Welcome!
It is my pleasure to welcome you to the American School of Madrid and more specifically, the Lower School
Our division is made up of over 400 students who span in age from 3 to 11 years old. We have students from around the world and students who have attended ASM for many years Together, the Lower School students take care of each other, their school, and their community. Our school is a place where children make lifelong friends, work to solve problems and can be creative. The four pillars of our mission statement help to guide our work and our community
In addition, the Lower School strives to ensure children experience childhood. Through our OPAL (Outdoor Play and Learning) program, our students have opportunities to freely design their own play experiences.
More information about what you can expect this year for your Grade 4 learner can be found in this grade-level guide Additionally, please be sure to review and continue to reference our Lower School Learning Program Site, located on the ASM website. There you will find all of the details and information about our school procedures and policies
Of course, if you have any questions, please feel free to contact your child’s teachers or the Lower School Office. We are here to help you.
I wish you and your child a wonderful year in Grade 4!
Warmly,
Jen Munnerlyn Lower School Director
Who’s Who in Grade 4?
2024-25 Homeroom Teachers
4E- Meredith Erker
4D- Melanie Doty
4B- Arista Barragan
4C- Diana Cisneros
Specialist Teachers
Music- Jonathan Hunt/ Rory Reagan
Art- Elisa Sobelman/ Linda Phillips
PE- Daniel Martinez/ Jaime Sportun
Specials Teaching and Learning Assistant: Emily Murphy
Spanish Teachers
Lucia Hernanz, Katia Reyes, Feli Lopez, Iciar Olazabel, Daniella Carrillo, Juan Carlos Gallardo, Mamen Pretel, Mercedes Marine
Coordination of Support Team
Counselor- Melissa Marsh
Learning Support Teachers- Margaret LeGrand, Meredith Bosco, Richard Marshall, Katrina Bruening, Camila Reina
COST Teaching and Learning Assistants: Toni Jimena-Fragoso and Taylor McGilbra
ASM Philosophy and Beliefs
Mission statement
At the American School of Madrid, we empower lifelong learners to take on challenges and thrive, care for others in our diverse international community, and think globally and creatively toward a better future.
ASM Learning Beliefs
At the American School of Madrid, we believe
Important Learning
● Should be purposeful and relevant
● Involves real-world experiences, risk and failure, self-reflection, and choice.
● Is a continuous process
● Requires pushing through challenges and perceived limits.
● Is facilitated by skillful, caring teachers
● Requires students to actively own their own learning.
● Takes place within a positive, supportive school community
● Is supported by perseverance, problem-solving, self-reflection, time management, empathy, and collaboration.
● Requires creativity by teachers and students
ASM’s Commitment to Diversity, Equity, Inclusion, and Justice
We, at the American School of Madrid, stand for the rights of every individual to safety, belonging, and freedom from discrimination.
We as teachers, students, parents, administrators, staff, and board members hold ourselves accountable for actively working toward justice, repairing harm, and growing as lifelong learners.
We commit to recognizing and affirming all community members, with particular regard for those who are marginalized by identity including, but not limited to: race, color, ethnicity, religion, gender identity and expression, sexual identity, national origin, citizenship status, physical abilities, neurodiversity, socioeconomic status, and age.
Incidents of racism and all forms of bias or discrimination that result in the assault on an individual’s dignity and self-worth do not belong in our school. From revising schoolwide systems to defining individual responsibilities, we will continuously apply a critical and equity-based lens to improve our school’s policies and practices. This includes the development and application of clear and consistent consequences for when acts of injustice occur.
As a community bound by the primary objective of learning, we believe that our commitment to diversity, equity, inclusion, and justice will empower not only our students but all members to courageously advocate for a more just world.
Mutual Respect and Anti-Bullying Statement
Definition of Bullying and Harassment
Bullying is unwanted, aggressive behavior among school-aged children that involves a real or perceived power imbalance The behavior is repeated or has the potential to be repeated, over time. Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding something from a group on purpose.
Often, kids who bully use their power- such as physical strength, access to embarrassing information, or popularity- to control or harm others. Power imbalances can change over time and in different situations, even if they involve the same people.
Harassment is behavior towards a person that causes mental or emotional suffering, which includes unwanted contact or attention (can be repeated or one time). These unwanted contacts and/or attention can include racist remarks or gestures (offensive comments about countries of origin or physical appearance) and derogatory comments about sexual orientation or gender identity (real or perceived).
