Sentences with phrase «students language modeled»

To show students language modeled by native speakers, each classroom obtains a Japanese aide through the nonprofit Amity Institute's teaching exchanges.

Not exact matches

Under the budget language, the department would be required to develop a new evaluation system based on a «matrix» model, which would include student performance on state exams as well as observations but differs from the current model in that it is not based on percentages.

Better alignment of English as a Second Language (ESL) programs with the needs of our English language learners, including expansion of the APPLE model, an alternative high school program for 17 - 18 year - old students to learn the language, graduate, and get a job or go to college.

Not only is it important for teachers to model positive language, but students should be practicing it as well, on a daily basis.

A larger challenge for policymakers and education leaders is to rethink the specialist model as the panacea for augmenting instruction for English language learners in today's linguistically diverse schools, many with large concentrations of Hispanic students.

Likewise, Christian schools offer models that may prove useful to public schools by eschewing standardized testing; reviving Latin, logic, and rhetoric; emphasizing the place of music and foreign languages; refusing to track students by ability; or choosing an unhurried approach to learning.

They have devoted themselves to enhancing the lives of students and families in Southern California, by utilizing a holistic model that incorporates culture, language, familial ties, and community resources.»

P.S.... I have a student model answer for the language discourses question (Q3) on this paper.

In student - based allocation models, dollars follow students and are tied to student characteristics, such as poverty or English language learner status.

She found that each district had models for supporting ELLs, but not for developing students» home languages.

Lesson: Students...... spot language features in the extract... consider typical features of a a spy novel resolution... consider different structural techniques... find shifting narrative focus... read model paragraph on shifting narrative focus... analyse own portion of extract with specific question This lesson uses the»39 Steps» extract from the AQA website.

Because of these funding limitations, says Yassine, «very few districts in the entire state have a model that supports both English and the student's home language.»

The district is viewed as a model for graduating students with language skills and cultural knowledge.

The sheltered model has many benefits, including intensive language instruction, extra directed supports, and additional time for students to master language alongside content.

In fact, given this language, many other commonly - used student growth measures would also be excluded by this guideline, including the one - step fixed effects model discussed in our original article.

You can go through the model answer in class, giving students handouts and getting them to find examples of good quality language (colour - coding works really well).

Please model with students by challenging them to memorise a sentence, make it longer and longer each lesson... they get seriously involved!!!! Examples in French and Spanish but concept is applicable to any language.

Middle school English language arts teacher Hassan Mansaray shares how he uses an individualized learning model, Readers and Writers Workshop, to reach his students in an expanded learning time program.

Students are encouraged to explore language, structure and theme in these mini-tasks, which allow for class feedback and teacher modelling in between each one.

In discussions, challenge students to expand how they talk, and encourage them to utilize language (that you yourself are modeling) demonstrating awareness of different ways of being.

Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources prepare students for answering Q1 and Q2 and cover the following: - introduction to paper 2 - expectations and timings - identifying key information in 19th century and modern texts - identifying the point of view of a writer - inferring - exploring how language creates tone - complete true or false tasks (as per the exam) for the texts read - explore the term synthesis - synthesise information from 2 texts - work in pairs and groups - explore model answers - investigate these of connectives to synthesise - self and peer assess - develop vocabulary and analyse vocabulary in texts using inference - explore audience and purpose Regular assessments are included to assess students ability in true or false and synthesis tasks.

Students learn through the following tasks: - Collecting and discussing knowledge of the events of the day through an interactive starter task; - Reading the poem «Out of the Blue» and identifying the descriptive devices throughout the poem; - Discussing a model analytical paragraph about the language used in the poem, in order to form their own success criteria; - Using a template to form their own analytical paragraphs about the language used in the poem; - Using peer or self - assessment in order to establish their success at analysing language.

Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources prepare students for answering Q3 (language) and Q4 (comparison) and cover the following: - analysis of vocabulary - analysis of sentence forms - analysis of language techniques - explore audience and purpose - study of model answers - exploring the effect of language - improving exam responses using mark schemes - explore perspective - understand the difference between synthesis and comparison - form comparisons between texts - practice timed responses Regular assessments are included to assess students ability in true or false and synthesis tasks.

Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources prepare students for answering Q1 and Q2 and cover the following: - structure strip to help form better responses to question 2 (synthesis)- introduction to paper 2 - expectations and timings - identifying key information in 19th century and modern texts - identifying the point of view of a writer - inferring - exploring how language creates tone - complete true or false tasks (as per the exam) for the texts read - explore the term synthesis - synthesise information from 2 texts - work in pairs and groups - explore model answers - investigate these of connectives to synthesise - self and peer assess - develop vocabulary and analyse vocabulary in texts using inference - explore audience and purpose Regular assessments are included to assess students ability in true or false and synthesis tasks.

Students learn through the following tasks: - Gauging and collaborating previous knowledge through an interactive starter task; - Identifying the descriptive devices in sentences written about 19th Century characters; - Building close reading skills through a study of a fiction extract from Frankenstein - Answering exam - style questions interpreting and inferring the key meanings in the text; - Using models and templates to write extended analysis responses about the descriptive language used in the fiction extract; - Peer assessing their partners» learning attempts.

