Sentences with phrase «development of academic language»

Effective teachers scaffold instructional content for English learners by supporting development of academic language and objectives by first modeling a desired task, then gradually shifting responsibility to the students.

Existing research has shown that adequate development of academic language and literacy skills is crucial for students» school success (Fang 2012; Schleppegrell 2004; Schleppegrell and O'Hallaron 2011; Zwiers, 2008).

Kate Kinsella, Ed.D. is an adjunct teacher educator at San Francisco State University and a highly - sought after speaker and consultant to school districts and state departments throughout the US regarding development of academic language and literacy across the K - 12 subject areas.

This project has three main aims: (1) to explore the factor structure over time of academic language for writing (CALS - Write) and Writing Quality (WQ) in a socio - economically diverse longitudinal sample; (2) to examine CALS - Write individual growth trajectories from 4th to 8th grade; (3) to examine the concurrent development of academic language for reading (CALS - Read), CALS - Write and WQ.

Not exact matches

Academic theologies (with their focus on such questions as method, the disciplinary status of theology in the modern university, the relationships of theology and religious studies, and the development of public criteria for theological language) are obviously related principally to the public of the academy.

She assesses for challenges and disorders children might have in the areas of broad development, learning / academics, attention, speech / language, and social functioning with whole child treatment plans.

Numerous studies have identified possible negative outcomes of screen time to include: irregular sleep patterns, behavioral issues, focus and attention problems, decreased academic performance and negative impact on socialization and language development.

-- Discover what eurythmy reveals about human development — Work your way through the development of the child by means of exercises appropriate to each developmental phase — See how the Waldorf curriculum comes to life through movement and gesture — Learn about the interplay between eurythmy and academic experiences — Acquire the language and understanding to talk about eurythmy to Waldorf parents in a valuable way — Work, play, laugh, and have fun!

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.

Co-sponsored by the German - American Fulbright Commission and the German Academic Exchange Service (DAAD) the Summer Academy aims to offer professional development in areas relevant to the teaching of German including German language, literature and culture as well as in professional and higher education.

Over the past decade, my research has focused on the academic, social, and civic development of immigrant youth, specifically the ways in which schools Below is an IELTS advantage / disadvantage model essay about having one language in the world.

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).

A joint venture of the Financial Times and IE Business School, it brings world - renowned business information and journalism, leading academic faculty and a global network of educators to co-create customized corporate learning and leadership development programmes in multiple languages, to almost any sector, anywhere in the world.

Strong foundations in the areas of language development and literacy are critical for young children and their future academic success.

Our ultimate goal is to highlight the importance of ongoing adolescent language development for educators, researchers, and policy makers by revealing how teachers» and students» ways of using language support advances in students» text comprehension, academic writing, and school achievement.

Many of the nation's top education researchers have launched new studies into topics such as how best to teach reading in the academic content areas, how best to teach writing at the high - school level, and how best to support the literacy development of adolescent English language learners.

By grade 8, that gap widens to 44 points All these statistics clearly indicate the need to integrate academic language development and content learning to students of various demographic and ethnic backgrounds.

This study examined development of academic, language, and social skills among 4 - year - olds in publicly supported prekindergarten (pre-K) programs in relation to 3 methods of measuring pre-K quality,

They found that online writing provided multiple exposures to academic language that were of critical importance to TCs» writing development.

Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills.

The Hewett Academy is looking for a lead practitioner to support the academic, social, and emotional development of students with English as an additional language.

This may be for example sports facilities for schools who are undergoing building work or lack outdoor space, academic support for staff in departments with new colleagues or where resource development is needed, or gaining support from students or teachers in a key area of the schools choice such as maths tutoring, language lessons or developing a school orchestra.

Evidence of effectiveness in teaching the state's academic content standards, including the common core and English language development standards as measured by more than one year of summative and formative assessment data.

California has identified English learners based on how well they do on the language development test but has left it up to districts and students» teachers to also weigh a mix of factors, including teacher judgment, scores on other standardized academic tests and parent consultations.

The article offers five practices that can help schools improve educational achievement for these students: acceptance of shared responsibility by school staff; a dual curriculum that promotes language development as well as academic needs; careful consideration of how to integrate immigrants with the general school population; extended learning time; and individual progress records.

The initiative has improved educator knowledge, understanding, and skills in teaching of English language arts and mathematics through the application of Focused Instructional Modeling - Mathematics (FIM) and Academic Language Development (ALD) pedagogy.

