Sentences with phrase «scaffolding instruction with»

CTE teachers can facilitate the learning processes by scaffolding instruction with literacy strategies.

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.

SRA FLEX Literacy ™ provides individualized, web - based instruction within The Digital Experience that utilizes scaffolded instruction with embedded practice, assessment, remediation, and review, to meet each student at his / her level.

Not exact matches

As students work over days, assess their learning and follow up in later class periods with further instruction and scaffolding.

Instead, scaffold instruction (PDF) and check to see that you are challenging students appropriately with Hess» Cognitive Rigor Matrix.

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.

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.

Through assessment, we can identify when the instruction and scaffolding are needed — with the peace of mind of knowing that we've thought through the instruction and are prepared to differentiate as needed.

Teachers start by creating templates as learning scaffolds with instructions - or as students develop skills and focus, encourage more open - ended glogs.

Once you have your learning targets in writing, you can pair them with appropriate instruction, scaffolding, and tasks that will support students in meeting them.

Teachers leave with concrete steps on how to scaffold instruction to meet their students» needs.

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.

DreamBox scaffolds instruction in each lesson and provides students with immediate response and assistance.

The course includes instruction, readings, assignments, and multimedia resources with embedded scaffolds, intended to help all students meet the challenges of modern, rigorous educational standards.

Filed Under: CCSS, Challenging Texts, Close Reading, Complex Texts, Critical Reading, Differentiated Instruction, ELA, Elementary, Reading Process, Secondary Tagged With: CCSS, close reading, complex text, differentiation, ELA, Elementary, scaffolding, secondary

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.

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.

The instruction within the curriculum is embedded with scaffolding, supports, and frequent assessment, all of which enable students to acquire a deeper understanding of the content they may have struggled with in a traditional classroom.

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 promotion.

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.

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.

Embedded formative and summative assessments, scaffolded supports, and a balance of instructionally appropriate text and media elements, such as video, provide students with multimodal instruction to address diverse learning styles.

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.

Teachers first must be familiar with the tools and then be scaffolded to appropriate uses of these tools to support literacy instruction.

WondersWorks rapidly accelerates students back to grade - level standards and promotes literacy by building foundational skills, developing close reading skills, providing differentiated instruction with scaffolded support, and informing instruction through assessment.

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.

In the best classrooms, students are engaged much of the time in reading and writing, with the teacher monitoring student progress, encouraging continuous improvement and growth, and providing scaffolded instruction to help students improve their use of various strategies.

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.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

Skills a good commercial painter possesses may include the ability to work both solo and as a team member, ability to follow written and verbal instructions, meticulous attention to detail and possibly even the potential to aid with scaffolding used in the process of painting.