Bullying or Harassment Examples:
Verbal Harassment and Bullying include speaking or writing mean things in any language
● Teasing
● Name-calling
● Taunting
● Threatening to cause harm
● Targeting based on country of origin or race
● Comments based on sexual orientation or gender identity
Physical harassment and bullying- hurting a person’s body or possessions
● Hitting/kicking/pinching
● Spitting
● Trapping/tripping/pushing
● Taking or breaking someone’s things
● Unwanted physical touch
● Making mean or rude hand gestures
Sexual Harassment and Bullying
● Inappropriate sexual comments
● Unwanted sexual attention (including comments about body parts and appearance)
● Unwanted romantic attention
Social Bullying- hurting someone’s reputation or relationships
● Leaving someone out on purpose
● Telling other children not to be friends with someone
● Spreading rumors about someone
● Embarrassing someone in public
Cyberbullying- using online mediums (apps, social media, email, blogs, etc.) to bully/harass/intimidate others
● Sending or posting cruel messages or images
● Threatening others
● Excluding or attempting to exclude others from activities or organizations
● Starting or passing on rumors about others
● Sending angry, rude, derogatory, or vulgar messages directed at a person or persons privately or to an online group
● Sending or posting harmful, untrue or cruel statements about a person to others
● Pretending to be someone else and sending or posting material that makes that person look bad or places that person in potential danger
● Sending or posting material about a person that contains sensitive, private, or embarrassing information, including forwarding private messages or images; and/or engaging in tricks
to solicit embarrassing information that is then made public.
Grades 1-5 Family and Student Mutual Respect and Anti-Bullying Agreement
(Signed by the student and parent at the start of the year )
Each student in the Lower School has a right to:
● Learn in a safe and friendly place
● Be treated with respect and dignity
● Receive the help and support of caring adults
By signing this pledge, the STUDENT agrees to be a good ASM community member by:
1. Valuing student differences and treating others with respect and dignity.
2 Being an upstander and engaging positively with peers
3 Reporting honestly and immediately all incidents of bullying or harassment to an adult at school.
4 Being alert in places around the school where there is less adult supervision such as bathrooms, corridors, stairwells, and on the bus
5. Supporting students who have been or are subject to bullying.
6 Modeling good behavior for younger students and supporting them if bullying occurs
7. Participating fully and contributing to school discussions dealing with bullying
8. Adhering to these guidelines in class, in the hallway, at lunch, on the playground,at ASAs, and on the bus
9. Being a part of the solution by participating in conflict mediation and repairing conversations
By signing this pledge, the FAMILIES agree to be good ASM community members by:
1 Encouraging students to value student differences and ensuring all family members are informed about expectations for mutual respect and anti-bullying policies.
2. Working in partnership with the school to encourage positive behavior, valuing differences, and promoting sensitivity to others
3. Discuss regularly with their children their feelings about school work, friendships, and relationships
4 Informing homeroom teachers of changes in their children’s behavior or circumstances at home that may change a child’s behavior at school.
5 Alerting the child’s homeroom teacher immediately if any bullying or harassment has occurred
6. Supporting their children in participating in conflict mediation and repairing conversations Consequences for
Harassment and Bullying Behavior
Incident 1: The student is sent to the Lower School Director after teacher interventions are no longer successful or if there is any type of physical
Incident 2: The student is sent to the Lower School Director and parents will be contacted.
Incident 3: The student is sent to the Lower School Director and the parent is contacted to pick the child up from school.
interaction.
The student will:
1. complete a reflection form which will be sent home
2. participate in a guided conversation with all involved
3. meet with the counselor
The student will:
1. complete a reflection form
2. lose recess time
3. participate in a guided conversation with all involved
4. meet with the counselor
*Returning to school will require a mediated meeting with the Lower School Director, counselors, homeroom teacher, parents, and the child.
*Continued need to send a child home may result in a Behavior Contract.
Spanish law requires the American School of Madrid to report all bullying incidents to the Comunidad de Madrid.
We the students/families and staff of the Lower School agree to join together to consistently practice mutual respect, keep our school a safe place, and stamp out bullying
How do we teach important topics in the Lower School?
1 The ASM DEIJ statement informs Lower School curricular decisions This means we make sure to teach Lower School students about important and sometimes difficult topics, in age-appropriate ways This includes but is not limited to child safety and protection, identity development, puberty, family systems
2 Lead teachers, with the input of the administration, determine what and how content will be developed to address age-appropriate issues within our grade-level curriculum.
3. We recognize that part of our job is to partner with parents around tricky topics, because of the age of the children in our care Staff will always communicate with parents regarding those topics, and how we will share about them, before doing so.
