Discover the Lycée Elementary School Program

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Life does not always follow a schedule. That's the reason why we accept applications and enroll students in our two dual diploma programs, featuring a thorough four-year college counseling program, service and learning trips..., at any time of the year! If you are interested in joining our school but wonder whether it's the best fit for you and your family, inquire today!

Welcome to Elementary School!

The Elementary years fall under two of the French system's Cycles of learning, Cycle 2 and Cycle 3.

The division of learning into cycles in primary school helps recognize and respect the differences between students' learning abilities and maturity. In Elementary school, priority is given to mastering reading and writing skills as well as mathematics, through a methodical and progressive approach. Objectives are identified in the different subjects, and broken down into skills and goals.

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LANGUAGE REQUIREMENT IN THE FRENCH TRACK

The French Track is a language immersion program: about 80% of the curriculum is taught in French and students need to be comfortable in that language in order to learn successfully. In order to properly assess their level, applicants may be required to test to confirm their ability to thrive in our French Track program.

If you are interested in our International School but your child does not have any French language, you may consider our International Track program for which there is no French language requirement.

Contact us to learn if the French track is the best fit for your child, and/or check out our international Track program.

CYCLES OF LEARNING

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THE AMERICAN INTERNATIONAL SECTION, FROM GR1 AND UP

The program in the American International Section [AIS] is rigorous.

At the Lycée, students may be enrolled in the AIS from Gr1 all the way to Gr12 . Students enrolled in an IS are taught the core syllabus as well as specific courses enabling them to follow advanced classes taught in English.

From Middle School ("niveau collège"), two subjects are taught in English:

• Language and Literature: more than a language class, this course includes the study of English literature.
• History and Geography: the French curriculum is adapted to include a greater emphasis on the history and geography of the United States of America.

THE Curriculum iN ELEMENTArY SCHOOL

Elementary | Cycle 2

In Cycle 2, students are curious and learn to think critically: they interact with, and ask questions of, the world at large. In cycle 2, all the lessons serve as an interaction with the world. Students develop a solid foundation in the French and the English languages, and in mathematics (arithmetic and problem solving). They develop their reasoning skills, artistic sensibility, and their physical and athletic abilities. get introduced to history, geography, science and technology as well as visual arts and music. They become more aware of foreign languages and linguistic diversity. They develop autonomy and learn to use digital information wisely. They learn to respect one another and to appreciate differences in language, origins, gender or abilities. Students build upon their awareness of time and space, their knowledge of the world and discover fundamental computer skills.

When entering Gr 1, children have very different levels and skills. Class groups are organized around each child's individualized needs and when students learn together, they do so progressively and each at their own pace.

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Elementary | Cycle 2

LANGUAGE

Learning to read involves decoding and understanding the narrative or content of what is read to start to appreciate, understand or interpret texts. This approach Learning to write and to read happens in a complementary way.

The central place given to the French language doesn't happen at the expense of other forms of learning. On the contrary, it is the tool used for most of the learning in subjects that each have their own language. Projects are designed to invite students to use the French language to describe experiences or research.

Elementary | Cycle 2

CRITICAL THINKING

In the context of an activity, students learn how to do complete the activity, as well as how to explain why they did it in such a way. They learn to justify their answers and their approach in link with the lesson they are working on. Gradually, this way of thinking allows students to question and to analyze what they have done as well as to appreciate what has been done by others.

Learning in English

Learning in English • Grade 1

In First grade, LFSF students continue to reinforce their oral language skills and vocabulary. The main emphasis of this grade is to teach students to apply their knowledge of letters and sounds to the tasks of reading and writing. Over the year, through exposure to literature, poetry and informational texts, students develop key reading comprehension skills and strategies, as well as a familiarity with basic literary elements. Content area learning in science, math and social studies is harmonized through literature to support the French National Curriculum. By the end of First grade, students read accurately at or near grade level, write independently, and express themselves orally with confidence and clarity. They also begin to develop the tools necessary to manage their work, materials, and relationships with attention and care.

