SIS News Switzerland - SIS Swiss International School

SIS News
Switzerland
Fall 2012
Reading Issue
Table of content
Editorial   _3
Success Stories   _4
News   _5
Alumni Page   _8
On Learning   _9
SIS Basel on Reading   _10
SIS Männedorf on Reading   _12
SIS Rotkreuz-Zug on Reading   _14
SIS Schönenwerd on Reading   _16
SIS Suhr on Reading   _18
SIS Tamins-Chur on Reading   _20
SIS Winterthur on Reading   _22
SIS Zürich-Wollishofen on Reading   _24
SIS Zürich on Reading   _26
Design concept: dezember und juli gmbh
Concept, editing: Susanne Meili
Photos: Palma Fiacco, Teams at SIS schools
Printing: Edubook AG
Circulation: 2.300
November 2012
Die SIS Swiss International School ist eine private Ganztagesschule, die vom Kindergarten bis zur Hochschulreife
führt. Mit durchgängig zweisprachigem Unterricht und Schulalltag in Deutsch und Englisch sowie Schweizer und
internationalen Bildungsabschlüssen richtet sich die SIS an einheimische ebenso wie an international mobile
Familien. Die Pädagogik der SIS ist weltanschaulich unabhängig, baut jedoch auf klar definierte Grundwerte. Die
SIS betreibt Schulen in der Schweiz, Deutschland und Brasilien. Die SIS Swiss International School ist ein Gemeinschaftsunternehmen der Kalaidos Bildungsgruppe Schweiz und der Klett Gruppe.
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Kalaidos vereinigt Bildungsinstitute von der Volksschul- und Gymnasialstufe über die berufliche Aus- und Weiterbildung bis zur Fachhochschul- und Universitätsstufe. Als Bildungsgruppe verfügt Kalaidos zudem über ein
methodisch-didaktisches Kompetenzzentrum, über ein Bildungsmedienhaus und über Unternehmen, die auf innerbetriebliche Bildungskonzepte spezialisiert sind. Als Partner von Menschen aller Lebensphasen sowie Unternehmen
jeglicher Grösse und Branche bietet Kalaidos bedürfnisgerechte, zielorientierte und effiziente Bildungs­leistungen an.
Editorial
Dear Readers,
Non scholae, sed vitae discimus. If there is one specific area where the slogan «We learn for
life, not for school» is particularly relevant, it’s reading. In the bilingual environment of SIS
Swiss International School, reading plays a critically important role in the development of
children and young people:
Reading is a key skill
We read in a host of day-to-day situations and in the majority of careers. And reading opens
up whole new aspects of life and culture, and is central to the acquisition of knowledge.
Reading supports language and cognitive development
Reading enables us to share in other peoples’ thoughts and experiences. It supports children’s language and cognitive development like nothing else – whether they are listening
to a story or reading for themselves. Reading stimulates the imagination. Children play out
the story they are reading or listening to in their mind; they visualise it, and interpret the
characters and actions in their own way.
Reading provides access to information and complex ideas
Only by reading can we access all available information and complex ideas, and then select
and use texts as required. Moreover, reading and comprehension skills are key to reaping
the full benefits of information and communications technology media.
Reading builds cultural identity and social skills
Reading books deepens our understanding of our own and other cultures. What’s more, it
helps build cultural identity. Readers grapple with other peoples’ points of view and the actions they take as a result; they put themselves in the other person’s shoes. This promotes
an understanding of other people’s feelings, thoughts and actions, and helps build social
skills.
For these reasons, SIS places great importance on age-appropriate reading. The key steps
in preparing a child to read (picture books, storytelling, reading aloud, poems and nursery
rhymes) require time, and should not be skipped. Today, it is more important than ever to
teach children and young people the joy of reading both at home and at school. That’s why
our schools regularly hold books weeks, reading competitions and a range of other related
activities. In this issue of SIS News, our schools provide their points of view on various
aspects of reading.
I hope that you enjoy reading about reading!
Ambros Hollenstein, CEO
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Success Stories
SIS Basel / The International Baccalaureate Full Diploma
attained: Natali Berger, Serdar Chariyev, David Gnägi,
Doria Juric, Helaina Allyza Victoria Makkink, Benjamin Reeves,
Luca Martino Trimigliozz
Victory at the 2012 Junior Varsity European National
History Bowl Championship in Grasse, France
(with youngest team in the competition): Toby Sturmhöfel,
Andrew Lewis, Kai Hinshaw and Becky Boag
f.l.t.r.: Dr. Bernard Reuter, Anouk Greger,
Andrew Wulfers, Tia Martin, Allyza Makkink,
David Gnägi, Doria Juric, Luca Trimigliozzi,
Natali Berger, Benjamin Reeves,
Gyorgyi Bruder Ruisne, Ulrike Müller,
Grayson McCready
SIS Zürich / The Bilingual Swiss Matura attained:
Bianca Badihi, Roland Happel, Sebastian Scherrer,
Thea Maria Sidiropoulos, Phoebe Staenz, Yannick Staenz,
Igor Todorovic, Max Weber, Simone Zbinden
SIS Zürich / The International Baccalaureate Full Diploma
attained: Isabelle Ameri, Scheherazade Ramezani,
v.l.n.r.: Isabelle Ameri, Bianca Badihi,
Roland Happel, Thea Maria Sidiropoulos,
Igor Todorovic, Max Weber, Simone Zbinden
Phoebe Staenz
SIS Zürich / DELF (Diplôme d’études en langue française) A2
passed: Kathrina Olsen, Mark Werth, Laurence Keller,
Dominique Lopez, Anna Berset, Serafina Neubert, Lesley Frey,
Maurice Friz Gerald, Ashmetha Muthura, Dominic Frey
SIS Zürich / CAE (Certificate of Advanced English) passed:
Alessandro Oehy
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Congratulationí
News
SIS Switzerland
International Schools’ Assessment
In February 2012, SIS schools participated again in the International Schools’ Assessment
(ISA). The standardised test is administered in English, and comprises four subjects: mathe­
matics, reading, narrative writing and expository writing. Test scores can be compared
against thousands of similar schools around the world.
Overall, SIS Switzerland students from grade 3 to grade 10 outperformed the control group
by 12.2 % in mathematics and by 11.6 % in reading. These positive results underline the
effectiveness of our schools’ teaching methods, and prove that students are learning successfully. However, there is room for improvement: The overall SIS result in narrative writing
was 3.4 % and the result in argumentative writing 4.4 % above the benchmark. Therefore,
the schools will implement concrete measures and increase efforts to further improve student performance, especially in reading and writing.
SIS Basel
Passing the 500-Student Mark
As of the 2012/13 school year, SIS Basel has more than five hundred students enrolled!