4 If we believe a topic might cause discomfort for our students or parents, or if something comes up as a teachable moment, and we haven’t had time to vet or plan for teaching that topic, staff will pause and check in with our Lower School Leadership Team team before moving forward. That team includes the Lower School Director, the counselors, and the teacher leaders
5. If needed, counselors are trained and available to speak with students or parents about issues that arise and need to be addressed in a one-on-one setting
This process, therefore, ensures that we:
● Maintain a team approach (no teacher makes a decision to cover a tricky topic on their own).
● A developmentally appropriate stance (we teach in ways that respect the ages of the children and we communicate clearly with parents about what we are doing).
● Make our DEIJ statement come alive school-wide
The Grade 4 Experience
9-Year-Old Child Development Milestones
At age nine, children are poised for a major transition as they stand on the cusp of adolescence. In many ways, they can still be considered children but are becoming much more independent and able to handle certain responsibilities with minimal adult supervision. (VeryWell Family, 6 Sept. 2019)
Click for the full article: Including physical, emotional, and cognitive development 9-Year-Old Child Development Milestones
Assessment
The work of all teachers is to meet each child where he or she is and then to move that child forward Teachers are continually assessing student progress within the curriculum as evidenced by classroom-based and common grade-level assessments. These assessment types identify learner progress in relation to themselves and where they started, to our curriculum and standards, as well as to the ASM class and grade-level group.
Additionally, we gauge student progress using externally-developed, globally-recognized, and normed metrics of measurement twice a year. For example, Grade 4 students take the Measures of Academic Progress (MAP) test at ASM. This test is a standardized test students in Grades 3-5 take on a computer. It is also an “adaptive test” meaning the questions change based on how the child answers them A few important items to note: The test is a snapshot in time Over time, and after multiple tests, the results are interesting because they show the learning progress of a student in Reading, Language Usage, and Mathematics Students and teachers do not prepare for the test. Instead, this assessment allows us to take this particular moment in time to survey where students are, in order to compare that information with our own, essential, classroom data
We compare a child’s progress in the classroom with these externally-designed assessment targets. If the results of a student's growth show significant discrepancies between these multiple types of assessments, teachers will conduct additional assessments and begin a differentiation plan, as needed. Continued concerns about progress will result in the student being referred to our Learners Support and/or EAL teachers for support.
Differentiation and Student Support
ASM operates under a Multi-Tiered System of Support. Our intention is that our teaching resources support differentiated instruction for the range of learners we find in every classroom. We use consistent progress monitoring to inform our teaching and thereby determine the level of support or enrichment our students may need at a given point in time. Based on data-informed progress monitoring, classroom teachers differentiate curricula to engage various types of learners and learning styles.
The ASM Lower School also has a Coordination of Support Team (COST) that includes Counselors, Learning Support teachers, English Language development teachers, and Administration This team reviews data and student progress with grade-level teams. When determined necessary, the COST team collaborates with teaching teams to design responsive intervention plans with academic, behavioral, social emotional or English language development goals for students.
ELD: English Language Development
The ELD program in the Lower School provides support services to multilingual learners from Grade 1 to Grade 5 by supporting students to develop their English language skills and access academic learning Students are assessed in the fall and/or spring to measure their progress toward English proficiency in oral, reading, and written skills.
Students entering ASM who speak a language other than English as a primary home and/or academic language will be assessed using the World-Class Instructional Design and Assessment (WIDA) assessments within two weeks of starting school Depending on their score and teacher input, the student may receive English language support and have their growth measured through annual/biannual WIDA assessment. As a student reaches a level of English proficiency that facilitates their independent learning at ASM, they will no longer take WIDA English assessment.
Guidance School Counselors
School Counselors collaborate with classroom teachers and staff in order to create and maintain an environment that encourages both academic and social-emotional learning. They promote developmentally appropriate student behavior for classroom management and school-wide expectations.
They engage in ongoing consultation with students, teachers, parents, and ASM’s administration to address student learning differences, social-emotional development, emotional literacy, and behavioral functioning in order to meet individual student needs.
They deliver standards-based classroom lessons to all students as part of a comprehensive counseling program Counselors also deliver individual and group school counseling to students who may need more support regarding their social and emotional health and well-being. They
are also generally the first to respond and provide support to students who are in emotional crises and child protection-related situations.
Additionally, the counselors participate in orientation and departure programs for Lower School students and their families in order to support students’ transition and adjustment.
Home Learning
Practicing skills learned in class, extension or application of concepts already learned, as well as integration of a variety of skills in a single assignment or project, are among the purposes for homework at ASM Homework also helps students develop good study habits and learn how to manage their time and materials.
