Sentences with phrase «language arts teacher from»

Carol Jones, 63, a retired sixth - grade language arts teacher from Westglades Middle School, was going to support her former students — some of them organizers of the march and some of them killed by gunfire.

Rebecca Gault, a 6th grade language arts teacher from Bel Air Middle School in Bel Air, Maryland, has been teaching for 22 years.

Not exact matches

You read this as a speech pathologist, I read it as a language arts teacher... there are many perspectives to hear things from.

For example, a science teacher may choose to focus on one particular section of a lab report each time; an English language arts teacher may choose to focus on one particular stage of writing, shifting from one stage to another throughout the course of the year.

Baltimore school officials are standing by their decision to use popular magazines and other nontraditional texts as part of a strategy to engage middle school students, despite criticism from some teachers and community members that the new language arts curriculum lacks rigor and downplays formal grammar lessons.

In a language arts class, a teacher might have students think through a scenario from the current class book.

After using that tool, teachers in New York State selected mathematics materials from Common Core, a private organization whose name predated the standards, and chose Expeditionary Learning materials for English language arts.

We did the Willows Academy, we were learning about computer programming, and we had teachers from our language, arts and history, science and math, all wanting to become better programmers and to be able to integrate that into their classrooms.

Ferguson read about 200 portfolios from language arts teachers in fifth through 12th grades last summer.

The language arts lessons below have been selected from the resources of Teacher Created Resources.

Sunday's program offered some more leisurely activities, including a public art walk with an alumna who works in Boston's cultural affairs office; a calligraphy workshop with a Chinese language and culture teacher from Boston Latin School; and a storytelling and drawing workshop with a museum educator from New York.

The Eleanor M. Johnson Award is given to a current outstanding elementary classroom teacher of reading and language arts and carries a $ 1,000 prize that is supported by a grant from Weekly Reader Corporation.

Laura Hinijos, a sixth - grade language arts and social studies teacher, offers three tips from what she has learned:

Last summer, I used Docs to create an entire unit with two other English language arts (ELA) teachers whom I knew from my school board.

A new study from the RAND Corporation finds that nearly every teacher in America — 99 percent of elementary teachers, 96 percent of secondary school teachers — draws upon «materials I developed and / or selected myself» in teaching English language arts.

This report presents the findings of a survey of English language arts (ELA) teachers from Common Core states, asking them to answer questions about the texts their students read and the instructional techniques they use in the classroom.

Suspense was crackling in the air as the five finalists stood on stage waiting for Dr. Smith to pronounce the winner: high school science teachers Kelly Burnette from Yulee High School and Allan Phipps from Broward County; 8th - grade language arts teacher Cristine O'Hara of Miami - Dade, and 4th - grade teachers Zachary Champagne of Jacksonville and Cheryl Conley of Vero Beach.

I have heard from his teachers and principal at Annapolis, Maryland's Wiley H. Bates Middle School about the academic benefits of arts integration, how various forms of artistic expression (PDF) are employed to learn math and science as well as language arts.

Kaitlyn Watson, a middle school English language arts teacher in North Carolina, has students build their own vocabulary lists from the context of their reading instead of generating whole - class lists for them, and then «they break down context clues and work toward their own applications of the words.»

In this on - demand webinar, two of the people featured in this series — Dowan McNair - Lee, a middle - school teacher, and Brian Pick, a top curriculum official from the District of Columbia schools — discuss how they are implementing the Common Core State Standards in English / language arts.

During one of their grade - level meetings, the language arts teachers brainstormed a way to connect the journey of the balloon to both creative and scientific writing by having their students write about that single experience from different perspectives.

English language arts teachers could increase their use of more complex, text - based practices if they received clearer guidance from states and districts about what is expected.

EducationWorld is pleased to feature this K - 6 language arts and communication lesson adapted from School Volunteer Handbook: A Simple Guide for K - 6 Teachers and Parents, by Yael Calhoun and Elizabeth Q. Finlinson (Lila Press, 2011).

Absent from the literature, however, are measured directions for how teachers might develop technology literacy themselves, as well as specific plans for how they might begin to critically assess the potential that technology holds for them in enhancing their English language arts or methods instruction.

The waiver exempts Indiana from meeting No Child Left Behind standards, such as a 100 percent proficiency in math and language arts by this year and other parameters regarding teacher evaluations and school performance.

