Sentences with phrase «instruction in reading and writing»

In their third year of inquiry partnership, Colonial Acres» teacher leaders are supporting their colleagues to use inquiry to strengthen cross-grade collaboration, deepen their understanding of Balanced Literacy, and build collective teacher efficacy around instruction in reading and writing.

At Community Roots we believe that students need intensive instruction in reading and writing in order to develop the skills they need to be literate members of society.

Level I: The student is exposed to appropriate instruction in reading and writing.

Part of an educational experience is exposure to books and literature and instruction in reading and writing, but many students with disabilities do not receive effective literacy instruction.

Not exact matches

But often these passages in the Old Testament will state that the instructions were given by God, and if we read these texts in the light of Jesus, then we understand that although God was not telling them to do such things, He nevertheless inspired them to write what they did so that He could take the blame for their sinful actions.

Let me summarize you have read the full writing that shows you tips and instructions on how to feed a baby in 3 phases: breastfeeding, bottle feeding and solid food feeding.

The statement read in part «The Indigenous People of Biafra under the leadership of Mazi Nnamdi Kanu has written and given instructions to every academic institution in Biafraland from nursery school to University to revert to original geography textbooks with Bight of Biafra in it.

The researchers then examined whether playing the more difficult games improved performance on additional measures of working memory as well as enhanced other skills, including math, reading, writing and following instructions in a classroom.

Catherine Snow: Incorporating Rich Language in Early Education Educations Funders Researchers Initiative, November 18, 2013 «Taking on the task of improving reading skills, for all children and especially for those scoring at the bottom of the skill distribution, requires three simple things: first, we must provide all children with experiences designed to ensure a broad knowledge base and rich language before entry to kindergarten; second, we must redesign post-primary instruction to focus on discussion, analysis, critique, and synthesis; and third, we must redirect resources from testing children to assessing what is actually going on inside classrooms,» writes Professor Catherine Snow.

Her specific areas of expertise include development of informational reading and writing in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education.

We made a concerted effort to include such practices — for example, by incorporating content - and literacy - focused interactive read - alouds (Strachan, 2016), explicit instruction in vocabulary (e.g., Beck & McKeown, 2007), and specific strategies for planning writing (Graham, McKeown, Kiuhara, & Harris, 2012).

He calls on teachers and schools, in no uncertain terms, to abandon ever - changing «fads, programs, and innovations,» and zero in on what he calls the «three essential elements» of high - quality schooling: coherent curriculum, effective whole - class instruction, and purposeful reading and writing.

They also received rigorous traditional instruction in reading, writing, and spelling.

In grade - level teaching, teachers share all of the students, which allows for small - group instruction in reading, writing, and math in Tier OnIn grade - level teaching, teachers share all of the students, which allows for small - group instruction in reading, writing, and math in Tier Onin reading, writing, and math in Tier Onin Tier One.

The authors of the Common Core Standards wisely anticipated this misconception and they caution against it: «While the Standards delineate specific expectations in reading, writing, speaking, listening, and language, each standard need not be a separate focus for instruction and assessment.

You go back to 2000 to the National Reading Panel, 2005 to the National Inquiry of Australia, the Rose Reports in the UK - they're all saying the same thing: that explicit instruction is the way to go, that it needs to be skills - based and we need to virtually provide kids with the stepping stones on a continuum for kids to achieve success in reading, wReading Panel, 2005 to the National Inquiry of Australia, the Rose Reports in the UK - they're all saying the same thing: that explicit instruction is the way to go, that it needs to be skills - based and we need to virtually provide kids with the stepping stones on a continuum for kids to achieve success in reading, wreading, writing.

They are admirably aligned with rigorous research (on early reading instruction, for example); explicit about the quality and complexity of reading and writing that should be expected of students every year; very solid on arithmetic as a clear priority in the elementary grades; ambitious in aiming for college and career readiness by the end of twelfth grade; and relatively jargon - free.

The final piece was my participation in a class through the Gateway Writing Institute, where I read Nonfiction Matters, by Stephanie Harvey, and conducted an action research project on inquiry - based instruction in my classroom.

Our instruction is focused on building stamina in reading and writing to produce critical thinkers and life - long learners.