Primary Students Providing Water for a Village in Africa
Motivated by their unit of inquiry topic, «Villages in Lesser Developed Countries», last year’s
primary 3 children decided they wanted to do something to help in a tangible way. They
made and sold clay figures at the SIS Basel summer festival, and did a sponsored five kilometre walk. Impressively, they raised over five thousand Swiss Francs, covering the cost of
building a well to supply clean water to a village in Africa.
SIS Männedorf
Project Week: Ready, Steady, Go!
At the end of the summer term, the children spent a wonderful week experiencing their own
Olympic games, as participants and champions in various traditional sports, and whilst also
becoming inventors and creators of their own special games. Moreover, the children raised
an amazing amount of money for charity during a sponsored walk. The Olympic spirit of
sportsmanship, team work and spirit prevailed.
New School Building
Perfectly timed and according to plan, the primary school moved into the magnificent, spacious new building. The first day started with an exciting photo hunt to help the children and
parents get to know both the new schoolhouse, as well as the Remise building, which now
houses the kindergarten and the children’s library.
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News
SIS Rotkreuz-Zug
School Finally Started
After a busy summer SIS Rotkreuz-Zug opened its doors to welcome our foundation students on 20 August 2012. The
ease of which our students have navigated the transition into a new school was helped in part by a very successful welcome barbeque held during the week before school for all our families. The development of life long friendships is something all of our school community look forward to developing long into the future.
SIS Schönenwerd
A School on the Move
Since the beginning of the new school year, the entire SIS Schönenwerd has been taking part in the «Schule bewegt»
(Schools on the Move) project. Research has found that many children suffer from a lack of physical activity. The consequences include obesity, osteoporosis and back problems. In 2005, the Swiss Federal Office of Sport introduced a programme to address this problem. It encourages teachers to incorporate twenty minutes additional physical exercise into
each day’s lessons. More information is available at www.schulebewegt.ch (in German).
SIS Suhr
Under New Management
Lucia Krüger assumed responsibility for our kindergarten at the start of the new school year, after the founder and erstwhile manager moved to central Switzerland. Ably assisted by the existing team and our new English-speaking preschool
teacher Gillian Peel, Ms Krüger will remain faithful to the kindergarten’s long-standing model.
SIS Tamins-Chur
New Delights on the Menu in Tamins
Since the start of the school year, SIS Tamins-Chur has been relishing having a new cook. Andrea Grob is a nutritionist
who is passionate about cooking. Her tasty treats include «Feasting with Asterix and Obelix» and «Pinocchio’s Nest of
Lies». Our students are also enjoying their new activity room. In addition to cosy corners for reading and relaxing, it offers
plenty of space for games and all kinds of craft.
SIS Winterthur
Countdown to the New Schoolhouse
We are less than five months away from moving to our new building! A counter has been placed in the entranceway
to the school. The first day of school activity involved all of the teachers and students creating a large calendar sheet.
Everyone was assigned one of the school days between the beginning of the current school year and our final day in the
Villa Sophora. They wrote down their wishes, worries and expectations and illustrated the sheet colourfully. Each day the
students are excited to see the new sheet and watch the counter go further down. We can’t wait!
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SIS Zürich
Recognition by Canton
In April 2012, we received official recognition of our Maturität (Swiss university-entrance qualification) from the Education
Department of the Canton of Zürich. The following visit by a delegation of inspectors from the Swiss Maturität Commission
(SMK) in June went very smoothly. The inspectors have prepared a report, which they will present to the SMK in September. We are expecting to receive national recognition of our bilingual Maturität at the end of November.
First Day of School in our New Building
Students, teachers and parents are all thrilled by our new schoolhouse – their obvious enthusiasm has been wonderful to see!
SIS Zürich-Wollishofen
Student Participation
In the previous school year, in line with our school goal of community building, we encouraged students to take an active
part in school life. Each class held a weekly class council, to discuss problems and issues at a class level. Each class also
elected a representative to the school council which met every four to six weeks to discuss school matters and find solutions. For example, grade 6 students assumed responsibility for the toy-box during break, allowing the other children to
play more actively during break times. As a result, far fewer toys have been lost or damaged, and the number of quarrels
has dropped. We will continue down this track in the new school year and underpin the school council with a set of written
rules that will give it greater responsibility.
SIS Germany
Recognitions in Germany
Four years after the first SIS branch in Germany opened its doors, SIS Germany started the school year 2012/13 with
approximately 540 students at four locations.
SIS Friedrichshafen kicked off the new school year with a huge achievement: Primary school and grades 5 to 7 of secondary school were granted official recognition by the educational authorities of Baden-Württemberg as anerkannte Ersatz­
schule. All staff were overjoyed on hearing this news!
SIS Stuttgart-Fellbach had already been awarded full state recognition up to grade 7 in the school year 2011/12. The
school is pursuing authorisation as an IB World School, and has now become a candidate school for the IB Diploma
Programme.
SIS Ingolstadt is looking forward to moving to its new schoolhouse which will be ready in the 2013/14 school year.
SIS Brazil
SIS Brasília Continues to Grow
SIS Brasília started the second semester of the 2012 school year in August, with thirty
students. Enrolment for the 2013 school year is currently underway: In the coming school
year, we are planning for a total of sixty children, with three preschool classes and our first
primary school class.
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Alumni Page
Challenge meets with Success
David Gnägi, Graduate 2012 from the SIS Basel Bilingual College
When I came to SIS Basel in 2009 I entered into the last year of the International General
Certificate of Secondary Education (IGCSE) programme. This programme is offered through
the University of Cambridge and is recognised by employers and universities world wide.
Although the course work isn’t as difficult as the International Baccalaureate (IB) classes,
as the oldest student in the class, I still had a lot of hard work to do to catch up and pass
the exams. The good relationship between teachers and students really stands out at SIS
Basel; in addition to the enthusiasm of the teachers, there is an overall welcoming feel to
the school that makes a student comfortable. It’s the difference between knowing that the
teachers really want a student to do well rather than an ambiance of indifference that can
lead to apathy and disillusionment. The programmes at SIS are demanding and the support
that I received from the teachers was very much appreciated and ultimately led to my success in both the IGCSE and the IB.
Previous to my arriving at SIS Basel, I had studied at the Minerva School at the Wildensteiner­
hof, where, incidentally, I had Mr.Wulfers as my English teacher. I felt comfortable in this
programme as well and feel like the transition between the two schools was quite seamless;
as a history buff, I really liked how all of my classes in secondary school were housed in old,
historically listed buildings. It added an element of authority to the classroom environment
that is difficult to explain. There is just something about a city’s antique architecture that
speaks to me more than the modern concrete blockhouses that one sees so often these
days.
