Sentences with phrase «content knowledge of language»

Not exact matches

Ken Olson, «Eusebius of Caesarea Tradition and Innovations», Center for Hellenic Studies, distributed by Harvard University Press (2013), wrote «Both the language and the content have close parallels in the work of Eusebius of Caesarea, who is the first author to show any knowledge of the text.

While some would argue that seven years is more than enough time for some kids to grow up with no knowledge of the previous Fantastic Four films or media, it's worth noting that the darker content and occasionally strong language in this film really do appeal to an older audience than its predecessors.

In developing the Common Core State Standards in English language arts and math, CCSSO and its partners (including some extraordinarily astute standards - writers) achieved a praiseworthy melding of those cognitive elements of 21st century skills with core academic skills and a fair amount of vital content knowledge.

The learning solution should be such that there is no knowledge of coding language required to develop content.

This lesson enables students to build their knowledge of the content, language, and structure of James Fenton's modern relationships poem «In Paris With You.»

These resources enable students to build their knowledge of the content, language, and structure of Denise Levertov's Vietnam War poem «What Were They Like?»

Students also learn to recreate texts, honing their knowledge of text content, language, and structure choices, whilst simultaneously building their imaginative writing skills.

A young South Korean student in the same class spoke little English, but had a great deal of content knowledge in her first language.

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.

They are designed to help teachers ensure that all of their students get the time to play and explore, become immersed in oral language and content knowledge, and practice skills and habits of character that they need — both to live joyfully and to be fully successful and proficient.

The Core Knowledge Sequence provides a detailed outline of specific content and skills to be taught in language arts, history, geography, mathematics, science, visual arts, and music.

On a four - point scale they rated at three or higher many aspects of their program preparation including a range of aspects of classroom management; language, literacy, and reading instruction (including teaching phonics); ability to teach mathematics; ability to use a range of assessments to improve their teaching and learning; and knowledge of content.

Smarter Balanced has developed content specifications in English language arts / literacy and math to ensure that the assessments cover the range of knowledge and skills in the Common Core State Standards.

A pair of webinars last month offered an overview of how and why content knowledge for teaching (CKT) can be embedded in education course work, looking particularly at the preparation of elementary teachers in English / language arts (ELA) and mathematics.

Have the items in the portfolio been carefully selected to show the range of language and literacy skills the student has mastered as well as the ELL's growth in content knowledge and skill?

how to design units and lessons that integrate language development with content learning in the form of essential knowledge and skills; and

The PARCC CCR Determinations in ELA / Literacy and mathematics describe the academic knowledge, skills, and practices in English language arts / literacy and mathematics students must demonstrate to show they are able to enter directly into and succeed in entry - level, credit - bearing courses and relevant technical courses in those content areas at two - and four - year public institutions of higher education.

They have attended U.S schools all their lives, but they have not achieved either high levels of academic English language proficiency or content knowledge to succeed in all - English mainstream program.

As Hammond and Manfra (2009) described in their discussion of TPACK in social studies education, TPACK is a conceptual framework in teacher education that «provides a common language to discuss the integration of technology into instruction and builds upon the concepts of pedagogical content knowledge, [as well as] teacher as curricular gatekeeper» (p. 160).

This dynamic professional development series focuses on extending the teacher's knowledge of ESL strategies and sheltered instruction to ensure that the English language learner is engaged in learning the academic content.

The academic content and performance standards adopted by the state board, including how the programs and services will enable ELs to access the common core academic content standards and the English language development (ELD) for purposes of gaining academic content knowledge and English language proficiency.

Content - area teachers with a wide range of knowledge and comfort levels in supporting English learner students benefit from building their ability to facilitate language acquisition — and ELL teachers benefit from receiving training on evidence - based strategies for supporting language acquisition that also facilitate students» content leContent - area teachers with a wide range of knowledge and comfort levels in supporting English learner students benefit from building their ability to facilitate language acquisition — and ELL teachers benefit from receiving training on evidence - based strategies for supporting language acquisition that also facilitate students» content lecontent learning.

For starters, we should do a better job of assessing ELL students to determine their English language proficiency and content knowledge.

Teachers become more aware of language structures in one content area and transfer this knowledge to other content areas, just as the students do.

Based on federal definitions of English learners, these students are supposed to be those who can't demonstrate content knowledge on exams because of language.

These new content standards, which clearly detail the knowledge and skills that all students should possess in mathematics and English language arts, or ELA, are intended to be supported with aligned assessments that reinforce the content messages of the standards and provide evidence of student mastery.

At that time, teachers had little knowledge of language development and how to deliver content effectively to students who were not native speakers of English.

Snow said she'd like to see more meaningful measures of how schools are closing the achievement gap for English learners, such as how quickly a student is able to move out of English - learner status, or finding a way to measure content knowledge without their language limitation being a factor in the score.