That said, research shows that homework does not necessarily contribute to increased learning. Therefore, our goal is to provide students with homework while also ensuring that they have time for extracurricular activities, to play outside, and to be with their family and friends. The vast majority of learning will take place inside the classroom with other students and your child’s teacher
The time it takes each child to complete work varies Our intention is that most students will spend an average of 10 minutes per grade on homework each night:
Grade 1- 10 minutes Grade 2- 20 minutes Grade 3- 30 minutes Grade 4- 40 minutes Grade 5- 50 minutes *Students in the Native Spanish Program will receive more homework due to the added requirements of this program. If parents feel their child’s homework is excessive, they should contact the teacher.
These guidelines for homework time include time to read independently All LS students from Kinder 3 to Grade 5 are expected to read every night for 5 to 30 minutes depending on their age Developing an independent reading habit is extremely important Independent reading should be reading that is relatively easy. ‘Just right’ books are books children can read on their own quickly and smoothly.
What I Need (WIN) Time
To ensure that all students have the opportunity to review and practice or advance on skills important to their growth, all students in Grades 1-5 engage in WIN Time for 50 minutes every 6 days This period occurs at a set time each week in the grade-level schedule and instruction is provided by the classroom teachers, Spanish teachers, and COST team. The large number of adults involved in WIN time ensures small groups of children can work on specific, targeted skills necessary for their growth and development in the academic areas of math, reading, writing, and Spanish. Students are flexibly grouped based on the most important opportunity for growth.
Grade 4 Field Trips
In the Lower School, we make learning come alive by connecting to the local community and engaging in real-life learning. Each year field trip opportunities are designed by teachers to ensure the curriculum is enhanced and students’ current interests (and available opportunities within the community) are considered.
It is important for students to be on time to school to attend a field trip. Coordination of late-arriving students requires involvement from the Lower School Director and the grade-level team leader. In some cases, if a child is tardy to school, joining the field trip late will not be an option
Communication of Growth and Achievement
In the Lower School, student growth is communicated via a process that ensures parents are aware of growth and development every day.
Assemblies, Informances, Learning-In-Action Parent Partnership Events
Throughout the year parents will be invited on campus to participate in their child’s learning life. These opportunities will be a mixture of celebrations, presentations, learning engagements, and the opportunity to see classrooms in action.
Digital Learning Portfolios on Seesaw
Students and teachers use Seesaw as a digital portfolio to celebrate and document student learning and to strengthen the home and school connection for our families Students will use Seesaw to share their
creativity, show their understanding, build technological skills, develop pride in their work, and reflect on their learning In addition, teachers will share regular announcements to parents via email through weekly newsletters
Student, Parent, and Teacher Learning Conferences
Two times per year, students, parents, and teachers meet to celebrate and discuss student goals, progress, and next steps.
Grade Level Guides
Grade Level Guides provide detailed information about the overall program at the grade level including what students are expected to learn and be able to do during the year
Report Cards
Three times per year, student growth is summarized and shared with families via our Lower School report card. This report card represents students' performance in relation to standards, benchmarks, and widely held developmental expectations.
Grade 4 Areas of Learning
Classroom Community
ASM believes that in order to be successful in and out of school, students need to learn a set of social and emotional competencies cooperation, assertiveness, responsibility, empathy, and self-control and a set of academic competencies academic mindset, perseverance, learning strategies, and academic behaviors To live this belief, the Lower School utilizes a student-centered, social, and emotional learning approach to teaching and discipline. The principles that guide this approach are:
1 Teaching social and emotional skills is as important as teaching academic content
2. How we teach is as important as what we teach.
3. Great cognitive growth occurs through social interaction.
4 How we work together as adults to create a safe, joyful, and inclusive school environment is as important as our individual contribution or competence.
5 What we know and believe about our students individually, culturally, and developmentally informs our expectations, reactions, and attitudes about those students.
6 Partnering with families knowing them and valuing their contributions is as important as knowing the children we teach.
OPAL: Outdoor Play and Learning
Children in the Lower School are guaranteed a high-quality play experience. In fact, we believe that the time spent playing is just as important as the time spent learning inside the classroom setting Play provides opportunities for children to develop skills in physical activity, socialization, cooperation, coordination, resilience, creativity, and imagination. Of course, it is also the most enjoyable part of a child’s day!
The ASM Play Landscape, consisting of Don Quijote Park, Sancho Panza playground, and the Lower Field is different from a regular playground Our students have 100s of items to play with (in a fantastic natural setting) rather than simply a playground with a few items to play upon.