After doing the IGCSEs, my studies towards the IB started which was challenging considering that I was already 18. It was great to once again have Mr. Wulfers as my English
teacher for a short time, until he became the principal in Basel. To be truthful, I didn’t really
know what to expect from the IB programme. While I read up on it and met with directors in
Basel, I wasn’t sure if an English centred programme was for me. I had always assumed
that I would finish my studies in a local school, but that option didn’t work out and so studying for the IB at SIS Basel was the other obvious choice. Thanks to the help of my teachers,
my classmates and a lot of hard and painful work, I was able to get through the programme,
which was both a great relief and an intensely satisfying moment in my life.
Now that I have passed the IB Diploma, I am doing a gap year in order to fulfil my obligations to the Swiss military. I figure this is a good option because after all my hard work
obtaining the IB diploma, it’s good to have a break before I continue with my education.
When I complete my national military service, I plan to study history, politics and maybe
biology at Aberystwyth University in Wales. It was quite tempting to stay in Switzerland as
well, but I think that the experience that I will gain from living in a foreign country will be
very valuable for my future. Besides, my father is English and it will be good to get a look
at my «roots».
I look back with fond memories of my time at SIS Basel, and look forward with anticipation
to all that lies ahead.
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David Gnägi
On Learning
Spotlight on Reading
Janet Meister, Quality Development
All children need to feel confident and competent at reading, and at SIS we aim to achieve
that in both the German and English language. To this end, we are developing a new reading curriculum for our Kindergarten and Primary School that will incorporate the best from
both our local Swiss curriculum and the British national curriculum. It will enable teachers
of German and English to work more closely together, and will give students greater opportunities to make links across both languages.
The love of reading begins at a young age and it is up to the teacher to capture this enthusiasm and develop confident, independent readers amongst their students who can think
critically about what they read. Teachers do this in several ways by:
• reading picture books and novels to their classes
• visiting school and local libraries
• discussing texts
• exploring language and how authors use it
• teaching processing strategies, e.g., self correcting, sounding out words,
using grammar clues
• teaching comprehension strategies, e.g., how to predict, infer or work out the main idea
• listening to students read either in groups or individually
• giving quality feedback to students about their reading
• assessing reading to establish next goals
• using level-based reading computer programmes
• linking reading to writing
The new reading curriculum will follow the same format as the writing curriculum developed last year and will encourage equal emphasis on both fiction and non-fiction texts as
well as equal emphasis on processing and comprehension strategies. As children learn to
«break the code» and work out ways to read unknown words, they are also thinking about
the meaning. Processing and comprehension strategies go hand in hand and are supplemented by critical thinking skills which are developed at all grade levels.
As with anything new, planned implementation goes a long way to ensuring success. Therefore, SIS Kindergarten and Primary teachers received professional development on reading
at our company professional development day in September and will continue their training
in November. In-school training is also scheduled throughout the year.
To complement the company focus on reading, every primary school child has received
a new reading bag and reading diary. This allows them to bring home books in both languages each week to practise their reading. We wish you many enjoyable reading hours!
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SIS Basel on Reading
Reading for Differentiation, Integration and Immersion
Alex Myers, Precollege and College Teacher
When a student with only rudimentary or even no English skills joins precollege or college,
all English language teachers face the same challenge: how can I best integrate this student
and make the new concepts accessible to them, if they lack the quintessential linguistic
tools for engaging with the subject matter?
While there are many means of differentiation for such students, a focus on reading skills is
crucial at precollege and college level. Due to the academic nature of most subjects, reading suddenly becomes the primary skill in history, geography, or science. Students must be
able to read and extract the relevant information from a wide variety of text types – charts,
graphs, maps, course books, websites etc. and thus it is clear: skilled readers make for
successful students. Reading must therefore be taught both as a means of engagement
with the world, and as a crucial skill for processing information in texts.
How can a student learn other subjects through English and learn English at the same time?
One approach, known as «Content and Language Integrated Learning» (CLIL), involves
using the right set of materials, regular cooperation between language and subjects teachers, and an integrative methodology that uses reading to link learning subjects to learning
language.
How does CLIL work?
CLIL links language learning to learning subjects. This helps students develop both language abilities and subject concepts hand in hand. CLIL uses a methodology strongly centred around reading skills, that makes school subjects accessible to students who may be
at an early stage of language learning.
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CLIL allows for natural language development as the target language is experienced in
many contexts and real-life situations. This increases the learner’s contact with the target
language, making immersive teaching more efficient and effective. The approach is based
on carefully gauged language acquisition rather than enforcing unmediated subject matter
(which can quickly lead to students’ disjunction and an oppressive learning environment).
Crucially, CLIL makes topics of interest accessible to students who in turn become more
motivated to acquire the target language.
Graded Readers and CLIL
Many major publishers – Oxford, Cambridge, Macmillan, to name a few – have produced
an impressive range of readers and other materials designed specifically for CLIL. The
language is carefully graded, plenty of visuals make concepts easy to understand, and the
activities are designed to help students use English and learn about the topic at the same
time. Thus, graded story books and readers as we know and love to use them in English,
are now accompanied by high-interest, non-fiction topics that are deeply linked to the precollege & college curricula.
CLIL at SIS Basel
It is for these reasons that CLIL has quickly developed into a mainstay at SIS Basel. Here
English teachers and English language subject teachers work together and regularly check
progress in order to ensure a fast and successful integration of second-language learners
into our challenging precollege and college programmes.
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SIS Männedorf on Reading
Lesestrategien entwickeln
Kathrin Wimpff, Lehrerin 3. Klasse
«Das Lesebuch wird verschwinden, und die grossen Bücher, die Originale… werden wie­
der in die Hand der Jugend gegeben werden. Die Bibliothek der Schule wird das grösste,
schönste und wichtigste Lehrzimmer sein, und das Bücherverleihen der Schule ein wesent­
licher Teil ihrer ganzen Lehrtätigkeit.» Ellen Key, 1902: Das Jahrhundert des Kindes
Lesen wird bei uns grossgeschrieben! Freie Lesezeiten sind fester Bestandteil des Unterrichts. Wir legen grossen Wert darauf, die Kinder zum Lesen zu motivieren, indem wir im
Klassenzimmer sowie in der Schulbibliothek Bücher anbieten, die dem Alter der Kinder
angemessen sind und vor allem ihre Interessengebiete abdecken.
Darauf aufbauend werden wichtige Lesestrategien entwickelt, die als Basis für das gesamte
Lernen notwendig sind. Ziel ist es, dass die Schülerinnen und Schüler diese Lesestrategien
selbstständig auf ihre Lesetexte anwenden. Gerade für ungeübte Leser können sie eine
Hilfe sein, um Texte zu verstehen und deren Inhalt wiederzugeben.
