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Elementary School

Elementary

The Elementary School, from grades Nursery to 5th, is built on a 50 acre parcel of land located to the west of Garza Garcia. The two-story building is a unique, state-of-the-art educational facility.

The majority of our staff are teachers from Mexico, Canada and the United States. Their talent and dedication is a daily tribute to the profession, and to their students. We are very proud to belong to an institution that places teaching and learning at the heart of all decision-making.

We look forward to a bright future as we strive towards our vision of improving student learning through the delivery of an innovative curriculum, based on well-researched instructional strategies.

Kindergarten

The Kindergarten classroom offers a secure learning environment that promotes positive attitudes and perceptions by acknowledging students' unique differences and developmental needs. A climate is created for children to understand and value classroom tasks and specific knowledge through interdisciplinary and real-life connections. Guided and free play are essential components of the program as it provides a forum for the development of social skills and good habits of the mind.

Kindergarten at The American School Foundation of Monterrey is an opportunity for children to grow to their fullest potential, socially, emotionally and academically.

Literacy

At ASFM, literacy is taught and learned through a balanced literacy model. Students receive daily opportunities to read, write and discuss across the subject areas. Instruction is delivered using the reading and writing workshop framework. This includes a balance of whole group experiences, small, flexible-group instruction based on specific needs, and independent practice opportunities. Data is collected throughout the year using a variety of methods, both formal and informal, to guide instruction, assess student progress and monitor curriculum.

The reading curriculum includes a balance of fiction and nonfiction units of study. In writing, students write opinion, narrative and informational pieces several times across the school year. Students typically receive 2.5 hours of literacy instruction daily.

In order to ensure that all of our students receive an equity of access to the curriculum, grade level teams develop unit plans collaboratively.

Math

At ASFM we utilize the Everyday Mathematics Program (EDM) to support student learning and the development of concepts in mathematical areas. The EDM is based on a spiral, with mathematical concepts introduced then revisited several times, each time building on and extending understanding so children approach each new challenge from a firmly established foundation. Students progress through three stages of understanding: basic, developing and secure. Assessment and evaluation are aligned with these stages. Throughout the year, students are evaluated in five strands including: Number Sense, Operations, Geometry, Data Management and Measurement.

Content Area Instruction

Through a variety of hands-on and inquiry experiences students are exposed to various Science and Social Studies units throughout the year. Below are the units taught for each content area:

Science

  • All About Me
  • Changing Seasons
  • Force, Movement & Transportation

Social Studies

  • Families
  • Communities

Spanish

The Spanish teachers follow the “effective teaching” model, a continuous cycle that goes from assessing learning to planning for learning, to instructing for learning, and back to assessment for learning.

The Balanced Literacy Components are part of the daily lesson: there are read-alouds, shared reading lessons, small group instruction, specific mini-lessons, paired readings, and students are given time to read independently everyday. Students read a book of their choice from the classroom library where they may find fiction and nonfiction books at their levels.

The writing workshop model is used in grades 3-5. Writing Fundamental units are available, and on these days one period is dedicated to writing only.

As the Social Studies units (in Mexican History and Geography) are being developed, the students are applying informational text reading strategies, and their learning is based on authentic projects led by a driving question. When working on these projects the students are collaborating in real-life situations, encouraging each other to think critically, and using technology to connect to their community and the rest of the world.

Planning is based on ASFM and SEP Standards and Benchmarks. A Google Docs document is developed per unit, and it contains the lesson for each day, following the GANAG sequence: goal, accessing prior knowledge, new concept, application of new concept and generalization.

Spanish teachers meet with their grade level team on a weekly basis and make daily plans for the following week. There is team collaboration and tasks are distributed.

 

First Grade

The First Grade program is designed to provide multiple experiences across the curricular areas in order to give all children the opportunity to succeed academically, socially and personally.

Each classroom provides a secure learning environment where the individual differences and developmental needs of each child are acknowledged and taken into consideration in the overall planning and implementation of the curriculum.

