Children will be introduced to prayer, symbols and images of the Catholic Faith.

Stories of God's Love will be the program used to teach the Bible stories of the Catholic Faith.

Letter of the Week Activities will be used to develop fine and gross motor skills, and language development.

Structured and unstructured play to encourage social interaction.

Students will be introduced to math and reading readiness skills through the SAXON program.

The Handwriting Without Tears Program will be used to develop fine motor skills.  It gives the students a tactile experience in forming letters.

Monday - Friday 
Middays

Lunch

Rest Time

Second Recess

Enrichment activities related to the letter of the week

Friday Mornings

Will include morning activities reviewing the letter of the week with both structured and unstructured playtime built into the morning.

Pflaum Gospel Weeklies is the program used to teach the Catholic Faith.

Children participate in School Masses and Prayer Services as well as a variety of faith-filled religious activities.

Saints are used as examples of witnesses of our Catholic Faith.

The Get Set for School Programs for Numbers and Math and Reading and Literacy will be used to teach readiness skills. Science and Social Studies will be taught in conjunction with Letter of the Week activities.

Thematic units such as Families, Weather, Health/Nutrition, and Our Neighborhood and Our Emotions, are also used to further enhance learning experiences.

The Handwriting Without Tears program teaches the basics of handwriting through hands-on activities.

Gym

Music

Library/Media

Art

Students learn that God is a loving and forgiving God; that he made the world and all people should care for His world. Students learn about Jesus, the Son of God, Mary, the angels, and the saints, especially by learning these daily prayers:

- Sign of the Cross

- Angel of God

- Our Father

- Hail Mary

- Glory Be

The students will attend and participate in monthly Mass, in Advent and Lent prayer services, and other scheduled liturgies.

Kindergarten students will observe, discuss and participate in many hands-on activities. Student will collect, describe and record information through a variety of means, such as drawings, maps, graphs and charts. Students will use simple measuring devices and concepts to gather information, investigate materials and observe processes and relationships.

Our goal is to have students develop problem-solving skills and an understanding of small numbers, quantities, and simple shapes in their everyday environment. The students will:

- Develop and use calendar skills on a daily basis,

- Learn to sort and graph,

- Learn to identify and complete patterns,

- Explore the numbers 0-31,

- Learn measurement skills,

- Learn to identify solids and shapes,

- Learn time and money skills, and

- Explore addition and subtraction.

Students need to develop strong communication skills. Kindergarteners develop their language and expand their knowledge of new concepts through the development of oral language, conversations, shared reading experiences, oral vocabulary, and academic language. Students will learn to recognize letters and sounds using the Saxon Phonics Program. Students will learn these skills:

- Sight words

- Comprehension skills

- Reading fluency

- Sentence formation

- Punctuation

- Spelling (decodable words)

- Grammar (nouns, verbs, adjectives)

Students will learn about families, community helpers, famous Americans, current events, and holidays using thematic units. They will also learn about various geographical regions using postcard Geography.

First grade lays the foundation for the children’s spiritual growth and development of their knowledge of the Catholic faith using Blest Are We textbook.

Students will:

Know we become Children of God through Baptism.

Know that God speaks to us in silence, the Bible, and through helpers.

Realize the great love God has for them.

Students will:

Learn how the scientific method works and try it first hand using Lab Learner

for the environment by learning all about natural resources and how to take care of them

Students will:

Explore concepts of community life.

Learn basic geography including continents, oceans, and neighboring countries to the United States.

Explore how people affect their communities and the world.

Students will:

Learn phonemic awareness and phonics through the Saxon Phonics program.

Learn reading strategies with the use of reading anthologies.

Read from a variety of genres.

Respond to reading through discussion and writing

Choose, read, and take quizzes on age appropriate leveled books to meet their individual reading needs with the Accelerated Reading program.

Students will:

Learn to add and subtract numbers using different types of manipulatives.

Learn how to tell time at the hour and half hour level.

Experience different ways to get to one dollar using pennies, nickels, dimes, and quarters.

Learn how to create a variety of graphs and interpret the data on them.

Students will:

Write for a variety of purposes using the writing process.

Write using the six traits process.

Write a personal narrative.

Listen to a model about a book report and identify its parts.

Students will be able to identify:

Types of sentences.

Types of nouns and pronouns.

Action verbs and adjectives in a sentence.

And apply capitalization and punctuation.

Students will learn about and engage in faith-filled experiences relative to these:

Church

Reconciliation/Commandments

Eucharist/Mass

Liturgical Seasons/Holy Days

Mary

Students will explore, discuss, and engage in activities relative to these units of study:

Communities

Places Near and Far

Ways of Living

People at Work

America’s Past

American’s Government

Map/Globe skills

Inventors

Holidays

Students will learn scientific methods and strategies through a variety of hands-on experiences while these units are covered:

Life Science—Non-living Things, Living Things, and Health & Hygiene

Earth Science—Exploring Earth’s Surface, Natural Resources, Weather, and Water Cycle

Physical Science—Matter, Weight, Volume, Sound, and Simple Machines

Students will:

Use the Saxon Phonics Program to learn a variety of strategies to decode unknown words and spell words that correlate with the phonics lesson.

Learn to spell sight and high frequency words correctly.

Learn comprehension skills & strategies to understand what is read.

Learn to write complete sentences with correct punctuation and capitalization and use parts of speech correctly.

Learn to write stories utilizing a beginning, middle, and end.