Die fachdidaktische Literatur weist zunehmend auf die Bedeutung von Lesestrategien für
die Lesekompetenz hin. Der Sprachforscher Peter Bimmel definiert eine Lesestrategie als
eine Sequenz bzw. als einen Plan von mentalen Handlungen, mit der/dem ein bestimmtes
Leseziel erreicht werden soll. Was heisst das nun konkret und wie lässt es sich in den Unterricht integrieren?
Mit Hilfe des sogenannten «Leselotsen» lassen sich Lesestrategien im Unterricht erarbeiten. Die klare Schrittfolge lotst die Schüler gewissermassen durch den Text, lenkt den Blick
auf Verstehensprozesse und fordert zum Reflektieren der Einzelschritte auf.
Strategien nach dem Konzept des «Leselotsen»:
Vor dem Lesen
• Vermutungen über den Textinhalt anstellen
• Vorwissen aktivieren
Während des Lesens
• unverstandene Wörter und Textstellen kennzeichnen
• Kontext, Nachschlagewerke etc. zur Klärung des
Unverstandenen nutzen
• Text in Sinnabschnitte gliedern, Überschriften formulieren
• wichtige Wörter markieren
Nach dem Lesen
Quelle: http://bildungsserver.berlinbrandenburg.de/leselotse.html
Auf der angegeben Internetseite befindet
sich die Kopiervorlage des «Leselotsen»
in deutscher wie in englischer Fassung.
• Wörterliste für eine Zusammenfassung erstellen
• Textinhalt mündlich zusammenfassen
• Arbeitsschritte reflektieren (Metakognition)
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Im Grunde müssen Lesestrategien durch häufig wiederkehrende, bewusste Verwendung
trainiert werden. Wenn die Kinder die Strategien selbstständig und flexibel einsetzen können, bilden sie eine Grundlage für weiteres Lesen und Lernen überhaupt.
«Ich finde das Lesen wichtig, weil die Kinder lernen, wie man richtig schreiben lernt.
Wenn ich lese, dann bin ich weg. Also ich meine, dass ich in die Welt der Geschichte
eintauche.» Erika, 8 Jahre
«Lesen ist wichtig, damit man buchstabieren kann.» Frederick, 9 Jahre
«Lesen ist wichtig, weil man die Wörter dann richtig schreibt. Lesen ist einfach für
mich und es macht Spass. Mein Lieblingsbuch ist ‹Das geheime Dionoversum›.»
Tom, 8 Jahre
Reading together is fun!
«Connor and Alexander, in Kindergarten, read Hansel and Gretel together. Connor was
retelling the story to his friend, after having looked at the book with the teacher and he
made it very exciting for Alexander. They particularly enjoyed the creepy picture of the
witch!» Dannie Keates, Kindergarten Teacher
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SIS Rotkreuz-Zug on Reading
Reading in Rotkreuz
Jarrod Brauer, Principal
«The more that you read, the more things you will know. The more you learn, the more
places you’ll go.» – Dr. Seuss, «I Can Read with my Eyes Shut!»
As we launch into a new school we have also decided to launch into instilling a love of reading in our students. We often see that the children who read the most carry with them the
added knowledge and language abilities transferable to not only their comprehension and
understanding of the world around them, but also their written work.
Rather than take small steps we have decided to take leaps into achieving our goal of
developing the reading skills of all our students. In order to realise this goal we have already
set up a number of initiatives. Firstly, our primary school students have visited the local
library with each child now the proud owner of a library card they can use either on their
fortnightly trips or with their family in their free time. Secondly, within our classes we are
drawing on both online and hard copy resources to engage students in the books they read.
In German, we are using a levelled reading programme called «Lesebaum», while in English,
we are using an online resource called «Raz-Kids».
Both offer comprehension activities to help students reflect on what they have read and
support them in making sense of the deeper meanings of the author. In class there are
many opportunities for students to improve their skills. With regular reading encompassing
shared and shadow reading experiences (students reading with the teacher), guided and
independent reading. We do our best to provide students with books that are at the appropriate level so as they are suitably challenged rather that frustrated. This in itself goes a long
way in developing a love of books that will stay with them for their whole lives.
In September, we had our very first book week. To kick things off we began by celebra­
ting a book day. Book day saw students choose a character from their favourite book and
they came to school dressed as that character. Naturally, prizes for best dressed and most
interesting were awarded. To coincide with this we organised a book fair which provided
parents and students the opportunity to purchase a large variety of English books which
can sometimes be difficult to source for our younger readers locally.
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Another initiative which we have found is very much enjoyed by our students has been our
development of a sense of community. To this end, our primary 2 and 3 students have taken
it upon themselves to choose books to read to the younger students and this has been not
only something loved by younger children, but it is an integral step in developing confident
readers and public speakers.
In this exercise, our upper readers’ pre-rehearsal of the book they chose to read was most
important as it gave them the opportunity to prepare questions for the younger students to
ponder as they progressed through their story. Their questions revolved around the recalling of facts and making predictions of what they thought may come next. Such an exercise
goes a long way in developing proficient reader skills aimed at developing comprehension
strategies from a young age.
We’ll finish with Fabian’s thoughts on what reading means to him. He is one of our primary 2
students: «If you don’t read you don’t learn. I like to read stories but facts books are my
favourite. Construction is real so I like to learn about real things. I read at my house, at
school and the library. I read on the weekend when there is no school.»
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SIS Schönenwerd on Reading
Reading, Theatre and Fun
Mary Bider and Gillian Peel, Primary Teachers
Project week at SIS Schönenwerd included plenty of reading activities from pri­mary intro
to the upper grades. Personally, we worked with children from grade 1 to 3 on the theme
«A Day in London». This theme was familiar to grade 2 and 3 students who had already
read a story about London in their regular reading classes. But for grade 1 students, this
was a totally novel idea, and proved to be one of high interest for all.
As the Summer Olympics were set to begin in London, students read about the games
and learned a bit about the history and traditions of the competitions. Another activity was
categorising information about the Royal Family’s family tree.
Following instructions, students in the London workshop made some sweet and flaky
scones that were truly a delectable hit. Children had to read the recipes themselves, which
was a real experiential test of their reading for information skills. The scones came out even
better than those we teachers make ourselves! This was one example of how reading independently can bring a sweet reward.
In addition, students read about some of the well-known buildings in the city, noting important details in the texts, using visualisation skills to imagine the scenes. Then they painted
some of them for props for the theatre production «The Fire of London».
Although students in grade 1 had not encountered some of the difficult vocabulary in their
reading classes before the start of the practices, they really rose to the occasion and used
their decoding skills to perform their lines keenly and with great expression.
Reading a theatre script was a new adventure for some students, and they learned that all
words in the script were not meant to be spoken. They needed to use processing strategies
on the printed texts in order to add the necessary expression needed to act out the parts
dramatically.