Literacy

At ASFM, literacy is taught and learned through a balanced literacy model. Students receive daily opportunities to read, write and discuss across the subject areas. Instruction is delivered using the reading and writing workshop framework. This includes a balance of whole group experiences, small, flexible-group instruction based on specific needs, and independent practice opportunities. Data is collected throughout the year using a variety of methods, both formal and informal, to guide instruction, assess student progress and monitor curriculum.

The reading curriculum includes a balance of fiction and nonfiction units of study. In writing, students write opinion, narrative and informational pieces several times across the school year. Students typically receive 2.5 hours of literacy instruction daily.

In order to ensure that all of our students receive an equity of access to the curriculum, grade level teams develop unit plans collaboratively.

Math

At ASFM we utilize the Everyday Mathematics Program (EDM) to support student learning and the development of concepts in mathematical areas. The EDM is based on a spiral, with mathematical concepts introduced then revisited several times, each time building on and extending understanding so children approach each new challenge from a firmly established foundation. Students progress through three stages of understanding: basic, developing and secure. Assessment and evaluation are aligned with these stages. Throughout the year, students are evaluated in five strands including: Number Sense, Operations, Geometry, Data Management and Measurement.

To complement the students’ mathematical understanding and application, students develop skills in problem solving and math fluency weekly.

Content Area Instruction

Through a variety of hands-on and inquiry experiences students are exposed to various Science and Social Studies units throughout the year. Below are the units taught for each content area:

Science

  • Pebbles, Sand and Silt (FOSS unit)
  • Animal Adaptation

Social Studies

  • Mapping
  • The Economics of Goods and Services
  • Past & Present Communities

Spanish

The Spanish teachers follow the “effective teaching” model, a continuous cycle that goes from assessing learning to planning for learning, to instructing for learning, and back to assessment for learning.

The Balanced Literacy Components are part of the daily lesson: there are read-alouds, shared reading lessons, small group instruction, specific mini-lessons, paired readings, and students are given time to read independently everyday. Students read a book of their choice from the classroom library where they may find fiction and nonfiction books at their levels.

The writing workshop model is used in grades 3-5. Writing Fundamental units are available, and on these days one period is dedicated to writing only.

As the Social Studies units (in Mexican History and Geography) are being developed, the students are applying informational text reading strategies, and their learning is based on authentic projects led by a driving question. When working on these projects the students are collaborating in real-life situations, encouraging each other to think critically, and using technology to connect to their community and the rest of the world.

Planning is based on ASFM and SEP Standards and Benchmarks. A Google Docs document is developed per unit, and it contains the lesson for each day, following the GANAG sequence: goal, accessing prior knowledge, new concept, application of new concept and generalization.

Spanish teachers meet with their grade level team on a weekly basis and make daily plans for the following week. There is team collaboration and tasks are distributed.

Spanish as an Additional Language

International families who come to Monterrey are brought in to help them connect with the host culture and language. After a diagnostic evaluation and class observation, students are placed in regular classrooms according to progress indicators per skill (listening, speaking, reading and writing). The SAL teacher closely monitors the students and pulls them out for specific lessons at their level.

 

SECOND GRADE

The Second Grade curriculum is academically challenging and it encourages children to be successful, independent learners in preparation for upper elementary. Students are encouraged to work collaboratively as well as independently as their learning progresses in all academic and socio-emotional areas.

Literacy

At ASFM, literacy is taught and learned through a balanced literacy model. Students receive daily opportunities to read, write and discuss across the subject areas. Instruction is delivered using the reading and writing workshop framework. This includes a balance of whole group experiences, small, flexible-group instruction based on specific needs, and independent practice opportunities. Data is collected throughout the year using a variety of methods, both formal and informal, to guide instruction, assess student progress and monitor curriculum.

The reading curriculum includes a balance of fiction and nonfiction units of study. In writing, students write opinion, narrative and informational pieces several times across the school year. Students typically receive 2.5 hours of literacy instruction daily.

In order to ensure that all of our students receive an equity of access to the curriculum, grade level teams develop unit plans collaboratively.

Math

At ASFM we utilize the Everyday Mathematics Program (EDM) to support student learning and the development of concepts in mathematical areas. The EDM is based on a spiral, with mathematical concepts introduced then revisited several times, each time building on and extending understanding so children approach each new challenge from a firmly established foundation. Students progress through three stages of understanding: basic, developing and secure. Assessment and evaluation are aligned with these stages. Throughout the year, students are evaluated in five strands including: Number Sense, Operations, Geometry, Data Management and Measurement.