This activity comes from Terry Fostvedt, 11th - and 12th - grade language arts teacher at Centaurus High School in Lafayette, Colorado.

There's a lot we can learn about teaching math skills from language arts teachers.

These one - week summer seminars, held at prestigious universities and historic sites around the United States are open to full - time K - 12 history, social studies, and English language arts teachers; community college faculty; school librarians; National Park Service interpreters and New Teacher Fellows (students about to graduate from college with a degree in history or education, who intend to pursue a teaching career).

After receiving her master's degree in education from John Carroll University, she served as a middle school language arts teacher, a dean of students, an assistant principal, and a principal before becoming the founding instructional leader of the National Inventors Hall of Fame ® School... Center for Science, Technology, Engineering and Mathematics Learning.

(These are distinct from «student growth percentiles,» which map student progress on state tests to language arts and math teachers.)

«There are common standards, but how we get there might be different from teacher to teacher and student to student,» says Koop, a seventh grade language arts teacher at Woodland.

I sometimes hear from language art and social studies teachers that they are hesitant to use art in their classroom, as they may be unfamiliar with art elements or art historical movements.

To better meet these students» needs, schools should promote bilingualism and biliteracy development in grades K - 12, offer professional development to teachers on how to integrate explicit language and literacy instruction aimed at the long - term English language learners in their classrooms, develop specialized programs that differ from those targeting newly arrived students, and offer native language arts programs that focus on developing native language literacy.

Living in, learning from, looking back, breaking through in the English language arts methods course: A case study of two preservice teachers.

«It was very different from what I was used to teaching in the past,» says Melissa Henderson, a seventh and eighth grade language arts teacher at Woodland.

This survey study of preservice teachers analyzed if technology is used as practice in the English language arts classroom, and if these practices transferred from the methods classroom to the field experience and beyond.

If the goal is to work on interdisciplinary connections and authentic real world tasks, it can be beneficial to have teachers from different subject areas work together on creating such projects, e.g., physics and calculus teachers, or algebra and mathematics teachers, or science and language arts teachers, etc..

These administrators identified elementary and middle grades teachers from their districts who were exemplary language arts instructors to participate in the project.

Lapp is coeditor of Voices From The Middle, published by the National Council of Teachers of English (NCTE) and has authored, coauthored, and edited numerous articles, columns, texts, handbooks, and children's materials on reading, language arts, and instructional issues.

From these principles and examples of infusing technology into English language arts teacher preparation, clearly the classrooms of today and tomorrow will look very different.

This project involves 45 English language arts (ELA), history, and science teachers from Colorado and Kentucky who collaborate in person and virtually to design and teach two common assignments — instructional units that promote college - ready academic standards and contain common performance tasks for students — each year.

And now, most recently, to receive a waiver from the cornerstone requirement of NCLB — that all students be proficient in math and language arts by 2014 — states must create new teacher evaluation guidelines.

Students receive 3 full days per week of teaching from credentialed teachers in math, science, history, language arts, Spanish, music, and art.

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.

Findings drawn from the American Teacher Panel show that while a majority of U.S. mathematics and English language arts teachers support the use of state standards in instruction, a majority do not support the use of current state tests to measure mastery of those standards.

A new national survey confirms what's long been suspected: Most teachers report that schools are narrowing the curriculum and shifting instruction time and resources toward math and language arts and away from subjects such as art, music, foreign language, and social studies.

While results vary somewhat, these studies find that the students of teachers who enter teacher through highly - selective alternative routes experience better achievement gains than the students of the unlicensed teachers they replaced; comparable, or in some cases somewhat better, math achievement gains than the students of teachers from traditional preparation pathways; and comparable, or in some cases somewhat worse, achievement gains in English language arts than the students of teachers from traditional preparation pathways.

Dr. Arfstrom has a degree in English and licensure in secondary education from Augsburg College in Minneapolis and is a former language arts teacher in Minnesota.

The third teacher, a middle - school teacher, scored 23 out of 70 «value - added» points, even though he switched from teaching language arts to teaching social studies at the middle - school level.

In spring 2014, CORE conducted a pilot test of its SEL measures with approximately 9,000 students and more than 300 teachers from all grade levels.33 The districts found that on average, students» self - reported survey responses on all four competencies were correlated with GPA and standardized test scores in English language arts and mathematics.