All the children had at least one role, and they did a splendid job of acting parts such as
Samuel Farriner, the baker who was responsible for the fire, the parish constable, the diarist, Samuel Pepys and his wife and King Charles ll, to name a few.
Reading music lyrics was also involved as students sang the popular «London’s Burning» in
a round. Parents were invited to attend and see their aspiring actors in action and to marvel
at the handmade props used for the play, especially the regal crown worn by the king.
Luckily, all of the students were kings and queens during project week! They crafted lovely
crowns to wear and read up on the history of the crown jewels. Each student went home
with a booklet on London that contained information about the city and its history. But that
was not all that went on during this action-packed week. Students also participated in a
school-wide musical event and end of the school year festival. What a wonderful week of
reading adventure!
16
Language-Specific Memory Training
Anandhi Koduvayur, Primary Intro Teacher
Every new academic year we set new goals and teach new things to the students. Reading,
writing, arithmetic are the three pillars on which most of our education takes place.
This year in our reading project, we are learning compound words in the primary intro.
Thanks to Mrs. Ora Melles and Frau Gruner, who have prepared the specific words, we as
teachers introduce to the students.
Each week the student learns five new compound words, one week in English and the other
week in German. It is really amazing to see how much of discussion and brainstorming
takes place with just one word. More so with a compound word, actually they learn three
different words.
This week we learnt words like sun + flower = sunflower, rain + bow = rainbow, pan + cake
= pancake etc. The students are asked to recognise the specific two pictures first and then
try to put the two words together which makes a completely new word. The students are
having great fun learning the set of new words. To reinforce the new word, the students also
draw pictures. Each word brings new ideas, sometimes we dance, sometimes we draw,
sometimes we read a book which could match with the word. For example, I read the book
«The Pancake» from the ORT reading programme the day they learnt the word pancake.
This learning method has been created and transferred to our pupils’ needs by Erika Gruner,
former head of speech therapy at the University Hospital in Zürich.
Written and spoken language is very complex. In order to comprehend, speak and write
linguistic detail, certain basics are necessary along with some environmental factors. Children who speak two or more languages learn the different languages best when hearing
and using them frequently.
Memory training is based on specific speech stimulation which is done to foster memory
capacity, the foundation for speech and writing. This results in the creation of the brain
function necessary for bilingual speech competence. As an added benefit, this exercise
should enhance the child’s general knowledge.
17
SIS Suhr on Reading
Ich
Lucia Krüger, Leiterin Kindergarten
Die Kinder der SIS Suhr haben sich nach den Sommerferien mit dem Thema «ich» beschäftigt. Es gibt viele neue Kinder, man ist sich noch etwas fremd, und deshalb ist es umso
wichtiger, andere und sich selber kennen zu lernen.
Das Buch «Das kleine Ich bin ich» von Mira Lobe und Susi Weigel war der Ausgangspunkt.
Es handelt von einem bunten Tier, das nicht genau weiss, was oder wer es ist. Es trifft viele
andere Tiere, die aber alle anders sind als es selbst. Das bunte Tier fühlt sich einsam und
zweifelt an sich selber, bis es sich selber am Schluss so akzeptiert, wie es ist, und nicht
zuletzt auch andere in ihrer Eigenart so akzeptiert, wie sie sind.
Das Buch ist in Reimform geschrieben. Die Kinder erkennen die Reime mit der Zeit als
solche und so gibt es für die Kinder eine erste Begegnung mit der Lyrik. Es war schön zu
sehen, wie die Kinder – je weiter hinten wir im Buch waren – immer mehr auf diese Reime
reagierten und ab und zu die nächsten Wörter antizipierten.
Ein aus einer Socke selber gemachtes «kleines Ich» war selbstverständlich immer mit von
der Partie, schliesslich begleitete es die Kindergartenkinder während Wochen. Es wurde
aber nicht nur vorgelesen und zugehört, sondern auch ausgemalt und gezeichnet. Zum
Abschluss durften die Kinder die ganze Geschichte dann noch als Hörspiel anhören.
Parallel zur Lektüre arbeiteten die Kinder mit Spiegeln. Es galt, den eigenen Gesichtsausdruck genau zu betrachten, denn dieser gibt meistens den Gefühlszustand wieder. Aber
auch der Rest des Körpers wurde unter die Lupe genommen: Wie sehen wir aus? Die Hände wurden sehr genau angeschaut und verglichen. Irgendwie waren alle gleich und doch
wieder leicht anders, das sah man besonders gut, als Handabdrücke gemacht wurden.
Auch andere Körperteile wie Arme und Beine wurden kennengelernt, Bewegungsspiele mit
Musik durchgeführt und – entsprechend dem Alter der Kinder – mit Zahlen in Verbindung
gebracht.
Am Schluss erfolgte der Übergang zu den Gefühlen: Der Kreis begann nun immer mit «Guten Tag, wie geht es, wie steht es?». Die Kinder beschrieben ihr momentanes Befinden.
Das Buch «Ich und meine Gefühle» von Holde Kreul diente da als Grundlage. Verschiedenste Gefühlslagen sind darin illustriert und gemeinsam haben wir diese beschrieben und
entsprechenden Situationen zugeordnet. Dass die Kindergartenkinder dabei vieles gelernt
haben, merkte man zum Beispiel, als einzelne Kinder nach Hause gingen und die Eltern
fragten, wie es ihnen denn gehe.
Mit diesem Thema haben wir die Lektionsreihe abgeschlossen und die Kinder erfuhren in
dieser Zeit sehr viel über sich und über andere, und zwar einerseits das Äussere, aber andererseits auch das Innere, die Gefühlswelt betreffend.
18
Reading out Loud in Suhr
Gillian Peel, Kindergarten Teacher
Olympic fever came to Suhr. The bunting flags flew in the breeze, alternating the British union jacks with the instantly recognisable five ring symbol of the Olympic Games. The Swiss
flag, white cross on red and the Suhr shield, white stars on red, were crafted by the children
and they adorned the window boxes bringing the festivities to a local level.
All 19 children in our Kindergarten, with their ages ranging from three to six years, took part
in the week-long project which enabled them to associate high-frequency English movement words with actions.
The project was introduced during circle time with the help of fiction and non-fiction picture
books. As all the children are non-native English speakers, it was very useful to read out
the simple repetitive text and let the children absorb the words while looking at the corresponding picture. Simple questions were then asked, allowing the children to speak out
the new words they had learnt. The stories often ended with an unexpected twist bringing
surprise and delight, for instance, when in one book, dad went up on the trampoline, but
didn’t come down…
One excellent book called «Me, too» was read which will hopefully eradicate the children’s
tendency to say «I, also»! The books were available for the children to look at during their
own free time and a lot of interest was generated.
