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Policy
The
School
at
St.
George
Place
Language
of
Instruction
Beliefs
We
believe
that
communication
helps
students
connect
globally.
Language
instruction
should
span
across
all
disciplines
using
a
balanced
literacy
approach
within
the
context
of
the
gradual
release
model
which
includes:
small
flexible
groups,
daily
independent
reading
time,
writing
about
all
subjects,
reading
at
school
and
home,
and
multi-genre
literature.
Practices
We use the reading and writing workshop model to deliver balanced literacy instruction.
As
part
of
our
commitment
to
balanced
literacy,
teachers
incorporate
small,
flexible
groups
for
language
instruction.
Classroom
libraries
include
leveled
books
across
various
genres,
in
multiple
languages,
and
incorporate
information
for
units
of
inquiry.
Reading, writing, listening, and speaking are transdisciplinary and therefore occur in all content areas.
We
use
the
Zone
of
Proximal
Development
while
delivering
literacy
instruction
to
ensure
that
students
are
being
challenged
and
supported
appropriately
at
their
level.
We
have
bilingual
transitional
Pre-Kindergarten.
With
70%
of
instruction
in
Spanish
and
30%
in
English.
After
Pre-Kindergarten,
students
will
be
in
an
ESL
Kindergarten
class.
Goals
We
want
to
provide
literacy
intervention
for
English
Language
Learners
to
increase
their
proficiency
in
English.
We want to build confident and successful communicators who are increasingly independent.
Mother
Tongue
Beliefs
At
the
School
at
St.
George
Place,
each
teacher
will
review
the
home
language
survey
in
order
to
insure
the
proper
placement
of
the
student
within
the
classroom.
We
will
foster
their
home
language
in
our
classroom
to
create
a
welcoming
environment
that
allows
students
to
share
their
culture
with
others.
Home
languages
will
be
supported
in
the
classroom
by
allowing
students
to
share
with
their
peers
how
to
express
conversational/greeting
words.
We
believe
that
embracing
the
mother
tongue
allows
students
with
other
languages
to
have
a
feeling
of
empowerment
while
showing
other
students
that
all
languages
and
cultures
are
valued
and
respected.
Practices
At
the
beginning
of
the
year,
the
students
will
be
able
to
share
their
culture
and
language
with
their
classmates.
The school will strive to use the home languages in celebrations, counting, greetings and salutations.
The School Library will have a variety of resources and books in multiple languages.
Classroom
libraries
will
have
books,
dictionaries,
and
other
resources
available
to
the
students
in
home
languages.
The
school
will
label
important
areas
and
materials
throughout
the
school
in
languages
appropriate
for
student
populations.
Parent
readers
will
be
invited
into
classrooms
to
read,
and
share
cultural
experiences
through
music,
Art,
and
dance.
Teachers will be aware of translators available on campus to assist in better parent communication.
When
a
new
student
comes,
they
will
be
introduced
and
given
the
opportunity
to
share
about
their
culture.
Goals
We
want
our
students
to
feel
a
sense
of
pride
about
their
language
and
culture
at
school.
All
students
should
feel
accepted
everywhere
in
the
school.
The
teachers
will
strive
to
use
school-wide
events
to
promote
home
languages
(morning
announcements,
spaghetti
supper,
field
day,
etc).
Certain
informational
flyers/announcements
should
be
accessible
in
multiple
languages.
Additional
Language
Policy
We
believe:
We
believe
it
is
beneficial
to
learn
more
than
one
language.
Languages
are
important
for
communicating
and
connecting
us
to
other
people.
The
study
of
Mandarin
Chinese
allows
students
learn
different
perspectives
and
become
global
citizens.
Practices
Resources
Assessment
Additional
PYP documents
Dialogue
Language
Opportunities
for
student
reflection
Peer-to-peer
and
student-to-teacher
talk
Continuums
Standards
Benchmarks
Records
Checklists
Anecdotal
records
Portfolios
Informal
and
formal
observations
Report
cards
Action
Our
goals
Our
goals
in
teaching
Mandarin
Chinese
are
for
students
to
be
more
culturally
aware
in
addition
to
developing
basic
interpersonal
communication
skills.