(In fact, Mandarin could only be taught as a foreign language since it is only one of the many dialects spoken in China and is rarely the native tongue of Chinese immigrants to the U.S.) But these programs do not fit the theoretical model of bilingual education since the children learn to read and write first in English and the Mandarin is only a small part of their instructioIn fact, Mandarin could only be taught as a foreign language since it is only one of the many dialects spoken in China and is rarely the native tongue of Chinese immigrants to the U.S.) But these programs do not fit the theoretical model of bilingual education since the children learn to read and write first in English and the Mandarin is only a small part of their instructioin China and is rarely the native tongue of Chinese immigrants to the U.S.) But these programs do not fit the theoretical model of bilingual education since the children learn to read and write first in English and the Mandarin is only a small part of their instructioin English and the Mandarin is only a small part of their instruction.

As students develop dual - language proficiency around third grade, they also receive reading, writing, and social studies instruction in their second language.

«In the elementary grades, it's necessary to have direct instruction in things like reading and writing, and then there's the integrated study on top of that,» Keil explainIn the elementary grades, it's necessary to have direct instruction in things like reading and writing, and then there's the integrated study on top of that,» Keil explainin things like reading and writing, and then there's the integrated study on top of that,» Keil explains.

Teachers often spend only ten minutes delivering direct instruction; the rest of the class period is devoted to hands - on learning, as students participate in guided reading and writing or grapple with a math problem.

The pack includes: Powerpoint - A Powerpoint about the festival of Hanukkah - when it is, what is eaten, how it is celebrated - the pages could also be printed off to enable you to create a class book for the children to read Photographs - Colour photos of a Menorah, a Dreidel, Hanukkah Gelt and people lighting the Menorah candles - great to add to your displays or for discussion Word cards Fact cards - Fact cards about the festival of Hanukkah Display banners - 2 different large titles for displays «Happy Hanukkah» and «Hanukkah» each with Hanukkah themed pictures Display border - A colourful display border with Hanukkah themed pictures - this can be printed as many times as you need to use on a display border of any size Writing pages - A collection of decorated A4 border pages - great for the children's work or to add to your writing area at Hanukkah Colour page border - A collection of colour A4 border pages - a great way to quickly display the children's work Colour posters - A set of A4 information posters with pictures of Gelt money, Menorah, Dreidel and Potato Latkes Display lettering - Large letters spelling «Hanukkah» which are decorated with pictures linked to Hanukkah - Great for a larger display Hanukkah story - The Hanukkah story for you to read aloud to the children Colouring posters - A collection of posters for the children to colour - these could also be printed smaller for the children to use on their Hanukkah cards Bookmarks - A collection of Hanukkah themed bookmarks for the children to cut out and colour Number line - A number line to 50 on colourful Dreidels Alphabet line - An alphabet line on candles - this could also be used for other festivals or a part of a birthday display Colour posters - A4 posters with pictures of images associated with Hanukkah Songs and rhymes - A collection of decorated song sheets with songs and rhymes about Hanukkah including two number rhymes Recipe - A photo recipe to make Latke cakes - a popular Hanukkah dish - the pages can be printed to make a book or used for displays Dreidel game - A Dreidel spinner to cut out and play the game of Dreidel Make a Dreidel - A 3D Dreidel spinner to make complete with instructions Hanukkah cards Acrostic poem Maths worksheet - Count the number of Dreidels Addition worksheet - Add the numbers on the Dreidels Menorah Counting - Worksheets to count the number of Menorah candles lit Cut and make a Menorah Number dominoes Word search Worksheets - Match the Hanukkah words to the pictures, draw the Hanukkah pictures and fill in the missing words Writing activities - Worksheets to write the Dreidel instructions and writing about HWriting pages - A collection of decorated A4 border pages - great for the children's work or to add to your writing area at Hanukkah Colour page border - A collection of colour A4 border pages - a great way to quickly display the children's work Colour posters - A set of A4 information posters with pictures of Gelt money, Menorah, Dreidel and Potato Latkes Display lettering - Large letters spelling «Hanukkah» which are decorated with pictures linked to Hanukkah - Great for a larger display Hanukkah story - The Hanukkah story for you to read aloud to the children Colouring posters - A collection of posters for the children to colour - these could also be printed smaller for the children to use on their Hanukkah cards Bookmarks - A collection of Hanukkah themed bookmarks for the children to cut out and colour Number line - A number line to 50 on colourful Dreidels Alphabet line - An alphabet line on candles - this could also be used for other festivals or a part of a birthday display Colour posters - A4 posters with pictures of images associated with Hanukkah Songs and rhymes - A collection of decorated song sheets with songs and rhymes about Hanukkah including two number rhymes Recipe - A photo recipe to make Latke cakes - a popular Hanukkah dish - the pages can be printed to make a book or used for displays Dreidel game - A Dreidel spinner to cut out and play the game of Dreidel Make a Dreidel - A 3D Dreidel spinner to make complete with instructions Hanukkah cards Acrostic poem Maths worksheet - Count the number of Dreidels Addition worksheet - Add the numbers on the Dreidels Menorah Counting - Worksheets to count the number of Menorah candles lit Cut and make a Menorah Number dominoes Word search Worksheets - Match the Hanukkah words to the pictures, draw the Hanukkah pictures and fill in the missing words Writing activities - Worksheets to write the Dreidel instructions and writing about Hwriting area at Hanukkah Colour page border - A collection of colour A4 border pages - a great way to quickly display the children's work Colour posters - A set of A4 information posters with pictures of Gelt money, Menorah, Dreidel and Potato Latkes Display lettering - Large letters spelling «Hanukkah» which are decorated with pictures linked to Hanukkah - Great for a larger display Hanukkah story - The Hanukkah story for you to read aloud to the children Colouring posters - A collection of posters for the children to colour - these could also be printed smaller for the children to use on their Hanukkah cards Bookmarks - A collection of Hanukkah themed bookmarks for the children to cut out and colour Number line - A number line to 50 on colourful Dreidels Alphabet line - An alphabet line on candles - this could also be used for other festivals or a part of a birthday display Colour posters - A4 posters with pictures of images associated with Hanukkah Songs and rhymes - A collection of decorated song sheets with songs and rhymes about Hanukkah including two number rhymes Recipe - A photo recipe to make Latke cakes - a popular Hanukkah dish - the pages can be printed to make a book or used for displays Dreidel game - A Dreidel spinner to cut out and play the game of Dreidel Make a Dreidel - A 3D Dreidel spinner to make complete with instructions Hanukkah cards Acrostic poem Maths worksheet - Count the number of Dreidels Addition worksheet - Add the numbers on the Dreidels Menorah Counting - Worksheets to count the number of Menorah candles lit Cut and make a Menorah Number dominoes Word search Worksheets - Match the Hanukkah words to the pictures, draw the Hanukkah pictures and fill in the missing words Writing activities - Worksheets to write the Dreidel instructions and writing about HWriting activities - Worksheets to write the Dreidel instructions and writing about Hwriting about Hanukkah

