Sentences with phrase «of academic language»

It will provide frequent opportunities for the use of academic language.

The mechanics of reading, the development of comprehension and the acquisition of academic language are vital to student learning in all subjects.

What evidence do you hear that the student understands the structure of academic language, not just key terms?

What about students with minimal exposure to the type of academic language found in informational texts?

Although the driving question and even the project launch may not be full of academic language, academic language will appear in a project.

But when they work with a textbook or have to write an essay, they just don't have the command of the academic language or vocabulary they need.

Think of academic language as the verbal clothing that we don in classrooms and other formal contexts to demonstrate cognition within cultures and to signal college readiness.

They need teachers who know how to teach the foundational skills of reading and comprehension of academic language.

Just how much of an impact does the lack of academic language have on a student's comprehension of informational texts?

In order to do that, we will need to address the topic of academic language, both explicitly and implicitly.

Effective teachers scaffold instructional content for English learners by supporting development of academic language and objectives by first modeling a desired task, then gradually shifting responsibility to the students.

Emphasizing the acquisition of academic language for ALL ™ students, or Academic Language Learners, we help teachers align content with the vocabulary, syntax, and discourse students need to «sound like a book» while presenting ideas, and use targeted academic language that supports the subject matter and helps students explain their reasoning, arguing from evidence, and asking questions.

Generating knowledge of academic language among urban middle school students.

During the debrief that followed the lesson, they shared positive observations with the host teacher, such as the frequent use of academic language in student discussions and students» willingness to ask for help when they needed it — so that «everyone walks away with some new knowledge, some new gained perspective,» says instructional specialist Pauline Roberts.

English learners are more likely to become proficient English speakers if they enter kindergarten with a strong initial grasp of academic language literacy, either in their primary language or in English, a new analysis from Oregon State University has found.

Through intensive language development and strengthened core content instructional programs designed to increase comprehensible input and acquisition of academic language among all student groups and across grade levels, the campus is succeeding in preparing primary grade students for upper elementary grades, middle school, high school and college.

The volume and scope of academic language used for discussions, reading, and writing in intermediate grades and beyond are daunting, even to some native English speakers.

I tried to get film dozens of days, taught * two * full month long inquiry science units (easily 4xs the hours of teaching my cohort peers were doing) with tons of academic language support and data analysis, student - driven socio - cultural strategies galore, NGSS - aligned and focusing on lesser - done practices like computational thinking.

Jorge Cham's dead - on portrayal of the grad student life beautifully decodes the meaning of academic language: «Remains an open question» equals «We have no clue either.»

While traditional instruction has focused upon reading words quickly and precisely, Lesaux's research suggests that English language learners need a more focused kind of reading instruction — in the domain of academic language — that continues beyond the early elementary years.

Dobbs» doctoral thesis explores how middle graders learn and use different markers of academic language in their writing.

Banana daiquiri is a term that most first graders can not define, but it is not an example of academic language.

Because the first 3 CSETs test the knowledge needed to teach L2 language classes, and the 5th CSET focuses on literature and culture, there is no assessment of academic language knowledge in subject matter areas.

In fact, we like to say that «ALL» stands for «Academic Language Learners» because we are all learners of academic language.

However, we must not confuse this ability to converse informally with a mastery of academic language.

For ELLs, those demands require teachers to understand the linguistic demands of academic language and Common Core mathematics.

Anticipated workshops will help teachers develop strategies to make academic language accessible for all students, to differentiate instruction to meet the various levels of academic language development, and to guide teachers from direct teaching instruction using academic content language to small group and independent student mastery of academic writing.

Meetings allow Daniel to talk with teachers about two of her biggest concerns — building up students» inventory of academic language and increasing the level of rigor.

The course includes understanding the role of academic language for all students, but will further focus on the language needs of English learners.

Kate Kinsella, Ed.D. is an adjunct teacher educator at San Francisco State University and a highly - sought after speaker and consultant to school districts and state departments throughout the US regarding development of academic language and literacy across the K - 12 subject areas.

For more on these types of academic language development strategies, read «A Word for the Words,» from the March 2011 issue of Educational Leadership magazine.

Teach Academic Vocabulary Although the driving question and even the project launch may not be full of academic language, academic language will appear in a project.

This focus on building knowledge of academic language, content, and performance helps prepare English language learners for non-sheltered classes, in which they will be expected to achieve to high academic standards alongside their English - speaking peers, a goal of NCLB.

When these Long Term English Learners (LTEL) fail to advance in their acquisition of academic language, the result is a diminished level of independence.

Vocabulary instruction, particularly the use of academic language in instruction, is seen as the norm in classrooms.

This project has three main aims: (1) to explore the factor structure over time of academic language for writing (CALS - Write) and Writing Quality (WQ) in a socio - economically diverse longitudinal sample; (2) to examine CALS - Write individual growth trajectories from 4th to 8th grade; (3) to examine the concurrent development of academic language for reading (CALS - Read), CALS - Write and WQ.

These same strategies also support ELL students in their acquisition of academic language, which is so necessary for school success but is the very thing that had often tripped them up in their past reading of texts.

We also saw marked variability in other dimensions of instruction, like teacher use of student ideas, teachers» and students» use of academic language, and the focus on mathematical meaning and practices.

But, because of the complexity of how the words are put together to create imagery and to cause readers to think deeply about the statements she makes, we would characterize this sentence as making use of academic language.

Increased exposure to literature that is rich in academic vocabulary, like the book noted above, can support students by providing contextually meaningful repeated exposure to the type of academic language that they will eventually find embedded throughout informational texts.

Participating teachers are expected to develop greater knowledge and skills in new practices for accelerating EL students» understanding and use of academic language.

This use of student conversations supports the students» development of academic language and vocabulary.