Cycle 3 • Gr 4+5

learning fundamentals

Cycle 3 now connects the last two years of primary school and the first year of secondary school to allow for continuity and coherence of learning .
This cycle has a twofold mission: to consolidate the fundamental learning that was initiated in Cycle 2 and that conditions subsequent learning; and to allow a better transition between primary school and college by ensuring continuity between the three years of the cycle.

Grade 6 occupies a special place in the cycle.It allows students to adapt to the pace, the pedagogical organization and the living environment of Middle School .

This cycle 3 program thus allows a gradual and natural entry into the knowledge made up of the disciplines but also in their languages, their approaches and their specific methods. Supported at school by the same teacher [2] versatile, which can thus work on acquisitions common to several courses and establish links between the various areas of the common core, the teaching of this knowledge is ensured in 6th by several professors specialized in their discipline who contribute collectively, through themes the links established between the disciplines, to the acquisition of the skills defined by the base.

Stabilizing and strengthening the learnings of Cycle 2

While Cycle 2 focuses on the acquisition of the tools to read and write in French, Cycle 3 must consolidate these acquisitions in order to put them at the service of other learnings. Verbal language continues to receive constant attention and specific work. In general, the mastery of the language remains a central objective of Cycle 3.

The integration of cultural specificities in language learning helps to develop the perspective and the living together.

In science, students will continues to learn the construction of integers and their designation system, especially for large numbers. Fractions and decimals are introduced. The acquisition of the four operations on the numbers, without neglecting the memorization of numerical facts and the automation of computation modules, is continued. The mathematical concepts studied will make sense in the context of problem solving.

Cycle 3 also installs all the elements that make it possible to describe, observe, and characterize the objects around us: geometric shapes, characteristic attributes, attached quantities and numbers that make it possible to measure these quantities.

More specifically, the student will acquire the basics of scientific languages that allow him to formulate and solve problems, to process data. He is trained to use various representations of objects, experiences, natural phenomena (diagrams, observation drawings, models ...) and to organize data of varied nature using tables, graphs or diagrams. that he is able to produce and exploit.

In the arts, visual arts and music education sectors, cycle 3 marks the transition from activities mainly serving expressive goals, to the progressive investigation by the student, through a real practice, means, techniques and approaches to artistic creation. Students learn to master the codes of artistic languages studied and develop an increased capacity for attention and sensitivity to productions. They meet the actors of creation, discover the places and participate fully in the development of the artistic and cultural education path. The acquisition of a diversified and structured artistic culture is reinforced in Cycle 3 by the introduction of a history of arts education,

Physical education and sports occupy an original place where body, motor skills, action and self-commitment are at the heart of learning and provide an essential contribution to health education. Through the confrontation with various motor problems and the meeting with others, in different games and physical and sports activities, the students continue in cycle 3 the exploration of their motor possibilities and reinforce their first skills.

Students become more and more aware of the means they use to express themselves

The beginning of learning through subjects

Thus, History and Geography continue the construction by the students of their relationship to time and space, making them aware of their place in the long term of humanity and the different spaces they inhabit. Students will learn how the historical approach makes it possible to provide answers to questions and learn to distinguish between history and fiction. Geography allows them to gradually move from a personal and affective representation of spaces to a more objective knowledge of the world by widening their horizons and questioning the relationships of individuals and societies with places on different scales.

The aim of science and technology education in Cycle 3 is to enable students to acquire a first scientific and technical culture that is essential for describing and understanding the world and the great challenges facing humanity. Students learn to adopt a rational approach to the world by providing explanations and solutions to scientific and technical problems. The situations in which they mobilize knowledge and know-how to carry out a complex task are gradually introduced and then given priority, as is the project approach that will encourage interaction between the various lessons learned.

In the field of arts, physical and sports education and literature, in connection with the artistic and cultural education pathway, students are led to discover and attend a significant number of works and to connect production and reception of works in an active and sensitive encounter. Cycle 3 thus develops and structures the students' ability to situate what they experience and position themselves in relation to the artists' productions. It guarantees the acquisition of a common physical, sporting and artistic culture which, together with the other courses, contributes to the training of the citizen.

More generally, in Cycle 3, students gain access to a more abstract reflection that encourages reasoning and its implementation in complex tasks. They are encouraged to act responsibly and co-operate through the realization of projects, to create and produce a significant number of writings, to carry out all kinds of achievements.

The media and information education implemented since Cycle 2 makes it possible to familiarize students with a process of questioning in the different fields of knowledge. They are led to develop a sense of observation, curiosity, critical thinking and, more generally, the autonomy of thought. For Grade 6, teachers can consult the "Media and Information Education" section of Cycle 4.

Translated with www.DeepL.com/Translator

Learning in English

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:

  • Recognize and correct incomplete or run-on sentences
  • Correctly use capitalization, commas, quotation marks and punctuation in a variety of sentences
  • Use consistent verb tense
  • Spell known or unknown words using grade-level spelling patterns and generalizations
  • Correctly spell common homophones, most irregularly spelled words, and studied words

Autonomy and Responsibility Goals:

  • Prepare for class by completing assigned work and reading
  • Independently copy daily assignments
  • Care for materials and supplies at school and at home
  • Complete grade-level classwork and homework with little support
  • Use simple rubrics to assess own work for projects
  • Write neatly in either print or French cursive, indenting paragraphs and using margins

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:

  • Come to class prepared with all necessary materials, having completed assigned work and reading,
  • Independently copy daily assignments
  • Complete grade-appropriate classwork and homework independently
  • Use rubrics to plan and assess own work for projects
  • Write neatly in French cursive or print, indenting paragraphs