Nursery rhymes with actions were also used. Chanting «Jack be nimble, Jack be quick,
Jack jump over the candlestick» not only encouraged jumping, but also gave the children
a sense of timing and anticipation. It’s amazing how much pleasure an unlit tea light can
give. «Two Little Dickie Birds» afforded a wonderful opportunity for throwing and catching,
and two stuffed cuddly crows were thrown to the children during the lines «fly away Peter/
Paul». However, one needed arms as long as Mr. Tickle’s in order to catch them as they
came back. «Row, Row, Row Your Boat» was just another example of an action song with
an Olympic theme.
The Olympic flame was lit and the activities were continued outside in the garden where
the more able and/or older children participated in more advanced challenges. Balancing a beanbag on their heads was replaced by walking on stilts. Climbing, track running,
trampolining and jumping over horizontal poles of differing heights added new skills to their
repertoire. Even the youngest children enjoyed a game of boules.
All the children completed one or more activities to demonstrate ten common action verbs.
At a special ceremony, they were pleased to receive an illustrated certificate and gold medal.
19
SIS Tamins-Chur on Reading
Lesen lernen auf die moderne Art
Lisa Cummins, Schulleiterin
«Iss Edi iss!» «Edi iss iss.» Mit solchen und anderen sinnlosen Sätzen habe ich damals
lesen gelernt. Nach der mühsamen Einführung einzelner Buchstaben mussten wir diese
immer und immer wieder laut vorlesen – so lange, bis wir schon im Voraus wussten, was
dort stand. Diese schrittweise Einführung der Buchstaben hatte zur Folge, dass Kinder, die
die Buchstaben schon kannten, unglaublich gelangweilt waren und bald ohne Freude zum
Leseunterricht kamen. Und solche, die eher Mühe hatten, mussten sich dem Rhythmus der
Einführung der Buchstaben anpassen und fühlten sich somit unter Druck gesetzt.
Heutzutage weiss man zum Glück viel mehr über den Leselernprozess. Unterdessen wurden einige Leselehrmittel entwickelt, die auf dem individuellen Lernen aufbauen. Eines davon ist das Lehrmittel «Anton und Zora», mit dem wir an der SIS Tamins-Chur arbeiten. Die
Kinder lernen mit einer Buchstabentabelle lesen, auf der neben jedem Buchstaben ein Bild
mit dem entsprechenden Anlaut zu sehen ist. Nach der ersten, kurzen Phase des Kennenlernens der Laute durch Spiele und Reime können die Kinder direkt anfangen, zu schreiben.
Dabei sind ihnen keine Grenzen gesetzt. Sie können schreiben, was ihr Herz begehrt. Darüber, was sie am Wochenende erlebt haben, welches ihre Hobbys sind oder was sie in der
vorgelesenen Geschichte gehört haben.
Jedes Jahr ist es faszinierend mit anzusehen, mit wie viel Lust und Mut die Kinder zu schreiben beginnen. Und jedes Mal ist es beeindruckend, zu beobachten, wie gut dieses System
funktioniert.
Aber es braucht Vertrauen. Die Eltern unserer Erstklässlerinnen und Erstklässler machen
jeweils grosse Augen, wenn wir erklären, dass die Kinder zuerst schreiben und erst dann
lesen lernen. Und noch grössere Augen machen sie, wenn wir betonen, dass wir die Orthographie am Anfang nicht beachten, sondern dass das lautgetreue Schreiben zählt.
Wir beruhigen sie dann mit unserer Erfahrung, dass dies jedes Mal klappt, dass bei jedem
Kind der Moment eintritt, in dem es plötzlich lesen kann.
20
Unsere 1. Klasse beschäftigt sich in diesem Quartal mit dem Thema «Die fünf Sinne». An
einem Montagmorgen begibt sich die Klasse auf eine Traumreise und stellt sich mit geschlossenen Augen vor, wie sie von zu Hause bis nach Tamins in die Schule reist, vom
Verlassen der Haustüre bis zur Ankunft im Schulhaus. Ihre Lehrerin, Kathrin Geiser, leitet
die Kinder an, zu beobachten, was sie sehen, während sie auf der Reise sind. In der Schule
angekommen, schreiben sie auf, was ihnen auf der Traumreise am besten gefallen hat, was
ihnen wichtig erscheint. Dazu dürfen sie auch zeichnen. Alle Kinder verarbeiten das Erlebte
auf ihrem Niveau. Ein Schüler, der die Buchstaben schon gut kennt, schreibt einen ganzen
Text, andere nur ein paar Wörter. Aber alle schreiben, was sie bewegt.
Also ein himmelweiter Unterschied zu den künstlich zusammengesetzten Sätzen, die wir
früher lesen und schreiben mussten.
Im Kindergarten befassen sie sich mit dem Thema «Verkehr». Nach einem ausgiebigen Spaziergang im Dorf, auf dem die Kinder Autos, Bagger, Verkehrsschilder und Strassenübergänge sehen, schreiben sie auf der Klassenwandtafel gemeinsam das Erlebte auf. Danach
schreibt oder zeichnet jedes Kind das, was es am meisten beeindruckt hat, ins Heft.
Während des Quartals werden sich die Kinder noch auf verschiedenste Arten mit diesem
Thema auseinandersetzen. Unter anderem lernen sie, die Verkehrstafeln zu lesen. Sie lernen, was welche Tafel bedeutet, und üben im Sportunterricht das Stoppzeichen. Auch diese erste Begegnung mit Zeichen in unserem Alltag ist ein spielerischer Einstieg in die Welt
der Buchstaben.
Auf diese Weise wird das Lesen lernen zu einer lustvollen, freudigen Sache, welche den
Kindern einen positiven Zugang zur Welt des Geschriebenen eröffnet. Wenn es uns gelingt,
diese Freude, diese Leichtigkeit des Schreibens und Lesens in den Kindern aufrecht zu erhalten, legen wir hoffentlich den Grundstein dafür, dass sie sich zu vielen leidenschaftlichen
Leserinnen und Lesern entwickeln.
21
SIS Winterthur on Reading
Story Land
Zarna Borman, Vice Principal
Every Wednesday morning at SIS Winterthur the kindergarten and the pre-kindergarten
children meet together to travel to story land. First they line up at the door and then creep
through the hoop that leads to this special land.
The morning is based around the reading of a book to the children. They often have the
theme running for several weeks such as, books by the same author, fairy tales, or even
rhyming books.
The children look forward to story land because it is a break in their regular week and they
get to enjoy reading many wonderful stories with the teacher, which fosters a real love for
reading.
First the teacher introduces the story with a short activity and then the children listen and
respond to the text. Once the reading is finished the children partake in activities to extend
their thinking about the story, or themes and ideas evident in the text.