Our OPAL program is grounded in the theory of loose parts which states that “it’s the loose parts in our environment that empower our creativity. Loose parts are materials with no specific set of directions that can be used alone or combined with other materials, therefore can be used in any way that children choose and can be adapted and manipulated in many ways. Loose parts can be natural or synthetic. Loose parts are materials that can be moved, carried, combined, redesigned, lined up, and taken apart and put back together in multiple ways ”1
Staff at ASM are trained by OPAL (Outdoor Play and Learning) to offer high-quality play experiences for children.
Play is not what we do after learning. OPAL is learning time!
At ASM we believe that play is a process that is:
1. Freely chosen by the child
2. Directed by the child
3. For the child’s own motivations and reasons
4. Offered and available in all weather conditions
ELA: English Language Arts
Children in ASM’s upper elementary (Grades 3 - 5) continue to develop their foundations of English literacy through authentic and meaningful reading, writing, and word study experiences aimed at increasing independence and agency Our learners expand their repertoire of literacy skills,
1 PlayWales.org, Sept. 2020
strategies, and competencies at ASM in order to master the globally recognized expectations outlined in the Common Core State Standards. The English literacy teaching and learning experiences of ASM are designed to prepare students for life outside the classroom and are directed not only by the above-mentioned standards but by student interests and needs as well
ASM utilizes a balanced literacy workshop approach when teaching English Language Arts which looks like rich language and print-based learning opportunities across the school day: read-aloud, reading and writing workshops with independent practice, word study, interactive writing, and close reading. This research-based approach allows teachers to identify where each learner is on the continuum of literacy development and then match learning experiences to their areas of focus in whole and small group settings (like book clubs), as well as in peer partnerships and one-on-one teacher/student supports
Grade 4 - English Language Arts Teaching and Learning
Domain Strand Areas of Focus and Development
Reading Foundational Skills
Literature
Informational Text
Know and apply grade-level phonics and word analysis skills in decoding words Read with sufficient accuracy and fluency to support comprehension
Make inferences from the text, determine a theme, summarize the text, describe story elements, analyze craft and structure choices made by the author, compare and contrast the point of view of different stories and themes, make connections between texts, read and comprehend literature at grade 4 complexity
Make inferences from the text, determine the main idea, summarize the text, determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area, describe the overall structure of a text, compare and contrast in texts, integrate knowledge and ideas, read and comprehend informational texts at grade 4 complexity
Writing Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Range of Writing
Speaking and Listening
Language
Comprehension and Collaboration
Presentation of Knowledge and Ideas
Conventions of Standard English
Compose narrative (develop real or imagined experiences using effective technique), informational (introducing a topic, teaching facts), and opinion (stating an opinion, supplying reasons) pieces across the year
With some guidance and support from peers and adults, plan, develop, organize, produce, revise, and edit writing for various tasks and purposes
Conduct short research projects that build knowledge about a topic
Write routinely over extended time frames (research, reflection, revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly
Report on a topic or text, clearly speaking at an understandable pace, and add visual displays when appropriate.
Demonstrate command of the conventions of standard English grammar & usage when writing or speaking as well as conventions of standard English capitalization, punctuation, & spelling when writing
Knowledge of Language Use knowledge of language and its conventions when writing, speaking, reading, or listening
Vocabulary Acquisition and Use
Mathematics
Explore word relationships and determine or clarify the meaning of unknown and multiple-meaning words at the fourth-grade level as well as demonstrate an understanding of figurative language Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases
Children in ASM’s lower school develop their mathematical understandings, skills, and practices through a constructivist math workshop approach which prioritizes a large block of time for differentiation to match instruction to students’ abilities.
ASM’s math program aims for all students to master globally recognized content standards as well as mathematical practice standards. Our approach to math teaching and learning is supported by the utilization of core curricular resources, one of which is Everyday Mathematics
Domain
Operations and Algebraic Thinking
Numbers and Operations in Base Ten
Number Operations and Fractions
Measurement and Data
Geometry
Mathematical Practices and Real-World Applications
Grade 4 - Mathematics Teaching and Learning
Areas of Focus and Development
Uses operations with whole numbers to solve problems
Gains familiarity with factors and multiples
Generalizes and analyzes problems
Understands place value for multi-digit whole numbers
Uses place value understanding and properties of operations to perform multi-digit arithmetic
Extends an understanding of fraction equivalence and ordering Builds fractions from unit fractions
Understand decimal notation for fractions
Solves problems involving measurement and conversion
Represents and interprets data
Draws identifies, and utilizes lines and angles
Makes sense of problems and perseveres in solving them
Clearly communicates mathematical thinking
Models with mathematics
Clearly constructs arguments and critiques the reasoning of others
Concept-Based Learning
Teachers teach conceptual-based units which are organized around a concept This approach integrates various subjects such as science, reading, writing, social studies, etc and all are connected by a common theme. The goal is to provide a more engaging learning experience for students and help them gain a deeper understanding of the concept and how it applies across different subjects. In Grade 4, the students may explore concepts such as the changing earth over time, power relations, and bringing history to life through the impact of history
Science and Social Studies
ASM uses the Next Generation Science Standards and the C3 Standards as a basis to engage students in learning through inquiry around science and social studies During the course of the year, students may explore physical science, life science, earth and space science, engineering design, civics, economics, history, and geography.
