Sentences with phrase «structure of academic language»

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

Kinsella (2006) further defines English language learner active engagement and the structuring of academic language.

Not exact matches

The past decade has seen a relative surge in research conducted in urban, underperforming schools focused on doing exactly this — providing students with deep, language - and content - based instruction, with a focus on teaching both specialized vocabulary and the specialized structures of language in academic speech and text.

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.

The CALS construct is defined as a constellation of the high - utility language skills that correspond to linguistic features prevalent in oral and written academic discourse across school content areas and that are infrequent in colloquial conversations (e.g., knowledge of logical connectives, such as nevertheless, consequently; knowledge of structures that pack dense information, such as nominalizations or embedded clauses; knowledge of structures for organizing argumentative texts) Over the last years, as part of the Catalyzing Comprehension Through Discussion Debate project funded by IES to the Strategic Educational Research Partnership, Dr. Paola Uccelli and her research team have produced a research - based, theoretically - grounded, and psychometrically robust instrument to measure core academic language skills (CALS - I) for students in grades 4 - 8.

A critical foundation to reaching advanced levels of literacy is that we begin by immersing children in academic language within the context of great stories where they can painlessly acquire the vocabulary and sentence structures, which can facilitate their understandings of more complex readings, and even support their ownership of these words.

Standard English Learners (SELs) are students for whom Standard English is not native, whose home languages differ in structure and form from the language of school [i.e. standard American or academic English].

Regular structured academic conversations allow students to make better sense of new content while building academic language.

Unlike videos or television, interactive book apps develop language comprehension — background knowledge, academic vocabulary, reasoning skills, and understanding of language structures.