Learning in a World Community

Welcome to the 2013/2014 elementary school year at Rabat American School.

The Elementary School is a stimulating, cheerful and safe environment where children can learn and grow.


Greetings from the Elementary Principal

Our program nurtures and encourages students’ academic, social, and emotional development through a wide variety of learning experiences. English is the language of instruction and the language usually spoken among students. The American-style curriculum includes language arts, math, science, social studies, physical education, music, art, and library studies. Technology is integrated in the classroom. The program is further enriched with the inclusion of Moroccan studies and daily lessons French or Arabic starting in first grade.

RAS elementary teachers are native English speakers, credentialed, and experienced in North American and international education.
The elementary program is designed to teach students to:
  • Learn and appreciate learning
  • Participate actively as citizens of their local and global communities
  • Respect themselves, others, and the rich diversity that characterizes our school and our world
  • Think critically and creatively, and take intellectual risks
  • Read and listen for understanding, and write and speak expressively and skillfully
  • Master the facts, concepts, and skills that lead to knowledge and competence.

Our RAS motto is “Learning in a World Community” and our elementary school is here to make it happen! I look forward to meeting you during the year and look forward to growing and learning together.

Kristy C. Krahl

Elementary Principal

Early Childhood Department

Pre-kindergarten, Kindergarten, First and Second Grades
The Early Childhood Department (ECD), program offers prekindergarten, kindergarten, first grade, second grade and a 2-year multiage program for selected first and second grade students.

The ECD is dedicated to providing a safe and inviting environment where children’s natural interest and joy in learning is nurtured. The main work is in literacy and numeracy taught through high-interest topics. Language skills (reading, writing, listening, and speaking) are taught and practiced in hands-on units related to social studies and science themes.


Reading instruction is designed to teach reading and listening comprehension and to improve each child’s use of phonics and other strategies for decoding.

The students have access to a wide variety of literature, including classroom libraries, leveled reading books and a core reading program. Teachers are able to work with individuals and small groups to ensure that children of all ability levels are able to make progress. Students who can read more advanced books are given the opportunity to do so. We assess students regularly to provide early intervention and English language support to students who need it.


Writing is emphasized throughout, with students using invented spelling to write for a variety of purposes by the end of kindergarten.

By the end of second grade they are using conventional spelling, and learning about organizing thoughts, paragraphs, vocabulary choices, complete sentences, expressing main ideas and supporting details, and other elements of the writer’s craft. Writing is constantly related to reading and thematic studies, and students learn what makes compelling writing through their literature studies. We assess young students’ writing in various ways, including the early childhood writing rubric, teacher-designed assessments and standardized assessments.


Students explore math concepts with hands-on tools to help them construct their own knowledge.

They develop concepts from the concrete to the abstract as they advance through the early childhood grades. At the same time, they learn to perform the traditional algorithms (adding and subtracting 3-digit numbers with regrouping by second grade), memorize basic addition and subtraction facts, and practice multiplication and division concepts. They are introduced to appropriate levels of the major mathematical concept areas (numeration; estimation and mental math; geometry, measurement, fractions) and are encouraged to express their mathematical thinking in words. Math concepts are explored in relation to thematic units when possible. Math progress is assessed through teacher-designed, commercial, and standardized assessment tools.

Upper Elementary

Grades Three, Four and Five
The upper elementary school is dedicated to providing a learning environment that builds children’s confidence and sense of responsibility while safeguarding their natural joy and interest in learning. 

The main focus is still the development of literacy and mathematical skills, and social studies and science become more prominent in the year’s program. Teachers continue to integrate language arts with designated social studies and science concepts as much as possible, to increase relevance and excitement for learning. The librarian and computer teachers meet regularly with the classroom teacher to plan broad-based, media-enriched study units.


Students continue to develop reading skills and gradually change the focus from learning to read to reading to learn.

They read books and other print materials in many genres and for a variety of purposes. They begin to read for information and to read critically. Reading progress is assessed in various ways, including teacher-developed and standardized assessments. By the end of 5th grade students are writing in a variety of forms using the writing process. They edit and revise their work, include description and details, sequence events, vary sentence length and structure, use basic paragraph structure, summarize, respond to literature, use a wide range of vocabulary, and use conventional spelling and mechanics. We strive to structure writing experiences so that the students find pleasure in writing. We relate writing to reading, enabling students to learn about compelling writing from their literature studies. Students’ writing progress is assessed using teacher-designed assessments and the upper elementary writing rubric.

In the upper elementary grades students continue to use hands-on tools to explore mathematical concepts while increasing their pencil and paper skill.

