CIS Literacy

Carolina International School promotes a balanced approach to literacy. Balanced literacy contains all of the components necessary for students to become proficient as readers, writers, and speakers. Balanced literacy incorporates many of the research-based “best practices” advocated by leading educators.

In a balanced literacy program, students are active in a “print-rich” environment. Teacher-centered, direct instruction is just one component of a comprehensive plan of proficiency.

Writing and speaking are intertwined with the reading process. Students have opportunities to read in paired, shared, and group settings. Students write for specific functions and in a variety of ways across content areas. They develop diverse skills in narrative and expository writing through modeled, group, shared, and independent writing experiences. Learners use the writing process as a matter of routine. They are able to select and vary reading and writing strategies based on audience and purpose.

How is it assessed?

Assessment is as varied as instruction. Teachers regularly test student mastery of the North Carolina Standard Course of Study objectives to diagnose student abilities and needs. Teacher-made measures focus on specific skills or individual student needs. Students record reading logs that describe their reading practice and comprehension, and compile reading and writing portfolios. CIS teachers also encourage writing across the curriculum, and have worked together as a staff to establish common expectations for writing standards.

The ultimate goal of a balanced literacy program is for students to move comfortably and competently between various types of communication. CIS teachers are working to achieve this high standard for all our students.