I was lucky enough to join their journey this week and was greeted at the door by wolves
huffing and puffing and little pigs tickling the hair on their chinny chin chins. The book of
the day was the «Three Little Pigs». After an introduction to the story with a story board,
the children listened intently to the read aloud by the teacher. Then they moved off to their
specially prepared activities. Some children drew the characters from the text and others
built a house of bricks to see if they could blow it over.
After lots of fun activities and a quick clean up, the children leave story land until the next
week when they will have another reading adventure.
22
Unsere Bibliothek
Larry Wood, Schulleiter
Unsere Bibliothek ist nicht nur im Schulhaus zentral gelegen, sie ist auch im Schulalltag
Mittelpunkt der Geschehnisse. Schon früh morgens, wenn sich die Türe öffnet, kommen
die ersten Frühaufsteher und versammeln sich um den Tisch bei den Büchern. Da werden
Bilder angeschaut, oder auch die Mami mitgebracht, die erst gehen darf, wenn sie etwas
vorgelesen hat. Die grösseren Kinder tauschen sich über Gregs neue Abenteuer oder das
Tigerteam aus. Ob im Baumhaus schon wieder etwas Magisches passiert ist?
Nach Schulbeginn wird es in der Bibliothek etwas ruhiger, aber auch dann kommen schon
wieder einzelne Klassen und suchen Lesestoff zur Unterhaltung oder auch Informationen
in den vielen Sachbüchern. Die Kinder an der SIS Winterthur lesen alle sehr gerne und lieben ihre Bibliothek. Um diese Freude zu fördern, veranstalten wir jedes Jahr im März eine
Buchwoche. In dieser Woche dreht sich alles um das Lesen, so wird in Gruppen, zu zweit
oder alleine gelesen. Eltern, Tanten, Onkel, Omas und Opas kommen als Gastleserinnen
und Gastleser und lesen aus ihren Lieblingsbüchern vor. Im letzten Jahr haben wir in dieser
Woche einen Lesemarathon veranstaltet. Alle Eltern haben kräftig gesponsert und so wurden in einer Woche insgesamt 627 Bücher gelesen! Aus dem Erlös konnten wir wieder viele
neue Bücher anschaffen und die Kinder waren begeistert dabei, ihre Wünsche anzubringen.
Es wurde auch ein neues Bibliothekssystem angeschafft, wodurch die Ausleihe und Rückgabe sehr einfach und unkompliziert geworden ist. Die Lesecodes der Kinder sind im Sekretariat hinterlegt; so ist es nicht einmal nötig, an den Leseausweis zu denken, und man
kann jederzeit spontan ein Buch ausleihen.
Inzwischen haben wir auch eine interessante Auswahl an Zeitschriften, in denen immer wieder in kürzeren Pausen oder auch beim Warten aufs Abholen geschmökert werden kann.
Im «Leseraben», «Animal Planet» oder «Geolino» erfährt man immer wieder etwas Neues.
Es ist schön zu sehen, wie gerne die Kinder in der Bibliothek sind und mit wie viel Eifer sie
Bücher ausleihen und lesen, ganz getreu unserem Motto:
Reading rocks!
23
SIS Zürich-Wollishofen on Reading
Reading Schoolhouse
Michael Peter, Schulleiter
Wenn es draussen langsam, aber sicher kalt und frisch wird, die Tage kürzer werden und
sich der Winter langsam ankündigt, dann ist es an der SIS Wollishofen wieder Zeit für das
Leseprojekt «Reading Schoolhouse». An zwei Halbtagen im November möchten wir den
Kindern ein vielseitiges Leseangebot bieten, um sie zum Eintauchen in die Welt der Bücher
zu motivieren.
Es ist eine Zeit der Entspannt- und Gelassenheit im ganzen Schulhaus, wenn sich in den
Schulgängen grosse Büchertische präsentieren, die Kinder mit Literatur unter dem Arm
herumlaufen, sich gegenseitig Buchtipps geben und Geschichten erzählen, jedes Klassenzimmer zu einem bestimmten Thema umgestaltet wurde und eine klassenübergreifende
Begeisterung für die Bücher herrscht.
Für die jüngeren Kinder des Kindergartens und der Unterstufe gibt es Bilderbücher und
Hörgeschichten aus dem Radio oder erzählt von Lehrpersonen, Mitschülerinnen und Mitschülern. Die älteren Kinder lesen nach Belieben Krimis, Romane, Fachliteratur, Fantasy,
Comics, englische, deutsche, grosse, kleine, dicke, dünne, lustige, traurige, spannende und
inspirierende Bücher.
Mit jedem Stockwerk unterscheidet sich auch das Anspruchsniveau der Bücher und die
Kinder können sich je nach Stimmung und Interesse in ein Zimmer ihrer Wahl zurückziehen.
In jedem Klassenzimmer wird eine andere Leseatmosphäre geschaffen, damit die Kinder
das Lesen mit vielen positiven Erinnerungen verbinden können und sich für das Lesen
ausserhalb der Schule anstecken und motivieren lassen. Wie wäre es mit Lesen bei Kerzenlicht oder mit Taschenlampe, zurückgezogen im Zelt oder im fein parfümierten Duftzimmer?
Vielleicht sogar bei klassischer Musik oder doch lieber ganz in der Stille für sich allein?
Ein toller Anlass, auf welchen sich nicht nur die Schülerinnen und Schüler schon jetzt wieder freuen!
24
Musikalische Autorenlesung
für Kindergarten, 1. und 2. Klasse
Michael Peter, Schulleiter
Der britischstämmige Kinderliedermacher Robert Metcalf aus Berlin unterhielt die Kinder
mit Musik, Mathematik und Vorlesen. Aus seinem Buch «Zahlen, bitte» erzählte er Anekdoten über die Zahlen eins bis zwölf und kombinierte diese mit Musik. Mit der achtbeinigen
Spinne oder dem sechsseitigen Würfel schaffte er bei den Kindern einen Alltagsbezug,
andererseits überraschte er die aufmerksamen Schülerinnen und Schüler mit unerwarteten
Erfahrungen. Die Kinder waren nicht nur Zuhörer, sondern wurden in die Geschichte einbezogen und mit Klatsch-, Bewegungs- und Singspielen zu Beteiligten gemacht.
6
4
2
3
12
11
9
8
1
10
7
5
25
SIS Zürich on Reading
Warum soll man lesen lernen?
Katarina Guggenbühler, Lehrerin Philosophie, Psychologie und Pädagogik (PPP)
Ob aus dem Kaffeesatz, der Hand oder einem Buch – Lesen ist eine Informationsquelle.
Was die beiden erstgenannten Lesearten betrifft, so beherrschen nur wenige diese Kunst.