Spanish Language Program
At ASM in the Lower School all students in K1- Grade 5 benefit from learning Spanish.
Native Spanish Program
At ASM in the Lower School, the Native Spanish program is for native speakers who speak Spanish as a mother tongue at home The program follows the curriculum established by the Spanish Ministry of Education. Students in this program express themselves in an appropriate manner in a variety of situations both linguistically and culturally. Students learn both Spanish language and culture through social studies
The Native Spanish program includes:
● A native Spanish teacher
● Curriculum mandated by the Ministry of Education
Grade 4 - Native Spanish Teaching and Learning
Domain Students will be able to
Oral Communication: speaking and listening
Reading Comprehension of Short Texts
Use pronunciation and intonation when speaking orally adjusting to the situation, the type of text, the rhythm, and the vocabulary used
Read aloud and silently with adequate rhythm using correct intonation and respecting the punctuation marks.
Read literary texts and informative texts silently and understand their content by summarizing them and responding to questions about them.
Written Comprehension: Writing
Compose narrative texts (biographies, personal diaries, and stories) using 100 or more words and including descriptions of people
Knowledge of the language Distinguish between the prefixes and suffixes in words Distinguish between simple, compound, and complex words
Spanish as a Foreign Language Program
At ASM in the Lower School, the Spanish as a Foreign Language program is for all students in the lower school who are not native Spanish speakers.
The main objective of this program is to introduce students to the Spanish culture and enable them to achieve a level at which they will be able to participate in everyday activities using the Spanish language with sufficient fluency and accuracy.
The Spanish as a Foreign Language program includes:
● A trained Spanish teacher
● Units designed to engage students in conversations about everyday life. The following topics will be covered throughout the year: school, family, nature, the country of Spain and its celebrations/traditions.
● Students learn through role-plays, games, songs, stories, and creative work
● Several levels which allow students to continue to progress in their language learning and development
Spanish Foreign Language (SFL) Expectations
Grade 4 - A1
Speaking- A1
I can use basic greetings
I can present myself, name, age, where I am from, who my friends are
I can ask others about themselves
I can state my likes
I can express my basic needs
I can say when I don’t understand and ask how you say something in Spanish
I can ask questions and make statements about the topics we are studying in my classroom
Listening - A1
I can understand everyday expressions and questions dealing with simple and concrete everyday needs and follow speech
I can understand questions and instructions in the classroom and show that I understand by answering and following short, simple directions
I can understand vocabulary for colors, days of the week, months, and numbers. and dates
I can understand the names of familiar objects and classroom vocabulary
I can understand the names of fall vocabulary and school subjects
I can understand words, phrases, and traditions associated with different holidays and festivals celebrated during the school year
Reading - A1
I can understand and answer questions about very general ideas about what we have read
I can read the familiar names, words, simple phrases, and instructions on the classroom charts and cards we have in the classroom
I can independently read very short simple texts, putting together familiar names, words, and basic phrases
I can independently and fluently read and comprehend books at the expected level for A1 at my grade
Writing- A1
I can write my name, the date, and any other information requested by my teacher on my school papers
I can write correctly write many of the vocabulary words we have studied in each unit
I can write about the monster's description
I can write a simple sentence about my weekend
Speaking A2
Grade 4 - A2
I can describe myself, my family and other people, and where I live, in some detail.
I can ask somebody to repeat and clarify what they said.
I can describe my hobbies and interests in a simple way using complete sentences.
I can give short basic descriptions and describe past and future activities and personal experiences (Last weekend….I On my last holiday….. Next week I am going to….
I can talk about my schooling, where I have studied, and what I think about school using simple vocabulary.
I can ask for attention to speak and indicate when I am following someone else’s conversation or presentation with appropriate body language and short comments.
I can explain my daily routine at home and at school in simple complete sentences.
I can participate in role-play situations about places like the home, shops, and restaurants, or in travel situations.
