Sentences with phrase «literacy strategies in the classroom»

She has presented at teachers» conferences on incorporating interactive literacy strategies in the classroom, and she is a seven - time recipient of a competitive grant allowing her to incorporate project - based learning in her classroom.

«Also, the difference with the [whole - school] program is that it meant all teachers were then given PD on how to use these literacy strategies in their classroom - a withdrawal program doesn't do that.

All the leaders — including central office personnel, the superintendent, and school principals — took their turn at demonstrating the new literacy strategies in classrooms.

Not exact matches

In every class, both core and elective curriculum, Trinidad Garza uses the six strategies from the Common Instructional Framework — collaborative group work, literacy groups, scaffolding, writing to learn, questioning, and classroom talk — to align their instruction, create a rigorous environment, and foster students who take ownership of their learning.

The coach is here to help teachers to improve practice, whether it's using technology, trying different strategies, exploring new classroom or literacy approaches, or finding resources to support them in their day - to - day teaching.

Now, once that minder is removed the kid falls in a hole because he or she hasn't been given successful literacy or numeracy strategies to enable them to cope and operate in a classroom environment.

The series, called Ask a Researcher, offers evidence - based guidance to classroom dilemmas in the areas of literacy, mathematics, and English language learning, giving teachers credible strategies to enhance student learning.

Instead, secondary schools need to develop a continuum of literacy instruction to combat the debilitating fragmentation of block schedules; that is, teachers of content classes from every subject need to use similar classroom approaches so that struggling students can utilize strategies learned in supplementary classes throughout the whole school day.

Here are four literacy strategies that I found to be useful in CTE classes, though I know they can be used in any classroom.

In this hybrid role, she will spend half the school day in a kindergarten classroom, and half the day doing reading interventions and literacy strategy worIn this hybrid role, she will spend half the school day in a kindergarten classroom, and half the day doing reading interventions and literacy strategy worin a kindergarten classroom, and half the day doing reading interventions and literacy strategy work.

Educators are adapting teaching strategies to improve literacy instruction in the classroom.

In addition, this publication reviews teaching strategies that can be used to develop literacy skills in all classroomIn addition, this publication reviews teaching strategies that can be used to develop literacy skills in all classroomin all classrooms.

Using an existing set of video cases from the Center for the Study of Reading's video series, «Teaching Reading: Strategies from Successful Classrooms,» we developed Reading Classroom Explorer (RCE), a hypermedia learning environment designed to help novices understand that there are many successful tools and approaches available to engage students from diverse cultural, linguistic, and intellectual backgrounds in challenging literacy curricula.

The results showed that both approaches significantly improved students» literacy skills, but one framework that utilized authentic texts and implemented specific reading strategies did more to improve students» reading comprehension and vocabulary and increase literacy in high school CTE classrooms.

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.

But over time we've seen a huge shift in understanding at the middle school and high school level: that if they use literacy strategies they will be able to support instruction in the classroom.

The second edition of this course also reviews literacy strategies in the English language arts classroom for grades 6 through 12.

Common Core and Literacy Strategies: English Language Arts, 2nd Edition — In this course, educators explore the CCSS approach to literacy, with a new emphasis on critical thinking skills in science supplemented by video examples and in - depth readings, and review downloadable applications that will help them develop methods for putting the standards to work in the clLiteracy Strategies: English Language Arts, 2nd Edition — In this course, educators explore the CCSS approach to literacy, with a new emphasis on critical thinking skills in science supplemented by video examples and in - depth readings, and review downloadable applications that will help them develop methods for putting the standards to work in the classrooIn this course, educators explore the CCSS approach to literacy, with a new emphasis on critical thinking skills in science supplemented by video examples and in - depth readings, and review downloadable applications that will help them develop methods for putting the standards to work in the clliteracy, with a new emphasis on critical thinking skills in science supplemented by video examples and in - depth readings, and review downloadable applications that will help them develop methods for putting the standards to work in the classrooin science supplemented by video examples and in - depth readings, and review downloadable applications that will help them develop methods for putting the standards to work in the classrooin - depth readings, and review downloadable applications that will help them develop methods for putting the standards to work in the classrooin the classroom.

This event is especially planned for teachers who are interested in learning additional literacy strategies that can be implemented the very next week in your classroom.

Library Media Essentialists will share strategies around how uniquely positioned they are to create collaborations between and among arts and non-arts classroom teachers to advance arts integration and literacy in their schools.

As part of the Music - in - Education National Consortium, El Dorado's Music Learning Leadership Staff (administration, classroom and music teachers) received monthly professional development in a) M+MI curriculum unit design based on fundamental concepts of literacy shared between music and language, b) teaching for transfer strategies, c) music and music integration literacy skill assessment, and d) action research based documentation of student learning through collaboration with MuST, MIENC guided practices consultants, and SF Opera.

If the staff has a literacy school improvement goal and they agreed to use the Cloze strategy universally, this could be recorded during walkthroughs and a percentage of occasions the strategy was observed in classrooms could be tabulated.

Chapters address: (1) an overview of the whole language approach; (2) examples of how special education teachers use whole language to teach children with learning disabilities; (3) suggestions on how to create a child - centered classroom; (4) the role of the teacher in a whole language classroom; (5) examples of democratic classrooms; (6) assessment procedures that are compatible with a whole language philosophy and how assessment data can be used to respond to individual needs; (7) examples of different strategies teachers use to teach students with learning disabilities reading and writing; (8) literacy development in students with disabilities and how to foster self - directed learners; (9) how teachers develop learner - centered curriculums and how to move toward an inclusive environment; and (10) one teacher's move to the whole language approach.