To complement the students’ mathematical understanding and application, students develop skills in problem solving and math fluency weekly.

Content Area Instruction

Through a variety of hands-on and inquiry experiences students are exposed to various Science and Social Studies units throughout the year. Below are the units taught for each content area:

Science

  • Air, Weather & Water (FOSS unit) & The Water Cycle
  • Solar Energy

Social Studies

  • Diverse Communities
  • Past & Present Communication
  • Economics in our World and the Impact of our Choices

Spanish

The Spanish teachers follow the “effective teaching” model, a continuous cycle that goes from assessing learning to planning for learning, to instructing for learning, and back to assessment for learning.

The Balanced Literacy Components are part of the daily lesson: there are read-alouds, shared reading lessons, small group instruction, specific mini-lessons, paired readings, and students are given time to read independently everyday. Students read a book of their choice from the classroom library where they may find fiction and nonfiction books at their levels.

The writing workshop model is used in grades 3-5. Writing Fundamental units are available, and on these days one period is dedicated to writing only.

As the Social Studies units (in Mexican History and Geography) are being developed, the students are applying informational text reading strategies, and their learning is based on authentic projects led by a driving question. When working on these projects the students are collaborating in real-life situations, encouraging each other to think critically, and using technology to connect to their community and the rest of the world.

Planning is based on ASFM and SEP Standards and Benchmarks. A Google Docs document is developed per unit, and it contains the lesson for each day, following the GANAG sequence: goal, accessing prior knowledge, new concept, application of new concept and generalization.

Spanish teachers meet with their grade level team on a weekly basis and make daily plans for the following week. There is team collaboration and tasks are distributed.

Spanish as an Additional Language

International families who come to Monterrey are brought in to help them connect with the host culture and language. After a diagnostic evaluation and class observation, students are placed in regular classrooms according to progress indicators per skill (listening, speaking, reading and writing). The SAL teacher closely monitors the students and pulls them out for specific lessons at their level.

 

THIRD GRADE

Third Grade is a transition from primary school to elementary. There are increased expectations in all subject areas as the students move toward becoming more independent and responsible for themselves and their work. Students are encouraged to work cooperatively in groups as well on their own.

Literacy

At ASFM, literacy is taught and learned through a balanced literacy model. Students receive daily opportunities to read, write and discuss across the subject areas. Instruction is delivered using the reading and writing workshop framework. This includes a balance of whole group experiences, small, flexible-group instruction based on specific needs, and independent practice opportunities. Data is collected throughout the year using a variety of methods, both formal and informal, to guide instruction, assess student progress and monitor curriculum.

The reading curriculum includes a balance of fiction and nonfiction units of study. In writing, students write opinion, narrative and informational pieces several times across the school year. Students typically receive 2.5 hours of literacy instruction daily.

In order to ensure that all of our students receive an equity of access to the curriculum, grade level teams develop unit plans collaboratively.

Math

At ASFM we utilize the Everyday Mathematics Program (EDM) to support student learning and the development of concepts in mathematical areas. The EDM is based on a spiral, with mathematical concepts introduced then revisited several times, each time building on and extending understanding so children approach each new challenge from a firmly established foundation. Students progress through three stages of understanding: basic, developing and secure. Assessment and evaluation are aligned with these stages. Throughout the year, students are evaluated in five strands including: Number Sense, Operations, Geometry, Data Management and Measurement.

To complement the students’ mathematical understanding and application, students develop skills in problem solving and math fluency weekly. In order to further ensure differentiation, students also work independently at their target level using ALEKS, a web-based assessment and learning system.

Content Area Instruction

Through a variety of hands-on and inquiry experiences students are exposed to various Science and Social Studies units throughout the year. Below are the units taught for each content area:

Science

  • Balance and Motion (FOSS unit) & The Way Things Work
  • Space
  • Patterns of Life

Social Studies

  • Government
  • Cultures around the World

Spanish

The Spanish teachers follow the “effective teaching” model, a continuous cycle that goes from assessing learning to planning for learning, to instructing for learning, and back to assessment for learning.

