LANGUAGE INSTRUCTION AT BIS
Language instruction at BIS focuses on preparing students to be effective communicators, life-long learners and critical, reflective language users. Students learn to read a wide variety of texts from around the world and learn to write in a wide variety of genres for a wide variety of purposes. The curriculum strives to give students effective thinking skills necessary for textual analysis, the skills needed for articulate and creative expression, and the writing skills needed for fluent written expression of opinions and ideas.
Our primary reason for being here is to learn from one another – each individual shares responsibility for learning in the classroom.
Students must be at the center of learning activities and need to be actively engaged to be learning most effectively.
Reading, writing, listening, speaking, viewing and presenting are the foundations upon which students’ learning is based, and are best taught in context, integrated with each other, rather than in isolation.
The best learning happens when we are actively involved in our own education as we construct meaning of texts and the world both individually and collectively.
Learning is a process, not just a product. Assessment must therefore be authentic, formative, and summative.
We seek to nurture natural curiosity about texts and the human condition, encourage a love of learning and an appreciation of the complexities of communication.
This English program will provide the opportunities and skills needed to be life-long learners and thoughtful world citizens.
We recognize and affirm students’ varying language backgrounds as they develop their proficiency in English language and literature.
In Grade 3, we use the structure provided in "The Daily 5" to support our reading program. To learn more, and to learn how you can support your child's literacy development, click here.
Detailed information about our Literacy focus is provided within the Unit Letters.
Language instruction at BIS focuses on preparing students to be effective communicators, life-long learners and critical, reflective language users. Students learn to read a wide variety of texts from around the world and learn to write in a wide variety of genres for a wide variety of purposes. The curriculum strives to give students effective thinking skills necessary for textual analysis, the skills needed for articulate and creative expression, and the writing skills needed for fluent written expression of opinions and ideas.
Our primary reason for being here is to learn from one another – each individual shares responsibility for learning in the classroom.
Students must be at the center of learning activities and need to be actively engaged to be learning most effectively.
Reading, writing, listening, speaking, viewing and presenting are the foundations upon which students’ learning is based, and are best taught in context, integrated with each other, rather than in isolation.
The best learning happens when we are actively involved in our own education as we construct meaning of texts and the world both individually and collectively.
Learning is a process, not just a product. Assessment must therefore be authentic, formative, and summative.
We seek to nurture natural curiosity about texts and the human condition, encourage a love of learning and an appreciation of the complexities of communication.
This English program will provide the opportunities and skills needed to be life-long learners and thoughtful world citizens.
We recognize and affirm students’ varying language backgrounds as they develop their proficiency in English language and literature.
In Grade 3, we use the structure provided in "The Daily 5" to support our reading program. To learn more, and to learn how you can support your child's literacy development, click here.
Detailed information about our Literacy focus is provided within the Unit Letters.