They have implemented the Focused Instructional Model for math, are part of the Investing in Innovation (i3) grant, and have had Math and Literacy Coaches help implement various strategies in classrooms.

CCSSO's Adolescent Literacy Toolkit was developed by the Council and multiple partners in response to a state - identified need to develop the skills, knowledge, and resources of content - area high school teachers to implement adolescent literacy best practices and strategies in their claLiteracy Toolkit was developed by the Council and multiple partners in response to a state - identified need to develop the skills, knowledge, and resources of content - area high school teachers to implement adolescent literacy best practices and strategies in their claliteracy best practices and strategies in their classrooms.

Arts for Learning serves more than 200,000 PK - 12 students annually in hundreds of schools across Georgia, with targeted supports for classroom teachers to implement arts - integrated instructional strategies, particularly those focused on literacy.

She has written and edited numerous books, chapters, and articles on adolescent literacy, most notably Reading and the High School Student: Strategies to Enhance Literacy (with Buehl & Klemp, 2007), Strategies for Enhancing Literacy and Learning in Middle School Content Area Classrooms (with Buehl & Radcliffe, 2007), and Teaching Middle School Reading (with Rycikliteracy, most notably Reading and the High School Student: Strategies to Enhance Literacy (with Buehl & Klemp, 2007), Strategies for Enhancing Literacy and Learning in Middle School Content Area Classrooms (with Buehl & Radcliffe, 2007), and Teaching Middle School Reading (with RycikLiteracy (with Buehl & Klemp, 2007), Strategies for Enhancing Literacy and Learning in Middle School Content Area Classrooms (with Buehl & Radcliffe, 2007), and Teaching Middle School Reading (with RycikLiteracy and Learning in Middle School Content Area Classrooms (with Buehl & Radcliffe, 2007), and Teaching Middle School Reading (with Rycik, 2005).

Dr. Fisher's 30 Days to Improving Literacy blended learning series is designed to help educators build their skills and practice with daily videos and strategies the can put to use in the classroom each day.

In order for a teacher to support students in employing new literacies, that teacher must first possess the skills, strategies, and dispositions necessary to use and adapt to the changing information and communication technologies available in the classrooIn order for a teacher to support students in employing new literacies, that teacher must first possess the skills, strategies, and dispositions necessary to use and adapt to the changing information and communication technologies available in the classrooin employing new literacies, that teacher must first possess the skills, strategies, and dispositions necessary to use and adapt to the changing information and communication technologies available in the classrooin the classroom.

With a teaching career of 30 + years, spanning a variety of grade levels, diverse classrooms, and literacy positions in North Carolina schools, Kathy fully understands the value of sharing research - based teaching strategies that works in the «real - world» classroom.

In this Common Core State Standards - aligned book, educators will discover research - based tips and strategies to improve literacy in upper elementary and middle school classroomIn this Common Core State Standards - aligned book, educators will discover research - based tips and strategies to improve literacy in upper elementary and middle school classroomin upper elementary and middle school classrooms.

A classroom teacher who is also a literacy leader models teaching strategies she uses in a Year 1 literacy writing session to ensure students» literacy requirements are met.

In this set of video vignettes, Virginia teachers demonstrate strategies that can be used in elementary classrooms to promote students» early literacy skillIn this set of video vignettes, Virginia teachers demonstrate strategies that can be used in elementary classrooms to promote students» early literacy skillin elementary classrooms to promote students» early literacy skills.

Her research interests focus on children's literature in the classroom, especially informational texts, disciplinary literacy, and teacher implementation of instructional strategies.

The authors suggest that the literacy coach begin by connecting a new initiative to current practice to validate teachers» prior efforts, choose generative practices that raise important questions about teaching, establish teaching credentials by spending significant amounts of time teaching in the classroom, focus teacher training on student learning, use a repertoire of coaching strategies, and get into the habit of regularly videotaping and reviewing lessons and demonstrations.

For example, the RAFT strategy has been used in science classes to enable students to address environmental literacy and citizenship and to develop skills that will be beneficial beyond the classroom (Groenke & Puckett, 2006).

This email series provides you with the strategies you need to teach social skills and emotional literacy in the classroom!

Essential Duties and Responsibilities: • Create, adapt, and execute daily lesson plans based on Parenting and School Readiness curriculum • Administer pre - and post-testing of parents and children to determine measurable progress • Organize family learning activities and events both in the classroom and in the community to support program objectives • Facilitate Parenting education, Parent and Child Interactive literacy sessions, and Parents Interacting with Infants playgroups • Manage routine administrative functions of the classroom including recording attendance, enforcing attendance policy, and contacting absent students and encouraging their return to class • Provide supplemental learning material and activities based on parents» and children's» needs • Maintain currency in Early Childhood education techniques and strategies • Develop meaningful relationships with parents and children in our program and also with other team members • Communicate with parents, staff and administrators regarding issues that concern parents and children • Facilitate a safe, educational and stimulating learning environment • Participate in the planning and implementation of program evaluation activities • Operate standard office equipment and uses required software applications • Performs other duties and responsibilities as assigned.