English First Grade classes at LFSF include:

Introduction to Houghton Mifflin Harcourt reading program : Phonics, literature, poetry and informational text, comprehension strategies, decoding strategies, spelling and beginning grammar study
Journaling
Book writing project
Scholastic News magazines
Class report writing

Oral Language Goals:

Join discussions and speak clearly to the group
Produce well-structured sentences to ask, answer and tell
Use word parts to predict the meaning of new words in context
Use regular verb tenses to talk about the past, present and future
Connect new vocabulary to concrete examples, movements or pictures
Build vocabulary to provide precise descriptions of people, places and events
Correctly use possessive nouns, pronouns, common conjunctions and prepositions when speaking

Written Language Goals:

Reading Goals:

Recognize short and long vowel sounds in spoken words
Decode 1-syllable words accurately using phonics skills (short/long vowel patterns, consonant blends and digraphs, vowel blends, r-controlled vowels, hard/soft consonants)
Read age-appropriate sight words and root words with simple added endings (-ing)
Read age-appropriate literature, informational texts and poetry with accuracy, self-correcting when necessary
Practice reading comprehension strategies with the class (answer questions, predict, use images to confirm understanding)
Make simple inferences
Understand and identify key literary elements in a story (character, setting, plot, narrator, author, illustrator)
Compare and contrast between stories and real life experiences
Identify the moral of a story
Follow written directions
Recognize logical connections in informational texts
Identify author’s reasons and important details in informational text

Writing Goals:

Develop confidence in written expression through varied tasks
Write complete sentences
Write small paragraphs of 2-4 sentences on a single topic
Write an opinion with 1-2 reasons
Write a short narrative based on real or imagined events
Participate in a group or class research and writing project
Begin to understand how to use the writing process to review, correct and improve writing with help from adults

Autonomy and Responsibility Goals:

Learning in English • Grade 2

In Second grade, LFSF students continue to build the reading and writing skills introduced in First grade. In oral activities, they develop the social skills necessary for positive collaboration through discussion. They extend their knowledge of phonetic rules for reading and writing, and begin to explore the workings of basic English grammar. Throughout the year, they write frequently, developing confidence in a variety of written expression activities. They are exposed to a wide variety of literature, poetry and informational texts, through which they continue to develop more reading comprehension skills and strategies, as well as an increasing number of literary elements. Content area learning in science, math and social studies is harmonized through literature and projects to support the French National Curriculum. By the end of Second grade, students can read fluidly at or near grade level, and express themselves in writing clearly. They understand what and why they are learning, and become active learners with responsibilities for their own materials and tasks.

English Second Grade classes at LFSF include:

Continuation of Houghton Mifflin Harcourt Reading program: Phonics, Literature, poetry and informational text, Vocabulary, Comprehension strategies, Decoding strategies, Spelling, Early grammar study
Scholastic Weekly Reader Magazine
Research writing project
Narrative
Opinion paragraph
Journals

Language Goals:

Participate in discussions respectfully with relevant points, speaking clearly to the group
Ask and answer questions about a specific topic
Recognize some examples of formal and informal language
Use various strategies (root words, context, glossaries) to find the meaning of a new word
Connect new vocabulary to meaningful examples
Identify antonyms and synonyms for a word
Produce and expand declarative, interrogative, exclamatory and imperative sentences
Identify nouns, verbs and adjectives
Correctly use possessive nouns, reflexive pronouns, subject-verb agreement, irregular plural nouns and common irregular verbs (went, saw) when speaking
Identify correct prepositional phrases (I am at school, I’m going to the park)
Use end punctuation in writing different types of sentences
Use commas in a series of items
Capitalize names, the pronoun I, proper nouns and the first letter in a sentence
Spell known or unknown words with grade-level spelling patterns: long vowels, consonant clusters, double consonants, adding affixes (e.g. -ed, -ing)
Spell high frequency sight words and studied words correctly
Form contractions and regular possessives with an apostrophe

Reading Goals:

Use regular phonics patterns and syllable patterns to decode two-syllable words
Use base words and affixes to read multisyllabic words
Read age-appropriate sight words and abbreviations
Read age-appropriate literature, informational texts and poetry from diverse cultures
Read silently at or near grade level with accuracy, self-checking for understanding, and re-reading when needed
Read aloud fluently, using expression and voicing dialogue, with repeated readings
Use reading comprehension strategies (ask and answer wh- questions, make and adjust predictions, use images to confirm understanding)
Make inferences
Identify literary elements in a story (characters, setting, plot, narrator, dialogue)
Compare and contrast between two stories
Retell a story and identify the moral or lesson
Recognize how authors use specific words or phrases to make a story or poem sound interesting (e.g. rhymes and repetition)
Distinguish fact from fiction
Recognize main ideas, details and purpose in informational texts
Identify cause and effect connections and sequence of events in informational texts
Use headings, captions and glossaries to better understand informational text

