The International School is dedicated to developing quality curriculum and implementing best instructional practices. Our English program aims to help students master the skills of communication while learning to value the cultural heritage of the language in a multi-cultural setting.
ISI has adopted the AERO Common Core Plus standards in English Language Arts as of August 2013. The standards and benchmarks for each grade level can be found below.
The Literature studies at ISI use a variety of International texts in order to allow the students to discover aspects of culture that are encapsulated by the literature of that country. The literature texts used at ISI often introduce and explore areas of human concern and seek to build empathy and understanding.
At ISI, the study of literature aims to encourage students to develop an enjoyment and appreciation of literature with the view to giving students the ability to develop this into a lifelong interest in books and reading.
Studying International literature does not confine the students to the traditions of any one culture but makes it possible to introduce many, varied traditions of literature. When studying literature, students can learn not only language aspects such as vocabulary items but also that language can be used for specific and aesthetic purposes.
Familiarity with the concepts of language used can help improve their own writing, as students are able to appreciate and apply the ideas and techniques that they observe in the texts. Finally, the study of literature can provide students with a fresh and creative angle with which to approach their studies.
At the beginning of each school day, we also have an additional 20min period of literacy instruction. This Literacy Ring lasts approximately 6 weeks and includes focus on the following areas: Read-Aloud, Writer´s Workshop, Vocabulary, Silent Sustained Reading and Readers´ Theater. These evidence-backed techniques are intended to encourage and enhance reading and writing skills.
Students in grades K-2 read various texts to develop strategies and skills from which to build a foundation for novel studies in grades 3-7.
In 2013, we began using the Writers´ Workshop and Daily 5 methods of teaching writing, reading and vocabulary to our students.
This method of instruction is meant to foster lifelong writers. It is based upon four principles: students will write about their own lives, they will use a consistent writing process, they will work in authentic ways and it will foster independence. The Writer´s Workshop is designed for use with all grade levels. Students have a large amount of choice in their topic and style of writing. The teacher acts as a mentor author, modeling the writing process. Direct writing instruction takes place in the form of mini-lessons at the beginning of each workshop and ends with a sharing of students‘ final product.
At ISI the early years’ reading and writing program is built around The Daily 5.
Students select from five authentic reading and writing choices, working independently toward personalized goals, while the teacher meets individual needs through whole-group and small-group instruction, as well as one-on-one conferring. These choices include:
Read to Self
Work on Writing
Read to Someone
Listen to Reading
Instruction is delivered using the CAFE system within The Daily 5 framework. It is what enables teachers to choose individualized goals, assign strategies,monitor progress, and provide just-in-time instruction to meet the needs ofevery student.
CAFE is an acronym for the four major components ofreading. They are:
C for Comprehension
A for Accuracy
F for Fluency
E for Expanding Vocabulary
The children will learn reading strategies within each category. These strategies willbecome tools for the children to use to help themselves become better readersand writers. Find more information on the Daily 5 website.
Iron Man by Ted Hughes
Treasure Island by R.L. Stevenson
Butterfly Lion by Michael Morpurgo
James and the Giant Peach
by Roald Dahl
Fairy Tales (Teacher‘s selection)
Genre or Author study
Distorted and traditional Fairy tales
The Lion, the Witch and the Wardrobe
by C.S. Lewis
The Witch’s Tears by Jenny Nimmo
The Mousehole Cat by Antonia Barber
Mythology, Genre study
Labours of Hercules
Clockwork by Philip Pullman
The Watsons go to Birmingham by Paul Curtis (Civil Rights Unit)
Boy in the Striped Pajamas by J. Boyne
The Giver by Lois Lowry
Holocaust novel study
Phantom Toll Booth by Norman Juster
Twist of Gold by Michael Morpurgo
Animal Farm by George Orwell
(Fables & Legends)
Refugee Boy by Ben Zephaniah
Rabbit Proof Fence by Doris Pilkington
Whale Rider by Witi Ihimaera