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Casablanca American
School
Lower School Curriculum
Handbook 2016-17
ETHICAL
COMMUNITY-MINDED
ENTHUSIASTIC-FORLEARNING
REFLECTIVE
RESPONSIBLE
RESPECTFUL
CREATIVE
Grade 3
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Introduction to a Standards-Based
Curriculum
The curriculum at CAS is based on standards, statements that define what students should know and
be able to do, for each subject area. These standards have been adopted or adapted from the U.S. and
international agencies and help to guarantee our students’ learning. Standards are divided into
benchmarks, which describe the increasingly complex content and skills that students address as they
move from one grade level to another. Standards and benchmarks help us focus on the process, as well
as the product, and break learning into manageable steps that guide teachers and can be shared with
students.
How is the curriculum at CAS organized?
The curriculum at CAS is organized around units or topics. For each unit, teachers develop Essential
Questions from the standards and benchmarks that help promote inquiry and lead to deep
understanding. Throughout the unit, students are given opportunities to practice skills and to develop
their knowledge in a variety of ways. At the end of the unit, students are assessed to show what they
know and can do. Assessment tasks are varied and may be a project, a presentation, a performance, or
a traditional pen-and-paper test, depending on the standards to be assessed.
You can find the CAS standards for Lower School and more information about the report card later in
this booklet.
Literacy at CAS
The Lower School program aims to foster literacy in its broadest sense, inspiring in our students
independence, excellence and enthusiasm for learning. As a result of their studies, students will be able
to read, write, listen and speak fluently in English and at least one other language. In addition, they will
communicate to solve problems collaboratively and cross-culturally and to design and share
information for a variety of purposes with global communities.
These outcomes support the school’s Guiding Statements, including the Mission, Vision,
Transdisciplinary Skills and CAS Dispositions.
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Reading
The foundation of literacy skills is language and an understanding of how language works. Early speech
and language skills include phonemic awareness, phonics, print awareness, fluency and vocabulary.
Students read a wide range of both literary and informational text to acquire new information, to build
an understanding of the human experience, to respond to the needs and demands of society and the
workplace and to develop a greater understanding of themselves and the world.
Writing
By writing, students learn about themselves and their world and communicate their insights to others.
Students build their skills by using different forms of writing for a variety of purposes and audiences.
Speaking and Listening
Listening and speaking are fundamentals of literacy. These skills are explicitly modeled and practiced in
Lower School classrooms. One important aspect of listening and speaking is interacting in formal and
informal settings—including one-on-one, small-group, and whole-classroom discussions. In addition,
students acquire, evaluate, and present increasingly complex information, ideas, and evidence through
listening and speaking.
Language Foundations
Language foundations are the “nuts and bolts” of building literacy in written and spoken language,
enabling students to understand and describe how language works . This domain includes spelling,
grammar, usage and vocabulary, which support the development of effective reading, writing, speaking
and listening skills.
About the Report Card
At CAS, the report card is aligned with standards. Standards break down the knowledge, concepts and
skills for each subject area into statements that help us understand more about a child’s progress and
achievement. A student is therefore no longer described as a ‘B’ student in math, but as a student who
is functioning on grade level for number operations, etc. Report cards are therefore more objective and
transparent. Teachers, parents and students can have conversations focused on the skills or knowledge
that a student should aim to master before the end of a certain period. This grading system does not
evaluate children against each other. It assesses their journey towards meeting end of year
expectations.
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What does our numeric scale mean?
The Academic Key in Pre-First through Grade 5 consists of the following numeric scale:
4
The student has an extensive knowledge and understanding of the standard and can readily
apply this knowledge. In addition, the student has demonstrated a very high level of
competence in the processes and skills and can consistently apply these skills to new situations.
3
The student has a thorough knowledge and understanding of the standard and has
demonstrated a sound level of competence in the processes and skills. In addition, the student is
able to apply this knowledge and these skills to most situations.
2
The student has some knowledge and understanding of the standards and/or is approaching an
adequate level of competence in the processes and skills.
1
The student has limited knowledge and understanding of the content and/or has not yet
demonstrated the expected level of competence in the processes and skills.
The “3” is the target for all students—meaning they have met the grade level standards. Each content
area is broken down into the individual standards. To determine the end-of-term grade, teachers
collect evidence of student learning through daily work, observation and assessment. This evidence is
used to determine whether the student has achieved the necessary competencies and understanding
or needs additional time and re-teaching.
