Sentences with phrase «strategies for language development»
Teaching ESL through content - area instruction supports English language learners by embedding explicit strategies for language development within content lessons.
https://www.brown.edu/ Not exact matches
The development of an international communications strategy (i.e., «a set of procedures for dealing with language and cultural barriers as they arise») could assist Canadian SMEs to establish a presence in markets that do not use English and French but in which the potential for rapid export growth exists.
Her passion for educating, inspiring and empowering parents of children with all abilities led her to start her blog playing with words 365 where she shares information about speech & language development & intervention strategies, parenting, photography and a little about her family life too.
Parents today look for strategies that will help their child build skills in all areas of development - cognitive, physical, moral, language, social and emotional domains.
Professional development should outline strategies for integrating sophisticated, abstract vocabulary and language instruction into formal daily lessons, but also present ways to build language during informal interactions and thereby elevate overall language use in the classroom.
Based on the research of HGSE Professor Nonie Lesaux, the workshop provides strategies for promoting language and literacy development in linguistically diverse settings and explores implications for policy creation to support this important work.
The plan builds on the 2010 Welsh - medium Education Strategy and sets the direction for the development of Welsh - medium and Welsh language education over the next four years with the aim of ensuring that all young people, from all backgrounds, come out of the education system ready and proud to use the language in all contexts.
Elementary Literacy - Discusses the literacy challenges that are specific to English language learners and identifies effective teaching strategies for scaffolding oral language, reading, and writing development.
We must replace this strategy with one that will actually motivate educators and improve their training and professional development in order to get results for all students — with an emphasis on equitable results for students of color, low - income students, English language learners, and students with disabilities.»
(ii) Analyzing individual ongoing, child - level assessment data for all children birth to age five participating in the program and using that data in combination with input from parents and families to determine each child's status and progress with regard to, at a minimum, language and literacy development, cognition and general knowledge, approaches toward learning, physical well - being and motor development, and social and emotional development and to individualize the experiences, instructional strategies, and services to best support each child.
This article describes one of the strategies: scaffold and spiral language and science instruction for increased comprehension and literacy development.
Good assessment identifies students» comprehension levels as they develop from preschool to advanced grade levels, and helps the teacher to evaluate each child's need for support in areas such as language development, strategy, and the application of knowledge.
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.
Demonstrate knowledge of sheltered English immersion research: «recognizes the significance of native language and culture to create and implement strategies for supporting student learning and development both at home and at school» (PPA, standard D).
For more on these types of academic language development strategies, read «A Word for the Words,» from the March 2011 issue of Educational Leadership magaziFor more on these types of academic language development strategies, read «A Word for the Words,» from the March 2011 issue of Educational Leadership magazifor the Words,» from the March 2011 issue of Educational Leadership magazine.
The purpose of the Network teams is to work directly with educators in schools to deliver sustained, intensive professional development, which will include strategies for English language learners and students with disabilities
If your system includes «dual immersion» classes where students hear their native language 75 % of the time, where other EL students engage in only 30 minutes of daily English Language Development classes, and where regular classroom teachers use a self - selected potpourri of instructional strategies for EL students, of course it will take up to 8 years for our EL students to learn English!
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 andDevelopment + 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 anddevelopment 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.
Nevertheless, recent studies have begun to question whether incidental instruction through book reading may be substantial enough to significantly boost children's oral vocabulary development.19 Several meta - analyses, for example, have reported only small to moderate effects of book reading on vocabulary development.20 One group of researchers examined the added benefits of dialogic reading, an interactive reading strategy, on children's vocabulary growth and reported only modest gains for 2 - to 3 - year - olds.21 Further, these effects were reduced to negligible levels when children were 4 to 5 years old or when they were at risk for language and literacy impairments.
Students develop an understanding of the theory and methods of teaching linguistically diverse learners, including models for designated and integrated English language development as well as sheltering strategies to make content more accessible.
(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.
Students earn high school content credits for graduation in English 9, English language development (World Language credit), Algebra 1, and Government, and elective credits for FAST - individual math, science concepts and Strategies for Success.
Inclusive program for the exhibition features a lecture on the role of sign languages in the US and Russian deaf cultures and the strategies of their development.
The language on emissions peaking did not specify a 2020 target year, as some countries were pushing hard for, but instead strove for peaking «as soon as possible,» and even then, with very elaborate and unambiguous qualifying language on developing countries» right to develop («recognizing that the time frame for peaking will be longer in developing countries and bearing in mind that social and economic development and poverty eradication are the first and overriding priorities of developing countries and that a low - emission development strategy is indispensable to sustainable development»).
Norton Rose placed her in a career strategies programme for women on its partnership track, which helped D'Ambra develop her leadership skills, business development strategies and become more aware of gender dynamics, such as how differences in things like personality and body language factor into business settings.
The 19 - module program covers: interview pre-planning and preparation, company research, telephone interviews, portfolio development, interview attire, strategies for creating concrete answers and answering questions, employer expectations, use of motivation language and body language, the 30 - second commercial, difficult and illegal questions, 13 types of interviews and how to handle them, pre-employment checks and drug testing, interview follow up, and salary negotiation.
Language and Communication for pupils with Down Syndrome: language acquisition and development, strengths, needs and strategies to aid the development and practice of languge
This cross-disciplinary reference provides a thorough explanation of the communication and language problems characteristic of autism as they relate to development, plus practical, research - based strategies for treatment.
Participants will learn skills and strategies for: 1) Teaching early childhood providers about brain development (architecture and neurobiology) to inform their practice 2) Supporting language, cognition, prosocial behavior, and social - emotional development 3) Reducing toxic stress that can negatively influence brain development of very young children.
Gain strategies to support development and learning, and promote positive outcomes, as well as explore ways to use the Daily Resources to support cognitive, social — emotional, language and physical development for all students.
Bright Futures Early Reading First Project: SEDL worked with the Madison Parish Public Schools and the Delta Community Action Association - Tallulah Head Start on the Bright Futures Early Reading First project to develop, test, and refine strategies for creating family - friendly preschools that support language and literacy development.
These factors include cognitive traits (i.e., language development, pre-literacy skills) but more important for this study, non-cognitive traits, including self - control strategies and social skills that facilitate children's success in a structured school learning environment [33].