Writing Goals:

Write complete sentences to answer a question
Compose short paragraphs with topic sentence, details, and closing sentence
Write a paragraph opinion piece with logical reasons and linking words (e.g. because, also)
Write a personal or imagined narrative with detailed descriptions and sequencing
Complete a group research writing project, rephrasing information in their own words
Use the writing process with guidance to plan, draft, correct and publish a final draft of a written assignment

Autonomy and Responsibility Goals:

Learning in English • Grade 3

In Third grade, LFSF students complete their second “cycle” of education, in which they solidify the fundamental skills of reading and writing. In oral activities, they develop language skills to effectively join discussions and give presentations. They reinforce their knowledge of phonetic rules, applying them to increasingly complex texts with multisyllabic words. They learn that reading is a source of ideas and information, and begin to write small research pieces. Through chapter book read-alouds and short stories, poems and informational texts, third graders continue to add to their supply of reading comprehension strategies as well as an appreciation of literary devices. Content area learning in science, math and social studies is harmonized through literature and projects to support the French National Curriculum. By the end of Third grade, students read fluently at grade level, and express themselves independently in writing. They are able to manage single-sitting assignments autonomously in class, begin taking ownership of their work through self-reflection, and complete homework regularly with little assistance.

English Third Grade classes at LFSF include:

Continuation of Houghton Mifflin Harcourt Reading program: Phonics, literature, poetry and informational text, vocabulary, comprehension strategies, spelling, grammar study, literary elements
Scholastic Weekly Reader Magazine
Critical thinking and opinion journals
Book reports, State project research report, and narrative writing

Oral Language Goals:

Engage in discussions with various partners, ask questions, and respectfully respond to others’ ideas
Identify main ideas from an oral or audio presentation
Prepare and give a short oral presentation, speaking clearly and maintaining eye contact
Use formal and informal language appropriately in discussions, class, free time, or presentations
Use various strategies (root words and affixes, context, beginner dictionaries) to find the meaning of a new word
Understand and use alphabetical order
Understand the difference between the literal and figurative sense of a common phrase or idiom
Distinguish shades of meaning of related verbs and adjectives
Identify word-study terms (e.g, antonym, prefix, root word)
Produce and expand sentences with coordinating conjunctions
Identify parts of speech: nouns, verbs, adjectives, pronouns and adverbs
Correctly use me/I, irregular verbs, irregular nouns, pronoun agreement (She saw her dad.)
Use correct prepositional phrases (I am on the bus, I read for an hour), and more prepositions (during)

Reading Goals:

Use regular phonics patterns, syllable patterns, root words, affixes, and common Latin endings (-able) to read multisyllabic words
Read age-appropriate sight words and abbreviations
Read age-appropriate literature, informational texts and poetry from diverse cultures
Read silently at grade level with accuracy, self-checking for understanding, and re-reading when needed
Read aloud fluently with practice, using expression and distinguishing dialogue with repeated readings
Use reading comprehension strategies regularly (ask and answer closed questions, make and revise predictions, make connections, summarize, visualize and use images to confirm understanding)
Make inferences about characters
Understand and identify literary elements in a story (characters, setting, plot, narrator, dialogue, conflict, resolution, point of view)
Compare and contrast themes, settings or plots of two similar stories
Retell stories and identify the moral and important details
Recognize the differences between literal and figurative meanings in a text
Identify poetic elements
Recognize main ideas, details and purpose in informational texts
Identify introduction, body, conclusion and organizational structure in informational texts
Use headings, captions and glossaries to better understand informational text

Writing Goals:

Write complete sentences to demonstrate critical thinking
Write paragraphs with topic sentence, details, and closing sentence
Write 1-2 paragraph opinion piece with logical reasons and linking words
Write a 2-3 paragraph narrative based on real or imagined events with detailed descriptions and sequencing words
Complete a 3 paragraph research project, rephrasing information from provided materials in their own words
Use the writing process with guidance to plan, draft, revise, edit, and publish a final draft of a written assignment