Writing
I can write explanations about what I like or dislike about something.
I can write short, basic descriptions of events and activities past and present.
I can spell many common words, including writing familiar nouns, adjectives, and verb endings correctly.
I can write about current and past activities and personal experiences(from daily life, holidays, vacation trips etc) and tell what was special about them.
Listening- A2
I can understand enough to manage simple, sustained, routine conversations without too much effort.
I can catch the main point in short, clear simple messages, directions, and announcements given by my teacher.
I can generally identify the topic of discussion around me.
I can generally understand clear, standard speech on familiar matters, although I might have to ask for repetition.
I can understand the language used in places like homes, shops, restaurants, or travel situations that I might hear in videos or during role-playing situations.
I can understand the essential information in short, age-appropriate videos dealing with predictable everyday matters that are spoken slowly and clearly.
I can identify the main points of videos, TV programs, and presentations related to special events, holidays, and the topics we are studying when there is some visual material that supports the commentary.
Reading- A2
I can ask and answer questions about appropriate grade and language level fiction and nonfiction texts read aloud to me.
I can independently read and find specific information in everyday written material in my classroom such as anchor charts, signs, advertisements, menus, and schedules.
I can read and identify specific information in simple written material such as my teacher’s class messages, letters from family and friends, and short articles describing events.
I can understand simple written instructions for class activities, crafts, games
I can independently and fluently read and comprehend books at the A2 level
Grade 4- B1
Listening- B1
I can start, maintain, and end face-to-face conversations on topics that are familiar or of personal interest.
I can explain and give reasons for my plans, intentions, and actions.
I can repeat back part of what someone has said to confirm that we understand each other. I can ask them to clarify or elaborate on what they have just said.
I can express and respond to feelings such as surprise, happiness, sadness, interest, and indifference with some detail.
I have enough vocabulary to express myself accurately on age-appropriate academic and personal interest topics.
I can use some typical native Spanish speech patterns, expressions, and cultural routines (such as how people greet each other).
I can talk about noteworthy occurrences, holidays and traditions, future, past and present, by asking for information and identifying and describing events.
I can retell a story, book or film, make predictions, and describe my reactions.
Writing- B1
I can write messages describing what I need, my questions, or any problems I have, etc.
I can describe basic details of occurrences related to the history of holidays, traditions, or to current events in writing.
I can write personal letters describing experiences, feelings, and events in detail
If given time to review my writing, I can write with correct spelling and grammar within the expectations for my age and my language level
I can write brief reports about topics studied or topics of personal interest, with factual information and some descriptive detail.
Reading- B1
I can understand straightforward texts, read to me or that I read on my own, related to the topics we are studying in my class.
I can identify the vocabulary I do not understand within a text, find out what the new words mean, and learn the new meanings.
I can locate and understand specific information in stories and non-fiction texts to complete an assignment.
I can figure out the meaning of new reading vocabulary just by paying attention to the context it is used in.
I can identify the most important ideas and supporting details in fiction and non-fiction texts on familiar subjects, including information about holidays and traditions.
I can understand and follow clearly written straightforward instructions for a task or game.
I can understand the overall meaning of age-appropriate poetry, song lyrics, and class messages, and participate in related class activities, readings, and presentations.
Visual Arts
The visual arts are an integral part of everyday life, permeating all levels of human creativity, expression, communication, and understanding They range from traditional forms embedded in local and wider communities, societies, and cultures, to the varied and divergent practices associated with new, emerging, and contemporary forms of visual language.
In the Lower School, we celebrate the visual arts not only in the way we create images and objects, but also in the way we appreciate, enjoy, respect, and respond to the practices of art-making by others from around the world
Theories and practices in visual arts are dynamic and ever-changing, and connect many areas of knowledge and human experience through individual and collaborative exploration, creative production, and critical interpretation
Students in Grade 4 receive 100 minutes of Art instruction every six days. This includes creating art, learning about real artists, and responding to artworks both created by professional artists as well as those created in our classrooms. At ASM, visual art teaching and learning is based on the National Core Art Standards.
Frequently, teachers and students will post information about visual art learning on Seesaw. At various times throughout the year, parents are invited to art shows where students showcase their learning
Grade 4 - Visual Art Teaching and Learning
Domain
Students will be able to
Creating Work together to set goals and create artwork that is meaningful
Use art materials, tools, and equipment safely
Make changes to artwork based on insights gained through group discussions
Presenting Understand how past and present technologies have affected the way artwork is presented and saved
Choose the best way to display my artwork
Responding
Connecting
Compare ideas about a work of art before and after using a similar media
Use context clues to discuss the meaning of a work of art
Create a work of art that reflects their own community’s cultural traditions
Use context clues to figure out information about when and where a work of art was created
Music is a fundamental form of both personal and cultural expression. It allows us to express our feelings and ideas about ourselves and our place in the world Through music, students can appreciate and understand aspects of their own culture as well as the culture of others.
