Passport Class Program

Discover our  track for students with no prior French language experience.  LEARN MORE

Elementary: Grades 1–5

Children Playing a Boardgame

A student nearing the end of our Lower School program has spent close to eight years at our school. Our students are adept at using their skills in two languages to express ideas and knowledge, and they now have a close-knit peer group of motivated learners to inspire them. Their growing mastery of languages allows them to transition into Middle School as intellectually agile, confident students.

Our students possess excellent study habits and they take real pride in their work. At the French American School, we believe in the cognitive value of basic foundational skills, such as committing poetry to memory and learning to write clearly in cursive, important practices for the developing brain.

The intellectual habits gained through language allows students to easily shift perspectives and adapt their thinking to creatively solve problems, not just in social studies or reading, but also in science and math. Our students master mathematical concepts for each grade level and can understand and apply effective problems-solving techniques. They also develop important inquiry and process skills for their future study of science including observation, communication, classification, measurement, inference and prediction.

Students at the French American School demonstrate a high level of respect and curiosity about other cultures. Near the end of their elementary years, they have a strong grasp of global history spanning millennia. When they look at a world map they can take pleasure in locating the many countries of origin of their classmates and teachers.

Cycle Two: Grades 1-3

Cycle 2 builds logically upon the curriculum of Cycle 1. A key objective during Cycle 2 is for students to learn to communicate in both French and English with expanded English instruction.

In all areas of the curriculum students develop their vocabulary and a more complex knowledge of syntax. Throughout Cycle 2, children develop the basic languages of literacy and mathematics, and demonstrate greater independence. Students adapt progressively to their new responsibilities as elementary students. Because of the introduction of new skills and higher academic expectations, grades one and two are challenging steps in the immersion process.

Language Arts (Etudes de la langue)
Through reading and interacting with a wide variety of children’s literature, students will be introduced to the basics of language arts. The program will teach students to develop strong phonics, reading, and comprehension skills while fostering a love of books and the habit of reading for pleasure. Language learning requires the constant interaction among speaking, listening, reading, and writing. In Cycle Two, students apply a wide range of strategies to comprehend and interpret language and to communicate effectively. While learning a language requires systematic activities, it also takes place in all classroom situations.

Reading (Lire)
Formal reading skills are taught in French starting in the first grade. Because basic pre-reading skills are easily transferred from French to English, extensive English reading instruction also begins in first grade. The goal of reading in both languages is to develop the skills and desire to read, and ultimately the love of reading.

Writing (Ecrire)
Reading and writing are two inseparable activities that continually reinforce each other in Cycle 2. The production of writing with its different functions (expression, communication, memorization) is fundamental to all subjects.

Grammar/Spelling (Grammaire et orthographe)
Students are taught in Cycle 2 how to identify the working principles of language. Language, grammar, and spelling are ways to improve speech, reading, and writing. These gradually pave the way for mastering the French and English languages.

Speaking/Listening (Expression et comprehension orale)
During Cycle 2, oral-language activities promote good pronunciation, clear articulation, and proper intonation. Speaking activities are designed to help students organize their thoughts, transmit information, describe or explain a point of view, question or ask for an explanation, and formulate comments.

Mathematics (Mathématiques)
Instruction in mathematics helps students develop an aptitude for research and reasoning. Research opportunities encourage students to experiment with problem-solving strategies and provide them with new ideas and skills.
 
Numeration (Numération)

  • Knowledge of numbers up to 1,000
  • Understanding of place value (ones, tens, hundreds)
  • Understanding of numbers in their numeric and written form (3 and three)
  • Understanding of relationships between numbers such as doubles and halves
  • Develop mental arithmetical procedures: addition, subtraction, multiplication
  • Master the technique of addition and subtraction with and without carrying
  • Solve a problem of addition with a missing element (3+?=8)
  • Geometry and Measurement (Géometrie et measures)
  • Recognize, describe, and reproduce simple solids and geometrical shapes including squares, rectangles, triangles, and other polygons
  • Use the calendar and calculate duration of time
  • Use common units of the metric system

 

Discovery of the World (Découverte du monde)

History and Geography (Temps et espace)
The world around us provides the context for lessons intended to help children develop their knowledge of space, time, and the environment.

Civics (Education civique)
The multicultural setting of FASRI provides students with the opportunity to learn about rules and being part of a group, and respect others and their points of view.

Art and Art History (Pratiques artistiques et histoire des arts)
Students are encouraged to discover works of art, grasp artistic processes and develop their sensitivity and creative capabilities.

Physical Education (Education physique)
Physical education develops the student physically, socially, cognitively, and emotionally through a wide variety of activities. These include collective, individual, and expressive activities.

Science and Technology (Science et technologie)

Science (Science)
Students use a hands-on approach to the scientific method to observe, predict, and measure their familiar environment.

