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Language Policy

At Coyote Ridge, we foster the development of the IB Learner Profile. The IB Learner Profile aims to develop learners who are:

  • Inquirers
  • Knowledgeable
  • Thinkers
  • Communicators
  • Principled
  • Open-minded
  • Caring
  • Risk-takers
  • Balanced
  • Reflective

Our school focus on the attributes of the Learner Profile helps to create and maintain a positive school culture and learning environment. Our IB policies, including the Language policy, document our commitment to creating an environment in which the IB philosophy can thrive. Our students and staff strive to be internationally-minded learners who take action for positive change.

Purpose

Language learning at Coyote Ridge Elementary, an IB World School includes:

  • Second language instruction (Spanish and English Language Development)
  • Home language support
  • English as a vehicle for inquiry

This language policy will outline the programs that are in place to provide second language support (Spanish and ELD) and home language support.

Philosophy

We believe that language:

  • Occurs in all subject areas and is integrated into every aspect of our school day
  • Is essential for expressing ideas and emotions, communicating, and learning
  • Is used to become active members of a global society
  • Helps us understand and connect to our world
  • Develops throughout a student’s education
  • Is essential for the development of the whole child
  • Changes over time

English Language Instruction

Language of Instruction

Our language of instruction is American English. For language instruction, we follow Common Core State Standards for English Language Arts, and the PYP Language Scope and Sequence.

General Education English Instruction

In the general education classroom, teachers use many programs and curricular materials to meet the needs of a wide range of language learners. For reading instruction, teachers at Coyote Ridge use a structured literacy approach which includes explicit and systematic instruction in phonemic awareness, phonics, vocabulary, fluency, and comprehension. We incorporate a variety of strategies when reading and consider the purpose and reason for each strategy: read aloud, shared reading, choral reading, independent reading, echo reading, listening to audio recordings, etc. We value giving students voice, choice, and ownership in how best to improve their literacy skills, using the aforementioned strategies. Our units of inquiry are the foundation to developing language comprehension: background knowledge, vocabulary and language structures, verbal reasoning and literacy knowledge which are critical components of reading comprehension. We frequently utilize literacy specialists who provide small group instruction based on targeted literacy skills, special education teachers, speech language pathologists, gifted and talented specialists, paraprofessionals, and trained community volunteers to assist with language development within the general education classrooms.

English Language Instruction Outside of the Classroom

Literacy Support

Students who are not meeting grade level language benchmarks may receive additional assistance from a literacy specialist. We use a variety of assessments to determine specific strengths and needs of each learner: including screeners, diagnostic and progress monitoring tools. These assessments help inform our instruction, set goals and determine growth made within the intervention delivered. Students may also have a READ plan, which is a state-mandated document through the Colorado READ Act (Reading to Ensure Academic Development) created collaboratively with the classroom teacher, literacy interventionist, and family. This plan outlines specific and targeted learning objectives to identify and support areas of need in students’ literacy skills. The READ plan is an ongoing tool to communicate with families about student progress. Please see this link for more information about READ plans. All students, regardless of READ plan or IEP status, may receive targeted literacy support. Each student’s progress is monitored closely and instruction is adjusted every 5-6 weeks or as needed. Decisions to exit, increase intensity, and/or change goals within the intervention are made collaboratively within our Professional Learning Communities (PLC) and communicated with input from families.

Multilingualism

Developing linguistic ability in more than one language is a benefit to our students. Therefore, language learning at Coyote Ridge includes learning an additional language and the development of students’ home languages. A large body of evidence supports the development of multilingualism. The benefits to students include increased focus and attention and problem-solving skills.

Coyote Ridge’s Additional Language

Spanish is included as an additional language of study for all kindergarten through fifth grade students. By the end of fifth grade, we expect students to speak and understand basic Spanish vocabulary words and read and write simple Spanish with support in each of the three modes of language: interpersonal, interpretive and presentational. We also want students to have an appreciation for the cultures of Spanish speaking countries and an understanding that people can communicate in languages other than English. In addition to district adopted resources, our Spanish teacher uses the Calico Spanish Curriculum for Kids. Calico includes stories, songs, and games to reinforce language learning.

Spanish instruction at Coyote Ridge follows the Colorado Academic World Language Standards, which focus on communication, cultures, connections with other disciplines, and comparisons between Spanish and students’ native languages. Further information about these standards can be found at Thompson World Language and Culture page. The Spanish teacher houses a complete hard copy of the Spanish standards.

Whenever possible, Spanish instruction is connected to units of inquiry. Students in kindergarten through fifth grade receive 60 minutes of Spanish instruction weekly. Please see the Spanish curriculum map at the end of this document for the complete Coyote Ridge Spanish Scope and Sequence of instruction.

Home Language Support

At Coyote Ridge, we believe that students should continue to read, write, and speak in their native languages. We also believe that language diversity within our student body benefits all students and staff. Students who are literate in Spanish receive differentiated instruction during their Spanish classes. While their peers may be working on Spanish as a second (or additional) language, our native Spanish speakers continue to maintain and grow their Spanish literacy through reading and writing.

