Sentences with phrase «reading academic texts»

Drawing on his «crisis of confidence» in reading academic texts as a graduate student, Vacca explains that self - efficacy — a belief in one's ability to succeed — provides the key to struggling readers» ability to comprehend texts outside their comfort zone.

Academic vocabulary instruction is important for ELL students, who may lack the vocabulary foundation for success in learning content - area subjects and reading academic texts.

Knowing how to unlock these connecting concepts is particularly important when reading academic texts, which use language far differently than we use it as speakers.

Not exact matches

This is a remarkably daring text, the sort of book many academics avoid like the plague: a book aimed at a wide reading public, written with the hope that it might actually change the lives of some of its readers.

While in middle school, students need to read nonfiction texts that contain many technical, discipline - specific words, but these texts also include many «all - purpose» academic words, such as factor, structure, function, and interpret.

Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality youth - oriented social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth academic achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection skills.

Encourage students to read diverse texts: Reading and then thinking and talking about different genres is a robust sequence for learning academic language.

By embedding vocabulary instruction in social studies and science units, and by having students read multiple texts about a single topic (for instance, coral reefs or the Great Depression), students may ultimately acquire more academic words.

In this webinar, we will discuss four of the most challenging shifts, including: • Emphasis on Academic Vocabulary • Complex Text • Close Reading • Greater Emphasis on Informational Text Participants will learn what these shifts really mean; how the various ELA standards connect to support them; and practical applications for addressing the shifts in the classroom.

For example at the secondary level, word, sentence, and structural complexity increases and reading texts and assignments are longer and vary significantly across academic content.

Achieve3000's LevelSet ™ assessment is the world's only universal screener for the reading comprehension of nonfiction text in both English and Spanish, a primary focus of the Minnesota K - 12 Academic Standards and the MCA - III assessments.

The middle grades readers described in the CCSS cite textual evidence to support their ideas, write for different purposes, read across a variety of texts, and use academic language throughout the learning process.

Recently, I had a discussion about Common Core with several university level educational leaders who expressed the need for students to be better prepared for college: to read and write in a more academic manner, to make logical inferences, and to cite specific evidence from the text to support their conclusions.

Close Analytic reading incorporates academic language vital to EL's and struggling readers, a focus on work study so that students begin to see how words work together, fluency so that all students are on the same footing for discussing text and writing from text using evidence.

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.

This collection of 12 discipline - specific formative assessments can be used to easily identify secondary students who would benefit from instruction in multisyllabic word identification — a skill that's critical for reading and understanding complex, academic texts.

The updated, expanded and revised second edition of the Teaching Reading Sourcebook, like the first, combines the best features of an academic text and a practical hands on - teacher's guide.

Articles in this issue will describe strategies teachers use to support students who struggle with reading, to find relevant academic texts, and to incorporate writing activities to enhance learning.

Achieve3000's LevelSet ™ assessment is the world's only universal screener for the reading comprehension of nonfiction text in both English and Spanish, a primary focus of the Colorado Academic Standards (CAS) and the PARCC, CO-PSAT and CO-SAT assessments.

This may mean, for example, reading comprehension of grade - level text, standards of mathematical practices, scientific inquiry processes, historical reasoning or academic discussion techniques aligned with speaking and listening standards.

Our goal is to help students be able not only to read and comprehend academic vocabulary and language found in literature and informational texts, but also to analyze and re-create academic language in effective ways toward meeting their academic goals.

Achieve3000's LevelSet ™ assessment is the world's only universal screener for the reading comprehension of nonfiction text in both English and Spanish, a primary focus of the Oklahoma Priority Academic Student Skills (PASS) and the OCCT and ACE - EOI assessments.

Reading comprehension episodes help students learn to comprehend narrative, expository, and poetic text and to answer factual, inferential, main idea, and vocabulary questions about what they read, while also learning key academic vocabulary.

To address this goal, the schoolwide approach is designed to meet the needs of all students by providing them with instruction specifically designed to help them comprehend the complex vocabulary and content of academic text and to increase their motivation to read.

The goal of this schoolwide effort is to ensure that all students can read and learn from academic text, including content area textbooks and literature, and that they will be motivated to engage in reading for many different purposes.