The Balanced Literacy Components are part of the daily lesson: there are read-alouds, shared reading lessons, small group instruction, specific mini-lessons, paired readings, and students are given time to read independently everyday. Students read a book of their choice from the classroom library where they may find fiction and nonfiction books at their levels.

The writing workshop model is used in grades 3-5. Writing Fundamental units are available, and on these days one period is dedicated to writing only.

As the Social Studies units (in Mexican History and Geography) are being developed, the students are applying informational text reading strategies, and their learning is based on authentic projects led by a driving question. When working on these projects the students are collaborating in real-life situations, encouraging each other to think critically, and using technology to connect to their community and the rest of the world.

Planning is based on ASFM and SEP Standards and Benchmarks. A Google Docs document is developed per unit, and it contains the lesson for each day, following the GANAG sequence: goal, accessing prior knowledge, new concept, application of new concept and generalization.

Spanish teachers meet with their grade level team on a weekly basis and make daily plans for the following week. There is team collaboration and tasks are distributed.

Spanish as an Additional Language

International families who come to Monterrey are brought in to help them connect with the host culture and language. After a diagnostic evaluation and class observation, students are placed in regular classrooms according to progress indicators per skill (listening, speaking, reading and writing). The SAL teacher closely monitors the students and pulls them out for specific lessons at their level.

 

FOURTH GRADE

Fourth Grade provides students with ample opportunities to extend the concepts first introduced in third grade through a variety of meaningful and age-appropriate academic endeavors. Increased opportunities for independent and cooperative group work situations are used to guide students toward improved levels of independence, accountability, and cooperation.

Literacy

At ASFM, literacy is taught and learned through a balanced literacy model. Students receive daily opportunities to read, write and discuss across the subject areas. Instruction is delivered using the reading and writing workshop framework. This includes a balance of whole group experiences, small, flexible-group instruction based on specific needs, and independent practice opportunities. Data is collected throughout the year using a variety of methods, both formal and informal, to guide instruction, assess student progress and monitor curriculum.

The reading curriculum includes a balance of fiction and nonfiction units of study. In writing, students write opinion, narrative and informational pieces several times across the school year. Students typically receive 2.5 hours of literacy instruction daily.

In order to ensure that all of our students receive an equity of access to the curriculum, grade level teams develop unit plans collaboratively.

Math

At ASFM we utilize the Everyday Mathematics Program (EDM) to support student learning and the development of concepts in mathematical areas. The EDM is based on a spiral, with mathematical concepts introduced then revisited several times, each time building on and extending understanding so children approach each new challenge from a firmly established foundation. Students progress through three stages of understanding: basic, developing and secure. Assessment and evaluation are aligned with these stages. Throughout the year, students are evaluated in five strands including: Number Sense, Operations, Geometry, Data Management and Measurement.

To complement the students’ mathematical understanding and application, students develop skills in problem solving and math fluency weekly. In order to further ensure differentiation, students also work independently at their target level using ALEKS, a web-based assessment and learning system.

Content Area Instruction

Through a variety of hands-on and inquiry experiences students are exposed to various Science and Social Studies units throughout the year. Below are the units taught for each content area:

Science

  • Matter (FOSS unit)
  • Electricity

Social Studies

  • Native Americans

Spanish

The Spanish teachers follow the “effective teaching” model, a continuous cycle that goes from assessing learning to planning for learning, to instructing for learning, and back to assessment for learning.

The Balanced Literacy Components are part of the daily lesson: there are read-alouds, shared reading lessons, small group instruction, specific mini-lessons, paired readings, and students are given time to read independently everyday. Students read a book of their choice from the classroom library where they may find fiction and nonfiction books at their levels.

The writing workshop model is used in grades 3-5. Writing Fundamental units are available, and on these days one period is dedicated to writing only.

As the Social Studies units (in Mexican History and Geography) are being developed, the students are applying informational text reading strategies, and their learning is based on authentic projects led by a driving question. When working on these projects the students are collaborating in real-life situations, encouraging each other to think critically, and using technology to connect to their community and the rest of the world.

