Wildwood IB World Magnet School. Language Policy

Transcription

1 Wildwood IB World Magnet School Language Policy

2 Table of Contents Learner Profile, p. 3 Philosophy, p. 4 Internationalism, p. 5 ESL and Heritage Language Support, p. 6 PYP Language Expectations K-5 th Grades, pp. 7-9 MYP Language Expectations K-8 th Grades, pp. 10 Language Acquisition at Wildwood IB pp Language Policy Community Involvement, p. 13 2

3 IB Learner Profile The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet help to create a better and more peaceful world. IB learners strive to be: Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning. They build a foundation to become learners throughout their lives. Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Courageous They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. 3

4 Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. Language Philosophy We believe that language is transdisciplinary in nature and so all teachers are language teachers. It is our greatest privilege and responsibility to teach and learn language alongside our students. Language and communication create the cohesiveness and understanding across cultures needed in a changing world. Language and cultural understanding develop best through shared experiences and interactions. We respect and honor how language reflects the individual and a culture s beliefs, attitudes and perspective and are committed to creating the opportunity to help our student s find their voice in our society. As we aim to continuously improve our language instruction, we investigate state-of-the-art practices that help advance learners at every level. With that in mind, best practices such as guided reading, Reader s Workshop, Writers Workshop, and rigorous strategies instruction are taking a fuller role in our literacy work. We believe that the high level of engagement embedded into project-based learning are key approaches to foster a love for inquiry that will be sustained throughout students lives. 4

5 Internationalism Wildwood IB values and incorporates Internationalism in the curriculum as well as in special assemblies. Such examples include International Night where families and members of the community have the opportunity to partake in arts and crafts, music, literature, and sampling of food and treats from each country represented. This year s International night featured performances by the Puerto Rican Club of Lane Tech High School, International songs by K-2 students, and provided Egyptian Middle Eastern dance lessons. Community members have multiple opportunities to participate in multi-cultural activities promoting a sense of Internationalism. These include, an International Film Festival, Inquiry Fair, International Peace Day, and IB Exhibition, whose aim is to address local and global issues. To promote internationalism, teachers provide resources to promote a deeper depth of inquiry among students. Our library is stocked with many resources to help teachers reach this goal. In addition, we have one to one chrome book distribution for every student to facilitate student research and inquiry of other cultures. Teachers invite parents to share their cultural background with their child s classrooms. For example, in the 5th grade Heritage unit, parents will be invited into the classroom to teach students about the different aspects of their culture including dances, cultural artifacts, and literature. Wildwood also have a diverse staff who are fluent in Spanish, Russian, Cantonese, Arabic, Polish, Greek, Assyrian, and Hindi. 5

6 \ ESL and Heritage Language Support English Learners are supported in several ways. Wildwood IB employs ESL teachers to ensure students are developing the appropriate skills they need to succeed academically. ACCESS for ELL s (Assessing Comprehension and Communication in English State-to- State for English Language Learners) is a large-scale English language proficiency assessment given to our students who have been identified as English language learners (ELLs). It is used to monitor students progress in acquiring academic English and places students in their appropriate ability levels. It is also used to determine how many hours of instruction they will receive weekly. These students are provided with ESL resource services in a separate classroom. The ESL teacher collaborates with the classroom teachers to establish a program that benefits the students. Parents are updated regularly with test results and student progress. ESL grades are also provided on the CPS report card. Teachers are also available during parent teacher conference days to meet with parents and address the progress of the students. Translators are available to support those families whose first language is not English. All home/school communication, newsletters and documents are also translated into Spanish for the Spanish speaking community. All staff receives training in cultural awareness and language acquisition issues. Teachers are provided with strategies to assist students in developing language. 6

7 K-1 st Grade PYP Language Expectations PYP Language Expectations Oral Communication: Listening and Speaking Students in the K-1 grades will use oral language appropriately with increasing confidence. Students will be able to participate in collaborative conversations with other students about the central idea, and lines of inquiry included in the Kindergarten and 1 st Grade unit planners. They will also be able to add to others conversations by responding to the comments of others through multiple exchanges. They will be able to ask and answer questions about key details in a text read aloud or information presented orally or through other media. Written Communication: Reading and Writing Wildwood IB has adopted the Common Core Standards for reading and writing. This ensures students will be able to use a combination of drawing, dictating, and writing to compose opinion pieces, informative/explanatory texts, and narrate a single event or several events in the order in which they occurred. Daily independent reading and guided reading at the instructional level are incorporated via Daily 5 to build academic stamina. Through Daily 5 students will be to develop daily habits of reading and writing and working with peers to become lifelong readers. Students will write confidently, with developing legibility and fluency. They will write for a variety of purposes and will develop an understanding of different story structures. They will utilize the writing process to plan, edit, and review their own writing. They will begin to use spelling patterns and will continue to use their phonetic skills to spell, especially when constructing more complex words. Students will also be able to participate in shared research and writing projects via personal planners. Visual Communication: Viewing and Presenting Students will understand that communication involves visual, verbal, and kinesthetic features. They will be able to read and use texts with fluency and proficiency. They will be able to describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. They will also be able to speak audibly and express thoughts, feelings, and ideas clearly. Students will be able to experience multiple sources of texts to understand that information can be presented in various ways. These can include television, magazines, radio, and the Internet. Students will be able to use these different technological sources of media to research and present information. 7