This in turn requires instructional changes, or «shifts», at all grade levels, among them: building content knowledge through content - rich nonfiction; reading, writing and speaking grounded in evidence from text; and regular practice with complex text and its academic language.

Reading aloud rich complex text in K — 2 develops academic language, background knowledge, and a love of literature.

Achieve3000's LevelSet ™ assessment is the world's only universal screener for the reading comprehension of nonfiction text in both English and Spanish, a primary focus of the Indiana Academic Standards and the ISTEP + assessments.

They then share ideas and resources related to text complexity, academic vocabulary, syntax, fluency, reading aloud, and the amount and type of reading students do.

Achieve3000's LevelSet ™ assessment is the world's only universal screener for the reading comprehension of nonfiction text in both English and Spanish, a primary focus of the Tennessee Academic Standards and the TNREADY assessments.

A solid academic vocabulary is essential not only to reading complex text successfully, but also to becoming proficient at writing, speaking, and listening.

Before students read text or learn new content, introduce key academic vocabulary that is critical to understanding.

They focused on text complexity, text - dependent questions, syntax, academic vocabulary, writing to sources and the Close Reading Strategy.

The Common Core Supplements are designed to support teachers as they implement some of the more important shifts identified in the Common Core State Standards, such as: academic vocabulary, text - dependent questions, and a constructed response to reading based on a key question.

Achieve3000's LevelSet ™ assessment is the world's only universal screener for the reading comprehension of nonfiction text in both English and Spanish, a primary focus of the Nevada Academic Content Standards and the SBAC and CCR - ACT assessments.

How to assess close reading and help all students — regardless of linguistic, cultural, or academic background — connect deeply with what they read and derive meaning from a complex text.

One of the best ways to move beyond assigning all reading is for teachers to provide time in the academic day for voluntary reading of texts for extended periods of time.

It's not enough to have students read complex informational texts; they also need time to discuss these texts and interact using academic language.

The content areas for grades K — 2 are foundational reading skills (print concepts, phonological awareness, phonemic awareness, phonics, and fluency); reading comprehension for literary and informational texts; writing development and skills; speaking and listening development and skills; and language development and skills (academic language skills and vocabulary).

«We know that the more children read, the more they succeed and time spent with books is especially important during the summer months so students return to school ready to tackle more challenging texts,» said Francie Alexander, Chief Academic Officer at Scholastic, in a press release.

Not a big surprise for everyone I guess... What would be interesting to find in a review comparing the ipad and the kindle DX is how user friendly both devices are when one would like to read academic articles for example or when one wants to annotate a text (annotations are easy write down, easy to retrieve on a computer...) Is it easy to find and retrieve books with ibooks or with the kindle software?

While I will reluctantly read paperback - sized books when there is no alternative, I much prefer the larger text and page size typical of a large hard - cover book or academic textbook.

Early attempts at social reading focused on the sharing of insight and ideas about the text, something that was perfect for the academic market since it allowed students and professors to make comments within a user's book, much like margin notes.

Created around a high - quality robust text, the content is suitable for the deep - reading and re-reading necessary for academic investigation,» reads the mission statement from its website.

I've listened to some extraordinary cases and have talked with mothers of children who spoke of past lives, and have read fascinating books that ranged from more academic texts like Dr. Stevenson's Reincarnation and Biology: A Contribution to the Etiology of Birthmarks and Birth Defects and Death and Personal Survival by philosopher Robert Almeder to personal stories like Soul Survivor.

However, at the stage of research you have to read background materials to help you understand what is going on in the primary text (that book, story, or other work you are expected to write an academic essay about).

While there are of course legitimate academic reasons to study the text and regular folks may just be plain curious about the book, reading Mein Kampf isn't exactly the sort of thing people will want to do on the commute to work - which could be exactly why it's proving so popular in ebook format.

However, when it comes to reading best sellers or academic books for school papers, traditional paper text books still rule.

This is VERY counter-intuitive to most investors, ESPECIALLY those who got their «knowledge» by reading up standard academic corporate finance text books and not reading Graham or Buffett instead.

A contrast in approaches between academic finance and FF is contained in the introduction to Brealey and Myers Principles of Corporate Finance (McGraw Hill 1991) a leading finance text, where the authors state «there are no ironclad prerequisites for reading this book except Algebra and the English language.