Sentences with phrase «content of academic text»

To address this goal, the schoolwide approach is designed to meet the needs of all students by providing them with instruction specifically designed to help them comprehend the complex vocabulary and content of academic text and to increase their motivation to read.

Not exact matches

The past decade has seen a relative surge in research conducted in urban, underperforming schools focused on doing exactly this — providing students with deep, language - and content - based instruction, with a focus on teaching both specialized vocabulary and the specialized structures of language in academic speech and text.

It has two columns: One side is content in academic language given to students by their teachers, and the other side is a translation of that text or concept in a student's own words — or sometimes shown through a student - created image.

Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality youth - oriented social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth academic achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection skills.

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.

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.

Her particular area of interest is working across the academic content areas, helping teacher develop focusing questions, selecting and using complex texts, developing strategies for building knowledge and oral processing, writing structures, and providing formative feedback.

The goal of this schoolwide effort is to ensure that all students can read and learn from academic text, including content area textbooks and literature, and that they will be motivated to engage in reading for many different purposes.

A focus on academic and content vocabulary helps prepare students for the demands of complex informational text.

Passages provide an opportunity to learn words in the context of academic text and support knowledge - building in history and social studies content.

The findings showed that this intervention facilitated learning of academic vocabulary and content information found in expository text for all students (Vaughn et al., 2009).

Achieve3000's LevelSet ™ assessment is the world's only universal screener for the reading comprehension of nonfiction text in both English and Spanish, a primary focus of the Nevada Academic Content Standards and the SBAC and CCR - ACT assessments.

The selection, approval, and adoption of academic texts can be a lengthy and carefully vetted process, especially in the public school sector where variables such as the appropriate nature of the content and budget come into play.

However, Núñez said she likes the idea of «filleting» content,» in some markets called «chunking» it into smaller, salable parts, as in providing short stories, long - form journalism and academic texts as individual products, allowing readers to create anthologies, or «play lists,» while recognizing that often it is only the larger publishing houses that can make such an investment.