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Casablanca American
School
Lower School Curriculum
Handbook 2016-17
ETHICAL
COMMUNITY-MINDED
ENTHUSIASTIC-FORLEARNING
REFLECTIVE
RESPONSIBLE
RESPECTFUL
CREATIVE
Grade 4
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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 (RaschunIT). 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 READINGINTERVENTION 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
assessedusingAERO (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/
READING
Unit Name
Essential Questions
First Semester:
How do readers construct meaning from text?
Novel Study: Tales of a
Fourth Grade Nothing
Why do readers need to pay attention to a writer’s
choice of words?
Literature Circle
Discussions
How does understanding a text’s structure help me
better understand its meaning?
Mrs. Frisby and the Rats
of NIMH
What do good readers do?
How will practicing reading help me become a
better reader?
Summative
Assessments
Visual Arts
Project-Story Quilt
Written Test
Venn Diagram
comparing book to
movie
Book ReportInformation Bag
What can I do to help understand the meaning of
the text?
How do I analyze and make inferences within the
text?
Character Study
What can we learn from studying the characters in
our stories? How can we share our theories with
others?
How do authors show us the personalities of our
characters?
How do characters change throughout a story?
How can reading strategies help me think more
deeply about my reading?
Personal Project
Written
Assessment-Theme
Paragraphs
Character Outline
Project
Character Trait Quiz
Book Report-Book
Jacket
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Unit Name
Essential Questions
Second Semester:
How do text features help us to understand the
text?
Non-fiction
(Reading A to Z books)
How does organization help us to understand the
text?
What patterns did the author use to support the
information in the book?
How do I read fiction and nonfiction texts
differently?
How do readers construct meaning from text?
Novel Studies
How do readers use a variety of strategies to help
them understand text?
Why do we make predictions and ask questions
about the text before we start reading?
Summative
Assessments
Nonfiction and
Fiction Compare
and Contrast
Poster
Nonfiction
Fishbowl
Discussions
Book Report—
Biography Project
Story Mountain
and Book Poster
Novel Skits
Book Report—
Choice Project
How does making connections help us
understand the text better?
How does visualizing and making inferences help
us think about what is going on in the story?
How can we use context clues and other
resources to help us determine the meaning of
new words?
What makes a fully developed retell or summary?
Biographies
And Autobiographies
What are the characteristics of an effective
leader?
What are the characteristics of a biography?
Which events in a person's life are significant or
influential?
What characteristics or events make a person
famous?
How does learning about another person's life
help us learn about ourselves and the world?
Biography Trading
Card
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WRITING AND LANGUAGE ARTS
Unit Name
Writing to
Entertain--Personal
Narrative
Essential Questions
Summative
Assessments
How can I tell a story about myself through writing?
What can I learn about others through their writings?
Personal Narrative
Writing Piece
What am I trying to show about myself through this story?
How do I show first person point of view in my writing?
How does having clear spelling and grammar help people
understand what they read and write?
How can my thoughts and ideas be organized to plan for
my writing?
What are the stages of writing and how do they fit
together?
Writing to Inform—
Essay and
PowerPoint on
African country
How is information organized?
Why is information organized in different ways?
Why is it important to use multiple sources when
conducting a research project?
How does research guide students to focus their ideas on
a specific topic?
How can technology aid to the communication of
information?
Informational Essay
and Presentation on
African Country
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Writing to
Persuade--Letter to
the King
What does it mean to persuade someone?
Persuasive Letter to
the King
Why is it important to have strong evidence to make a
logical argument?
Why is the vocabulary we use in an argument important?
Why is it important to know who your audience is?
What details and facts support your reasons?
Writing to
Express/Entertain-Poetry Anthology*
How does our experiences help us better understand
poetry?
How does poetry help us better understand ourselves and
the world?
How does poetry differ from other forms of writing?
How does using different figures of speech help express
our ideas more clearly?
How do words create visual images and meaning for the
reader?
How does looking at things through a poet’s eyes help my
writing?
Poetry Anthology—Set
of 7 written poems
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SOCIAL STUDIES
Unit Name
Cartography
First
Semester
Interactions and
Relationships in
Africa
First and
Second
Semester
Farm to Table
Second
Semester
Essential Questions
Summative
Assessments
1. What is geography?
2. Why do people use maps?
3. What is the difference between physical and
political maps?
4. What are the key components of maps?
5. How has mapping changed with the use of
technology?
Ongoing discussions
1. What changes a society?
2. What are some ways that ethnicity and cultures
influence people's daily lives?
3. What are factors that influence a country’s
development over time?
4. How can technology be used to research and
display information?
