Sentences with phrase «develop academic language skills»

As school districts begin to adjust their programs to meet the expectations of the CCSS, they are faced with the responsibility of ensuring that English language learners (ELLs) gain access to the curriculum and develop the academic language skills required by the CCSS.

English language learners (ELLs) who need to develop academic language skills in order to increase academic background knowledge also benefit from the program.

The findings highlight a pressing need for new curriculum and professional development for teachers to help students, and English learners in particular, to develop their academic language skills, Thompson said.

Not exact matches

With joy and devotion they express wonder for life and enthusiasm for work, building a strong bridge to later academic learning: Songs and nursery rhymes cultivate intimacy with language building literacy skills; Listening to stories, watching puppet shows and dramatic play strengthen the power of memory and imagination; Counting games and rhythmic activities build a solid foundation for arithmetic and number skills; Work activities develop coordination and the ability to concentrate; Outdoor activities, including play and hiking, encourage healthy physical development and an appreciation of nature and seasonal changes.

Bilingual children from low - income homes are at greater risk of falling behind their peers in developing the appropriate language skills for their age group, leading to poorer academic achievement over time.

05, principal of KIPP Ascend, a charter school in Chicago, are just as important as academics, which is why all 66 KIPP schools across the country operate on longer days — her school from 7:25 a.m. until 5 p.m. «Expanded learning time provides more time for students to work on academic skills, but also other skills that are as equally important to develop their sense of self — the arts or a language, for instance,» she says.

For example, while many black children begin developing English oral - language skills years before formal schooling, many Hispanic children must develop English language proficiency as they are simultaneously learning academic content.

Beside focusing on developing communication and reading skills, Marilee Sprenger — an expert in brain - based instructional strategies and author of Teaching the Critical Vocabulary of the Common Core — recommends that ELLs learn high - frequency academic language terms that are embedded in the Common Core State Standards.

This webinar examines how teachers can develop and support literacy and academic language skills of ELLs in the common - core era.

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 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.

This includes recommendations suggesting that: primary schools should bring in outside experts to teach coding; all primaries should have 3D printers and design software; secondary schools should be able to teach Computer Science, Design and Technology or another technical / practical subject in place of a foreign language GCSE; the Computer Science GCSE should be taken by at least half of all 16 year olds; young apprenticeships should be reintroduced at 14, blending a core academic curriculum with hands - on learning; all students should learn how businesses work, with schools linked to local employers; schools should be encouraged to develop a technical stream from 14 - 18 for some students, covering enterprise, health, design and hands - on skills; and that universities should provide part - time courses for apprentices to get Foundation and Honours degrees.

«The biggest problem related to English - language learning is not so much developing oral - conversation skills, but gaining academic written - language skills,» he explains.

The best language programs are more than mere classes within the walls of a school — they are jumping - off points for explorations in and beyond the target language that offer students the opportunity to interact and communicate across linguistic and cultural borders, and to develop a range of cognitive and academic skills that can be applied across subject areas.

Created by and for teachers using the highest - quality research, these courses offer in - class demonstrations for developing oral language, academic vocabulary, knowledge of the world, and pre-literacy skills.

This strategy is a great way to identify important academic language in any unit of study and develop vocabulary skills.

This course develops students» college and career readiness by building skills in critical reading, academic writing, speaking and listening, research and inquiry, and language use as defined by the Common Core State Standards.

Should ELLs be taught in bilingual classrooms that promote fluency in their home language and ensure access to core academic content while they develop English language skills?

How can we ensure that emerging bilingual students develop English proficiency and strong academic skills while they maintain and develop literacy in their home language?

Is there a recipe for a «super teacher» when it comes to helping English language learner (ELL) students develop academic English skills?

The Mission of the El Monte City School District's Music Department is to cultivate a life long love of music in our students by developing individual skills and an academic music vocabulary, helping students to realize a sense of belonging, establish connections to the community, foster creativity, imagination, and critical thinking through, song, movement, language, and performance.

In August 2018, SAISD will open the Washington Irving Dual Language Academy, providing students the opportunity to speak fluently in both English and Spanish and develop higher cognitive and academic skills in both languages.

Our Learn English resources develop social and conversational skills, whilst our English & Literacy, Mathematics & Numeracy, Science and Computing content supports academic language development in the context of the key subjects.

Within this approach, students learn the basic building blocks of literacy as they develop critical language skills through exposure to both oral and academic vocabulary.

As part of this study, researchers and teacher consultants developed units comprised of SIOP lessons designed to make the science topics comprehensible to English language learners through various instructional techniques and also to develop their academic science language and literacy skills.

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.

Unlike videos or television, interactive book apps develop language comprehension — background knowledge, academic vocabulary, reasoning skills, and understanding of language structures.

Children who engage in quality play experiences are more likely to have well - developed memory skills, language development, and are able to regulate their behaviour, leading to enhanced school adjustment and academic learning (Bodrova & Leong, 2005).

Research consistently indicates that children with more developed executive function skills prior to kindergarten experience greater school success.6, 7 For academic achievement, these skills may scaffold language and mathematic success.12 In fact, in a low - income sample of children, researchers have found that executive function skills prior to kindergarten predict growth in both numeracy and literacy skills across the kindergarten year.12 A successful transition to school may be particularly critical for children who have faced high levels of adversity and may be at risk for poorer school performance.

For university programs to work with schools» staff and to plan and train for the development of learning environments that encourage success for Aboriginal and Torres Strait Islander students; to cooperate in providing information about what core skills are needed for students to develop an achievable academic / science language base so that they can move into degrees in higher education, and in particular, in the health sciences;

The Professional Learning Series for Early Learning Coaches (PLS FOR ELC) is a two - year series for Early Learning Coaches designed to support the creation of high - quality Early Learning classrooms in which 3, 4, and 5 year old children develop the academic, social, emotional, and language skills they need to be successful.

The Benefits of Fathers Reading to Their Children: Tips for Fatherhood Programs and Dads This brief from the NRFC summarizes what research tells us about how fathers can positively contribute to their children's language and literacy development, offers tips for how programs can encourage father - child reading, and provides a handout with tips for what dads can do to help their kids develop language and academic skills.