By utilizing the whole child approach, students are given the skills of mindfulness to implement breathing and controlled poses to help them focus on self-awareness and the impact of their emotions
Students in Grade 4 receive 100 minutes of Music instruction every six days. This includes time singing, playing instruments, composing melodies, learning dances, and collaborating with other musicians. At ASM, music teaching and learning is based on the National Core Art Standards. .In Grade 4, students begin stringed instruments with the ukulele, perform in large multi-part ensembles, identify instruments in the orchestra, write melodic notation, and begin digital musicianship by arranging and composing original works
Frequently, teachers and students will post information about music learning on Seesaw. At various times throughout the year, parents are invited to participate in music “informances” which allow students to showcase their learning in authentic ways. In addition, more formal performances are part of the curriculum
Domain
Grade 4 - Music Teaching and Learning
Students will be able to
Creating Develop skills through performance, notation, exploring, imitating and recognizing elements of music. Mastery is demonstrated by using the voice, varied string, wind and percussion instruments, and movement
Improvise rhythmic, melodic, and harmonic ideas, and explain connection to the specific purpose and context (such as social and cultural)
Create melodies and perform music to communicate ideas to an audience
Evaluate, refine, and document revisions to personal music, applying teacher provided and collaboratively developed criteria and feedback to show improvement over time
Performing Celebrate musical understanding with the school community and parents on regular occasions by using the voice, instruments, and movement
Responding
Connecting
Demonstrate and explain using vocabulary (such as dynamics, tempo, and timbre) how various types of music connect to or influence the performers or listeners of music
Evaluate musical works, group, and individual performances utilizing a specific rubric
Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and form) in music selected for performance
Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
Physical Education & Health
At the American School of Madrid, Physical Education and Health is both an integral and essential part of the total educational program PE supports the development of a child’s physical, social, and mental well-being both inside and outside the classroom.
Students in G1-G5 receive 100 minutes of PE instruction every six days. This includes time engaged in physical activities and discussing age-appropriate concepts related to PE and Health
We believe that offering a wide range of diverse activities paired with the discussion of concepts related to both PE and Health empowers each student to embrace life-long activity and wellness in a way that is effective and meaningful for them. At ASM the curriculum is derived from the Ontario Health and Physical Education curriculum
Frequently, teachers and students will post information about PE learning on Seesaw During the year parents are invited to PE-hosted events where students showcase and celebrate what they have learned in PE
Grade 4 - PE Teaching and Learning
Domain
Social and emotional learning skills
Resolve conflicts
Identify and manage emotions
Cope with challenging situations
Students will be able to
Develop and maintain healthy and caring relationships
Practice respectful behaviors, develop responsibility
Active living Create positive habits relating to daily and lifelong physical activity
Develop personal safety and injury prevention skills
Recognize the value of physical activity for health, enjoyment, challenge, self-expression and or social interaction
Movement competence
Healthy living
Develop locomotor and manipulative skills
Understand and apply concepts, strategies, and tactics related to games and movement
Understand and make positive choices regarding physical health, mental health, and the well-being of others.
Technology Integration
ASM uses the ISTE Standards to guide technology integration across subjects and in the daily lives of students to enhance learning The main objective of our technology integration is to enhance student learning and empower students to innovate and problem-solve Students have access to 1:1 devices and a Promethean board. Students may explore technology applications such as Google Suite and digital books
Learning Commons/Library
The LS Learning Commons space and program serve to foster and develop a love of reading and give our students access to information and ideas, helping them to become critical thinkers, global citizens, and life-long learners. The Learning Common’s collection is developed by the librarian to support ASM’s curricula as well as the intellectual growth, personal development, individual interests and recreational needs of all our students Instruction by the librarian, in collaboration with classroom teachers, follows the American Association of School Librarians Standards Framework for Learners
Book Borrowing
Grade 4 students come once every six days with their classroom teacher to select books for personal reading At the start of the year, students check out four books per visit although this limit can be flexible and will progress depending on student needs (school holidays, special projects, etc )
Research/Inquiry Instruction
In collaboration with classroom teachers, the librarian supports students in strengthening research skills and information literacy with print materials and curated online resources. In Grade 4 this mainly occurs during the ELA Writing unit: Research to Build and Present Knowledge and in the Social Studies units.