In this download, you will get: * Instructions for assembling the book * Language Arts Common Core correlations * An 11 - page book for the teacher to read and discuss with children * an interactive answer sheet for the children to respond in drawing or writing to answer the questions posed in the book * the pieces to make an Advent wreath crafIn this download, you will get: * Instructions for assembling the book * Language Arts Common Core correlations * An 11 - page book for the teacher to read and discuss with children * an interactive answer sheet for the children to respond in drawing or writing to answer the questions posed in the book * the pieces to make an Advent wreath crafin drawing or writing to answer the questions posed in the book * the pieces to make an Advent wreath crafin the book * the pieces to make an Advent wreath craft.

26 — Curriculum and instruction: «Across the Curriculum: Reading and Writing,» seminar, sponsored by the New England League of Middle Schools, for middle school teachers and administrators, to be held in Providence, R.I. Contact: Jean Blanchard, N.E.L.M.S., 460 Boston St., Suite 4, Topsfield, Mass. 01983 - 1223; [phone]; fax: [phone].

District performance - based assessments in reading, writing, spelling, and math are given, on average, three times each year, and numerous staff development hours are spent reviewing results and discussing ways in which the findings can be used to inform and change classroom instruction to meet the needs of individual students.

For me, as I just mentioned with the power of writing and the importance of intentional writing instructions in a reading class, one of my favorite ideas that I think all reading teachers can and should incorporate daily as well as other subject area teachers is this idea of the art of the sentence.

Excel teachers focus on individualized instruction in basic skills, spending at least two hours a day on reading, writing, and literature and at least 90 minutes a day on mathematics.

For these naysayers, I rattle off a whole list of reasons why I integrate technology: multi-modal instruction, supplements for remediation or enrichment, 21st century skill - building, text - to - world connections, collaboration, student buy - in, not to mention marked improvement in essay - writing and reading comprehension.

In colonial primary schools, most early instruction centered on reading, writing, spelling, and religion.