These kinds of programs empower faculty to conduct cutting - edge research on language learning, bilugualism, international curricular issues, and immigrant education, which includes a recently awarded $ 1.8 million grant from the U.S. Department of Education for Project LEAD (Leadership in English Acquisition, Academic Achievement and Development).

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.

Courses will examine first and second language development; second language literacy development, assessment, and instruction; successful approaches to assessing and teaching oral language and content skills including designs for differentiating instruction according to students» levels of language proficiency; and the multiple factors that influence academic achievement among this student population.

Academic language development needs to be a priority in schools for students of all ages.

For more on these types of academic language development strategies, read «A Word for the Words,» from the March 2011 issue of Educational Leadership magazine.

And our efforts to enhance the ability of all children to communicate in academic language and academic thinking through oral vocabulary development must begin early.

Judy Elliott is the former Chief Academic Officer of the Los Angeles Unified School District where she was responsible for curriculum and instruction early childhood through adult education, professional development, innovation, accountability and assessment, and programs for all students including English language learners, Standard English learners, students with disabilities, and gifted.

In response to the negative impact on English Learners from over 10 years of «drill and kill», narrowly focused reading and math curricula and limited access to social science, science and the arts, Californians Together has issued a policy brief to delineate research - based teaching practices with policy recommendations for accelerating the language development and academic growth of English Learners.

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.

TALA consists of three separate academies — the English Language Arts Academy (for English language arts / reading teachers), the Content Area Academy (for mathematics, science, and social studies teachers), and the Professional Development to Support Academic Writing Academy (for English language arts / reading teachers).

Its academic performance grew practically more than any other district in the state, despite high numbers of language - development youngsters.

The FEAs have taken many forms, including: sheltered instruction observation protocol (SIOP) implementation in Texas; community - based equity assessment in Texas; IDRA's Focusing on Language and Academic Instructional Renewal (FLAIR) program implementation in reading in Louisiana; gender equity also in Louisiana; implementation of a multicultural framework in staff development to support student success in New Mexico; parent leadership in New Mexico; unitary status planning in Arkansas; English as a second language (ESL) classroom strategies in Arkansas; service learning in Oklahoma; and meeting civil rights requirements under the law in Oklahoma.

Through implementation of a developmentally - appropriate, hands - on curriculum, students will be engaged in learning literacy and numeracy that reinforces academic and social development with a focus on phonemic awareness, language enrichment, letters / sounds, decoding and beginning reading and writing.

The app was designed to enable users to measure the listening and speaking skills of young learners, recognising the significance of the oral tradition in Indigenous cultures, and oral language as the foundation for the development of literacy skills and a strong indicator of later reading, writing and overall academic achievement.

These schools, one elementary and one secondary, have seen significant improvement in the performance of their English learners through the use of the SIOP Model of instruction, an approach that addresses both academic language development and access to content.

This update to their seminal 2008 report uses the latest scientific evidence to rebut several common myths regarding how best to support the linguistic and academic achievement of young children who are learning more than one language — from the Foundation for Child Development

Support schools with English learners to ensure their academic success through high - quality native - language instruction and the development of English proficiency

K12 will provide comprehensive wraparound services targeted to individual student needs and for the benefit of the school community: development of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each student's education to their own individual learning plan; academic success at the school and individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling club.

Professional development under Title IIA for public and private school staff members must focus on the promotion of academic achievement in one of the core content areas of English, reading or language arts, math, science, foreign languages, civics and government, economics, arts, history, geography and social studies.

Lorenzo Manor Elementary, in their second year of inquiry, is focusing on supporting students» academic language development in order to ensure equitable access to curriculum and full participation in the classroom community for all students.

The mechanics of reading, the development of comprehension and the acquisition of academic language are vital to student learning in all subjects.

Reach has as its core mission the improvement of student achievement outcomes as predictors of success in college or career in the 21st century, bringing attention to high - leverage instructional practices, including LDC, that empower teachers with effective practices, and a focus on a set of core habits (student engagement, academic learning behaviors, differentiation, intentionality, data analysis, and language and thinking development).

There are some studies that connect teacher perceptions to their development and professional practices (Aguirre - Munoz et al. 2008; Huang 2004; Hart and Okhee 2003), such as Aguirre et al.'s study that provided clear evidence demonstrating the effectiveness of a systemic functional linguistic approach to teacher development for attention to academic language / literacy in teachers» instructional practice, but the findings are limited to teacher development in the area of middle school language arts.