Montalvin teacher scholars are
focusing on academic language instruction to support all students, especially their large English Learner population.
The 38 teacher scholars at Montalvin Manor Elementary and Verde Elementary serve 742 students, with
a focus on academic language development at Montalvin and improving balanced literacy instruction at Verde.
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.
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.
We believe children learn best in an environment rich in experiences that
focus on language development,
academic centers, social / emotional development, artistic expression and fine / gross motor development.
Dr. Cox then
focused her
academic research
on client - communication through play for those unable to speak or communicate accurately through
language.
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.
The
language challenge This
focus on academic subjects is also clearly going to disadvantage schools in certain areas.
The instruction also maintains a sustained
focus on producing oral and written
language, such as generating extended research projects or essays, and engaging in
academic discussion.
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.
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.
«For the first time in this country, we have agreement among 45 states and D.C.
on a set of
language arts and mathematics standards, which is critical in allowing us to share a common
focus and implement a far more rigorous
academic environment.
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).
There are several policies (proposed, underway, or in place) by the Obama administration that broaden the
focus on reading and
academic development, increasing attention to knowledge building and
language growth, from early childhood through adolescence — and those expansive policies may be especially beneficial for EL learners.
The Ebacc
focuses on traditional
academic subjects: English, mathematics, history or geography, the sciences and a
language.
Focusing on academic issues are the less strident but still determined critics who say many non-native English speakers are graduating from school systems with poor reading skills in both English and their native
language.
Using data collected at EF centers in different parts of the world, the project
focused on adolescents»
academic writing proficiencies across different first
languages / cultures (China, Russia, U.S.) and across different types of texts.
The new standards
focus so much more
on academic language and literacy, and I really have fewer students who struggle with
language after they leave my class.
The newsletter now has an expanded
focus: the range of new California
academic standards — from the Common Core standards in English
language arts and math, to the Next Generation Science Standards and the history - social science standards — as well as how schools will be held accountable for measuring their progress
on them.
The Every Student Succeeds Act (ESSA) takes a more comprehensive approach to assessing school quality than the No Child Left Behind Act (NCLB), moving beyond NCLB's
focus on annual test performance to also consider factors like student
academic growth, graduation rates, and rates of proficiency for English
language learners.
The
language within this activity
focuses on the IB attitudes and the Learner Profile traits, thus reinforcing the children's knowledge and understanding of the IB's
academic vocabulary.
But pupils from disadvantaged backgrounds
focus this additional time «
on traditional
academic subjects such as English, science and mathematics», according to by Dr John Jerrim of the UCL Institute of Education, while their more advantaged peers opt for «music, sport and foreign
languages».
Close Analytic reading incorporates
academic language vital to EL's and struggling readers, a
focus on work study so that students begin to see how words work together, fluency so that all students are
on the same footing for discussing text and writing from text using evidence.
We also saw marked variability in other dimensions of instruction, like teacher use of student ideas, teachers» and students» use of
academic language, and the
focus on mathematical meaning and practices.
Educators have access to a variety of resources to help kick off a successful school year, including quick tips for teaching math and English
language arts, suggestions for managing classroom behavior, and recommendations to keep classes
focused on academic content.
So much of the discussion
on English
language learners in U.S. schools
focuses on what they don't have (for example,
academic English) or what they haven't been able to do (such as graduate in rates comparable to proficient English speakers).
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.
Over the last decade, she has
focused on creating English -
language proficiency / development standards for multiple entities, designing student - centered assessment systems, and crafting comprehensive curricular frameworks around
academic language use.
Focused on building
academic proficiency in English and personalization, Meaningful Student Involvement encourages schools not to set arbitrary, one - size - fits - all timelines that do not take into account the learning needs of individual English
language learners.
We were interested in examining whether the evidence teachers
focused on was linked to the lesson learning goal (s) as well as in the level of specificity of the evidence in relation to (a) mathematic content understandings and / or difficulties, (b) engagement in math practices included in the curriculum standards, and (c) use of mathematics
academic language.
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.
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.
Following our recent series
on using Socratic seminars with English
language learners to build oral
language skills, we learned about an exciting new video series from the Teaching Channel
focused on academic conversations with ELLs featuring... you guessed it!
Bilingual education students, who learn to read and write in their native
language and then transfer those
academic skills into English, are - after a slower start - as fluent by sixth grade as those
focused on and immersed in English with minimal support in their home
language, according to the study.
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 course includes understanding the role of
academic language for all students, but will further
focus on the
language needs of English learners.
SOAR supported teachers in planning and understanding
language teaching practices, and supported coaches and administrators in observing, collecting evidence, and facilitating reflective conversations to improve delivery of instruction
focused on student
academic interactions.
Elizabeth taught 2nd and 3rd grades in Oakland, where she
focused on supporting English learners in acquiring
academic language and social and emotional skills.
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.
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).
The
focus will be
on the developmental, cognitive,
language, perceptual, social,
academic, and behavioral characteristics of students with mild and moderate disabilities.
Our approach to teacher development with a
focus on students»
academic language / literacy skills in content specific context is influenced by SFL that views learning as a linguistic process.
I tried to get film dozens of days, taught * two * full month long inquiry science units (easily 4xs the hours of teaching my cohort peers were doing) with tons of
academic language support and data analysis, student - driven socio - cultural strategies galore, NGSS - aligned and
focusing on lesser - done practices like computational thinking.
WriteToLearn provides English
language learners (ELLs) the opportunity to
focus on fundamental writing skills, while improving reading comprehension and expanding their
academic vocabulary — key components that align to the College and Career Readiness Standards and promote acceleration from ELL classification.
Montalvin's principal, Katherine Acosta - Verprauskus, engages in improvement work alongside her teaching staff,
focusing her inquiry
on a focal group of third - grade students to further support their growth in
academic language.
Focus areas range from
academic disciplines (K — 12 math, science, world
languages, and so
on) to specific programs (such as library media, guidance, or Response to Intervention) to approaches that promote deeper thinking (such as the extent to which critical thinking is embedded in a district's curriculum).
(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized
focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research
on how the proposed program may improve the
academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students,
on a space available basis, and shall not discriminate
on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English
language or
academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable
academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.
Lorenzo Manor teacher scholars are
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.