Language Development

When learning a second language, classroom setting is particularly important. Interesting experiences have to be fostered, considering that children will respond to the language used in their environment.
Initially students will start using words to name objects and people. Classroom materials, toys and other everyday use objects will play an important role in vocabulary building.
Then they begin to build short sentences, putting words together to express an action. By listening to how people use words, children will gradually expand their vocabularies. They will be encouraged to repeat sentences and expressions used during classroom routine.
Children will understand what's being said only if the words are tied to real life experience. So what they learn about makes sense and they soon develop the ability to talk about their observations and experiences.

Recreation and Learning

The English Program considers teaching a creative process, but will not simply rely on the adult's reaction to what happens each day. Rather, our English Program depends on a curriculum framework that sets forth the Program philosophy, goals and objectives for the children.
A planned environment where children interact with materials, their peers and adults is carefully organized with appropriate activities and learning materials.
The primary teaching goal is to use everyday opportunities to help children see themselves as capable learners and enhance communication skills in English (comprehension and speech).

Learning Through Participation

Learning English emerges from the perfect combination of two aspects:
- children are natural communicators;
- the Program actively involves children.

All students interact with the environment and have a chance to respond to it. So they certainly learn more.

Themes

Themes motivate children to learn. In the English Program curriculum themes are used to engage students and enhance the development of language skills. Each theme unit may last two to three weeks depending on the productivity and children's enthusiasm. The topics are appropriately selected to:
- offer rich opportunities for exploration and discovery;
- meet the children's interests;
- enable children to obtain information and concepts through meaningful activities;
- focus on building new vocabulary.

Daily Schedule

The Program offers a balance between the following types of activities:
- large group and small group activities;
- indoor and outdoor play times;
- teacher-directed moments and time for children to select their own activities.

The daily schedule and routines form the basic structure for each day. Students will feel more secure when they can predict the sequence of events and have some control over their day, specially since they are expanding verbal communication skills in English, such as:
- understand;
- follow directions;
- recall new words;
- respond to questions;
- express ideas.

Circle Time

During circle time children will talk about what they will do at school, learn about the theme unit, and have the opportunity to express themselves. The activities planned, such as finger plays, games and storytelling, give children the opportunity to participate directly. Closing circle is used to recap and review the day's activities.

Learning Centers

Learning centers provide opportunities for hands-on experience and reinforcement of concepts. They are not just free plays. They are planned and organized to give support to themes. Everyday children will explore, in small groups, different centers such as Art, Language, Science, Math, Toys, Library, Construction and others. During the school year, rotation and changes will happen according to program and children's needs.

Outdoor Games

During the afternoon at least two activities take place outdoors:
- playground - during recess and
- outdoor games - games such as Hide and Seek, Treasure Hunt, Frisbee or Soccer.
They will also have the opportunities to enjoy outdoor activities such as picnic, painting and storytelling.

Language Skills

The daily schedule ensures that an adequate time is provided for a language development program, which consists of activities that:
- encourage children to speak English;
- expand vocabulary;
- enable children to use more complex sentences.

Special Activities

The Program includes other areas of interest, which will be planned according to theme and curriculum needs. The areas are:
- Music once a week
- Computer once a week
- Science every two weeks
- Cooking every two weeks

Parent Participation

Parents are not required to speak English with the child at home. However, the family attitude toward education and learning a second language reflects how a child feels about school and the English Program. Parents can cooperate by:
- providing educational videos or TV programs;
- reading children's books in English;
- singing during a car ride;
- showing the value of learning a second language.

Parent Communication

Monday Folder
Sent home every week with the child's school-work, lunch menu, newsletter and other communications.

Weekly Newsletter
To keep parents informed about what is happening at school.

Report Card
Documents each child's progress during the year.

Back to School Night
When parents learn about what will happen during the school year.

Parent Conference
Parents and teacher share information and ideas with the goal of improving the student's learning experience.

Open House
When parents see the work the children have at school.