Sentences with phrase «writing instruction in the classroom»

Also, how will principals know their teachers need to work on better writing instruction in their classrooms?

Not exact matches

Qualifications: Candidates must be fluent in German and be able to provide instruction in both written and oral German up to the German IV level as well as bring elements of German culture to life in the classroom.

Classes will begin in September, and run every Wednesday for 12 weeks, from 4 p.m. to 6 p.m. Students will learn the fundamentals of writing, reporting, and photojournalism through classroom instruction, and through hands - on reporting in their own neighborhoods.

The researchers then examined whether playing the more difficult games improved performance on additional measures of working memory as well as enhanced other skills, including math, reading, writing and following instructions in a classroom.

Catherine Snow: Incorporating Rich Language in Early Education Educations Funders Researchers Initiative, November 18, 2013 «Taking on the task of improving reading skills, for all children and especially for those scoring at the bottom of the skill distribution, requires three simple things: first, we must provide all children with experiences designed to ensure a broad knowledge base and rich language before entry to kindergarten; second, we must redesign post-primary instruction to focus on discussion, analysis, critique, and synthesis; and third, we must redirect resources from testing children to assessing what is actually going on inside classrooms,» writes Professor Catherine Snow.

In every class, both core and elective curriculum, Trinidad Garza uses the six strategies from the Common Instructional Framework — collaborative group work, literacy groups, scaffolding, writing to learn, questioning, and classroom talk — to align their instruction, create a rigorous environment, and foster students who take ownership of their learning.

More specifically, the researchers 1) examine possible differences by classroom, school, and literacy models; 2) explore the relationship between observable features of the classroom literacy environment and children's literacy growth during the first grade year; 3) characterize the variability in the levels of teacher understanding of the chosen literacy model and of early literacy development; and 4) assess whether there are qualitative differences in children's oral discourse skills and writing skills with the school's chosen model of literacy instruction.

The final piece was my participation in a class through the Gateway Writing Institute, where I read Nonfiction Matters, by Stephanie Harvey, and conducted an action research project on inquiry - based instruction in my classroom.

This year, my columns, devoted to strategies for effective writing instruction, parallel a growing emphasis on writing in all classrooms.

Examples of authentic writing activities included a project to grow corn in the classroom — where students were allocated different tasks and then asked to write instructions to be used by a real volunteer who was looking after the corn during a school holiday.

What I began to write about and to call «differentiated instruction» was rooted in what I learned through classroom practice and now has become more fully developed through observing many other practicing teachers, conducting research, and studying the research of others.

Now, however, in Ms. Mulholland - Glaze's class and classrooms like it across the nation, writing instruction is taking on a new shape.

District performance - based assessments in reading, writing, spelling, and math are given, on average, three times each year, and numerous staff development hours are spent reviewing results and discussing ways in which the findings can be used to inform and change classroom instruction to meet the needs of individual students.

In the following posts, seven of our teachers who have transitioned to PBL instruction will be writing about how they have revitalized their classrooms with one of the key elements mentioned above.

It's thought to be the first study examining writing instruction in Australian Kindergarten classrooms.

In addition to helping educators hone a classroom approach to writing that focuses on more in - depth analysis and metacognition, we help guide them through a unit or a year of instruction: Where do we start, and how do we proceed, to gradually build our students» ability to work through the reading and writing process successfullIn addition to helping educators hone a classroom approach to writing that focuses on more in - depth analysis and metacognition, we help guide them through a unit or a year of instruction: Where do we start, and how do we proceed, to gradually build our students» ability to work through the reading and writing process successfullin - depth analysis and metacognition, we help guide them through a unit or a year of instruction: Where do we start, and how do we proceed, to gradually build our students» ability to work through the reading and writing process successfully?

No other professional development is as comprehensive or successful in addressing the five essential components of effective reading instruction, plus writing, with a focus on translating research to classroom application.

Still in other classrooms, virtually no time is devoted to writing instruction or writing activities (e.g., Christenson, Thurlow, Ysseldyke, & McVicar, 1989).

