Our School

Daily Schedule

Click Here for the 2023-24 Bell Schedule

Our curriculum is culturally relevant and responsive:

We represent multicultural identities in the curriculum, and engage students in developmentally appropriate anti-bias learning experiences building their capacity to competently engage with issues of identity, power, privilege, and social-justice.

(CLIC) City Language Immersion Charter - a Spanish language immersion elementary school in Los Angeles — City Language Immersion Charter
(Grades TK-5)

City Language Immersion Charter (CLIC) is a Spanish language immersion elementary school located in West Adams. Through our progressive, constructivist and language immersion program our Kindergarten through 5th grade students become creative and curious thinkers who ask questions and express ideas fearlessly in two languages, and are prepared for a lifetime of critical thinking, meaningful work, and ongoing service to causes greater than themselves.

Curriculum

K-5 Developmental Progressions

K-2nd Grade Span Outcomes

Emotional / Social

Show more independence from parents and family.
Start to think about the future and seeking to understand time and timing.
Mixed ability to express feelings appropriately and consistently, but beginning to describe emotions and causes.
Understand more about his or her place in the world.
Pay more attention to friendships and teamwork.
Want to be liked and accepted by friends.

Thinking and Learning

Show rapid development of mental skills.
Learn better ways to describe experiences and talk about thoughts and feelings.
Beginning to understand that others may be having experiences that are different than theirs.
Participates in simple group activities or board games
Decodes and comprehends basic text.
Names the characters, setting, problem and solution in books or shows
Solves word problems in math.
Uses increasingly complex and creative strategies to solve problems.

Students can use grade-appropriate resources to learn about an issue and develop opinions or think through simple solutions.

Students use concrete objects to explain to themselves the meaning of a problem and look for ways to solve it. They may check their thinking by asking themselves, ―Does this make sense? or they may try another strategy.

Students construct arguments using concrete referents, such as objects, pictures, drawings, and actions. They also practice their verbal communication skills as they participate in discussions involving questions like ―How did you get that?―Explain your thinking, and ―Why is that true? They not only explain their own thinking, but listen to others’ explanations. They decide if the explanations make sense and ask questions

Secure Foundational Skills:

Solidifying and strengthening foundational skills of reading, writing, speaking, listening and language. This will provide the platform for independent reading success for every learning task.

Building decoding skills and automatic word recognition.
Building understanding of how pace and expression are cued by syntax and text structure.
Building vocabulary and background knowledge.
Hearing and discussing themes and key ideas in rich complex texts.
Writing to express ideas and tell stories, sometimes with invented/phonetic spelling.

What’s a Family?

Students use literature, interviews with their own families, and cultural studies to understand different understandings of the concept of family. Graphing and other math skills are used to analyze similarities and differences among family units in the classroom and school. Animal families are studied in inquiry-based science projects. Students co-author a bilingual book, movie, or presentation about what family means to them.

3rd-5th Grade Span Outcomes

Emotional / Social

Start to form stronger, more complex friendships and peer relationships. It becomes more emotionally important to have friends, especially of the same sex.
May insist on having own way but is able to listen to reason.
May act unreasonable or rude when things don’t go as planned, but is as able to recognize behavior and apologize.
Seeks out peers to cope with uncomfortable emotions but is able to rely on own resources.
Experience more peer pressure.
Become more aware of his or her body as puberty approaches.
May begin to desire more privacy.
Seeks direct physical contact from caregivers when under stress, but may resist physical contact at other times.
Becomes more balanced in coping with frustration, failure, and disappointment.
Able to persist in physical activity to reach a goal, such as when playing a game or completing a physical fitness challenge.

Thinking and Learning

Able to focus on a task for an hour or more.
Understands more about their place in the world.
Has a greater capacity to do mental math, as well as to work with abstract and larger (three-digit) numbers.
Begin to see the point of view of others more clearly.

Students apply literacy and reasoning skills to identify and research problems. They can synthesize a few resources to develop simple solutions.

Students solve problems by applying their understanding of various concepts. Students seek the meaning of a problem and look for efficient ways to represent and solve it. They may check their thinking by asking themselves, ―What is the most efficient way to solve the problem?, ―Does this make sense?, and ―Can I solve the problem in a different way?.

Students may construct arguments using concrete referents, such as objects, pictures, and drawings, or abstract concepts. They explain their thinking with rules that generate patterns. They refine their communication skills as they participate in l discussions involving questions like ―How did you get that? and ―Why is that true? They explain their thinking to others and respond to others’ thinking.

Develop Academic Language:

Ensuring that all students are proficient with academic language.

Engage in Word Study:

Developing a systematic approach to K-12 word study, going beyond the meaning of words to a close study of their spelling, pronunciation and structure.

Reading Fluency:

Ensuring that all students read grade level complex text with appropriate rate, expression and accuracy based on type of text and purpose,

Close Analytic Reading:

Responding questions that can only be determined from the text to build student capacity to read carefully and independently.