Are all standards assessed every reporting term ?
No, but over the year, all standards are taught and assessed.
About MAP Tests
“One Size Doesn’t Fit All”
Each child learns differently. The MAP tests are computerized adaptive assessments that test
differently, allowing teachers to see their students as individuals – each with their own base of
knowledge.”
http://www.nwea.org/products-services/assessments
At Casablanca American School, students in grades 2-5 take MAP tests over the course of the school
year. MAP tests are aligned with the standards that we teach at CAS and present students with
engaging, age-appropriate content. As a student responds to questions, the test responds to the
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student, adjusting up or down in difficulty. The result is a rewarding experience for the student, and a
wealth of detailed information for teachers and administrators.
How do we use MAP assessments in school?
MAP® assessments are used to measure your student’s progress or growth in school. You may have a
chart in your home on which you mark your child’s height at certain times, such as on his or her
birthday. This is a growth chart. It shows how much he or she has grown from one year to the next.
MAP® assessments measure your child’s growth in mathematics, reading and language usage using a
scale called the RIT scale (Rasch unIT). The RIT scale is used to chart your child’s academic growth from
year to year.
How do teachers and schools use the test scores?
MAP® tests are important to teachers because they help keep track of progress and growth in basic
skills of individuals and the whole class. Teachers find this information useful in helping them decide
which skills to focus on in future lessons, and to differentiate instruction in the classroom. For schools,
MAP scores are one type of assessment data that we use to analyze general patterns of performance
against international standards.
How are scores shared with students?
Students review scores with teachers and set learning goals based on the information provided by the
reports.
How do we interpret the scores?
Although the test scores provide us with some useful data, it is important to remember that test scores
show the performance of your child on a particular day and in response to a particular set of questions.
Therefore, we interpret your child’s score on the MAP test in the context of the other information we
have about your child’s progress and achievement, and over a period of time.
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Supporting all our Learners at CAS
Language, Learning and Literacy (LLL)
Casablanca American School’s (CAS) Language Literacy and Learning (LLL) department aims to foster
student well-being and success by creating holistic learning programs that help students to reach their
academic, social, emotional and intellectual goals. By identifying and understanding personal and
academic difference in each of our students, we strive to meet individual needs and to ensure success
in the core classroom environment.
The success of each student is a responsibility shared by the student, the school and the family, and
each has a role in maintaining strategies and goals to contribute to that success. The LLL Department
supports student success through collaborative planning and preparation, in-class differentiation and
accommodations, push-in support, pull-out support, mentorship and guidance/counseling programs.
We strive to keep students in the most inclusive setting possible at all times.
For students requiring LLL department services, an individual record including history, interventions,
accommodations, goals, and progress is maintained and regularly evaluated in order to ensure the best
program for each student.
LLL PROGRAM DESCRIPTION
The Language, Literacy, and Learning Department serves students with a variety of educational needs.
The department is comprised of teachers specialized in the following areas:
· Learning Support (for students with diagnosed needs)
· Reading Intervention (RI)
· Talented and Gifted (TAG)
· English Language Learning (ELL)
Services include pullout and push-in instruction, mainstreaming, in-class support, and a studentcentered professional coaching program for teachers. Specific criteria for entrance and exit from the
service areas are used and strictly adhered to. Child Study Team (CST) and Student Study Team (SST)
meet regularly to discuss students referred to LLL programs and plan services.
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LEARNING SUPPORT AND READING INTERVENTION IN LOWER SCHOOL
In Lower School, Learning Support and Reading Intervention teachers work in conjunction with base
teachers to serve the needs of specific students and classes through co-planning and collaborative
teaching. Students may receive services in small groups or individually as needs dictate. Reading
Intervention students receive services based on reading assessment and MAP scores. RI groups meet
when the base class has regular reading instruction. Learning Support students receive services based
on a diagnosed need. Learning Support instruction may take place in the regular classroom or in a
separate space as needed, as part of core subject time, or during languages if additional time is
necessary.
ELL (ENGLISH LANGUAGE LEARNING)
ELL services are available for students in Grades 1-5. Entrance criteria must be met for a student to
qualify.