5. How are printed materials different from
electronic resources?
1. How have humans impacted the environment in
Morocco?
2. How does the landscape of Morocco influence its
people and economy?
3. Why is agriculture such an important part of the
economy?
4. How are celebrations and food connected?
5. How does Morocco compare to other African
countries?
Culminating project
Culminating project
Ongoing discussions
**IT collaboration
**Library collaboration
Ongoing discussions
Culminating activity
Explore Morocco week
**IT collaboration
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MATHEMATICS
Unit Name
Place Value
First
Semester
Addition and
Subtraction
First
Semester
Essential Questions
Summative Assessments
1. What do numbers mean and how are they used?
2. How are numbers represented in different ways?
3. How does understanding place value help me compare
whole numbers?
4. How do I use inverse operations to solve algebra
problems?
5. How do I determine necessary information in a story
problem?
6. How do I know if my strategy is working?
7. Why does rounding help me estimate an answer?
8. How are showing and explaining different?
End of Unit Test
Ongoing quizzes
Informal observation
1. What makes a strategy both effective and efficient?
2. How do I analyze a problem to determine what
question needs to be answered?
3. How can I prove my answer to an addition or
subtraction problem?
4. How can I use oral, verbal, and written formats to
communicate and represent my ideas?
5. What is reasonable?
6. What makes an answer exact?
7.How is addition and subtraction used in the real world?
8.How can you use physical models or manipulatives to
solve an addition or subtraction problem?9. What words
help you determine which operation to use when solving
a story problem using addition or subtraction?
End of Unit Test
Ongoing quizzes
Informal observation
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Multiplication
and
Division
First
Semester
Unit Name
Measurement
Second
Semester
Geometry
Second
Semester
1. How can I use addition and subtraction to understand
multiplication and division?
2. What physical models can be used to explain
multiplication and division concepts?
3. How do I know if my answer is reasonable?
4. When is using a calculator more beneficial?
5. How do I justify and explain my solutions?
6. What is the difference between factors and multiples?
7. What do I do with a remainder?
8. How do we use multiplication and division in everyday
life?
Essential Questions
1. How are measurement and counting related?
2. How does what we measure affect how we
measure?
3. How can space be defined through
numbers/measurement?
1. Why do we compare, contrast, and classify
objects?
2. How do decomposing and recomposing shapes
help us build our understanding of mathematics?
3. What are area and perimeter?
4. What defines a polygon?
5. What is the difference between a regular and
irregular polygon?
6.What are angles and how do we measure
them?
7.What is symmetry?
8. How can transformations be described
mathematically?
9. How do I locate and label ordered pairs on a
coordinate plane?
End of Unit Test
Ongoing quizzes
Informal observation
Summative
Assessments
End of Unit Test
Ongoing quizzes
Informal observation
End of Unit Test
Ongoing quizzes
Informal observation
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Fractions, Decimals,
& Percents
Second
Semester
Data Analysis and
Probability
Second
Semester
1. How can I use models to connect and compare
fractions and decimals?
2. How can common multiples and simplifying
fractions help me compare fractions and
decimals?
3. What is equivalency?
4. How to add parts of whole numbers
5. How to find the fraction of whole numbers?
6. How to change fractions to decimals and
percentages?
7. How to change improper fractions into mixed
fractions?
End of Unit Test
Ongoing quizzes
Informal observation
1. What is data and how is it collected?
2. How can we represent a set of data?
3. How can we compare data?
4. What is the range, median, mode and average
of a set of data and how are they calculated?
5. What is probability?
6. How do we represent probability?
7. How do I describe data?
End of Unit Test
Ongoing quizzes
Informal observation
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SCIENCE
Unit Name
Earth in Space-Sun,
Moon and Stars
First
Semester
Energy-Heat, Light and
Electricity
First and
Second
Semester
Earth’s Resources:
Water, Renewable
and Non-Renewable
Resources
Second
Semester
Essential Questions
Summative
Assessments
1. What is Earth’s place in the Solar System?
2. How has technology expanded our knowledge
of the Earth, Moon, and Sun System?
3. What predictable, observable patterns occur as
a result of the interaction between the Earth,
Moon, and Sun? What causes these patterns?
Science Journal
1. How do we know that things have energy?
2. How can energy be transferred from one
material to another?
3. How are electricity and magnetism connected?
4. How does the sun’s energy impact our lives?
5. What are the uses of electricity and magnetism
in everyday life?
6. Why is it important to save electricity?
7. Why do scientist
scientists follow the scientific process?
