Multilingual Learners & Readers
Mrs. Browne, Mrs. Cordero, Ms. Touré, Mr. Bit-Shamay, & Mrs. Iaia
F E B R U A R Y 2 0 2 6
Embedded Files
The International Baccalaureate (IB) PYP (Primary Years Program) at OWN 3 prepares and develops inquiring, knowledgeable, confident, and caring young people. IB program at OWN 3 enables teachers to develop resilient, self-motivated young people who have the knowledge, skills, and sense of purpose they need to thrive throughout their lives and contribute to making the world a better place.
Please see below for more information about what IB work with the Support Staff looks like at our school!
Pillar of the Month
Self-Discipline
Students will demonstrate the pillar of the month, responsibility, by coming to school prepared, completing and turning in assignments on time, and following classroom and school rules. They should show responsibility by taking ownership of their actions, being accountable for their behavior, respecting school property, and making positive choices both in and out of the classroom. By staying organized and doing their best each day, students show they are responsible learners.
Learner Profiles
Principled
We are principled because we are honest with one another, fair, and respect the dignity of individuals and communities, and take responsibility for our actions.
Multilingual Learning at OWN 3
Multilingual Learning at OWN 3
English Language Learners (ELLs) develop their language skills through listening, speaking, reading, and writing experiences. In January, students explored the concepts of being principled and the pillar of truth by participating honestly, using both English and Spanish respectfully, and supporting their peers.
Principled Learning
Our ENL students are showing that they are principled and responsible as they prepare for the upcoming NYSLAT. In small ENL groups, students take ownership of their learning by actively practicing their speaking, listening, reading, and writing skills. During speaking activities, students carefully observe pictures and listen closely to questions, using complete sentences and detailed responses. For example, instead of saying, “The boy is running,” students now say, “The boy is running quickly in the park because he is playing soccer with his friends.” In writing, students listen to a short story and rephrase the question to begin their answer, helping them write in full sentences. For example, if asked, “Why did Maria go to the store?” students respond, “Maria went to the store because she needed to buy food for her family.” Students are successfully using skills such as identifying key details, expanding sentences, restating questions, and organizing their thoughts clearly. Their growth is evident as they confidently provide more detailed answers, speak in complete sentences, and apply strategies independently during small group instruction.
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