Information Technology (Sciences expérimentales et technologie)
Through library and information technology, students gain skills needed in all academic areas. Students use iPads, Chromebooks and smartboards and these tools are fully integrated into classroom activities. They develop the basic skills necessary to access and use information.
 

Cycle Three: Grades 4-6

Throughout Cycle 3, students strengthen and acquire skills and master new knowledge, while developing independent study habits and methods. Hands-on, experiential learning projects drive science lessons at this level, and students have both guided and open opportunities for exploration. They apply a new rigor and exactitude to their studies that facilitates communication, lends depth to reasoning, and permits increasingly complex oral and written expression. 

In Cycle 3, students further establish the structural and organizational foundation that culminates in the autonomy required for future academic success. By the end of this cycle your child will have developed a high level of bilingualism and academic competence in all subjects, while gaining an appreciation and understanding of different cultures through everyday class work and special bilingual projects.

Language Arts (Etudes de la langue)
Through reading and discussing well-known children’s literature, students will strengthen their basic language arts skills.

Reading and Vocabulary (Lire et vocabulaire)
Reading continues as a priority, both as a tool for learning and as a source of personal pleasure. Students read an expanding range of texts with increasing depth and complexity. Students read a variety of literature (fiction, nonfiction, and poetry), and use a variety of strategies to increase their literal and inferential comprehension.

Writing (Ecrire)
Fundamental connections between reading and writing continue to be developed. Productions increase in number and difficulty throughout the cycle. Students use writing as a tool to learn, reflect, and communicate.

Grammar and Spelling (Grammaire et orthographe)
In cycle three, students acquire the basic language, grammar, and spelling skills that lead to a gradual understanding of how language works. Skills previously introduced are continually reinforced in subsequent grades.

Speaking and Listening (Expression et comprehension orale)
Speaking and listening skills are introduced and reinforced throughout daily activities. These improve the precision and coherence of student oral communication.

Human Culture (La culture humaniste)
History and geography studies provide students with a thorough knowledge of our world. Students are encouraged to go beyond simplistic cause-and-effect relationships to build a deeper understanding of the world. Reflecting on current events around the world, students are asked to become more aware of fundamental human rights. This will lead to a better understanding of the rules of their social environment (nation, community, family, school and class).

Arts (Pratiques artistiques)
Through alternating between receptive and productive activities, students enhancetheir artistic curiosity, develop their skills, and learn to express themselves.

Mathematics and Science (Culture mathématique et scientifique)
Problem-solving is essential to the mastery of mathematics. The ability to search, think in abstract ways, and prove allows students to establish connections among previously acquired and new concepts.

Problem-Solving (Résolution de problème)

  • Adopt an appropriate strategy to solve a problem
  • Implement the strategy logically
  • Communicate the strategy
  • Discuss the validity of the solution

Numeration (Numération)

  • Order whole numbers
  • Establish arithmetical relationships between numbers
  • Operate techniques for subtraction, multiplication, and Euclidian division
  • Write a decimal number and its fractional equivalent and visa versa
  • Solve problems involving addition and subtraction, multiplication and division of a decimal by an integer, and a decimal division of two integers

Geometry and Measurement (Géometrie et mesures)

  • Reproduce, describe (using the appropriate vocabulary), represent and construct common geometrical objects
  • Perform actions on plane figures: perfecting reproduction, construction and transformation techniques (axial symmetry, enlargement, reduction)
  • Measure different quantities: length, mass, duration, area, volume (using the metric and the U.S. customary system)

Probability and Statistics (Probabilité et statistiques )

  • Make predictions using experimental probability
  • Collect and analyze data

Science and Technology (Science et technologie) 
Students use their base of experience and a hands-on approach to rationally investigate objects and events beyond their personal environment. They learn to formulate questions, as well as propose rational solutions derived from observations, measurements, data comparisons, and documentation. Through library and information technology each student is encouraged to become a lifelong reader/learner. In cycle three, students acquire more advanced research skills that support and enhance learning across the curriculum. Students use iPads, Chromebooks and smartboards and these tools are fully integrated into classroom activities. 

Physical Education (Education physique)
Physical education develops the student physically, socially, cognitively, and emotionally. Students engage in a wide variety of activities including collective, individual, and expressive games.


Elementary School Schedule


School hours are:

Early drop off:
7:30am to 8:15am

Maternelle School:
8:30am to 2:55pm

Afterschool program:
3:00pm to 5:30pm

FASRI essentially follows the calendar of the Providence Public Schools except for a one-week break in the third week of October.



“ The diversity in a bilingual school makes the kids conscious right from the start that there’s more around them than just America.”
~ FASRI parent


Young girl in blue sweater at her desk