The Year 1 and Year 2 ELL student experience at CAS is predominantly immersion in content area
classes. Intensive ELL instruction for Year 1 ELL students takes place as a separate class during the
regular base class time. In the Year 1 ELL class, the focus is on basic interpersonal communication
vocabulary and structures. Remember that ACQUISITION takes time. As soon as possible, the ELL
teacher integrates some of the content vocabulary. The students are provided with social, emotional
and linguistic support. Year 2 ELL students are provided with additional support while remaining in their
regular classes.
All teachers at CAS share the job of helping our non-native English speaking students fill in the gaps. A
variety of resources are used that assure that our ELL students are getting the foundational pieces
(vocabulary, grammar, expressions, etc.) that they need.
TAG (TALENTED AND GIFTED)
Students qualify for TAG services beginning in Grade 2 based on multiple measures including grades,
academic achievement, standardized testing, parent surveys, and teacher surveys. Services are tailored
to individual student needs and may include: differentiation support in the regular class, small group
instruction with intellectual peers, and counseling.
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Core Subject Areas
The core subject areas of the CAS curriculum are structured and assessed using AERO (American
Educational Reaches Out) standards. AERO is closely aligned with the U.S. based Common Core State
Standards. For more details, please visit the AERO website http://www.projectaero.org/
ENGLISH LANGUAGE ARTS
Semester
Semester 1
Semester 2
Unit Name
Essential
Questions
Friendship
What is a friend and why do
we need them?
What are some things a good
friend does?
How do we make/lose
friends?
What are things we can do to
get along better with others?
How can you use reading
strategies to understand
what you have read?
How can I become a more
effective reader?
How can I write an interesting
story?
Whole Class Novel Study How do characters' traits,
actions and feelings affect the
story?
How do events in a story help
it to move forward?
Assessments
Reading comprehension
tests
Reading reflections
Narrative writing piece
Discussion
Role play
Guided reading packets
Quizzes
Discussions
Persuasive letter
Small Group Novel Study How do characters' traits,
actions and feelings affect the
Guided reading packets
story?
How do events in a story help
Discussions
it to move forward?
How do writers convince
readers to agree with them?
City Wildlife
(integrated with science
unit “Habitats”)
How can you use reading
Reading comprehension
strategies, like context clues, test
to understand what you have
Research project
read?
Does your writing have a
sequence of ideas from start
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to finish?
How do animals adapt to live
in an urban environment?
What are the characteristics of a
poem, fable, folktale and
Fables/Folktales/Legends legend?
(integrated with social
studies)
What would be the author’s
purpose of each genre?
How can you bring voice to
your writing?
Reading comprehension
test
Reader’s Theater
Writing personal folktale
SOCIAL STUDIES
Trimester
Semester 1
Unit Name
Essential Questions
Rights, Responsibilities What rights do we have?
Assessments
Role play
What is the difference between a
Quizzes
right and a responsibility?
Why do children need special rights? Discussion
What responsibilities do we have to
others in our community and our
world?
How can governments work to
protect people's rights?
How does the United Nations and
UNICEF work to protect the rights of
children in the world?
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Semester 2
Communities
What is a community?
Project based
What types of communities do you
assessment
know?
What are your responsibilities as a
community member?
How do different members of the
community contribute to the whole?
Where is Europe located?
Research project
What are the main geographical
features of the main European
(integrated with ELA
Country presentation
unit “Folktales”) countries?
What are the different languages in
Mapping activities
Europe?
What countries and capitals are part
of Europe?
How do lifestyles compare in
different countries?
European Tour
MATHEMATICS
Semester
Unit Name
Semester 1 Rounding and Place Value
Numbers and Operations
(addition, subtraction and
estimation)
Essential Questions
How are numbers constructed?
What do numbers represent?
What role do numbers play in our
lives?
What are the different ways to
represent a number? (standard
form, expanded form, word form,
base ten blocks)
What makes an answer exact?
What makes a strategy both
effective and efficient?
How do you know when to add or
subtract?
Assessments
Pre and post written
test
Daily observation
Written test
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How are operations connected?
What are the practical real life
applications for addition and
subtraction?
Multiplication and Division
How are multiplication and division
related?
How can you write a mathematical
sentence to represent a
multiplication or division model we
have made?
How do multiplication and division
help us solve problems in everyday
life?
Timed tests
How do we compare and contrast
and classify 2D and 3D objects?
