Sentences with phrase «with middle school language»

Mason described how many students tend to stick with their middle school language as they advance grade levels, and that German and Japanese are thus dealt an unfair hand during enrollment.

Or engage your students in practice with middle school language arts online games.

Not exact matches

They are extremely useful in helping elementary and middle school students develop the language to deal with bully's who use their words to hurt or embarrass others.

As a part of the history and language arts curriculum at Screven County Middle School in Sylvania, Ga., the 8th graders there have built their own life - size frontier settlement right on the school's campus — complete with a log cabin, smokehouse, stable, springhouse, and liveSchool in Sylvania, Ga., the 8th graders there have built their own life - size frontier settlement right on the school's campus — complete with a log cabin, smokehouse, stable, springhouse, and liveschool's campus — complete with a log cabin, smokehouse, stable, springhouse, and livestock.

When a new Japanese family arrived in the middle of the school year, the origami instructors worked with the principal to encourage these children to sign up for their after - school class, where they could show off Japanese culture as experts while experiencing the comfort of using their own language in a classroom setting.

Today I want to share a really cool site that ~ Sarah Pennington ~ a language arts middle school teacher at the school where I work ~ uses with her...

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

Mason attends Richmond Elementary School in Portland, Oregon, a school that, along with Mt. Tabor Middle School and Grant High School, houses a fifteen - year - old Japanese language partial - immersion magnet program that researchers from the Center for Applied Linguistics have called a model for language leaSchool in Portland, Oregon, a school that, along with Mt. Tabor Middle School and Grant High School, houses a fifteen - year - old Japanese language partial - immersion magnet program that researchers from the Center for Applied Linguistics have called a model for language leaschool that, along with Mt. Tabor Middle School and Grant High School, houses a fifteen - year - old Japanese language partial - immersion magnet program that researchers from the Center for Applied Linguistics have called a model for language leaSchool and Grant High School, houses a fifteen - year - old Japanese language partial - immersion magnet program that researchers from the Center for Applied Linguistics have called a model for language leaSchool, houses a fifteen - year - old Japanese language partial - immersion magnet program that researchers from the Center for Applied Linguistics have called a model for language learning.

Dowan McNair - Lee helps 8th grader Mikel Robinson with an English / language arts assignment at Stuart - Hobson Middle School.

Along with elementary and middle school students, these readings have been used to great success with high school English language learners and students with learning difficulties.

Academic Leagues at Edwards Middle School - Excerpt provided by NCTL from the Time Well Spent Report, explaining how Edwards has closed the achievement gap within Massachusetts in math, English language arts, and science with their Academic Leagues

Edwards Middle School teacher Hassan Mansaray works with one of his students in his English language arts class.

Collaborating with colleagues from MIT and the University of Wisconsin, Madison, the two are completing analysis of a learning exercise they designed to use augmented reality (AR)-- real world activities with a superimposed virtual simulation — as an instructional tool both to build middle - schoolers» math and language arts skills and to spark excitement about learning.

With age appropriate visuals (featuring upper elementary, middle school kids, and teens), this resource was designed to make communication clearer for students with learning disabilities, ESL / ELL and language barriers, autism spectrum / nonverbal populations, and beyWith age appropriate visuals (featuring upper elementary, middle school kids, and teens), this resource was designed to make communication clearer for students with learning disabilities, ESL / ELL and language barriers, autism spectrum / nonverbal populations, and beywith learning disabilities, ESL / ELL and language barriers, autism spectrum / nonverbal populations, and beyond.

Extracts taken from the following texts: - Jane Eyre - Mill on the floss - Nicholas Nickleby - Wuthering Heights Differentiation: purple = lower ability blue - middle ability yellow = higher ability Resources provide opportunities to: - explore Victorian context including schools and social classes - analyse structure - analyse language - explore Victorian school experiences - write imaginatively - explore connotations of language With a large focus on 19th century texts in the new 9 - 1 specifications for both language and literature - exploration in KS3 is vital and these resources enable students to access appropriate extracts taken from complex literature on themes that they will be able to relate to.

