Sentences with phrase «content area text»

This strategy has been proven effective in helping students to break words into manageable, decodable chunks, read long words in content area text books, increase oral and silent reading fluency, and improve comprehension as decoding and fluency increase.

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

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.

This same skill should be applied to nonfiction content area texts.

Not exact matches

The Sites may include interactive features and areas that allow users to create, post, share or store content, including, but not limited to, recipes, reviews, photos, videos, music, sound, text, graphics, code, items or other materials (collectively, «User Content&rcontent, including, but not limited to, recipes, reviews, photos, videos, music, sound, text, graphics, code, items or other materials (collectively, «User Content&rContent»).

For basic site adjustments like changing profile field names and text areas content you don't need programming skills at all as long as you can do that in a very user - friendly Admin Panel interface.

WebPurify works with many sites in the dating space to not only moderate their image, text, and video content for offensive material but also to sort images so that they display in the appropriate areas of a site.

This year we are linking up with Net Texts to publish our teacher - created digital content for each subject area.

Dr. E — This will be one of the most controversial areas of the common core, but it is probably not that important to have students matched to text in those content classes.

The text boxes on each sheet are specific to the level of content required for each area and are laid out in a way to ensure revision is organized and clear to read.

The standards also emphasize domain - specific vocabulary and informative writing, requiring that students read texts that provide rich subject - area content and models of expository structures.

The most important and powerful breakthrough in Common Core is the standards» clear guidance that «by reading texts in history / social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas.»

This is a fruitful area to explore, because refutation texts are relatively easy to construct and thus can be used in online content such as blogs or web - based content news sources.

In content areas like history and science, the core texts would be like mini-encyclopedias, fact - checked by experts in the field and then reviewed by master teachers for scope and sequence.

«We stay with those topics for seven weeks, intentionally,» Fulmer says, because of the importance of content knowledge, and because as students go deeper into a content area, the level of text complexity that they can handle rises and their vocabulary expands.

In this webinar, literacy researchers Gina Cervetti and Tanya Wright will discuss their findings on vocabulary acquisition in the content areas, and special education teacher Jodie Westmont will explain how she uses «text sets» developed around a single topic to teach her students new words.

Being able to comprehend complex texts from a variety of content areas is an essential skill in the information age.

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.

By middle school, academic outcomes in multiple content areas are inexorably dependent upon students» ability to independently learn from text and express what they know through text.

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.

Learn close reading strategies and lesson development across content areas via text, media and life.

Writing frames help struggling writers use appropriate text organization for summarizing content area information that adheres to a basic structure (e.g., compare - contrast).

Part of the motivation behind the interdisciplinary approach to literacy promulgated by the Standards is extensive research establishing the need for college and career ready students to be proficient in reading complex informational text independently in a variety of content areas.

They are: «By reading texts in history / social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas.

Especially at the elementary level, where very little time is spent on science, history or the arts, it's critical the texts that underlie the reading curriculum are carefully selected so they coherently build students» rich knowledge of key content - area topics.

Performance tasks in the Smarter Balanced assessment demand that students demonstrate their writing skills by crafting stories or essays in response to several rich sources, including texts from a variety of content areas.

Will highlight students» areas of strength and weaknesses in key reading areas including: giving / explaining meanings of words in context, retrieving and recording information / identifying key details from fiction and non-fiction, summarising main ideas from one or more paragraphs, making inferences from the text / explaining and justifying inferences with evidence from the text, identifying / explaining how information / narrative content is related and contributes to meaning as a whole, and identifying / explaining how meaning is enhanced through choice of words and phrases.

Education Northwest helps schools work across grade levels and content areas as they build independent readers and writers who have strong foundational skills and who can engage in deep thinking, reasoning, and writing about complex texts.

But going beyond that vocabulary strategy and having students identify the most important words in a text can help them process the topic and further understand the content area subject.

The content - area teacher can use those texts as exemplars to point out rhetorical strategies.

This book gives educators the practical tools they need to develop and lead instruction around complex text across content areas and develop students» abilities to become better lifelong readers.»

; the curriculum focus of the unit (poetry); and the transfer skill goals that her content - area team developed (including close reading of complex texts to draw conclusions and make inferences).

In every class, students should be reading texts appropriate to their content area.

«No matter which standards apply — ELA Common Core State Standards (CCSS), content area, state or province, or district — students are expected to read and comprehend text that is complex,» says Glass.

Engagement Based Sheltered Instruction A rich model of student engagement that helps educators understand students» language proficiency levels and the language demands of content areas, texts and tests; develop student academic language in content areas; and plan, teach and observe for maximum cognitive engagement.

Set the stage for effective academic language instruction with strategies that are designed specifically for English language learners and support content - area literacy using informational text.

Divided into reading levels and grouped by content - area themes, these nonfiction books feature colorful photos, direct text to image correlation, and high - interest content.

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

Drawn from the latest research in teaching and learning, CSI provides students with the strategies they need to become reading «detextives» who know how to approach and comprehend text across content areas.

Courses expand teachers» knowledge, understanding, and instructional use of children's and YA literature (including both fiction and nonfiction) and increase the range of classroom texts that teachers can offer within and across content areas.

Word study instruction is a major part of the Common Core State Standards; VocabularySpellingCity's word lists support literature, content area vocabulary, and informational text in the CCSS, as well as providing content and ideas for writing lesson plans.

These increasingly complex challenges are met in texts in content areas such as math, science and social studies, as well as in many of the books children choose to read for their own pleasure and study.

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.

Elementary teachers can share the task of selecting words and phrases from the texts to be read that day in all content areas.

Quickly and easily identify students who struggle with or can not read multisyllabic words in their content - area texts

With teacher clarity in think alouds, we promote comprehension for readers across content areas and text genre.

Teachers differentiate their assignments for each of their students so they may access the Common Core State Standards, interact with complex nonfiction texts, integrate rigorous literacy skills across the content areas, and contend with complex mathematical skills, procedures, and understandings.

And one of the things the teachers found in common was that students across the content areas primarily do what we call «hunting and pecking» — that is, skimming a text to find the right answer.

On the instructional side of science, it has become evident that elementary teachers were not teaching science because they did not know the content nor feel secure with it as a subject area (Rutherford & Ahlgren, 1989); little instructional time in elementary schools was devoted to science (NAEP, 1988); and where science was taught, basal texts that emphasized reading and canned experiments were preferred and used over active learning (Lockwood, 1992a; 1992b).