How can we sort 3D shapes?
What are the different types of
angles formed by 2D and 3D
shapes?
Pre and post written
test
Graphing and Measurement -Why are graphs and tables
(integrated with science unit useful?
“weather”)
-How could we best show the
information?
-What can we determine from
various graphs?
-How is measurement used in
real life?
Pre and post written
test
Semester 2 Geometry
( 2D, 3D and
transformational geometry)
Fractions
What does a fraction represent?
Can you identify and describe parts
of a fraction?
What does it mean to be an
equivalent fraction?
How can we compare fractions?
Geometry project
Daily measurement
m
of
weather
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SCIENCE
Semester
Semester 1
Unit Name
Sound
(integrated with
music)
Habitats
(integrated with
ELA)
Semester 2
Weather
(integrated with math)
Essential
What make sound?
How does sound travel?
How can you change pitch and
volume?
What are the basic survival needs
of humans, plants and animals?
What is a habitat?
How far does my habitat extend?
Can different organisms share a
habitat?
Can an organism survive in
different habitats?
What is a biome?
What is weather?
What is climate?
What factors affect weather?
How does temperature and
precipitation determine climatic
zones?
How do we measure weather?
What kind of changes do you see in
weather where you live?
Specialist Subjects
ARABIC GRADE 3
Questions
Assessments
Daily observation
Written test
Instrument design
Daily observation
Written test
Research project
Study weather over time in
an area.
Graph temperature and
precipitation in an area
Compare and contrast
weather at different times
of the day
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Arabaphone
By the end of third grade, students will be able to write and read simple words, sentences and photo
stories. They will also be able to identify and understand familiar words, get the general idea of a
reading text, ask and answer simple questions and talk about their daily routines.
.
Non-Arapahone
By the end of third grade, students will be able to write and read simple words, sentences and photo
stories. They will also be able to follow simple instructions related to daily classroom activities, ask and
answer simple questions and express their likes and dislikes in both standard and Moroccan Arabic.
Students are assessed in Arabic class through the following standards:
1. Communication
Students engage in conversations and correspondence in Arabic to provide and obtain information,
express feelings and emotions, and exchange opinions
Students understand and interpret written and spoken Arabic on a variety of topics
Students present information, concepts, and ideas to an audience of listeners and/or readers on a
variety of topics
2. Cultures
Students demonstrate an understanding of the relationship between the practices and perspectives of
the various cultures of the Arab world.
Students demonstrate an understanding of the relationship between the products and perspectives of
the various cultures of the Arab world.
3. Connections
Students reinforce and further their knowledge of other disciplines through Arabic.
Students acquire information and recognize viewpoints that are only available through the Arabic
language and culture
4. Communities
Students use Arabic both within and beyond the school setting.
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Students show evidence of becoming life-long learners by using Arabic for personal enjoyment and
enrichment
FRENCH
Grade 3 Francophone
Au cours de cette année, l’élève sera amené à développer sa lecture et ses connaissances de la langue
(à l’écrit et à l’oral). Il pourra comprendre et utiliser des mots et expressions courants concernant le
monde de l’imagination, de la famille et des loisirs. Il devra savoir conjuguer au présent, au futur, au
passé composé et à l’imparfait les verbes en « er » ainsi qu’ « être » et « avoir ». Il devra reconnaître
dans une phrase le déterminant, le nom, l’adjectif ainsi que le verbe et les adverbes.
Grade 3 Non Francophone
Over the course of the year, students will read short texts with simple vocabulary. They will be able to
answer questions on current activities and topics. They will become familiar with written language, by
memorizing the spelling of certain words and applying simple grammatical rules. Linguistic concepts
will be explored through the following topics: witches, Africa, and Insects.
Students are assessed in:
Comprehension ecrite-reading comprehension
Expression ecrite-writing expression
Grammaire et orthographe-grammar and spelling
Comprehension orale–listening comprehension
Expression orale – oral expression
MUSIC
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Students in grade 3 music will explore the various elements of music through singing, playing, creating, and listening. Grade 3
students attend music class twice a week for 45 minutes during semester 1. Students will be assessed on the following standards:
1. Sings, alone and with others, a varied repertoire of music - Students will be able to sing simple melodies and songs representing
various genres and styles from diverse cultures and composers with correct technique and expression while responding to the cues of
the conductor.