Although this enthusiasm has been a boon for world - language education, these offerings, already relatively slim in the U.S. when compared with other countries, actually slipped in recent years, particularly in the most critical elementary school and middle school years.

She suspects it is because those living in poor families today have «poor health, limited access to home environments with rich language and experiences, low birth weight, limited access to high - quality pre-school opportunities, less participation in many activities in the summer and after school that middle class families take for granted, and more movement in and out of schools because of the way that the housing market operates.»

In a study I undertook in 1989, I found that 12 percent of the elementary and middle school magnet programs in my sample specialized in basic skills and / or individualized teaching; 11 percent offered foreign language immersion; 11 percent were science -, math -, or computer - oriented; 10 percent catered to the gifted and talented and 10 percent to the creative and performing arts; 8 percent were traditional, back - to - basics programs (demanding, for instance, dress codes and contracts with parents for supervision of homework); 7 percent were college preparatory; 7 percent were early childhood and Montessori.

On Jan. 24, readers questioned three members of the Teacher Leaders Network — Corrina Knight, a 6th grade language arts / social studies teacher at Salem Middle School in Apex, N.C.; Linda Emm, an educational specialist with Schools of Choice in Miami, and a consultant with the National School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develoSchool in Apex, N.C.; Linda Emm, an educational specialist with Schools of Choice in Miami, and a consultant with the National School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develoSchool Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develoschool district — about their work with teacher - directed professional development.

I found a beautifully illustrated flip book written in Hawaiian and English by middle school kids to help younger students with language skills.

Golden's proven integrated solution targets middle and high school students with courses in English / language arts aligned with the Common Core State Standards and biology courses that align with the Next Generation Science Standards.

We need to be teaching that early, and Go is the first and only language that I know of with a take concurrency that I feel like I could teach to a middle or high - schooler.

Teacher Bethany Smith with students in her 8th grade language arts class at Mooresville Middle School.

Establishes a system of meaningfully differentiating all public schools on an annual basis that is based on all indicators in the State's accountability system and that, with respect to achievement, growth or the other academic indicator for elementary and middle schools, graduation rate, and progress in achieving English language proficiency, affords: Substantial weight to each such indicator; and, in the aggregate, much greater weight than is afforded to the indicator or indicators of school quality or student success.

Beginning with the 2006 - 2007 school year, a limited English proficient student enrolled in school in the United States (excluding Puerto Rico) for less than one year as of a date determined by the commissioner and who received a valid score on the NYSESLAT may be counted as participating in an elementary or middle level English language arts assessment.

We should embrace opportunities where a middle school arts magnet program, or a dual language elementary school, or a regional science and technology high school can help to break down the concentration of our highest needs students in schools with access to fewer resources.

As part of an Institute of Education Sciences (IES)- funded research project, our team (in collaboration with current middle school educators) is developing a professional development (PD) model specifically for middle schools to help them implement research - based reading practices in content areas, including English / language arts, science, and social studies.

Hebrew Public is a growing network of intentionally diverse elementary and middle schools in New York that is reimagining their learning environments by focusing on graduating global citizens, engaging with middle eastern language and civilization, and integrating strong practices from places like Ramapo and International Baccalaureate.

Her other involvement with the Pittsburgh community includes: serving as a Building Representative, Executive Council Board Member, PFT Staff Vice President for Middle Schools and as co-chair of the Special Education Communication Council; connecting speech and language specialists with the PFT through her work with the American Speech, Language and Hearing Association.

«I've been working with ELL students my whole career,» said Scott Jensen, an eighth grade language arts teacher at Centennial Middle School in Portland, Ore. «I still feel like it's been only recently that I've been making tangible strides with these students.»

University researchers, teacher candidates, language and technology instructors, student learners, and families from diverse backgrounds partnered in an invitational teaching / learning experience — middle school student learners teaching their VIPs (very important persons) how to create stories and construct digital movies with reference to their family history.

With this in mind, the National Paideia Center and New Visions for Public Schools in New York City have partnered to design a Common Core literacy - saturated experience for middle and high school social studies and language arts classes.

Facing History and Ourselves works with middle and high school teachers in history, language arts, government, arts, and elective courses.

