We believe that every teacher at Suzhou Singapore International School (SSIS) is a teacher of language and that every member of the learning community plays a significant role in language development.
The common language at SSIS is English, the school’s primary language of instruction. We recognise that English is not the first language of many of our students and that they come to us with an array of different language levels. In our school community the command of English is the primary key to accessing information and communicating. We believe that every student at SSIS should have the chance to succeed academically therefore we support all students’ language development.
SSIS has adopted a holistic approach in the teaching of Language Arts. We believe that children learn language through using language for authentic purposes, therefore the teaching of language in embedded into a variety of subject areas. All areas of language - reading, writing, speaking and listening - are interdependent and are taught and learned simultaneously. Reading and writing are not taught in isolation. Instruction involves children in all modes of communication: reading, writing, listening, speaking, viewing, presenting, observing, illustrating, experiencing and doing.
Language is seen as involving learning language itself, learning about language and learning through language. It is the major connecting element across the curriculum. Learning to read and write is a natural process that develops in an environment where reading is meaningful and functional. Comprehension and the production of oral, written and other non-verbal language are all part of one process.
Written language: Reading and Writing
Reading
Our teachers use a range of strategies over the year to teach reading. The reading programme contains authentic, relevant, purposeful, meaningful connections to the current units of study and specific learning needs. Our reading programmes include a variety and balance of reading approaches and learning engagements to develop reading skills and strategies in the reader. This mix is adjusted according to the needs and competencies of the students. At any level our reading programmes will provide many opportunities for the students to talk, listen, read, write, view and present their ideas from a range of text.
Teachers at SSIS monitor, observe and assess the students regularly to make informed judgments about the students’ present competencies and plan the next steps in their learning. Teaching reading follows a natural progression of phonic awareness and meaning from early reading to fluency. Reading is about understanding the content of the text and gaining meaning and knowledge. At SSIS teachers use the PM benchmarking to formally assess the students reading level.
Writing
At SSIS we identify specific writing genres that link to the units of inquiry. As students progress through the grades their understanding of different genres will be deepened and consolidated. This can be integrated with the reading programme to teach specific genres. At SSIS we teach explanations, narratives, persuasion, procedures, recounts and reports. There maybe some genres taught explicitly as stand alone units when it is not covered in the units of inquiry. When writing, students follow the process of brainstorming, drafting, editing and publishing. Individual writing needs are identified and taught during this process. Teachers at SSIS use a variety of teaching methods to ensure the students have access to guided, shared and independent writing.
Through this writing process students will:
- Write for a broad range of purposes and for different audiences
- Use a variety of presentation formats
- Develop skills in punctuation, sentence construction, paragraphing and grammar concepts
- Use word processing and graphics programmes to publish work
- Use phonetic, visual and morphemic strategies when spelling
Assessment in writing is done by class moderation, grade wide moderation and school wide moderation. Teachers use the Bonnie Campbell Hill Continuums to guide and assess writing development.
Handwriting
Students who have already established a fluent, readable handwriting style on entry are encouraged to maintain that style. For purposes of teaching letter formation the Nelson style is used. Emphasis is on consistency and ease of readability. Personal styles are encouraged.
Spelling and Vocabulary Development
We use the core programme of Sound Waves as the foundation of our spelling programme. Spelling instruction also takes place in the context of daily experiences and spelling activities are a natural consequence of reading and writing. This approach to teaching spelling involves spelling words being identified from the following sources:
Oral Language: Speaking and Listening
Oral language is an integral part of the learning programme. Speaking and listening is developed through discussion, reading and usage of new words in a meaningful context. Being an active and articulate communicator is emphasised across all curriculum areas. Students are expected to be respectful and active participants in large and small group discussions. Oral presentation skills are developed in the context of many of the Units of Inquiry.
Speaking and listening development focuses upon learning to:
- monitor understanding and listen for cues, such as key words
- identify and stay on the topic
- take turns and make relevant comments in dialogues
- be involved in small and large group discussions
- rehearse, draft, review, edit and deliver formal presentations
Visual Language: Viewing and Presenting
At SSIS we identify the processes involved in interpreting, using and constructing visuals and multi media in a variety of situations and for a range of purposes and audiences. This allows students to understand the ways in which images and language interact to convey ideas, values and beliefs. The students are encouraged to develop skills and strategies to present their work using a range of audio, visual and written media. They will also learn to be discriminating and analytic viewers of multi-media. Opportunities to develop these skills occur frequently in Units of Inquiry.
To view the learning continuum for a particular grade level click on the grade.