Planning is based on ASFM and SEP Standards and Benchmarks. A Google Docs document is developed per unit, and it contains the lesson for each day, following the GANAG sequence: goal, accessing prior knowledge, new concept, application of new concept and generalization.

Spanish teachers meet with their grade level team on a weekly basis and make daily plans for the following week. There is team collaboration and tasks are distributed.

Spanish as an Additional Language

International families who come to Monterrey are brought in to help them connect with the host culture and language. After a diagnostic evaluation and class observation, students are placed in regular classrooms according to progress indicators per skill (listening, speaking, reading and writing). The SAL teacher closely monitors the students and pulls them out for specific lessons at their level.

 

FIFTH GRADE

The Fifth Grade program offers a challenging learning environment for students. The students build on prior knowledge as they work towards refining skills introduced at earlier grade levels. Teachers provide students with the necessary skills and guidance in order to push the limit of their knowledge and ability. Fifth grade is a critical year in terms of developing the students' sense of confidence, accountability and independence in preparation for the increased responsibility needed for making a smooth transition to middle school life.

Literacy

At ASFM, literacy is taught and learned through a balanced literacy model. Students receive daily opportunities to read, write and discuss across the subject areas. Instruction is delivered using the reading and writing workshop framework. This includes a balance of whole group experiences, small, flexible-group instruction based on specific needs, and independent practice opportunities. Data is collected throughout the year using a variety of methods, both formal and informal, to guide instruction, assess student progress and monitor curriculum.

The reading curriculum includes a balance of fiction and nonfiction units of study. In writing, students write opinion, narrative and informational pieces several times across the school year. Students typically receive 2.5 hours of literacy instruction daily.

In order to ensure that all of our students receive an equity of access to the curriculum, grade level teams develop unit plans collaboratively.

Math

At ASFM we utilize the Everyday Mathematics Program (EDM) to support student learning and the development of concepts in mathematical areas. The EDM is based on a spiral, with mathematical concepts introduced then revisited several times, each time building on and extending understanding so children approach each new challenge from a firmly established foundation. Students progress through three stages of understanding: basic, developing and secure. Assessment and evaluation are aligned with these stages. Throughout the year, students are evaluated in five strands including: Number Sense, Operations, Geometry, Data Management and Measurement.

To complement the students’ mathematical understanding and application, students develop skills in problem solving and math fluency weekly. In order to further ensure differentiation, students also work independently at their target level using ALEKS, a web-based assessment and learning system.

Content Area Instruction

Through a variety of hands-on and inquiry experiences students are exposed to various Science and Social Studies units throughout the year. Below are the units taught for each content area:

Science

  • Landforms (FOSS unit)

Social Studies

  • Explorers
  • Leadership: Leaving a Legacy

Spanish

The Spanish teachers follow the “effective teaching” model, a continuous cycle that goes from assessing learning to planning for learning, to instructing for learning, and back to assessment for learning.

The Balanced Literacy Components are part of the daily lesson: there are read-alouds, shared reading lessons, small group instruction, specific mini-lessons, paired readings, and students are given time to read independently everyday. Students read a book of their choice from the classroom library where they may find fiction and nonfiction books at their levels.

The writing workshop model is used in grades 3-5. Writing Fundamental units are available, and on these days one period is dedicated to writing only.

As the Social Studies units (in Mexican History and Geography) are being developed, the students are applying informational text reading strategies, and their learning is based on authentic projects led by a driving question. When working on these projects the students are collaborating in real-life situations, encouraging each other to think critically, and using technology to connect to their community and the rest of the world.

Planning is based on ASFM and SEP Standards and Benchmarks. A Google Docs document is developed per unit, and it contains the lesson for each day, following the GANAG sequence: goal, accessing prior knowledge, new concept, application of new concept and generalization.

Spanish teachers meet with their grade level team on a weekly basis and make daily plans for the following week. There is team collaboration and tasks are distributed.

Spanish as an Additional Language

International families who come to Monterrey are brought in to help them connect with the host culture and language. After a diagnostic evaluation and class observation, students are placed in regular classrooms according to progress indicators per skill (listening, speaking, reading and writing). The SAL teacher closely monitors the students and pulls them out for specific lessons at their level.