In addition to support from our additional language teacher (Spanish teacher), linguistically diverse students are given opportunities to maintain and share their languages. Our library collection includes literature in the languages spoken by all of our students. The collection is updated as students who speak different languages join our school community. Translators are available for parent-teacher conferences to aid with communication between school and home. Many district documents can also be translated into additional languages. All staff members at our school allow students to continue speaking in their native language and give students opportunities to teach other students vocabulary words in their native language. We also have flags hanging in the front entry of our school that represent the countries from which our students originate. These flags serve as a visual reminder and celebration of the cultural and linguistic diversity within our school.

English Language Learners

A certified English Language Development (ELD) teacher provides additional instruction and support for students whose primary language is not English. The needs of individual students determine the amount and intensity of services. Student needs are assessed by the (WIDA) assessment and other literacy assessments. Examples of support include 1:1 instruction, small group instruction, in-class support, teacher collaboration, and/or monitoring of academic progress. Coyote Ridge maintains a record of the languages spoken by our students. This information is obtained through a home language survey that parents and/or guardians complete when students register for school. Currently, we have students in our school who speak: Arabic, Spanish, Hindi, Chinese, Yue, Urdu, and Vietnamese.

Language Inquiry

Inquiry is an integral part of reading and writing. Provocations and questioning are essential to inquiry- based language instruction. To develop a student’s language comprehension, students are encouraged to question and analyze literature, reflect on the author's craft, and respond to reading through verbal and written responses. Students are given choice in reading and writing topics whenever possible. Choice encourages enthusiasm towards literacy and learning. Students are able to understand and appreciate different perspectives in literature because of the inquiry approach. By working collaboratively, students share their learning, connections, and thinking about the diversity of literature as they discover it. Students are able to read and find information, and then write to process their inquiries. In all of our inquiry-based classrooms, students’ thinking is visibly posted, monitored, and reflected upon. Students are encouraged to use classroom resources and research strategies to gain knowledge and foster independence for real-world learning. Through inquiry, students become independent readers and writers, and become motivated to take action.

Resources

Library Media Center

The CRES library has 12,753 items that are available for student and staff check out. Additionally, our staff and students can access SORA for eBooks and audiobooks. The collection is very diverse with all sections in the collection representing many countries and cultures. Country books in the 900's represent over 40 countries. We have 262 books in Spanish, and 88 additional titles in 18 other languages, including Vietnamese, Hindi, Gaelic, French, Chinese, Thai, Korean, Japanese, Somali, Amharic, German, Latin, Italian, Hebrew, Navajo, Swahili, Arabic, and Cambodian. The emphasis in collection development has been to purchase books that promote international-mindedness, provide books in our students’ home language, and support the developing units of inquiry in all grades. Students seek books that not only represent other countries but are also written and produced in other countries (primary source materials).

Reading Resources

  • Read Naturally
  • Early Reading Intervention
  • Decodable reading texts for use with literacy groups
  • Reading Mastery reading intervention curriculum
  • Books in Spanish housed in the Library Media Center
  • Books in all students’ native languages housed in the Library Media Center
  • Teacher created materials
  • Lexia
  • iReady Personalized Computer Instruction
  • iReady Tools for Scaffolded Comprehension
  • Readworks
  • ReadyGen
  • Heggerty
  • FUNdations
  • Equipped for Reading Success
  • Just Words
  • Bridging the Gap
  • Wilson Reading System (Tier 3 instructional resource)
  • REWARDs
  • NewsELA Texts and Instructional Resources
  • DiscoveryEducation
  • EPIC
  • SORA

Writing Resources

  • Words Their Way
  • Teacher created materials
  • Readworks
  • Discovery Education
  • Inquiry by Design
  • CER (claim, evidence, and reasoning) or RACE (restate, answer, cite, explain)
  • Writing Revolution
  • ReadyGen
  • FUNdations
  • REWARDS

Communicating the Policy to Stakeholders

Staff

Our language policy is electronically stored in our Google Documents for easy access by all staff members. New staff members are guided through the language policy during their induction.

Parents/Community

Once the language policy was complete, it was shared with and approved by the School Improvement Team. This is a joint committee of staff, parents, and community members. As a part of our self-evaluation process, the SIT will review the policy, including any changes, every 3 or 5 years. The language policy is available on our school website for community review.

Future Reviews

The staff will review the language policy annually for changes and additions. This annual discussion will ensure that all staff members are aware of the policy and adhere to our agreements. The annual review will also provide a way for us to make changes to reflect best practices in teaching. As our staff continues to complete professional development around language learning and literacy instruction, we will revise this document to ensure it is an accurate reflection of our language philosophy and practices.

Contributors

This policy is the result of collaboration between many staff members at Coyote Ridge. The IB Coordinator led this effort. The entire staff helped to draft our reading philosophy, our writing philosophy, and our language inquiry sections. The principal, Spanish teacher, literacy interventionists, ELA teacher, Language Policy Revision Team, and Library Media specialists were also major contributors. The draft of the policy was reviewed in its entirety by the Language Policy Revision Team and approved by the staff.

Updated 8/23/2023

View Spanish Language Instruction Scope and Sequence