data and evidence are needed to create a common language for collaborators as they look for solutions.

Utilizing his twenty plus years of working closely with students as a building leader, Dr. Dillon can work with student groups to build mission, vision, and common language around the needed changes in a school or district.

Another change Thiesfeldt announced Wednesday is to include clear language regarding the Common Core State Standards — to either ensure school districts know they don't need to use them or to ask the Department of Public Instruction to adopt new standards altogether.

The important vocabulary words are the Tier 1 & Tier 2 words that are in common usage (often ESL students or students from language deprived backgrounds need exposure here) and the academic and content vocabulary that are the keywords to learning.

He reminds us that «in the US, wealthy children attending public schools that serve the wealthy are competitive with any nation in the world... [but in]... schools in which low - income students do not achieve well, [that are not competitive with many nations in the world] we find the common correlates of poverty: low birth weight in the neighborhood, higher than average rates of teen and single parenthood, residential mobility, absenteeism, crime, and students in need of special education or English language instruction.»

Watch as a school team — composed of a school principal, special education teacher, language arts teacher, and math teacher — meets with the parent of a special needs student and engages in an annual review that uses the Common Core State Standards to help inform his goals.

It's been over five years since Kentucky adopted the Common Core, guidelines for what students need to know in math and the English language arts in each grade.

To ensure that the Common Core Standards are implemented in a way that fully includes English Learners and that meets their unique language development and access needs, we have published «Raise Your Voices for English Learners: The English Learners and Common Core Advocacy Toolkit».

The Utah State Board of Education is in control of the Utah Core Standards and may change them as needed, according to Gene Wilhoit, executive director of the Council of Chief State School Officers (CCSSO), one of the two organizations that drafted the Common Core State Standards upon which Utah's English language arts and mathematics standards are based.

One thing we need in our profession, it doesn't have to be the same across the country, is a common language: how we describe effective teaching.

Secondary educators who have already developed their own content and need to align it to the Common Core State Standards will soon be able to turn to the Literacy Design Collaborative resources for English language arts, social studies, and science for grades 6 — 12.

«We need to adopt a common language of which we train each other in,» said Dr. Jerry Weast, superintendent of Montgomery County Public Schools (MCPS) in Maryland and one of the presenters.

Beyond understanding common English usage, ELLs need to understand language used for grade - level instruction in English language arts, mathematics, and science.

Furthermore, in the schools in which low - income students do not achieve well, we find the common correlates of poverty: low birth weight in the neighborhood, higher than average rates of teen and single parenthood, residential mobility, absenteeism, crime, and students in need of special education or English language instruction.

And when it comes to the relationship between the Common Core, Common Core testing and the teacher evaluation systems, those who are responsible for speaking up for our children, our teachers and our schools simply say enough is enough and corporate education reform initiatives need to be dismissed and real action taken to reduce the barriers to academic success — poverty, language barriers, and unmet special education needs to name a few.

In Connecticut the Common Core SBAC test is designed (rigged) to label more than 60 percent of all public school students as failures and the way the test is scored will mean the failure rate will likely exceed 90 percent for students who need special education services or aren't fluent in the English language.

The common core state standards in English language arts could take us in the wrong direction — unless we plan for where we need to go.

The Common Core State Standards set forth academic standards for English language arts and mathematics and reflect knowledge and skills students need to succeed in college and career.

There is a common language and expectation for students, and teachers have the flexibility to tailor a character lesson or discussion to fit the needs of the class.

Like all standardized tests, the Common Core SBAC discriminates against students who come from poor households, students who are not fluent in the English language and students who have special education needs.

The purpose of this rubric is to help teachers and school and district administrators assess whether a Common Core - based curriculum meets English language learner (ELL) needs.

Colorín Colorado has published three English language arts (ELA) units that are aligned to the Common Core State Standards and target English language learners» (ELLs) literacy and language needs.