Collaborative member and Director of Teacher Professional Development at WestEd Aida Walqui, along with Margaret Heritage, the Assistant Director for Professional Development at the National Center for Research on Evaluation, Standards and Student Testing at the University of California, Los Angeles, and Robert Linquanti, Project Director for English Learner Evaluation and Accountability Support and Senior Researcher for the California Comprehensive Center at WestEd, lay the groundwork for continuing the progress teachers have made with English language learner (ELL) students in their new book English Language Learners and the New Standards: Developing Language, Content Knowledge, and Analytical Practices in the Classroom.

The authors also emphasize the notions that neither content knowledge nor English language acquisition, both of which are ever - present when working with ELL students, are (or should be) linear, rigid, and structured as they have been viewed historically.

It may have been that they had a broad understanding of the word and it was the only way they could describe the language and ways of talking about the content of their discipline, however, this unexamined and fuzzy knowledge changed to a more nuanced and complex way of thinking.

The KF, approaching analysis of content topics from the perspective of «knowledge structures» (Abelson and Black 1986, p. 1), provides a vehicle to look into the relations between the language used and the knowledge structured as a result.

These students are a challenging group for educators, especially at the high school level because they must master content knowledge and develop English language and literacy in a relatively short amount of time.

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.

It provides a common language to discuss the integration of technology into instruction (Koehler & Mishra, 2008) and builds upon the concepts of pedagogical content knowledge (Shulman, 1987) and teacher as curricular «gatekeeper» (Thornton, 2001a, 2001b).

Lessons were organized around instructional routines that included the following: presentation of content and language objectives, brief overview of a «big idea,» explicit vocabulary instruction, use of a 2 - to 4 - minute video clip and purposeful discussion to build conceptual knowledge, assigned reading followed by students generating and answering questions, and a wrap - up writing activity or graphic organizer to review and assess learning.

The effects of English language proficiency and scientific reasoning skills on the acquisition of science content knowledge by Hispanic English language learners and native English language speaking students.

Effectively teaching these students means incorporating their funds of knowledge into the curriculum, encouraging them to use their knowledge of their home language to develop academic English, making them aware of content - area — related cognates, providing graphic organizers, incorporating input from multiple modalities, and encouraging students to engage face - to - face with one another to develop English literacy skills.

To comprehend what they are reading, students will need to develop knowledge of content specific language.

Unfortunately, lest you hold the advanced knowledge in Thai language, you might find it nearly impossible to understand the entire content and concept of how different vendors are boosting their presence through applications.

While traveling as a naive tourist makes for interesting content, it is far easier and safer to explore Central and South America with at least a working knowledge of the predominant language.

«Although [timeglobe] owes a great deal to Wikipedia and DBpedia, and we both love these as sources of information, it does also highlight visually the biases in the knowledge of those who create English language internet content.

They must have knowledge of English language, concerning the content and structure with spelling words and meanings, grammar and rules of composition.

This include ability of performing different programmes, ability of mimicry, knowledge of recent news and events, ability to play with the script, performance skills, ability of developing content and carrying it out with vigor, interviewing skills, strong communication and inter-personal skills, command over language, and even presence of mind.

• Apt at using shorthand, stenotype machine and audio based transcribers to take down verbatim • In - depth knowledge of common medical terminology and profound ability to use the same effectively in order to communicate case details • Strong organizational skills, proven ability to collect and compile all medical data needed for patient case formulation and filing • Particularly effective in simplifying medical jargons and expanding medical abbreviations to produce easily comprehendible data for case compilation and processing • Efficient in identifying errors in given text and correcting the same • Excellent collaboration and coordination skills, proven ability to collect data regarding patient case from all relevant departments and assemble the same in the patients» medical record file • Expert in transcribing clinical dictations and getting the same analyzed and verified by concerned medical practitioner • Excellent time management skills with track record of delivering timely case reports for case follow up and educational purposes • Attentive listener with proven ability to follow instructions to book, thus ensuring error free delivery of assignments • Computer literate with strong PC operation skills and profound knowledge of various data recording software • Profound ability to categorize different types of content according to the area of specialization to facilitate data identification and retrieval • Strong language skills, full command on generating transcribed content free of grammatical, spelling or punctuation errors • Highly capable of producing accurate data in printed form based on dictations and audio recording by surgeons and healthcare providers • Well versed in verifying given text against an audio verbatim to ensure its accuracy and correctness • Fully knowledgeable of data confidentiality protocols applicable to transcribed data • Proficient in interpreting and rectifying data discrepancies in medical content • Excellent knowledge of basic physiology and anatomy • Strong expertise in comprehending complex procedures carried out in the operating room • Effective listening skills with strong attention to detail and high level of accuracy

• Ability to update or implement website content • Artistic and technical approach to web design • Superior communication skills • Capable of working either alone or on a team • Working knowledge of most popular programming languages

The development of the promotions tool gives young people an opportunity to think about where they stand with the knowledge of the program's content, to integrate the material into their own language and culture, and to create a group process where they have to discuss the material from their own standpoint.