In this Spotlight, learn why states and districts are aiming to build ELLs literacy early, how invented spelling can improve reading ability, and how teachers can facilitate effective writing instruction.

In addition to helping educators hone a classroom approach to writing that focuses on more in - depth analysis and metacognition, we help guide them through a unit or a year of instruction: Where do we start, and how do we proceed, to gradually build our students» ability to work through the reading and writing process successfullIn addition to helping educators hone a classroom approach to writing that focuses on more in - depth analysis and metacognition, we help guide them through a unit or a year of instruction: Where do we start, and how do we proceed, to gradually build our students» ability to work through the reading and writing process successfullin - depth analysis and metacognition, we help guide them through a unit or a year of instruction: Where do we start, and how do we proceed, to gradually build our students» ability to work through the reading and writing process successfully?

In the pack you have a full PowerPoint complete with starter activity, objectives, copy of reading comprehension, key word activity, questionnaire instructions and feed back slides as well as extended writing task and links to websites with further independent study activities.

While the Standards delineate specific expectations in reading, writing, speaking, listening, and language, each standard need not be a separate focus for instruction and assessment.

Comprehensive support services include counseling and supplemental instruction in reading, writing, and math to address the individual needs of all students, ensuring equity of access, opportunity, and success.

Her expertise includes development of informational reading and writing in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education.

Rather than idle away precious hours on trivial stories or randomly chosen nonfiction, reading, writing, and listening instruction would be built into the study of ancient civilizations in first grade, for example, Greek mythology in second, or the human body in third.

There was 100 % agreement on coding of coaching for word recognition during reading, 94 % agreement on providing explicit phonics instruction, 94 % agreement on practicing sight words, 96 % agreement on asking text - based questions, 96 % agreement on asking higher level questions, and 100 % agreement on writing in response to reading.

For example, if a 15 - minute interval was coded as whole - group phonics instruction, independent reading, and writing in response to reading, we coded each activity as occurring for a child for 5 minutes.

Thus we decided to create one large category labeled reading instruction (which included teacher - directed reading of narrative and expository text; instruction in phonics, vocabulary, and comprehension; and literature circles); the other original categories — independent reading, writing in response to reading, other written composition, spelling, reading aloud to students — remained intact.

Do new standards and assessments result in better reading and writing instruction?

For comprehension instruction, eight different instructional practices were observed and coded: doing a picture walk; asking for a prediction; asking a text - based question; asking a higher level, aesthetic response question; asking children to write in response to reading (including writing answers to questions about what they had read); doing a story map; asking children to retell a story; and working on a comprehension skill or strategy.

Explicit phonics instruction included work on a chart, whiteboard, worksheet, or word cards dealing with word study; word families; introducing or comparing phonic elements (i.e., er, ir, and ur all have the same sound); making words (Cunningham & Cunningham, 1992); writing words; and reading words with a particular phonic element in isolation.

Additionally, in grades 1 — 3, frequently observed approaches to comprehension instruction included asking literal - level oral questions after reading; asking higher level, oral questions after reading; and having students write in response to what they had read.

Activities included: whole - group, small - group, or independent grouping pattern on the following activities: reading instruction (including teacher directed reading, word recognition, comprehension, vocabulary instruction, or literature circle); independent reading; writing in response to reading; reading aloud to students; written composition; spelling; and other academic activities

In other words, we selected each of the activities summed over settings, each of the settings summed over activities, and a composite variable for total reading emphasis, which is the sum of the totals of columns 1 - 3 (reading instruction, independent reading, and writing in response to readingIn other words, we selected each of the activities summed over settings, each of the settings summed over activities, and a composite variable for total reading emphasis, which is the sum of the totals of columns 1 - 3 (reading instruction, independent reading, and writing in response to readingin response to reading).

Grossen serves as the executive director of the Center for Applied Research in Education, a non-profit organization that provides implementation guidance for schools implementing secondary Direct Instruction intervention in mathematics, reading, and writing.

At the same time, the research community expressed concern about the skills - based conceptualizations that were guiding assessment and instruction in reading (see Curtis & Glaser, 1983; Guthrie & Kirsch, 1984; Linn, 1986); they were less concerned with writing because, as we noted previously, writing process and direct assessment of writing had gained popularity in the 1970s.

The Florida Reading Association represents over 6,900 members who are actively interested in reading and writing instrReading Association represents over 6,900 members who are actively interested in reading and writing instrreading and writing instruction.