Sentences with phrase «scaffold instruction for»

How to scaffold instruction for student success.

This continuity has helped scaffold the instruction for both English and Spanish learners.

Language learners may come to the classroom with less background knowledge in English, but they have just as much aptitude for learning language and content when teachers scaffold instruction for both.

How do you scaffold instruction for diverse learners — including English learners — so that all students in your classroom become stronger, more confident writers?

Our new 6 +1 Trait Writing institute addresses one of the greatest challenges teachers face today: how to scaffold instruction for diverse learners — including English language learners, students with special needs and gifted and talented students — so that all students in your classroom become stronger, more confident writers.

Scaffolding Instruction for English Language Learners: Resource Guides for English Language Arts and Mathematics

The new Scaffolding Instruction for English Language Learners Resource Guides for ELA and Mathematics provide guidance to educators on how to take the curriculum materials on EngageNY and provide additional scaffolds for ELL students according to their level of English language proficiency.

Not exact matches

What you glean from the results of these case scenarios will help you as you design problem - based learning in the future and scaffold for specific students, and give you plenty of student examples to use during instruction.

Minnesota educator Pamela Solvie was surprised to find that her electronic whiteboard not only engaged first graders in literacy instruction, but also provided valuable scaffolding for diverse learners.

Neumann and Neumann's literature review found, in addition to independent access, pre-school educators are using tablets for whole class and group work, including scaffolded instruction, through apps such as iWrite, Doodle Buddy and Drawing Pad.

Included in this resource pack are: - A well - presented, thorough, and informative, whole - lesson PowerPoint presentation; - Resources for the sequencing activity, detailing Lady Macbeth's numerous actions throughout the play; - A template to help scaffold the main task, complete with P.E.E instructions; - A comprehensive teacher guidance form / lesson plan to assist delivery.

The «cut and stick» activities resources match the initial presentations and provide a scaffold for the children to read, understand, label and order instructions in an active manner.

Included in this resource pack are: - A well - presented, thorough, and informative, whole - lesson PowerPoint presentation; - Resources for the reading and interpreting activity - full scene transcript with space for notes; - A template to help scaffold the main task, complete with P.E.E instructions; - Cards for the card sorting group activity - A comprehensive teacher guidance form / lesson plan to assist delivery.

Included in this resource pack are: - A well - presented, thorough, and informative, whole - lesson PowerPoint presentation; - Resources for the reading and interpreting activity - full scene transcript with space for notes; - A template to help scaffold the main task, complete with P.E.E instructions; - A comprehensive teacher guidance form / lesson plan to assist delivery.

For the direct instruction outside class, some teachers selected resources that would offer stretch challenges while others preferred to scaffold and guide the learning.

Differentiated instruction is noted for, among other features, flexible groupings, scaffolded content, diverse instruction, and student choice.

Based on the Florida Sunshine Standards from 2008 (still being used) this packet clearly articulates the gap in instruction for certain grade levels, when items are scaffolded, when they pick up, and when they drop off.

Leverage differentiation: One of the key components of differentiating a PBL project is thinking about what instruction and scaffolding is needed for the whole class, for small groups, and for individuals.

They described efforts to provide multiple avenues for students to access content, strategies for using audio and video to scaffold independent learning, opportunities to adapt instruction based on real - time data, and the chance to engage in more meaningful face - to - face conversations.

The January 2004 issue of Perspectives includes this report on strategies used to scaffold writing instruction for first - grade English language learners.

Included in this resource pack are: - A well - presented, thorough, and informative, whole - lesson PowerPoint presentation; - Resources for the reading and interpreting activity - full scene transcript with space for notes; - A template and instructions for the «Mood Mapping» task; - A template to help scaffold the main task, complete with P.E.E instructions; - A comprehensive teacher guidance form / lesson plan to assist delivery.

This article describes one of the strategies: scaffold and spiral language and science instruction for increased comprehension and literacy development.

A forward - thinking approach to English Learner instruction provides unique tools designed to scaffold students to on - level materials, which are complex, high - quality texts built for today's learner.

Join this research - fueled session to learn how leveraging targeted and embedded scaffolds as part of a differentiated instruction approach can dramatically accelerate language and literacy gains for ELLs at every stage of English acquisition.

Douglas Fisher and Nancy Frey say that helping students develop immediate and lifelong learning skills is best achieved through guided instruction, which they define as «saying or doing the just - right thing to get the learner to do cognitive work» — in other words, gradually and successfully transferring knowledge and the responsibility for learning to students through scaffolds for learning.

I've been following the close reading approach established by Diane Lapp, Barbara Moss, Maria Grant, and Kelly Johnson, who «literally» wrote the book on close reading (Turning the Page on Complex Texts: Differentiated Scaffolds for Close Reading Instruction).

This last summer I researched different strategies for creating close reading lessons and found the book, Turning the Page on Complex Texts: Differentiated Scaffolds for Close Reading Instruction by Diane Lapp, Barbara Moss, Maria Grant and Kelly Johnson, to be an invaluable resource.