Written Language Goals:

Identify complete sentences, run-ons and incomplete sentences
Correctly capitalize and punctuate sentences
Use commas in a series of items or in the English formulation of the date
Capitalize names, the pronoun I, proper nouns, holidays and the first letter in a sentence
Identify a dialogue is marked by quotation marks
Spell known or unknown words with grade-level spelling patterns
Spell high frequency sight words and studied words correctly

Autonomy and Responsibility Goals:

Cycle 3

Cycle 3 links the last two years of elementary school and the first year of middle school, in an effort to ensure pedagogic continuity and coherency in learning

There are two main goals for this cycle: to strengthen the fundamental learnings introduced in cycle 2, that lay the groundwork for what’s to come; and to allow a better transition between Elementary school and Middle school by creating a real strong continuity and progression throughout the three years of the cycle.

In Grades 3 through 5 (cycle 3), the academic disciplines become more defined: literature, history, geography, mathematics, experimental science, and technology, including coding. Information and communication technologies are tools used in the teaching of students.

Learning in English • Grade 4

By Fourth Grade, students have established the basic literacy skills to begin acquiring deeper knowledge. In other words, students no longer learn to read and write, but read and write to learn. They begin to work in teams and develop the language and social skills to effectively build and share ideas through discussions, group projects and presentations. Through novels, short stories, poems and informational texts, students enrich their vocabulary, diversify their literary exposure, and begin to think critically and analytically. Students learn to use the writing process to organize their thoughts in writing, producing a variety of multi-paragraph texts and long-term written projects. Content area learning in literature, science and local history is harmonized through texts and projects to support the requirements of the French National Curriculum. US Math instruction complements methods and vocabulary taught in French. By the end of Fourth grade, students read and write fluently at grade level. They also take on a key role in furthering their own education by taking responsibility for their work, advocating for their needs, and reflecting on their own progress.

English Fourth Grade classes at LFSF include:

Novel study as a class, short stories and Time for Kids
Self-chosen reading and book reports
Research project and presentation
3-paragraph opinion essay
Zaner-Bloser Spelling Connections: Spelling, word analysis, vocabulary
Houghton Mifflin English Grammar
Our California history text
Coloma Field trip

Oral Language Goals:

Participate in varied whole group or student-led discussions
Identify main ideas and details from an oral or audio presentation
Deliver an organized presentation of a report or story with clarity, eye contact, and appropriate visual supports
Use formal and informal language appropriately
Use various strategies to determine the meaning of unknown words, both in and out of context
Understand the meaning of most Latin roots and affixes
Understand simple similes and metaphors in context
Distinguish shades of meaning of closely related adjectives
Understand and use studied vocabulary in a relevant way
Produce and expand sentences with coordinating and subordinating conjunctions
Understand functions of parts of speech, including pronouns and adverbs)
Correctly use subject/object pronouns, irregular verbs, and adjectives for comparisons
Correctly use prepositional phrases and prepositions

Reading Goals:

Use word parts and strategies to read multisyllabic words
Independently and silently read grade-level literature, informational texts and poetry
Practice reading comprehension strategies autonomously (predicting, questioning, visualizing, connecting, summarizing, and inferring) to check for understanding and re-read if necessary
Read grade level texts aloud fluently with natural expression
Understand and identify literary elements in a story, using evidence from the text ( point of view, theme, plot, tone)
Analyze character traits and development in a story
Compare and contrast different genres on the same topic (historical fiction, informational text)
Summarize stories, identify the moral and important details
Recognize and find meaning of figurative language in a text
Identify types of poetry (e.g. limerick, haiku)
Explain main ideas, details and purpose of an informational text, referring to explicit information
Compare and contrast first and second-hand accounts of the same topic/event to identify differences in point of view
Use headings, captions and glossaries to better understand informational text
Collect and integrate information from three provided or self-chosen texts on the same topic

Writing Goals:

