Elementary school

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.

LANGUAGES

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  and in a complementary way. However

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.

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. 

READ MORE ABOUT CYCLE 2

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:

  • Use capital letters and end punctuation in writing
  • Spell words by following basic phonetic patterns (short/long vowel patterns, consonant digraphs and blends)
  • Spell commonly seen sight words and studied words correctly

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:

  • Care for materials and supplies at school
  • Complete age appropriate class work and homework with some support
  • Write neatly in either print or French cursive, leaving spaces between words

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:

  • Care for materials and supplies at school and at home
  • Complete age appropriate class work and homework with little support
  • Write neatly in either print or French cursive, using both upper and lowercase letters, leaving spaces between words

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:

  • Care for materials and supplies at school and at home
  • Complete age appropriate class work and homework with little support
  • Use simple rubrics to assess own work
  • Write neatly in either print or French cursive, using margins and indicating new paragraphs by indenting or skipping lines

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. 

READ MORE ABOUT CYCLE 3

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

Understanding The Cycles of Learning

The objective of the division of learning into 3 distinct cycles in primary school is to recognize and respect the differences between students in terms of their learning abilities. Priority is given to mastering reading and writing skills and mathematics through a rigorous, methodical and progressive approach.

Objectives are defined for each of the 3 cycles, in the different subjects, and broken down into skills and goals. Once the skills are acquired, either at the end of the school year or within the cycle, the student can move forward to the next one. 

EXPLORE SOME MORE

NOTE TO PROSPECTIVE PARENTS

Children entering Gr 1 need to have strong enough foundations and vocabulary in the French language in order to succeed in Cycle 2. Children coming from a school that doesn't belong to the AEFE network may be required an evaluation to confirm their ability to follow our curriculum.