Because activities in these courses
include scaffolded strategies designed to be used with all students, including ELLs / MLLs, in mastering core content, these hours may also be used toward the minimum requirement in language acquisition addressing the needs of English Language Learners.
Not exact matches
The January 2004 issue of Perspectives
includes this report on
strategies used to
scaffold writing instruction for first - grade English language learners.
After teaching context clue
strategies and
scaffolding the Vocabulary Workshop Achieve activities for students, I allow average students to skip most of the easier formative assessment activities and to complete only the more difficult activities in the vocabulary workbook
including the fill - in - the - blank exercises.
General cross-content
strategies for
scaffolding include providing students with note - taking tools (like Cornell - style notes) to help them track what they are learning in any subject area, providing a visual image to accompany a new concept or offering a sentence stem to help students speak academically.
Teachers will perform a full range of duties,
including but not limited to: + Preparing / implementing lesson plans that lead to student mastery of curriculum content,
including English Language Development + Developing / implementing integrated curriculum units, differentiating and
scaffolding as needed + Regularly assessing student progress to refine instruction and meet student needs + Participating regularly in professional development opportunities and collaborative meetings + Communicating frequently with students, students» families, colleagues and other stakeholders + Working closely with children and their families to promote personal growth and success + Maintaining regular, punctual attendance Applicants who possess the following skills will make the strongest candidates: + California Teaching Credential or equivalent, meeting all NCLB «highly qualified» standards + Social Science credential + CLAD / BCLAD certification (Spanish) + Demonstrated ability to implement varied classroom instructional
strategies + Educational vision for and experience with low - income and / or minority students + Demonstrated track record with English language learners + Commitment to preserving the cultural heritage of students + Passion for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotion.
Teachers use tools and
strategies promoting both ELA and science learning,
including using the 5E instructional model to
scaffold lessons; helping students make sense of science through writing in notebooks; and using Claims, Evidence, and Reasoning (CER) and questioning
strategies
Unit 1 of Word Intelligence provides a
scaffolded orientation to word - learning
strategies including use of context clues, morphemic analysis (analyzing word parts), and appropriate use of the dictionary.
Regarding struggling readers, English language arts competencies require teachers to «use instructional
strategies to help students,
including struggling readers, develop reading proficiency (such as semantic mapping, directed reading - thinking activities, comprehension skill - based activities, phonics based instruction, and
scaffolding).»
She has coauthored books on literacy,
including Improving Adolescent Literacy:
Strategies at Work, Reading for Information in Elementary School,
Scaffolded Writing Instruction, and Checking for Understanding: Formative Assessment Techniques for Your Classroom for ASCD.
(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework
Strategies for Teaching Students with Disabilities (2001) E654: Five
Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564:
Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning
Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638:
Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using
Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?