Volume of Accountable Student Reading:

In order to develop a rich and essential store of word and background knowledge, students must read more and be held accountable for doing so.

Evidence Based Writing and Speaking:

Regular and systematic evidence based Shifting from an emphasis on narrative writing and speaking about self to placing a premium on students writing and speaking to sources: using evidence from texts to present careful analyses, well-defended claims, and clear information.

How Do We Learn?

Students use literature, research, and community surveys to understand differences in learning styles within a classroom or school. They help the teacher design a better math lesson for students with specific learning styles, and propose classroom design and layouts that work for students with diverse learning styles and needs. Throughout the year, for any given math unit, students reflect on how it worked for their learning style, and what they need to succeed.

Creating a Safe, Inclusive, Supportive Community

What is a safe, supportive and inclusive community and how can I help creating that environment in my school and beyond?

How can I help create an environment where we can all feel welcome, included, and safe so we can all learn and grow together?
How can we apply skills and work together to resolve conflicts and maintain an inclusive and loving community?
Why should I value differences and how do we make sure everyone feels included and gets what they need to succeed?

K/1

How can I help create an environment where we can all feel welcome, included, and safe so we can all learn and grow together?

I feel like the people in my class and school know me.
I consider and care about the feelings of those around me.
I am getting to know my new schools and practice the community values.
I know and follow classroom rules.

How can we apply affective questions, listening, and restorative dialogue skills to resolve conflicts and maintain an inclusive and loving community?

I know what causes me to have “big feelings” and what to do when that happens.
I know how to make I Statements about how I’m feeling.
I know how to ask others how they are feeling.
I can listen to others and ask questions based on what I heard.

Why should I value differences and how do we make sure everyone feels included and gets what they need to succeed?

I understand that I am the same and different from other people and that’s ok.
I can recognize when I am being excluded based on my differences and share how it makes me feel.
I respect others differences even when I might not understand.
I understand that every person has different needs, and therefore receive different supports.

2/3

How can I help create an environment where we can all feel welcome, included, and safe so we can all learn and grow together?

I know what makes me feel safe and unsafe and how to say that with words.
I can use empathy and to get along with others and support them when something is wrong.
I can help new and younger kids understand how to be part of the community.

How can we apply affective questions, listening, and restorative dialogue skills to resolve conflicts and maintain an inclusive and loving community?

I can anticipate what might causes me to have “big feelings” and try to make choices that will be successful for me.
I can make statements about how I am feeling and make requests.
I can listen to others and ask questions to create a dialogue.
I can help solve conflicts and problems in my school and classroom.

Why should I value differences and how do we make sure everyone feels included and gets what they need to succeed?

I know my peers well and value their similarities and differences.
I can recognize when I am being excluded based on my differences and seek help.
I try to make others feel included in the classroom and beyond.
I understand that every person has different needs, and I’m ok with different people getting different supports.

4/5

How can I help create an environment where we can all feel welcome, included, and safe so we can all learn and grow together?

I actively participate in activities that create safe spaces.
I care about others and try to make sure those around me feel included and safe.
I seek to understand the complex emotions others might have and I try to have empathy and connect with them.

How can we apply affective questions, listening, and restorative dialogue skills to resolve conflicts and maintain an inclusive and loving community?

I know where to go when I or my peers are having problems and proactively seek solutions.
I can share how I am feeling, ask how others are feeling, and try to find solutions to resolve conflict.
I know how to listen to others and respond respectfully even when I disagree.
I understand that solutions to conflicts can be complicated and take time or a plan to resolve.

Why should I value differences and how do we make sure everyone feels included and gets what they need to succeed?

I recognize people can have similar or different feelings about the same situation based on their backgrounds.
I can recognize when I am being excluded based on my differences and help others understand my feelings and what I need to feel included.
I embrace diversity, empathize with the feelings, perspectives, and social cues of others, and help to make sure they receive the supports they need.

Our School

Daily Schedule

Our curriculum is culturally relevant and responsive:

City Language Immersion Charter

(Grades TK-5)

Curriculum

K-5 Developmental Progressions

K-2nd Grade Span Outcomes

Emotional / Social

Thinking and Learning

Secure Foundational Skills:

What’s a Family?

3rd-5th Grade Span Outcomes

Emotional / Social

Thinking and Learning

Develop Academic Language:

Engage in Word Study:

Reading Fluency:

Close Analytic Reading:

Volume of Accountable Student Reading:

Evidence Based Writing and Speaking:

How Do We Learn?

SEL (Social Emotional Learning) and Cultural Competence

Health, Wellness, and My Identity

K/1

2/3

4/5

Personal Growth and Social Impact

K/1

2/3

4/5

Creating a Safe, Inclusive, Supportive Community

K/1

2/3

4/5

Cultural Competence

What does it mean to be culturally competent, and how can being culturally competent make me a better learner, leader, and change agent?

K/1

2/3

4/5