8 2 nd and 3 rd Grade PYP Language Expectations Oral Communication: Listening and Speaking Students will appreciate the power of oral language and use speech with increasing awareness and responsibility. Students will participate and collaborate in discussions about a wide range of grades two and three topics. They will use increasingly complex language confidently and creatively, with accuracy, detail and range of vocabulary. They will build on other s talk in conversations by linking their comments to the remarks of others. Students will begin to communicate in more than one language. Written Communication: Reading and Writing Students will read a variety of fiction and non-fiction books confidently, fluently and Independently, and they will be able to select books appropriate to their reading level and for a specific purpose. Leveled guided reading groups are established based on assessment data to meet the needs of students based on their reading levels. Students will be introduced to a variety of literature so they can develop an appreciation of different literary styles. They will ask and answer questions to demonstrate understanding of key details in the text. They will read daily, both in class and at home. Students will develop fluency in writing, and will use the writing process to write independently. They will be able to use supporting details and spell most high-frequency words with accuracy. They will understand that different types of writing have different structures. They will write for a range of purposes, including creative and informational, and create opinion pieces that introduce the topic, state an opinion, and supply reasons that support that opinion. Through the writing process, of planning and editing, students will be able to present their writing appropriately using a consistent, legible style. Visual Communication: Viewing and Presenting Students will have experience with a wide variety of visual media materials. They will interpret visual media and recognize the power it has on thinking and behavior. They will be able to use a variety of electronic sources to find information, to plan and create personal projects of their choice to express their learning. They will be able to include the appropriate facts and descriptive details in their research, to speak on a topic of their choice, in a clear and understandable pace. 8

9 4 th -5 th Grade PYP Language Expectations Oral Communication: Listening and Speaking Students will show an increasing awareness of the power of oral language and how it helps them to construct meaning and connect with others. They will use speech effectively to inform, entertain and influence others. They will be able to participate in conversations and discussions with their peers to build on others' ideas and express their own clearly. They will be able to give reason and evidence to support their thinking when giving oral presentations. They will use a wide variety of linguistic structures and features of spoken language to develop and present ideas and information. By reflecting on their own approach to communication and the ways in which others interact, they will monitor and assess their own learning. Written Communication: Reading and Writing Students will use the Common Core State Standards to show understanding of their reading and writing skills. They will read a wide range of texts and show comprehension using a variety of reading strategies. They will recognize the differences between fiction and non-fiction and be able to describe in depth a character, setting, or event in a story using specific details from the text. They will also be able to explain major differences between poems, drama, and prose, and refer to the structural elements of poems and drama when writing or speaking about a text. They will also be able to compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. They will also be able to quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Students will write fluently and effectively for a wide range of purposes, both creative and informal, using a range of styles. They will understand that different types of writing have different styles and structures, and are used for different purposes. They will be able to adjust their writing skills to fit their specific audience. They will utilize the writing process of planning, revising, and editing their own writing. Visual Communication: Viewing and Presenting Students will be able to conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Students will draw evidence from literary or informational texts to support analysis, reflection, and research. They will work with a variety of printed media and Internet sources to plan and complete different projects and personal planners to support their arguments and showcase learning. 9