2. Performs on instruments, alone and with others, a varied repertoire of music - Students will be able to play simple rhythmic and
melodic patterns accurately with appropriate dynamics and timbre, play independent instrumental parts while others are playing
contrasting parts while responding to the cues of the conductor.
3. Improvises melodies variations, and accompaniments - Students will be able to improvises "answers" in the same style to a given
rhythmic and melodic phrases and improvise short rhythmic and melodic ostinato accompaniments.
4. Composes and arranges music within specified guidelines - Within specific guidelines, students will be able to compose and arrange
short songs and instrumental pieces using a variety of sound sources and be able to create and arrange music to accompany readings
or dramatizations.
5. Reads and notates music - Students will use a system to read simple pitch notation, read notes and rest in a variety of meter
signatures, and use symbols and appropriate terms for dynamics, tempo, and articulation.
6. Applies appropriate criteria to music and music performances - Students will develop and use criteria for evaluating music and
music performances, identify simple musical forms, describe and analyze music, and identify the sound of a variety of instruments.
7. Understands the relationship between music and history and culture - Students will be able to Identify, by genre and style, music
from various historical periods and cultures, identify musical styles and diverse genres, and understand the function of music and the
role of musicians in various music settings and cultures.
Students in music are assessed using classroom observation, class projects and performances, and some written and oral
assessments.
ART
Twice a week, for the second half of the school year, with developing knowledge of the elements of art
and principles of design, grade 3 students will engage in projects designed to take advantage of their
natural development of hand-eye coordination and motor skills. Most projects will incorporate an art
history component. They will be assessed on the following standards:
1. CREATING ART Use the creative processes and the language of art to communicate through a variety
of media and techniques,
2. HISTORICAL AND CULTURAL CONTEXT Understand how art has shaped and preserved history and
culture in Morocco and the world,
3. PERCEPTION AND EVALUATION Using the language of art, students critically analyze, derive meaning
from, and evaluate artwork,
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4. Knows how to use STRUCTURES (e.g., sensory qualities, organizational principles, expressive
features) and function of art specifically as it relates to other subject matter.
PHYSICAL EDUCATION
The PE program is designed to develop mental, emotional, physical, and social aspects
as
of living
necessary for a happy and productive life. Students are introduced to the fundamentals of team
sports, as well as health and physical fitness. Students will be assessed on the following PE
standards:
1. Applies a variety of basic and advanced movement forms.
2. Applies movement concepts and principles in the development of motor skills.
3. Demonstrates an understanding of the benefits and costs associated with
participation in physical activity.
4. Demonstrates knowledge of how to monitor and mainta
maintain a health-enhancing
enhancing level
of physical fitness.
5. Demonstrates an understanding of the social and personal responsibility associated
with participation in physical activity.
Evaluations will in the form of observations, group projects, written, and self oorr peer assessment.
This school year, units will include gross motor skills, fitness, gymnastics, basketball, soccer,
racquet sports, beach volley-ball,
ball, and cooperative games. Emphasis in the program is placed on
providing an opportunity for individual grow
growth
th and success while sweating and smiling!
LOWER SCHOOL LIBRARY
The Lower School Library aims to be an inviting, inclusive center of inquiry and reading for work or
pleasure. Resources for class work, teacher professional needs and leisure activities are accessible in
various formats including print, subscription databases and online encyclopedias.
The Lower School Library student and teacher hours are from 8:00am to 3:30pm. Parents are invited to
come to the library to check out materials for their chil
child/children
d/children from 8:00am to 8:30am and 3:00 pm
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to 4:00 pm. We ask that parents do not come outside of these times to minimize distractions from
learning. Parents may check out 7 books.
INFORMATION LITERACY IN THE LOWER SCHOOL
The library operates on a hybrid schedule for Pre First to Grade 5. Pre First and Grade 1 classes meet
weekly and are intended to develop lifelong readers and students who are competent users of
information. Grade 2 through Grade 5 check out materials weekly and meet in the library
libra when the
librarian and base teacher are collaborative teaching.
The libraries of Casablanca American School have established an information literacy skills continuum
for Pre First to Grade 12. The purpose of the continuum is to have consistent sk
skill
ill building throughout
the school that is cross-curricular
curricular and prepares the young learners for future research and inquiry
projects.