The D.C. Public Charter School Board has approved three new charter schools: a residential school meant for children in foster care, a K - 8 school targeted at students with special needs, and a middle school that emphasizes international education and foreign lanSchool Board has approved three new charter schools: a residential school meant for children in foster care, a K - 8 school targeted at students with special needs, and a middle school that emphasizes international education and foreign lanschool meant for children in foster care, a K - 8 school targeted at students with special needs, and a middle school that emphasizes international education and foreign lanschool targeted at students with special needs, and a middle school that emphasizes international education and foreign lanschool that emphasizes international education and foreign language.

Celerity Troika, located in Board District 5 and co-located on two campuses, Luther Burbank Middle School and Garvanza Elementary School, enrolled 609 students as of last October, with 68 percent qualifying for free or reduce - price lunch, 24 percent English language learners, 77 percent Latino and 4 percent African - American.

LAKEWOOD, N.J. — Oct. 13, 2016 — Seven months into its partnership with Achieve3000, a Calcasieu Parish School in Lake Charles, La., saw greater than expected literacy gains on the Spring 2016 Louisiana Educational Assessment Program (LEAP) for English language arts among middle school students regularly using one of Achieve3000's differentiated literacy soluSchool in Lake Charles, La., saw greater than expected literacy gains on the Spring 2016 Louisiana Educational Assessment Program (LEAP) for English language arts among middle school students regularly using one of Achieve3000's differentiated literacy soluschool students regularly using one of Achieve3000's differentiated literacy solutions.

Meanwhile, Ontario Middle School chose to start with the integration of language and content.

Teacher Antonio Monrreal works with a student in a 7th grade dual language class at Liberty Middle School in Pharr, Texas.

Supporters have noted that the reason for the relatively low requests, compared to much more popular languages like Spanish or French (with a respective 2,326 and 673 enrolled students in the last school year), is due to school counselors advising students to switch to Chinese and the lack of a Japanese and German option at the middle school level.

In the upper grades of elementary school and in middle and high school, the district is teaching English and subject area content simultaneously, working with the language skills necessary to understand other subjects, such as math and science.

What would happen if I had two middle schools in my suburban town and one had a lottery — and one didn't and the one with the lottery ended up with the students who are less poor, face less language issues, don't come from immigrant, have fewer special education students....

States and districts should target equitable resources to middle level and high schools with high student mobility rates and significant proportions of low - income students, English - language learners, students with disabilities, and low - achieving students to help all students meet high expectations.

Students in the undergraduate TPP program can choose to focus their studies in multiple areas, with certifications available in early childhood to sixth grade, middle and high school, and concentrations in subjects such as language, science, history and mathematics.

In search of approaches to improve teaching and learning in middle schools, CREATE researchers tested several research interventions in science, social studies, and language arts classrooms with English language learners from the 2005 - 2006 school year to 2008 - 2009.

The groups pointed to gains at Webb Middle School and Reagan High School, where the school district doesn't just provide an education, but also access to a web of social services for families with health, employment and housing needs, and even education and language classes for parents who need better skills to support their chiSchool and Reagan High School, where the school district doesn't just provide an education, but also access to a web of social services for families with health, employment and housing needs, and even education and language classes for parents who need better skills to support their chiSchool, where the school district doesn't just provide an education, but also access to a web of social services for families with health, employment and housing needs, and even education and language classes for parents who need better skills to support their chischool district doesn't just provide an education, but also access to a web of social services for families with health, employment and housing needs, and even education and language classes for parents who need better skills to support their children.

Sentence Writing Practice activity, when completed with a middle school Homophones word list, helps build literacy skills by providing opportunities to apply acquired writing and language skills in context.

The program, operated in partnership with schools and parents across the state, offers over 100 middle and high school courses in the core content areas, world languages and electives as well as a number of AP courses.

Charles Armstrong serves high potential students with language - based learning differences, such as... The Middle School Social Studies Teacher will work in a co-teaching model, to create an educational...

VocabularySpellingCity provides elementary, middle, and high school teachers with simile word lists, interactive learning games, and free printable worksheets to build knowledge of figurative language concepts.

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