In some classrooms, writing instruction focuses almost exclusively on text transcription skills, such as handwriting and spelling, with few opportunities to compose meaningful, authentic text (e.g., Palinscar & Klenk, 1992).

The schools assigned to receive the digital writing program (the program group) will receive intensive professional development and coaching in using GAFE tools, including Doctopus, Classroom, and Goobric, as well as pedagogical training in technology to support the personalization of assignments and regular use of digital tools in classroom instruction.

Modules vary in duration and range from the nitty - gritty of classroom management — how to arrange furniture, how to grade papers, how to deal with families, how to open and close a lesson — to big - picture subjects, including literacy instruction, writing development, learning disabilities, unit planning, and character development.

Kids don't learn how to write better via the invisible hand of the market, though I certainly agree that market forces could push public schools to make changes they otherwise would resist — changes that would result in stronger teaching (i.e., instruction) in the classroom.

For the most part, they look more deeply at literacy than either policy or measurement researchers by examining specific aspects of literacy instruction (e.g., writing process, qualities of writing, alignment of assessment with constructivist curriculum frameworks in literacy, specificity of state standards) and by situating much of their work in classrooms or in direct interactions with teachers.

The majority of teachers reported that their writing instruction had improved; they incorporated more writing into their classrooms and, once more writing was in place, they used the portfolio scoring criteria as part of their instructional talk with students.

Studies of the Vermont writing portfolio (Lipson, 1997, Lipson & Mosenthal, 1997; Mosenthal, Lipson, Mekkelsen, Daniels, & Jiron, 1996; Mosenthal, Mekkelsen, & Jiron, 1997) examined teachers» perspectives on the influence of the portfolio mandate and how they used the portfolios in classroom instruction and assessment.

They studied changes in one school district using written surveys of more than 200 teachers and classroom observations of teachers» instruction and writing activities of targeted students in 12 classrooms.

His specific areas of course instruction include foundations of American education, instructional design, program evaluation, student assessment and NCLB legislation, content area literacy, literacy foundations, teaching writing in elementary and middle school settings, social foundations of education, and literature in the classroom.

You can also find high quality courses that will help you improve your skills in writing, math instruction, and creating classrooms that meet the needs of 21st Century learners.

She has researched, written, and presented extensively on the topic of vocabulary instruction which is the subject of several of her books, including Teaching Vocabulary in All Classrooms, No More «Look Up the List» Vocabulary Instruction and Teaching Academic Vocabulary K — 8: Effective Practices across the instruction which is the subject of several of her books, including Teaching Vocabulary in All Classrooms, No More «Look Up the List» Vocabulary Instruction and Teaching Academic Vocabulary K — 8: Effective Practices across the Instruction and Teaching Academic Vocabulary K — 8: Effective Practices across the Curriculum.

Many students with dyslexia will require special accommodations in the classroom, such as extra time for reading and writing assignments or tests, using audiobooks, having a scribe take notes for them, and having written instructions read aloud to them.

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.

Using WriteLab in your English classroom will create opportunities for instant sentence - level feedback on writing, collaboration between students, and data - driven instruction.

, Teaching the neglected «R»: Rethinking writing instruction in secondary classrooms (pp. 162 - 171).

They wrote on big pads in magic markers: a need for bilingual staff with an influx of Hispanic students in town, classrooms meant for early childhood classes now housing middle schoolers who are cramped, and a lack of guidance from the schools on the changes in instruction happening under the Common Core State Standards.

The Meadows Center for Preventing Educational Risk at The University of Texas at Austin was recently awarded $ 3.5 million by the Institute of Education Sciences to investigate practices to improve reading comprehension, vocabulary, and writing instruction in fourth - grade classrooms by using informational texts.

Students rotate to each classroom in the cluster throughout the day for instruction in reading, writing, and mathematics.

