Sentences with phrase «language arts teachers used»

In Young and Kraut's (2011) study, aspiring English language arts teachers used their instructor's Twitter account to post tweets that shared language - related resources.

Reading Fiction Whole A language arts teacher uses a «whole novels» approach to give her students an authentic literary experience.

Not exact matches

Today, Flocabulary has a library of more than 550 educational hip - hop videos that explore a wide range of subjects, including math, science, social studies, language arts, and current events, which are used by teachers in 20,000 schools across the country.

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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.

* Publish an informational brochure about teasing that social studies and language arts teachers can use in the curriculum.

Teachers of language arts and all content areas try to differentiate learning to reach a diverse group of learners by using video clips.

So the author focuses on how teachers can improve upon their language arts instruction while using their basal reading program as a starting point.

While there are hundreds of technology tools out there to help language arts teachers, these four have helped me enhance my use of formative data and feedback to further student achievement in a diverse and differentiated classroom.

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.

One Albemarle teacher used the same Legos - based maker project to teach content in history, science, math, language arts, reading, and writing.

Today I want to share a really cool site that ~ Sarah Pennington ~ a language arts middle school teacher at the school where I work ~ uses with her...

One approach to using talent more wisely might entail overhauling teacher schedules and student assignment so that an exceptional 4th grade English language arts instructor would teach many more students.

With March 10 bearing down, language arts teacher Yvonne Lancelin used every spare moment on Feb. 27 to reinforce such skills as comma usage to her 7th and 8th grade students.

«I maintain the idea that, along with the knowledge of history, math, science, language arts, fine arts, and other curriculum areas, teachers must demonstrate the ability to use hardware, software, and peripherals for technology integration.

«Not only does the Extreme Read expose a math teacher, for example, to a young adult novel he or she would not typically have used in the classroom, but it allows students to see teachers and adults other than their language arts teacher as readers,» she added.

Merilee MacKay, a language arts teacher at Sagemont Virtual High School in Weston, Florida, used the program for the first time last year, and plans to continue using it with her pupils.

Middle school English language arts teacher Hassan Mansaray shares how he uses an individualized learning model, Readers and Writers Workshop, to reach his students in an expanded learning time program.

The linchpin of the state's work has been providing incentives for districts and schools statewide to adopt and implement a high - quality and coherent curriculum, particularly in English language arts (ELA) and mathematics, and to use that curriculum as the hook on which everything else hangs: assessment, professional development, and teacher training.

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.

«They have casual conversations — discussing art as it fits into life, using everyday language and insight,» says Mary Jo Rosania, Hunterdon's visual arts teacher.

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.

To date, our work using the distributed perspective has demonstrated the ways that leaders co-construct leadership activity, how leadership practice connects and fails to connect with instructional change, why teachers heed or ignore the guidance of school leaders, and how leadership is practiced differently in different school subjects (e.g. mathematics versus language arts).

Wise teachers are using the race and the many Web sites connected with it to teach geography, math, reading, and language arts.

The knowledge - sharing website SlideShare is a great resource for presentations; this slide deck gives teachers ideas for how to use iPads with their elementary school students in the language arts classroom.

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.

We developed the framework by defining the issues we consider when we bring technologies into the classroom, by observing other teachers who use technologies, and by engaging others in discussions about problems and challenges they faced when they or their colleagues brought technologies into their existing English language arts contexts.

They argue that, if reforms are meant to help all students encounter language arts in a more demanding and authentic manner, then policy analysts can not rely solely on such indicators as the materials and activities teachers use.

In fact, it remains unclear how language arts and other teachers use blogs, even though many in the field are aware that the number of educational users continues to grow.

Dr. Marzano uses this clip of a language arts teacher to show how to identify critical information in a lesson for students.

Flanagan and Shoffner (2013) examined how two English teachers used technology to support their English / language arts (ELA) instruction.

This work of identifying the building blocks in English language arts and math for students to learn in a logical and progressive manner will be of great use to teachers.

For example, if a teacher and his or her students really enjoy the language arts activities available in the LearnToLearn pack, and would like to delve deeper into literacy learning using LEGO bricks, then we would recommend LEGO Education StoryStarter, the more comprehensive language arts solution specifically developed to help teachers achieve national curriculum objectives.

The task was to observe instruction in literacy (reading or language arts) and mathematics, determine the kinds and frequencies of particular instructional strategies teachers used, and note classroom conditions.

Teachers can use the slim paperbacks (under 150 pages) in the social studies classroom because of the content and / or in the language arts classroom as a new form in the genre of memoir.

Some teachers use these modules as part of their reading / language arts block.

Hughes (2005) did, however, provide thorough descriptions of the English language arts teachers» technology use and how they compared to one another.

Mathematics teachers (theoretically throughout Tennessee) are, overall, more effective than Tennessee's English / language arts teachers, regardless of school district; hence, mathematics teachers are generally better than English / language arts teachers in Tennessee using the TVAAS / EVAAS model.

Based on a visual symbolic system and child - centered exploration, teachers guide children's discovery and support children's use of the 100 languages of art.

Teachers interested in integrating technology into their instruction «need to understand not only how to use these technologies, but also the benefits and costs their adoption and integration into English language arts and literacy teaching have the potential to create for teachers, students, and the broader community» (Swenson, Rozema, Young, McGrail, & Whitin, 2005, Teachers interested in integrating technology into their instruction «need to understand not only how to use these technologies, but also the benefits and costs their adoption and integration into English language arts and literacy teaching have the potential to create for teachers, students, and the broader community» (Swenson, Rozema, Young, McGrail, & Whitin, 2005, teachers, students, and the broader community» (Swenson, Rozema, Young, McGrail, & Whitin, 2005, p. 212).

Along with colleagues, Gibbons is examining how elementary teachers engage in the complex work of using key discussion practices to achieve equity - related and discipline - related goals in mathematics, science, and English language arts.

New special education teachers who teach multiple core subjects, and who are highly qualified in either mathematics, language arts, or science at the time they are hired, have two years to use HOUSSE (or to demonstrate content area competency through appropriate rigorous testing or coursework).

Teachers use the new system three to seven times per year in English language arts, math, science, and social studies in Grades 3 - 12.

In 2014 I worked with an English language arts teacher to use data to drive classroom instruction.

Watch as a school team — composed of a school principal, special education teacher, language arts teacher, and math teacher — meets with the parent of a special needs student and engages in an annual review that uses the Common Core State Standards to help inform his goals.

We saw the same effect of good questions used by an English / language arts teacher of sixth - grade students.

Teaching methods utilized by the control teachers involved dividing each class into three reading groups by reading level, giving traditional language arts and writing instruction to the whole class, and using workbooks during follow - up time.

Perhaps our experience offers a suggestive model of using new media effectively in a preservice language arts teacher education program.

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.

English language arts teachers have long had an established practice of using film adaptations of the literary works their students read.