Science Journal
1. What are the properties of water?
2. Why is water an important resource?
3. What impacts do humans have on water?
4. How do changes in one part of the Earth
system affect other parts of the system?
5. How might having a valuable natural resource
affect a region?
6. What are the steps to the scientific process?
Science Journal
Hands on Inquiry
Culminating Activity
Hands on Inquiry
Culminating Activity
Hands on Inquiry
Culminating Activity
**Library collaboration
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Specialist Subjects
ARABIC GRADE 4
Arabaphone
By the end of fourth grade, students will be able to write simple sentences and paragraphs accurately,
read in a grade-level appropriate pace, express the general idea of the text and understand the
supporting ideas and details of the text. They will also be able to speak clearly with accurate
pronunciation.
Non-Arapahone
By the end of fourth grade, students will be able to identify and understand familiar words, get the
general idea of a reading text. They will also be able to ask and answer simple questions and talk about
their daily routines both in 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.
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4. Communities
Students use Arabic both within and beyond the school setting.
Students show evidence of becoming life-long learners by using Arabic for personal enjoyment and
enrichment
FRENCH
Grade 4 Francophone
Au cours de cette année, l’élève sera amené à développer la lecture et ses connaissances de la langue
(à l’écrit et à l’oral). Il pourra comprendre et utiliser des expressions et mots courants concernant le
monde de l’imagination, de la famille et de l’environnement. En conjugaison, il devra savoir conjuguer
les 3 groupes à l’impératif, utiliser les verbes « être », « avoir », les verbes en « ER », les verbes en
« IR » et les verbes irréguliers (les plus fréquents) au présent de l’indicatif ; au passé composé les
verbes « être », « avoir », les verbes en « ER», les verbes en « IR » et les verbes irréguliers (les plus
fréquents) ; à l’imparfait les verbes « être », « avoir », les verbes en « ER », les verbes en « IR » et les
verbes irréguliers (les plus fréquents) ; puis au futur, les verbes « être », « avoir », les verbes en « ER »,
les verbes en « IR » et les verbes irréguliers (les plus fréquents). Il devra aussi connaître les pronoms
personnels et la composition d’un verbe et son infinitif. En grammaire, il devra savoir identifier et
utiliser les différentes phrases (affirmative, négative, interrogative, déclarative et interrogative), la
ponctuation, le verbe et son sujet (identification et accord), les mots invariables (les adverbes), le
groupe nominal (les déterminants, les noms et les adjectifs qualificatifs), les compléments du nom et
les compléments d’objet. En orthographe, il devra utiliser correctement les homonymes principaux
(a/à, et/est, son/sont, on/ont), le pluriel des noms réguliers, celui de noms en « al » et « ou » et
finalement l’accord dans le groupe nominal.
Grade 4 Non Francophone
Over the course of the year, students will have to read short stories written in everyday language. They
will be able to write simple sentences about familiar topics. This will lead to sharing personal
experiences and to explain texts or projects. They will enrich their vocabulary and acquire basic
linguistic and grammatical structures. Topics include: our close surroundings, animals, and pirates.
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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
Students in grade 4 music will explore the various elements of music through singing, playing, creating,
and listening. Grade 4 students attend music class twice a week for 45 minutes during the second half
of the school year. 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 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, and respond 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;
4. Composes and arranges music within specified guidelines - Students will 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;
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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 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
For the first half of the school year, twice weekly, through projects designed to encourage critical and
divergent thinking during the creation process, students will continue to focus on a variety of
techniques, media, and processes. Each project will have an art history component and focus on the
elements of art and principles of design.
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,
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.
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PHYSICAL EDUCATION
The PE program is designed to develop mental, emotional, physical, and social aspects 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
particip
in
physical activity.
4. Demonstrates knowledge of how to monitor and maintain a health
health-enhancing
enhancing level of physical
fitness.
5. Demonstrates an understanding of the social and personal responsibility associated with
participation in physical activity.
Evaluations
valuations will in the form of observations, group projects, written, and self or peer assessment. This
school year, units will include gross motor skills, fitness, gymnastics, basketball, soccer, badminton,
cooperative games like t-ball,
ball, kickball, soft
soft-volleyball.
lleyball. Emphasis in the program is placed on providing an
opportunity for individual growth and success while sweating and smiling!
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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 fro
from
m 8:00am to 3:30pm. Parents are invited to
come to the library to check out materials for their child/children from 8:00am to 8:30am and 3:00 pm
to 4:00 pm. We ask that parents do not come outside of these times to minimize distractions from
learning. Parents
rents 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 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 skill building throughout
the school that is cross-curricular
curricular and prepares the young learners for future research and inquiry
projects.