Mental math, estimation, problem solving, and expressing mathematical thinking clearly is emphasized. At the same time, students memorize multiplication and division facts and learn to use standard algorithms for multiplying and dividing. They work with decimals and further their understanding of fractions, geometry, measurement, and beginning algebraic concepts. Math progress is assessed by teacher-designed and commercial assessment tools as well as the math portion of the Measure of Academic Progress test.


Specialist Programs

The elementary program includes regular instruction in music, art, library skills, computer skills, and physical education.


Art classes occur once each week with the goal of providing students with opportunities to explore a variety of art media, to learn specific skills and techniques, to develop art history knowledge through the study of artists and art periods and to develop an appreciation of art as a cultural expression.


Students in all grades come to the library once a week for a library class.

During this time, students participate in a short lesson designed to learn about accessing information and to promote a life-long interest in reading. In addition, classroom teachers collaborate closely with the librarian to integrate classroom topics into the library studies program.


The goal of elementary music instruction is to develop both the young musician within each child and the whole child within each young musician.

Music is an essential part of our life and provides a unique means of communicate through knowing, understanding, and expressing ideas and feelings about self, world and culture. Music teaching is a process approach which involves developmentally appropriate, positive, continuous and sequential learning activities with develop both skills and knowledge. Music classes occur twice weekly with performances throughout the year.


Physical Education classes occur twice weekly.

The program is a developmentally appropriate educational experience designed to provide immediate and lifelong benefits. The curriculum and instruction emphasize enjoyable participation in physical activity and help students develop the confidence, knowledge, attitudes, motor and behavior skills needed to adopt and maintain a physically active lifestyle.



Starting in first grade, students have a daily lesson in either French, Modern Standard Arabic, or, as needed, English for Speakers of Other Languages or academic support.

For learners of French and Arabic as a foreign language, the program goal is to move students every closer to achieving fluency in the target language. For those students who already speak French or Arabic, the program is designed to enhance fluency and literacy.

Student Support

The Elementary Counselor/School Psychologist, Special Education teacher, and English for Speakers of Other Languages (ESOL) teachers work with the Principal as a Child Study Team (CST).
The CST meets bi-weekly to review student referrals made by parents, classroom teacher or specialists.

The team’s objective is to identify and meet individual needs through one of several intervention options. These include planning with the classroom teacher to differentiate instruction for more advanced or struggling learners, pullout groups for ESOL or Learning Support, “inclusion support” during Language Arts where the specialist works with students and teachers in the classroom.


The ESOL program recognizes that the primary goal for ESOL students is their integration into RAS and academic success.

Students therefore need to acquire academic language which integrates reading, writing, listening and speaking using grade level content and material, cognitive skills, specialized vocabulary and learning strategies. Students learn classroom expectations and language skills best when they are given a program which modifies the mainstream class program.

Students can be placed in two different kinds of programs according to individual need; students are supported through Inclusion programs, where an ESOL teacher works with the classroom teacher in the mainstream class, or Pullout programs where relevant grade level material is studied at the ESOL students’ pace. Students are encouraged to become active learners. Mainstreaming, returning to the regular class, is done on an individual basis.


The Academic Resource Center (ARC) is a content-based class for students with mild learning needs. Curricula from the homeroom, is utilized as well as supplemental materials.

Students work towards curricula knowledge, study skills, and metacognitive learning (thinking about thinking). The major emphasis in the ARC is improving reading and writing skills.

Students are generally grouped by grade level and receive instruction in small groups in the ARC or in the classroom. The ARC teacher consults with the classroom teacher to provide strategies and/or accommodations for individual students. Determining the level of services a student needs is determined with the CST and the classroom teacher.


The RAS Counseling and Guidance Program is committed to providing a safe supportive environment where all students have the opportunity to realize their worth, strive for personal and academic excellence, and create global harmony.

In the elementary school guidance is provided to all students through whole class lessons, small group meetings or individually. The counselor also consults with individual teachers, developing special lessons that specifically address areas of concern in their respective classroom. Providing support to parents and collaborating with both parents and teachers is another important aspect of the program.


A Bullying Prevention Program is used as a school wide approach to reduce bullying in our school and help students build more supportive relationships with each other.

Research shows that friendships protect children from the harmful effects of bullying. Through the program, students will learn a variety of relationship skills, including, strategies for making and keeping friends and steps for joining a group activity. The Steps to Respect program also teaches children skills to cope with bullying, including recognizing bullying, using assertive behaviors to respond to it and reporting bullying to adults. Because many children become can be bystanders to bullying, the Steps to Respect program emphasizes that all members of a school community must take responsibility to decrease bullying and foster a respectful school culture.

Interested in enrolling your child at Rabat American School?

Alumni Registration

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