Very often, especially for low achieving students, feedback may come in the form of scaffolded instruction with the intent of guiding the student to an improved understanding of the necessary skills and / or concepts.

Recently, I read the book Turning the Page on Complex Texts: Differentiated Scaffolds for Close Reading Instruction by Diane Lapp, Barbara Moss, Maria C. Grant, and Kelly Johnson.

To support gains in student achievement, we encourage scaffolding instruction and providing appropriate prompts and supports for student - directed instruction.

NOW that the district has come to an agreed - upon set of learning standards, aligned to the CCSS or state standards, scaffolded, based on how children best learn and vertically articulated between grade levels, the district can legitimately begin the task of building a system to ensure those learning expectations are the basis for all curriculum, instruction and assessment within the district.

For multi-step instructions, provide oral scaffolding then call on students at random to teach back *.

We designed ECMs to support the development of teachers» professional teaching knowledge as it related to a specific pedagogical approach called problem - based historical inquiry and its principles for social studies instruction, that learning should be purposeful, connected, active, and scaffolded (Saye & Brush, 2004).

Just as physical scaffolding supports construction workers as they build or repair buildings, scaffolding instruction provides the necessary framework for students to develop mastery in a given topic area.

Teachers will perform a full range of duties, including but not limited to: + Preparing / implementing lesson plans that lead to student mastery of curriculum content, including English Language Development + Developing / implementing integrated curriculum units, differentiating and scaffolding as needed + Regularly assessing student progress to refine instruction and meet student needs + Participating regularly in professional development opportunities and collaborative meetings + Communicating frequently with students, students» families, colleagues and other stakeholders + Working closely with children and their families to promote personal growth and success + Maintaining regular, punctual attendance Applicants who possess the following skills will make the strongest candidates: + California Teaching Credential or equivalent, meeting all NCLB «highly qualified» standards + Social Science credential + CLAD / BCLAD certification (Spanish) + Demonstrated ability to implement varied classroom instructional strategies + Educational vision for and experience with low - income and / or minority students + Demonstrated track record with English language learners + Commitment to preserving the cultural heritage of students + Passion for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotifor and experience with low - income and / or minority students + Demonstrated track record with English language learners + Commitment to preserving the cultural heritage of students + Passion for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotifor working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotiFor more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotifor employment and promotion.

Apex Learning?s science digital curriculum provide adaptive and strategic scaffolding for students who need differentiated instruction.

For targeted and intensive intervention, Boost provides the right combination of differentiated instruction, effective learning scaffolds, and instructional frameworks to accelerate reading gains in your Tier II and Tier III intervention and special education models.

With deeply differentiated instruction and robust learning scaffolds, Achieve Intensive can also be implemented for summer intervention courses or English language learner classes to prevent student retention and ensure your students start the school year better prepared for grade - level work.

Boost provides the right combination of differentiated instruction, effective learning scaffolds, and targeted instructional frameworks to accelerate reading gains for your most at - risk students.

Plus, with robust learning scaffolds embedded in every lesson — including linguistic supports for English language learners and more intensive instruction for Response to Intervention students — Achieve3000's solutions help learners at every ability level maintain and even grow their reading and writing skills over the summer.

In order for these tools to be used to scaffold student literacy, teachers first must be familiar with the tools and then be scaffolded to appropriate uses of these tools to support literacy instruction.

The following eight types of comprehension instruction identified by the National Reading Panel (2000) are highly appropriate for ELLs but may require additional scaffolding and practice:

In order for these tools to be used to scaffold student literacy, teachers must first be familiar with the tools and their appropriate uses in support of literacy instruction.

With deeply differentiated instruction and robust learning scaffolds, these solutions can also be implemented for summer intervention courses or English language learner classes to ensure your students start the school year better prepared for grade - appropriate work.

With deeply differentiated instruction; an adaptive content system that integrates ongoing assessment, engaging nonfiction content, and robust scaffolds; and linguistic supports for struggling students and English language learners, Pro accelerates learning gains and empowers all students to build critical college and career literacy skills.

The CSC is aligned to Pillar One of the District's Action Plan, «High Standards, Rigorous Curriculum, and Powerful Instruction,» and is part of a larger initiative that provides supports ans scaffolding for schools to move up certification categories over time.

Essential to sheltered instruction are teacher willingness and capacity to learn about and incorporate the prior knowledge of ELLs into instruction, to understand second language acquisition and address the linguistic needs of ELLs, to deliver comprehensible yet rigorous input, and to use spiraling and scaffolding techniques whereby every piece of information learned and every skill acquired provides the next - level substructure for building higher - order knowledge.

All resources are aligned to Universal Design for Instruction principles and scaffolded at multiple levels.

Teachers must first determine their goals for instruction and technology usage, then reflect on their instructional delivery with the available technology to determine the potential needs of students, such as scaffolding prior to a technology's use or additional time to complete a technology - infused activity.

We will show you how to incorporate our software into your lesson plans, enhance your core curriculum through technology, differentiate instruction, and share proven ways to facilitate independent, scaffolded learning for students with diverse needs through whole class, small group, or individual instruction.