IB MYP Language Policy for White Bear Lake Area Middle Schools

Transcription

1 IB MYP Language Policy for White Bear Lake Area Middle Schools I. Language Philosophy Language is the foundation for all learning. Learners use language to listen, speak, read, write, view, and present information. Language is also a vehicle to interact with others and to demonstrate knowledge, understanding, and skills. Language skills are essential for lifelong learning and for success in the world. White Bear Lake Area middle schools are caring communities in which students are empowered to use language to construct meaning, inquire about their world, and share their understanding with others. This learning should be authentic, inquiry-based, and promote critical thinking through a variety of teaching tools and strategies. We recognize that students come to our schools with varying language proficiency and literacy levels, and we value the unique prior language experiences of each child. We support and challenge students in advancing their literacy and language learning. II. Developing Communicators Across the Curriculum Classroom Instruction Students develop oral language and literacy by experiencing language authentically. We meet students at their level and foster confidence, growth, and a love of language across the curriculum. Our strategies for developing students communication skills through effective instruction and learning include: Differentiating instruction to meet the diverse needs of our students Balancing individual and collaborative learning activities with opportunities for risktaking and reflection Engaging students in active participation through authentic and experiential learning Utilizing a wide variety of texts, media, and genres Classroom Environment Students learn best in a supportive and caring environment where they are challenged, encouraged to take risks, allowed to make mistakes, and where their successes are affirmed. As educators, we foster students curiosity and encourage them to become lifelong language learners by providing: A print-rich environment that includes a wide variety of language learning materials, resources, and technology to support students development Evidence of student inquiry, thinking, and learning displayed throughout the classrooms and/or wider school environment Interactive tools and resources that are purposeful and engaging Literature that represents diverse cultural backgrounds III. Literacy Best Practices We provide real-world experiences, choice, and interaction through a comprehensive language arts and literacy program in English that includes: Modeled reading and writing that exposes and expands students access to language learning through think-alouds, discussion, and reflection Shared reading and writing that extends understanding and models strategies through teacher/student interaction with language Guided reading and writing that engages students in questioning and discussion while reinforcing skills and practicing strategies

2 Independent reading and writing that allows for students choice, engagement, and practice at their individual levels Integration of vocabulary Interdisciplinary experiences Access to media resources and technology IV. Language B It is important that students are exposed to a second language and have opportunities to develop proficiency in an additional language. This introduces students to different cultural perspectives and expands their understanding of the world. At Central and Sunrise Park Middle Schools, students choose to study Chinese, French, German, or French to study continuously for the three years of the program. We offer a leveled program of beginning, intermediate, and advanced courses for students, with the typical progression from beginning Language B in 6 th grade through advanced Language B in 8 th grade. The IB learner profile guides students in becoming internationally-minded. We foster these attributes by: Utilizing second-language texts, media, and tools Exposing students to a variety of cultures through many mediums including literature, artwork and music Inviting outside speakers to the classroom, such as native speakers, business professionals, travelers, etc. Exploring geography through interdisciplinary study Enhancing awareness of their native language through comparisons to their language B V. Native Languages ( Mother Tongue ) For students who are English Language Learners (non-native speakers of English), we support the development of their native languages. This is essential for their cognitive development and personal identity. Effective language learning is developed through social acts where students are engaged with the world through relationships. We support these relationships and language learning by: Translating newsletters and other communications Allowing for an interpreter at conferences or other events Working closely with cultural liaisons to make connections to home Collaborating with district ELL teachers Providing a rich literature-based environment Providing opportunities to honor new vocabulary and experiences Utilizing and celebrating personal identities within the school community Promoting activities where students can utilize their native language and cultural experiences to share with their peers and teachers

3 Language Course Placement and Sequence Student Native language = English If native language = English Is this student at language A level in English? Should the student be mainstreamed? Language A = English + Language B class choice YES, based on records and previous assessment No or unsureassessment needed Assessment of English language level and second-language learning needs Parents are informed odevelopments Placement into EL course(s) Ongoing assessment of English language level and second-language learning needs Goal: student develops a language A And a language B Exit from EL Program

4 VI. Assessing Communication Across the Curriculum Language assessment is developmental in nature. Assessment should be ongoing, show evidence of growth, drive future instruction, and be shared and celebrated with parents, future teachers, administrators and students themselves. The evidence used when assessing language and communication may include: Developmental workbooks (such as in the arts and technology) Conferencing Response journals Student self-reflection Performance/project assessments Checklists Rubrics Peer response Group assessment Daily work samples Tests M.A.P. (district-mandated standardized) tests MCA s and Minnesota graduation standards (state-mandated) Presentations VII. Professional Development We actively and continuously seek out professional development opportunities in language learning. We are committed to maximizing the academic success of each student, providing innovative language instruction based on educational best practice. Areas of continuous improvement may include: Consistent and integrated comprehensive literacy expectations and instruction aligned with best practices Consistent and integrated vocabulary or word study instruction aligned with best practices Collaboration, discussion, and reflection across and within grade levels Utilizing technology to enhance language learning Attending conferences focused on language learning and instruction Observing teachers across and within grade-levels VIII. Parent Involvement Language is constructed from past experiences and prior knowledge. Students first experience language at home. Parents empower and give students the foundation for future language learning. Parents should continue to be actively involved with their students language experiences at school. These natural and meaningful experiences may include: Goal-setting Publishing Book clubs Weekly newsletters Classroom and school websites Reading Logs

5 At home interactive language activities Utilizing volunteers IX. Communicating and Collaborating with Stakeholders We are committed to sharing our language growth with the greater school community by: Inviting members of the community into our school Updating school and/or classroom websites Celebrating our language learning through presentations and portfolio viewing Publishing and reviewing mandated standardized test scores