Sentences with phrase «language instruction from»

Principal Will Flores, who oversees English and Spanish dual - language instruction from pre-K to fifth grade, provides one example of how a leader engages in culturally competent practice.

Unfortunately, the realities of the modern school day, with numerous state and federal standards and mandates, often squeeze out language instruction from the schedule — despite significant interest from educators and parents in making language learning more accessible.

Not exact matches

Toronto's Centennial College will also begin offering instruction in Islamic finance this fall, partly due to interest from one of the Big Five banks in helping their staff speak the same language as clients with different financial backgrounds.

In addition to simply having fun together and bonding, exciting craft ideas for toddlers may help them practice concentration, language development (from following instructions) as well as eye - hand coordination.

From sign language instruction to basic mathematics, screen time can help.

Here in the Ctiy of Buffalo this year a report from the Council on Great City Schools on Improving the Academic Achievement of English Language Learners in the Buffalo Public Schools System cited that only 21 % of these students graduate from high school and the academic achievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language instruction.

It was first developed at UC - Berkeley, with the idea that any designer could use the instruction set to create chips, and also the software compilers that translate software applications from high - level programming languages in order to run on them.

Ultimately, they want autonomous agents that can quickly and safely learn from their human teammates in a wide variety of styles such as demonstration, natural language instruction and critique.

Engage your students in online literacy learning with these interactive tools that help them accomplish a variety of goals — from organizing their thoughts Providing educators and students access to the highest quality practices and resources in reading and language arts instruction.

Poetry is his medium for instruction, and by establishing an unexpected but deeply desired connection with his students, themselves gripped with despair from parental woes, he makes the art of language come alive for them.

Delia Pompa, the executive director of the Washington - based National Association for Bilingual Education, said the Title VII provisions would discourage schools from using languages other than English, almost to the point of promoting «English only» instruction.

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.

John Golden, a language arts curriculum and instruction specialist in Portland, Oregon, has his students analyze the «To be, or not to be» soliloquy from Hamlet by looking at how actors performed the famous monologue in seven movies.

The site, decorated with children's artwork from around the world, gives descriptions and instructions in several languages for games, rhymes, customs, tongue twisters, and modern games.

Those needing instruction in the English language increased from 7 percent to 10 percent.

«What matters most in the education of English language learners is the quality of instruction,» Slavin and colleagues from Johns Hopkins concluded.

The focus in schools is shifting «from the language of instruction to the quality of instruction,» says Kenji Hakuta, a Stanford professor who specializes in language learning.

According to a U.S. Education Department (ED) analysis, from 1993 to 2003 the proportion of English learners receiving «some» or «significant» native - language instruction decreased from 53 percent to 29 percent.

The powerpoint includes: - a starter - unjumble infinitives (vocab from the book)- a short review on how to use On peut + infinitive - a reading activity: One slide with instructions 2 slides: 1 - Football player - a list of reasons why learning a language could be useful for that job.

Examples of instruction like this can help students from diverse backgrounds figure out how to understand not only their first language but also their second language.

«In school, however, students are given instructions on how to accomplish tasks — in a language very different from home conversation — which later facilitates the process of assimilating information.»

In the application we submitted to XQ it contained a lot of information that carried over, but basically the petition describes in detail what the school will look like from instruction to school leadership to legal compliance to how we serve children with special needs or English - language learners, behavioral supports.

Analysts have cited a legion of reasons for the state's slide in achievement: the steady leaching of resources from the schools that was the inevitable result of the infamous 1970s property - tax revolt led by Howard Jarvis; a long period of economic woes caused by layoffs in the defense industry; curriculum experiments with «whole language» reading instruction and «new math» that were at best a distraction and at worst quite damaging; a school finance lawsuit that led to a dramatic increase in the state's authority over school budgets and operations; and a massive influx of new students and non-English-speaking immigrants that almost surely depressed test scores.

The federal government recognized the critical need for world language in the 2005 Call to Action for National Foreign Language Capabilities, a historic gathering of minds from across government, industry, language associations, and academia that resulted in a shared vision for the need and imperative of world language instruction.

Dr. Moats received her doctorate in reading and human development from the Harvard Graduate School of Education and is widely published on reading instruction, the professional development of teachers, and the relationship between language, reading, and spelling.

These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.

