Onaway School
Language Policy
2012-2013
Beliefs:
We believe that language plays a critical role in all areas of learning. Students are
encouraged to communicate effectively in a variety of ways, both verbal and nonverbal. As students engage in activities throughout the curriculum, it is imperative
that they are proficient in language. This assists them as they become contributing
members of the learning community. In addition, language supports students as
they inquire into a variety of concepts in order to make sense of the world. All
teachers at Onaway Elementary are responsible for teaching language in order to
foster a love of learning. In addition, learning an additional language aids in the
development of our students as global citizens.
Onaway Language Practices: The primary language of instruction at Onaway
Elementary School is English. Language learning takes place in a variety of ways across
the curriculum. In addition to English, students at Onaway School receive instruction in
Mandarin Chinese. Primary grade levels use American Sign Language as a means of
communication.
Mother-tongue: This is the language spoken at home. At Onaway School we have a
portion of students whose mother tongue is not English. Languages spoken within the
home include: Arabic, Chinese, Danish, Dutch, French, German, Greek, Hebrew, Italian,
Japanese, Konkani, Malayalam, Polish, Portuguese, Russian, Sinhalese, Spanish, Swahili,
Tamil, and Telugu.
Language of Instruction:





Language instruction is incorporated into all content areas of instruction.
Instruction is aligned to Ohio Academic Content Standards and the Common
Core English Language Arts Standards.
The Language Arts curriculum is literature-based, focusing on guided reading
and writing workshop principles.
Student assessment is used to differentiate the curriculum.
Appropriate resources are selected at differentiated levels within each Unit of
Inquiry to meet students’ needs.
Revised – January 2013
Reading and Writing Instruction Practices:
Onaway Elementary follows the “Reading Workshop” and “Writers’ Workshop”
approaches for reading and writing instruction. Reading Workshop and Writers
Workshop practices include the following:
 Guided Reading Groups:
o Teachers meet with small groups of students to provide direct instruction
of specific literacy skills using materials written at the student’s
instructional level.
 Shared Reading and Writing:
o Teachers engage students in reading and writing experiences using
fiction and informational text to support learning of reading and writing
strategies.
 Whole Group:
o Teachers and students use a variety of materials (big books, language
experience stories, student writing, technology, etc.) to model and
present reading and writing strategies and skills.
 Literature Circles:
o Students practice different ways of collaborating to read a work of
literature.
o Used in upper grades (3-4)
 Independent Reading and Writing:
o Students have access to literature materials written at their independent
and instructional levels.
o Teachers provide time for independent reading and writing.
 Author Studies
o Teachers use a variety of texts from one author
 Genre Studies
o Teachers use a variety of texts to explore different types of literature
 Reading Response Journals
o Students use journals to record and monitor their learning in the area of
reading
 Word Study
o Students learn about the meaning of words in a variety of contexts,
weekly tests, and teacher demonstration
 Phonemic study
o Students learn about the sound/symbol relationship of words
 Speech Language Therapy
Revised – January 2013
Students identified with a speech/language disability work with a licensed
speech language pathologist to develop language and communication
skills
Research skills
o Students use technology to conduct inquiries (gather, analyze and report
information)
o

Oral Language Practices:
The skills of speaking and listening are incorporated into reading and writing
instruction in a variety of ways including; sharing pieces of writing during writers
workshop, read-alouds, shared reading, listening centers with books on tape,
poetry, songs, nursery rhymes, plays, reader’s theater, buddy reading,
presentations, class meetings/sharing circles, reading fluency, school-wide
presentations, including annual play and weekly morning announcements.
Additional Language (Mandarin Chinese):




All students in grades 1-4 receive Mandarin instruction from a qualified Mandarin
instructor. First through fourth grade students receive Mandarin instruction for 60
minutes per week.
The overall focus for each grade level is to help students develop four areas of
communication through listening, comprehension, speaking, reading and writing
in Mandarin Chinese. This includes a cultural introduction so students develop
background knowledge about the language they learn. In order to expand the
communication skills, students participate in a variety of activities, including:
storytelling, cultural crafts, performances using Chinese language, etc.
Visual labels in Chinese are used throughout the school to reinforce Chinese
instruction.
We are beginning to integrate our Chinese curriculum - Chinese culture,
language and customs into IB units at each grade level.
Mother-tongue:




School documents are made available in the Mother-tongue language of our
students.
Library resources are available to support Mother-tongue languages. Additional
resources are updated frequently.
ELL teachers work with students to bridge the gap and increase comprehension
between mother-tongue and English.
Resources, in school and within the community, are made available to families,
students and teachers. List of resources: Mango Languages, dictionaries,
access to pre-recorded materials, visual representations, etc.
Revised – January 2013

Students and families are encouraged to share cultures and speak in their
mother-tongue at school and at home.
Annual Review:





The Language Policy was developed by the language policy team, including
the building Principal, PYP coordinator, grade level teacher representatives,
single-subject representatives, support staff, ELL teacher, Mandarin teachers and
Speech and Language Pathologist.
The Language Policy was shared with all staff members upon its completion. All
staff members were provided the opportunity to share feedback.
The policy will be reviewed annually in the spring by the entire staff. All staff
members will be provided the opportunity to share feedback.
A member of the Language Policy Committee (Jennie DiLeo) will inform new
staff members of the Language Policy by the end of September, annually.
It will be communicated with the community on the Onaway homepage:
www.shaker.org/onawayschool_home.aspx
Revised – January 2013