Write complete sentences to answer critical thinking questions
Compose coherent paragraphs with topic sentence, details, and closing sentence
Write a concise summary of a text
Write a 2-3 paragraph persuasive or opinion piece with logical reasons, linking words and a clear conclusion
Write real or imagined narratives with detailed descriptions of characters and setting, logical plot sequence, and dialogue.
Write a multiple-paragraph informative report with introduction, facts, details, explanations, and conclusion. Include headings and relevant visual aids.
Take short notes from resources, using own words to avoid plagiarism. Create a bibliography to cite resources
Use the writing process with guidance to plan, draft, revise edit, and publish a final draft

Written Language Goals:

Autonomy and Responsibility Goals:

Learning in English • Grade 5

In Fifth Grade, students practice the skills and knowledge they need to succeed independently in secondary school. They continue to develop teamwork, research, discussion, critical thinking, analysis and organizational skills through research projects, small group activities, and multi-step writing projects. Novels, short stories, poems and informational texts are used to build vocabulary, introduce literary analysis, and widen students’ cultural understanding of American history. Texts chosen also support the literature, history/geography, civics and science requirements of the French National Curriculum. US Math instruction complements methods and vocabulary taught in French. By the end of Fifth grade, students read fluently at grade level, write with minimal errors, and are autonomous learners who take responsibility for their work and use various resources to problem-solve and self-assess for learning.

English Fifth Grade classes at LFSF include:

Novel study as a class, short stories, Time for Kids
Independent reading and book reports
Research project and presentation
Narrative
Opinion essay
Zaner-Bloser Spelling Connections: Spelling, Word analysis, Vocabulary
Houghton Mifflin English Grammar
US history text Building Our Country
San Diego trip

Oral Language Goals:

Engage effectively in student-led discussions
Summarize and explain key points and evidence from an oral or audio presentation
Prepare and deliver a logically organized presentation of a report or opinion with appropriate volume, eye contact and use of visual supports
Adapt formal and informal language use, depending on the situation
Use various strategies (Greek/Latin roots, affixes, context, dictionary) to determine the meaning of unknown words
Interpret figurative language in context
Distinguish connotations of closely related words
Understand and use linking words that indicate logical connections (e.g. however, although, nevertheless, similarly)
Produce and expand sentences with modifiers
Understand functions of parts of speech, including adverbs, prepositions and conjunctions
Correctly form and use prepositional phrases

Reading Goals:

Read orally at grade level with natural fluency and meaningful expression
Independently read age-appropriate literature, informational texts and poetry
Use reading comprehension strategies regularly with autonomy
Determine a theme of a story, drama, or poem using details in the text
Analyze character development
Identify elements of story structure
Compare and contrast themes, settings or plots of two similar stories
Analyze figurative language and word choice and its effect on the meaning, tone and mood in a story.
Identify poetic elements (rhyme scheme, alliteration, rhythm, figurative language)
Accurately cite specific information from an informational text to explain the connections between two events, people, or concepts
Analyze multiple accounts of the same topic, identifying differences that indicate bias or purpose
Collect and integrate information from various self-chosen texts on the same topic

Writing Goals:

In a single sitting, write full-paragraph pieces requiring critical thinking
Compose three-paragraph pieces with introductory paragraph, body, and concluding paragraph.
Write a persuasive argument with logical reasons, relevant information, transitional phrases and a clear conclusion
Write a narrative based on real or imagined events with sensory details, dialogue, logical event sequencing, and a meaningful conclusion
Write a well-organized informative report, providing facts, specific details, and examples that support ideas and extend explanations. Include headings, illustrations, and charts when useful to aid comprehension.
Take notes from several sources in the student’s own words to avoid plagiarism. Provide a bibliography to cite sources
Use the writing process with minimal guidance to plan, draft, revise, edit, and publish a typed or neatly hand-written final draft of a written assignment
Expand, combine, and reduce sentences to clarify meaning, interest reader/listener, and develop style.

Written Language Goals:

Recognize and correct incomplete or run-on sentences
Correctly use capitalization, commas, quotation marks and punctuation in a variety of sentences, including correctly indicating titles
Spell known or unknown words using knowledge of word families, syllable patterns, ending rules and word parts
Correctly spell irregularly-spelled words, homophones and contractions, using references as needed.

Autonomy and Responsibility Goals:

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Discover the Lycée Elementary School Program

Welcome to Elementary School!

THE Curriculum iN ELEMENTArY SCHOOL

LANGUAGE

CRITICAL THINKING

Discover the Lycée Elementary School Program