Key languages is modelled for students to feedforward into their exams.

This resource is also a great way to reinforce English language with students who are new to English in small groups or using native speakers as role models.

For instance, students could discuss the similarities and differences in their interpretations, or the teacher could model academic language and teach essential background information.

As our second year progressed, we began to see some positive results: Our use of common teacher and student language about behavior and rules, the emphasis on teacher modeling, and a great deal of practice in living our constitution all helped make the school climate more peaceful and productive.

Last week, Stephen Sawchuk reported that delegates to this year's NEA Representative Assembly approved a resolution which directs the union to draft model legislative language that would prevent districts from punishing students who opt out of standardized tests.

Teachers with more mathematical knowledge for teaching were more likely to supply mathematical explanations, to use better concrete models of mathematical processes, and to «translate» more accurately between students» everyday language and mathematical language.

AppleTree Early Learning Public Charter School, a pre-K — only charter school that serves more than 800 students on eight campuses, has used its flexibility — as well as a federal Investing in Innovation grant — to develop an integrated model that combines evidence - based curriculum, early childhood assessments, and aligned professional development to help teachers deliver effective instruction focused on improving children's language and social - emotional skills.

New blended - learning models combine online and face - to - face activities to meet students where they are; help them move on when they're ready; and expand access to electives, languages, and careers.

Six tips for using the powerful discussion model with students who are still acquiring the target language.

It encouraged students to get out of their comfort zones and try new activities across a range of subjects including sport, languages, science and geography and used athlete and other subject role models.

Facilitating productive discussions requires teachers to set clear expectations, model what a good discussion looks like, give students sentence starters for engaging (this is especially important for English language learners), and establish routines, so that effective discussions can occur among students even when the teacher is not present.

Students will also build and construct 3 - D objects and models as well as develop language to describe geometric concepts.

The dawn of the state - mandated growth model is demonstrating that an even more specific spotlight must be focused on each student's language arts and math achievement.

Of particular interest is Dr. Marzano's new School Leadership Evaluation Model, which is designed to align with the Marzano Teacher Evaluation Model, drawing on a common language of instruction and emphasizing an unwavering focus on student achievement.

In addition, Model II replaces the LEP indicator with student reports of the frequency with which a language other than English is spoken at home and replaces the IEP indicator with teacher reports of whether the child was given an IEP because of a profound or moderate disability.

Here I incorporate these notions into a more robust model for assessing the effects of language programs on long - term outcomes for LEP students.

High school students assessed in the Performance Assessment model, who demographically include far more low - income, English - language learner and special education students than the state overall, have shown better high school graduation rates and college enrollment and graduation rates than stdents across the state.

For example, in New Jersey our best models predicted the percentage of students scoring proficient or above on the former Grade 6 NJASK tests in 70 % of the districts for the language arts portion of the test and in 67 % of the districts for the math portion in our sample of 389 school districts.

Okema Owens Simpson, the sixth - grade multi-classroom leader for English language arts at Ranson IB Middle School in Charlotte, N.C, guides viewers through several typical days in which she provides what her teaching team needs most: daily coaching; lesson planning; practice in delivering lessons; data analysis; co-teaching or modeling lessons; and pulling out small student groups for intensive help.

Designed to align with the Marzano Teacher Evaluation Model, the new Marzano School Leadership Evaluation Model promotes a school - wide concentration on student achievement using a common language of instruction.

Functions The teacher leader: a) Uses knowledge and understanding of the different backgrounds, ethnicities, cultures, and languages in the school community to promote effective interactions among colleagues, families, and the larger community; b) Models and teaches effective communication and collaboration skills with families and other stakeholders focused on attaining equitable achievement for students of all backgrounds and circumstances; c) Facilitates colleagues» self - examination of their own understandings of community culture and diversity and how they can develop culturally responsive strategies to enrich the educational experiences of students and achieve high levels of learning for all students; d) Develops a shared understanding among colleagues of the diverse educational needs of families and the community; and e) Collaborates with families, communities, and colleagues to develop comprehensive strategies to address the diverse educational needs of families and the community.

The proposal explains how the DOE asked teachers what resources they need to prepare for implementing the new standards this coming school year, and said they will work to provide rubrics for lesson plans, Model Content Frameworks and resources for teaching to students with disabilities, English language learners and high ability students.

English learners also need to have more access to bilingual and dual - language immersion programs as research indicates that dual - language immersion is the most effective model to educate students who have limited English skills and close the achievement gaps between English learners and their peers over the long term.

Adela responds to Bradley's question about the need to improve schools for students whose first language is not English, and suggests revisiting leading models of bilingual education used in the late 1990s.

The principal introduces, • Instructional challenges (importance of knowing about challenges at different proficiency levels; highlights the needs of beginner, intermediate, and advanced ELLs) • ESL in Content Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learning)