10 6 th -7 th 8 th Grade MYP Language Expectations Oral Communication: Listening and Speaking Students will show an increasing awareness of the power of oral language and how it helps them to construct meaning and connect with others. They will use speech effectively to inform, entertain and influence others. They will be able to participate in conversations and discussions with their peers to build on others' ideas and express their own clearly. They will be able to give reason and evidence to support their thinking when giving oral presentations. They will use a wide variety of linguistic structures and features of spoken language to develop and present ideas and information. By reflecting on their own approach to communication and the ways in which others interact, they will monitor and assess their own learning. Written Communication: Reading and Writing Students will use the Common Core State Standards to show understanding of their reading and writing skills. They will read a wide range of texts and show comprehension using a variety of reading strategies. They will recognize the differences between fiction and non-fiction and be able to describe in depth a character, setting, or event in a story using specific details from the text. They will also be able to explain major differences between poems, drama, and prose, and refer to the structural elements of poems and drama when writing or speaking about a text. They will also be able to compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. They will also be able to quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Students will write fluently and effectively for a wide range of purposes, both creative and informal, using a range of styles. They will understand that different types of writing have different styles and structures, and are used for different purposes. They will be able to adjust their writing skills to fit their specific audience. They will utilize the writing process of planning, revising, and editing their own writing. Visual Communication: Viewing and Presenting Students will be able to conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Students will draw evidence from literary or informational texts to support analysis, reflection, and research. They will work with a variety of printed media and Internet sources to plan and complete different projects and personal planners to support their arguments and showcase learning. 10

11 Language Acquisition at Wildwood IB Rationale: Learning to speak another s language means taking one s place in the human community. It means reaching out to others across cultural and linguistic boundaries. Language is far more than a system to be explained. It is our most important link to the world around us. Language is culture in motion. It is people interacting with people. Developing confidence as a communicator is critical to becoming a productive and positive member of our local and global communities. Spanish is offered at Wildwood as an additional language of study in grades K-8. Spanish Language Primary Years Students in grades Kindergarten through grade five receive two-three 45- minute periods weekly. Resources for instruction include books, audio-visual and technology. Classroom and Language teachers engage in collaboration on PYP units of inquiry. For Kindergarten and First grade PYP lessons are structured to provide students a positive introduction to the Spanish language and culture. Students learn the basic elements of the Spanish language to build a foundation for future language acquisition. Students enhance their language acquisition skills during lessons with songs, music, and language game activities. Second grade PYP Spanish lessons continue reinforcing the basic elements of the language. Students continue to increase their literacy skills in Spanish. An emphasis on reading and writing is incorporated in all lessons. Students begin to use and demonstrate proper Spanish language pronunciation when speaking or presenting during class lessons. Third and Fourth grade Spanish lessons reinforce the basic elements of the language. Students increase their literacy skills in Spanish. An emphasis on reading and writing is incorporated in all lessons. Students incorporate proper Spanish language pronunciation during speaking activities and class presentations. Where does language acquisition fit into an IB Curriculum? All learning at Wildwood IB is language learning. Spanish is offered at Wildwood as an additional language of study in grades K-8. Our goal in teaching Spanish is to promote an appreciation for languages, and to reinforce the understanding that people use languages other than English to communicate. We aim to empower students to continue their study of Spanish as they transition to high school and beyond. While all elements of language are emphasized, our priority is in building oral and auditory language skills during the PYP and MYP years. Language acquisition embodies all ten of the IB learner attributes. Let us consider, for example, Communicators. The ability to communicate in a variety of modes in more than one language is essential to the concept of an international education that promotes multilingualism and intercultural understanding, both of which are central to the IB s mission. Consider the attributes of being knowledgeable, principled, and caring. 11

12 The study of languages provides students with the opportunity to develop insights into the features, processes and craft of language and the concept of culture, and to realize that there are diverse ways of living, behaving and viewing the world. Evaluating Language Acquisition Curriculum: In designing curriculum, we speak in the language of "IB Phases" rather than making instructional decisions purely on grade level. We strive to meet students where they are and advance them according to the students' capacity, not only one s age. Students are evaluated on the four communicative processes for each of the phases (levels): Comprehending spoken language Comprehending written language Communicating in response to spoken and written text Using language in spoken and written form In short, the objectives of language acquisition at Wildwood International IB are consistent with the IB mission which we put into practice every day: The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. 12

13 Community Involvement The culture of learning at Wildwood IB is grounded in both the PYP and MYP programmes. The language curriculum is established through input from parents, teachers and community members. This is accomplished through the district s Continuous Improvement Workplan (CIWP). The CIWP is the biannual planning process used by the Chicago Public Schools that requires that the school completes a School Effectiveness Framework (SEF) assessment. This is used to determine priorities, identify strategies, and action plans within all curriculum areas. The CIWP has a section dedicated to the parents and community members. This allows us to provide parents and community members the opportunity to voice their beliefs about language learning during the development of the CIWP improvement plan. During this planning period, parents and community members have the opportunity to weigh in on the standards, practices, and structures that drive language instruction. Currently, the framework is a compilation of the following dimensions which include Culture of & Structure for Continuous Improvement, Depth & Breadth of Student Learning, Depth & Breadth of Quality Teaching, and Quality & Character of School Life. Once the School Effectiveness Framework is completed, we determine the areas of focus and set strategies and goals to put together a plan that will help us achieve change in the way our school operates. 13