Auch bezieht sich diese Kunst häufig nur auf Informationen, die für einen Menschen selbst
relevant sind; individuelle Fragen zur Zukunft werden hierbei versucht zu beantworten. Ein
Buch, eine Zeitung hingegen, ob elektronisch oder in Papierform, ist für jeden zugänglich
und zu verstehen, der das Lesen erlernen durfte.
Auch ist der Informationsgehalt eines Buchstabensatzes um ein vielfaches grösser als der
eines Kaffeesatzes! Sowohl sachliche, politische als auch wissenschaftliche Kenntnisse
können lesend erworben werden. Aber auch reine Unterhaltung kann man sich lesend zu
Gemüte führen.
Lesen können bedeutet aber auch, Macht zu haben. Nicht umsonst gab es in Europa früher
Bildung nur für die männliche Oberschicht. Frauen und die Menschen der Unterschicht
mussten nach Meinung der Obrigkeiten nicht lesen und schreiben können. So wurde die
durch die materielle Ungleichheit gegebene Abhängigkeit noch verstärkt und die Macht der
Herrscher gefestigt. Noch heute fürchten gestandene Diktatoren und radikale Regimes die
Bildungsschicht, diejenigen also, die lesen können, Informationen sammeln und verbreiten
können, mit Flugblättern, per E-Mail, SMS oder Twitter. Denn auch eine SMS, mit der Massen zur Demonstrationen, zum Widerstand aufgerufen werden, ist Schrift, wird gelesen.
Ein Twittereintrag, ein Blog – es ist Geschriebenes und um mitreden zu können, muss man
lesen können.
Genauso, wie man nicht weiss, was im Kaffeesatz steht, wie das Leben weitergeht, genauso wenig weiss man, wie das Buch endet, das man gerade liest, wie die einzelnen Charakteren sich weiterentwickeln. Man muss das Buch oder den Artikel zu Ende lesen.
Die Fähigkeit zu lesen ist sicherlich nicht lebensnotwendig, das wäre klar übertrieben. Lesen zu können ermöglicht jedoch ein genussreicheres, spannenderes Leben – denn ob man
ein Buch, eine Speisekarte oder die Nachrichten im Internet liest: Man hat deutlich mehr
vom Leben, als wenn man sich auf den Kaffeesatz beschränken muss.
26
Reading Bags and Reading Eggs
Angela Zillwood, Primary Teacher
Lots of new things awaited the new students at SIS Zürich in Wallisellen!
The grade 2 and 3 children were happy to receive their new SIS Reading Bags. They look
good with the colourful new logo on them as well as being water and food proof! The bags
have enough space to take home not just reading books, but also other homework.
«Reading Eggs» is an online reading programme for students between the ages of four to
seven which has been developed by educators and education writers. «Reading Eggs»
focuses on a core reading curriculum of skills that aim at improving a child’s reading. There
is a collection of 120 learn to read games and spelling lessons. Students start with an assessment test to help place them at the correct level.
Each student has a character called an avatar. Once they complete lessons their avatar
accumulates some eggs. At the virtual store, students can go shopping and use their eggs
to shape their avatar’s appearance, buy a pet or some furniture.
«Reading Eggspress», is designed for students in grades 2 to 6 to help increase their reading and comprehension skills. Among the features are online books to read, comprehension
activities, plus individual and competitive games.
It’s fun, whilst also learning many fundamental skills and concepts essential to learning.
The students are trying out the «Reading Eggs» and «Reading Eggspress» programme.
They are engaged with its online reading games and activities which form part of the reading programme in our classes.
Buchtipps aus der 4. Klasse
Ursula Dill, Primarlehrerin
Die Viertklässler haben ihre Lieblingsbücher mit in den Unterricht gebracht und aufgeschrieben, was ihnen besonders an den Büchern gefällt.
«Mir gefallen spannende, gruselige und geheimnisvolle Bücher.
Mein Lieblingsbuch ist ‹Gregs Tagebuch 2›.» Moritz
«Mein Lieblingsbuch ist ‹Gregs Tagebuch› weil es lustig, spannend und
ein Durcheinander ist. Es geht um einen Knaben der Gregory heisst.
Ich interessiere mich für lustige und spannende Bücher.» Jon
«Mein Lieblingsbuch heisst ‹Emilys Geheimnis›. Ich mag dieses Buch,
weil es um Nixen geht, und ich mag Nixen und vor allem mag ich es,
wenn die Nixe eine geheime Nixe ist.» Klea
«Mir gefällt das Buch mit dem Titel ‹Wolfman›. Mir gefallen spannende Bücher,
besonders wenn sie geheimnisvoll sind.» Daniel
«Mir gefallen Bücher mit Themen aus dem Ausland. Ich interessiere mich
zum Beispiel für die Römer.» Patrice
«Mein Lieblingsbuch heisst ‹Das verzauberte Spukschloss›. Mir gefällt es,
wenn Bücher spannend und unheimlich sind.» Larissa
27
www.swissinternationalschool.ch
SIS Basel
SIS Schönenwerd
SIS Winterthur
SIS Swiss International School
Erlenstrasse 15
CH-4058 Basel
Phone +41 61 683 71 40
Fax +41 61 683 71 41
SIS Swiss International School
Schachenstrasse 24
CH-5012 Schönenwerd
Phone +41 62 312 30 30
SIS Swiss International School
Schaffhauserstrasse 18
CH-8400 Winterthur
Phone +41 52 202 82 11
Fax +41 52 202 82 20
[email protected]
[email protected]
SIS Männedorf
[email protected]
SIS Suhr
SIS Swiss International School
Reiherweg 2b
CH-5034 Suhr
Phone +41 62 842 97 07
SIS Swiss International School
Seestrasse 57
CH-8708 Männedorf
Phone +41 44 921 50 50
Fax +41 44 921 50 51
[email protected]
[email protected]
SIS Tamins-Chur
SIS Rotkreuz-Zug
SIS Swiss International School
Aligstrasse 5
CH-7015 Tamins
Phone +41 81 641 18 80
SIS Swiss International School
Suurstoffi 7
CH-6343 Rotkreuz
Phone +41 41 757 57 11
[email protected]
[email protected]
SIS Zürich-Wollishofen
SIS Swiss International School
Seestrasse 271
CH-8038 Zürich
Phone +41 43 399 88 44
Fax +41 43 399 88 40
[email protected]
SIS Zürich
SIS Swiss International School
Seidenstrasse 2
CH-8304 Wallisellen
Phone +41 44 388 99 44
Fax +41 44 388 99 49
[email protected]
SIS Winterthur
SIS Basel
SIS Zürich
SIS Schönenwerd
SIS Männedorf
SIS Suhr
SIS Zürich-Wollishofen
SIS Rotkreuz-Zug
SIS Tamins-Chur