Sentences with phrase «comprehension of content area»

Description: A set of reading strategies that students apply in collaborative groups to improve their comprehension of content area text and increase conceptual learning.

Not exact matches

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

In this webinar, Dr. Sharon Vaughn, executive director of the Meadows Center for Preventing Educational Risk at The University of Texas at Austin, will discuss strategies for teaching students vocabulary and comprehension within content area texts, and how iLit provides an effective way of implementing these strategies.

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.

This teacher - friendly guide integrates a variety of reading skills and strategies into your content - area instruction to improve comprehension of textbook reading and other informational text.

Teaching students how to adapt their approach to a text based on its content area is a key part of comprehension.

«Ninety - nine percent of the teachers in middle schools and high schools are prepared to teach in their content area, not to teach comprehension in their content area,» said Catherine...

She was associate director of the National Research and Development Center on English Language Learners (2005 — 2009) that examined the effect of instructional practices that enhance vocabulary and comprehension for middle school English language learners in content areas.

Applying a Cohesive Set of Comprehension Strategies to Content - Area Instruction.

His professional strengths include benchmarking, data collection & analyses, early assessment / diagnosis / intervention, closing the gap through equitable opportunities in education for disadvantaged populations, content area reading comprehension processes, and elements of literature frameworks.

The exemplar lessons provide teachers with the tools to model the effective use of comprehension strategies to increase understanding of content - area texts.

However, when teachers modeled reading comprehension strategies commonly used in each subject area, ELLs and other low - level readers learned to delve more deeply into a variety of texts to analyze, understand, and master the content.

Disciplinary literacy is framed as «content area reading instruction, or a way of teaching cognitive strategies across various content area classrooms to promote comprehension.»

These strategies can be implemented into all grade levels and content areas, and support a wide - range of instructional topics, including: literacy, mathematics, comprehension, classroom management, transitions and many more.

While teaching the reading comprehension strategies is primarily the responsibility of the English / Language Arts teacher, the strategies are used in all content areas, simply because students have to read and understand information within all content areas.

We are being told that our evaluation system will require our full comprehension and maintenance of: measures of teacher practice observation option selection forms, evaluator forms, consistent update of class lists / rosters, observation options A, B, C, D, the Matrix, and MOSL options (project based learning assessments, student learning inventories, performance based assessments, and progress monitoring assessments), not to mention how this plays out for what people teach (elementary / middle / high school, alternative assessment, English as a New Language, content areas, etc).

The November issues of EL and ASCD Express on «Tackling Informational Texts» were so popular, we've returned to the topic with even more practical strategies and advice for working with complex texts and developing deep comprehension across all content areas.

Using findings from a study of 545 teachers in 33 schools in Maryland, they found that when students had more opportunities to read and teachers integrated literacy instruction in the content areas, the result was increased reading comprehension, conceptual knowledge, problem - solving skills in science, and motivation to read.

Specifically, these papers argue for a significantly expanded role for content - area learning in grades K - 5 in terms of the instructional time typically allocated in conjunction with a substantial reduction in the instructional time allocated to reading comprehension instruction using basal reading programs.

This research - based, data - driven program builds an understanding of the role literacy plays in academic achievement and reinforces the skills needed to address student performance challenges in reading comprehension and content areas.

Tennessee also requires middle school teachers to pass the Praxis Teaching Reading: Elementary Education test, which, under the heading «reading comprehension strategies across text types,» requires teachers to know «how to select and use a variety of informational, descriptive, and persuasive materials at appropriate reading levels to promote students» comprehension of nonfiction, including content - area texts.»

In this study, authors compared the effects of two experimental multiple - strategy approaches (content - area comprehension and vocabulary) to typical fourth - grade social studies instructional practices.

Applying a cohesive set of comprehension strategies to content area instruction.

Vermont's standards for early childhood education teachers make no mention of informational texts and only require that a teacher «employs a range of instructional approaches to support comprehension across the content areas.»