* Applicants whose native language is not English and whose baccalaureate is not from a college or university where English is the sole language of instruction are required to take the Test of English as a Foreign Language (TOEFL).

If your native language is not English and you do not hold the equivalent of a U.S. bachelor's degree from an institution at which English is the language of instruction, you must submit official scores from the internet - based test (iBT) of the Test of English as a Foreign Language (TOEFL).

The results suggest that observed gains on English language arts assessments in the year of instruction do not fully capture the benefits that students are accruing from high quality English language arts instruction.

The few studies from a measurement perspective that are available on new statewide assessments (e.g., Maryland, Kentucky, Arizona) do not distinguish among reading, language arts, and mathematics in design or analyses, making it difficult for literacy educators to interpret the implications for curriculum, instruction, or research.

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.

Teachers reported that the introduction of multiage classes coincided with a shift from traditional basal reading instruction to the whole language approach in early reading.

CEL has formed multi-year district partnerships with school systems across the country, from Alaska to Louisiana, helping administrators, school leaders, teachers, students, and communities build a shared language, vision, and mission for improving the quality of classroom instruction.

The shared instructional language from the Beyond Textbooks framework made it easy for these three teachers to work with each other, across subjects, to modify instruction for their own classrooms.

«Charter schools offer teachers the option to choose from single gender schools, project based curricula, environmental themed programs, and dual language instruction.

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.

State Superintendent of Public Instruction Larry K. Shumway had figures from the National Assessment of Educational Progress (NAEP) on Utah student performance in math, science and language arts compared with states with similar scores and then cross-referenced with class size and per - pupil funding.

This clip from the ASCD DVD Educating English Language Learners: Building Academic Literacies shows how teachers use technology to differentiate instruction for English language learners.

Principals implementing the Marzano Causal Teacher Evaluation Model know it's vital to lay a strong foundation from day one that rests on a comprehensive, research - based common language of instruction.

By the time they reach 5th grade, English - language learners in San Francisco's public schools were equally proficient in English regardless of whether they had been in a bilingual program or had received all their instruction in English, a recent study from Stanford University researchers has found.

From 2001 to 2005, AppleTree worked with leading experts in early language and literacy instruction, including Dr. Judy Schickedanz and Dr. David Dickinson, to develop an evidence - based early learning program.

• A common language of instruction • Lists of possible evidences for each element • Identical scales: «not using» to «innovating» • An extensive research base for the Marzano models • Validation from use in other schools • A focus on common learning goals

Complaints from school district officials about how long students needed to take part of the English language arts section of the Smarter Balanced test, also known as the Badger Exam, prompted the Department of Public Instruction to shorten the test.

Support students» vocabulary development as they transition from intensive instruction in sheltered, bilingual, or dual - language classrooms.

Instructional Decision - Making Procedures: Ensuring Appropriate Instruction for Struggling Students in Grades K - 3, developed by the Meadows Center for Preventing Educational Risk with funding from the Texas Education Agency, provides information for ensuring appropriate instruction for students struggling with reading, mathematics, and behavior, and for students who are English language learInstruction for Struggling Students in Grades K - 3, developed by the Meadows Center for Preventing Educational Risk with funding from the Texas Education Agency, provides information for ensuring appropriate instruction for students struggling with reading, mathematics, and behavior, and for students who are English language learinstruction for students struggling with reading, mathematics, and behavior, and for students who are English language learners (ELL).

Marzano received his bachelor's degree in English from Iona College in New York, a master's degree in reading / language arts from Seattle University, and a doctorate in curriculum and instruction from the University of Washington.

The new volume from the National Research Council, Preventing Reading Difficulties in Young Children (1998), and the Center for Research on Education, Diversity and Excellence (CREDE) both make the following research - based suggestions for improving the reading achievement of bilingual and ESL children: All students benefit from grade - level instruction in their first language as they are becoming fluent in English.

It is easy to get a sense of the larger goals of reading / language arts from these benchmarks, but there is insufficient guidance for districts to develop local curriculum, instruction, and assessment materials and guidelines.

Support ongoing vocabulary development, as students» transition from intensive instruction in sheltered, bilingual, or dual - language classrooms.

Moving from general and vague ideas about «reconstructing» content and incorporating English as a second language techniques to becoming very specific and using concrete tools for complex instruction.