Similarly, the National Academy of Advanced Teacher Education, or NAATE, which provides specialized professional growth opportunities for educators, works to retain teachers and school leaders through opportunities to grow in data - driven instruction techniques, peer leadership, and communication and feedback.32 Building on past professional learning successes via its network of teacher leaders in 185 sites, the National Writing Project's, or NWP's, College Ready Writers Program demonstrated that teachers will commit to and participate in high quality professional development that helps them strategize approaches to teach argument writing using nonfiction texts and provided adaptable classroom matWriting Project's, or NWP's, College Ready Writers Program demonstrated that teachers will commit to and participate in high quality professional development that helps them strategize approaches to teach argument writing using nonfiction texts and provided adaptable classroom matwriting using nonfiction texts and provided adaptable classroom materials.

Each instructional portfolio will be scored by a certified Texas educator, with a background in writing instruction, trained in the writing continuum who may or may not the student's classroom teacher.

On a positive note, the one school that had made the most consistent gains in students» reading and writing growth was also the school in which teachers had made the most research - based shifts in the delivery of their classroom reading instruction.

This ASCD Study Guide is designed to enhance your understanding of How to Differentiate Instruction in Academically Diverse Classrooms, 3rd Edition, an ASCD book written by Carol Ann Tomlinson and published in March 2017.

At the end of the observation, the observer wrote a summary addressing seven key features of the classroom ecology: (a) the general instructional approach used in the classroom, instructional sequences observed, approaches to word recognition, vocabulary, and comprehension instruction; (b) curriculum materials used; (c) teacher's style of interacting with the children; (d) teacher's grouping practices, and activities of children not with the teacher; (e) student engagement; (f) classroom management; and (g) classroom climate.

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 strategieIn 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 strategiein 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.

Integrating music into instruction, first - year teacher Andrea Antepenko writes, helps her create a classroom in which a diverse group of 5th graders each experience relevant, meaningful learning, while also mastering required content.

In the science classroom, teachers can enhance reading and improve science learning by focusing on the following: promoting students» conceptual understanding of fundamental science concepts; organizing instruction so students constructively engage in experiences with science phenomena before reading about them; increasing students» awareness of how information is organized and displayed in science texts; teaching students syntactical structures common to science (such as «If... then»); and enabling students to express their understanding of science by doing science, talking about science, and writing about science, in addition to reading about sciencIn the science classroom, teachers can enhance reading and improve science learning by focusing on the following: promoting students» conceptual understanding of fundamental science concepts; organizing instruction so students constructively engage in experiences with science phenomena before reading about them; increasing students» awareness of how information is organized and displayed in science texts; teaching students syntactical structures common to science (such as «If... then»); and enabling students to express their understanding of science by doing science, talking about science, and writing about science, in addition to reading about sciencin experiences with science phenomena before reading about them; increasing students» awareness of how information is organized and displayed in science texts; teaching students syntactical structures common to science (such as «If... then»); and enabling students to express their understanding of science by doing science, talking about science, and writing about science, in addition to reading about sciencin science texts; teaching students syntactical structures common to science (such as «If... then»); and enabling students to express their understanding of science by doing science, talking about science, and writing about science, in addition to reading about sciencin addition to reading about science.

Writing in Response to Reading with Book Creator Use Book Creator to organize reading responses and differentiate instruction in your English Language Arts classroom.

The duties and responsibilities of this position include, but are not limited to, the following functions, which are not listed in any particular order of significance: • Teach one or two sections of Legal Research and Writing per semester, which includes providing classroom instruction, timely written feedback on assignments, and individual academic counseling on progress towards course learning objectives.

Our training programs includes classroom instruction, CDL manual training for written exam, skills range to master straight line and alley docking, and behind the wheel road driving instruction in all types of driving and traffic conditions.

Through a unique blend of classroom instruction and hands - on lab training, you can receive an in - depth education in medical office administration including written and spoken communication, office administration, medical transcription, and medical office operations.

A well - written resume in the field should mention skills like instruction abilities, classroom management, being able to motivate students, presentation aptitudes, creativity, and recordkeeping.

Assisted lead instructor in general classroom instruction on writing skills, reading comprehension, grammar and critical thinking.