Use the Six Traits writing process to develop written expression.

Participate in group discussions, give oral reports, and expand vocabulary skills.

Continue to develop manuscript handwriting and begin cursive writing.

Students will:

Learn basic addition and subtraction facts thru 18.

Learn place value to 100.

Learn to add and subtract with 1-2-3 digit numbers, with and without regrouping.

Learn to graph and interpret data.

Learn to read and write fractions and use probability.

Student will learn these geometrical concepts: shapes, lines of symmetry, congruent figures, and patterns.

Learn about time and money.

Learn about measurement.

Learn problem solving skills and how to estimate.

Learn to round numbers to the 100s.

Be introduced to multiplication and division.

Religion

Third-grade religion presents the main truths Catholics believe and express in the creed. The students learn the mysteries of revelation, the priceless heritage of the Catholic faith, and the means by which they can live what they believe.

Students are led to realize that they are called to belong to a faith community, the Church. They are helped to develop a clearer, deeper faith in their study of God as revealed in creation, his dealings with the chosen people, and the life and teaching of Jesus Christ.

The program leads students to:

• Appreciate their faith as a gift from God.
• Know and understand the basic doctrines of the Faith as they appear in the Creed.
• Put their trust in our good and loving Father.
• Desire to share their faith with others.
• Acquire habits that deepen their faith, and integrate Gospel vales into their daily lives.
• Friendship
• Understand "For the Sake of God’s Children"
• Learn The Apostles’ Creed

Reading

Comprehension—Students will understand what is read with increasing proficiency and confidence. Students will:

• Identify main idea and supporting details.
• Read for a purpose; tell fact from opinion, compare different texts, recognize point of view.
• Draw a conclusion.
• Distinguish between fact and opinion.
• Use inference to make generalizations.
• Predict outcomes.

Decoding/Phonics—Students will use a variety of decoding strategies. Students will:

• Recognize and distinguish regular and irregular vowels.
• Recognize vowel digraphs.
• Understand syllabication and syllabication rules.
• Use context clues and phonics to decode words.

Attitudes/Behaviors—Students will view himself/herself as a reader. Students will:

• Read a variety of literature.
• Share ideas with others.
• Use table of contents, keywords, and index to access information.
• Read independently for an extended period.

Writing Process —Students will write for a reason. Students will:

• Alphabetize to the fourth letter.
• Use the basic rules of spelling, punctuation, grammar, and structure in final works.
• Introduce and implement the five-step writing process (planning, drafting, editing, proofreading, and publishing).
• Write a composition on a single topic.
• Write a variety of book reports.
• Use a dictionary and glossary to locate definitions to fit context.
• Use correct form in letter writing.

Oral Language—Students will expand listening and speaking skills. Students will:

• Participate in group discussions. Speak clearly, at proper volume, and at a reasonable rate when making presentations.
• Summarize a story to include important details.
• Participate in choral reading.

Social Studies

Geography—Students will study general geographical principles. Students will:

• Use maps and globes. Read a map using key, symbols, scale, and compass rose.
• Locate and identify continents, oceans, and hemispheres on a world map.
• Recognize other physical features of the earth.
• Use latitude and longitude to locate places on a map.

Civics—Students will build civic understanding. Students will:

• Investigate communities-past and present.
• Understand concept of goods and services.
• Be introduced to rights and responsibilities of citizens such as voting and taxes.
• Identify the characteristics of a democracy and three levels of government.

History—Students will focus on the concept of community. Students will:

• Study Pilgrims and Wampanoag Indians.
• Understand concept of a living history museum.
• Read and create a time line.
• Learn the role of immigration.
• Recognize patriotic symbols of the United States.
• New Prayer to be Learned: The Apostles’ Creed

Science

Third grade utilizes the LabLearner curriculum, which is based on state and national standards. Students participate in hands-on laboratory experimentation in a fully equipped lab. These topics are covered:

• Properties of Matter
• Magnets
• Exploring Electricity
• The Human Body
• Our Solar System
• The Sun and Your Skin

Math

Students will know essential mathematics. Students will:

• Use bar graphs, pictographs, and tables to record and interpret data and solve problems.
• Add and subtract up to four-digit numbers with regrouping. Addition and subtraction facts should be memorized.
• Estimate to the nearest 10 and 100.
• Add and subtract money amounts using dollars and cents with decimals. Be able to make change.
• Understand place value to the hundred-thousands place. Write numbers in standard, expanded, and word form.
• Compare and order numbers. Round numbers to nearest 10 and 100.
• Tell time to nearest minute intervals. Read digital and analog clocks. Compute elapsed time.
• Understand concept of multiplication and division. Memorize multiplication facts to the 5x table.

Problem Solving—Students will use math knowledge for problem solving. Students will:

• Understand and interpret information and data to solve a problem.
• Use patterns to solve problems.
• Apply mathematical concepts to everyday life.

Religion

Students will learn:

• The Goodness of God—God’s goodness shines forth in his Creation and in his constant care. After he had led the Hebrew people out of Egypt, God gave them his law on Mount Sinai. In the Ten Commandments, we see God’s concern for his people.
• Jesus is the Son of God—Through his life and teaching Jesus showed us what it means to be created in the image of God. Through his Death and Resurrection, he gave us a share in his divine life forever.
• The Holy Spirit—The Holy Spirit gave the disciples the courage to preach about Jesus Christ and to build up the Church with new members. The Holy Spirit enables us to become witnesses to the same faith.
• The Church—The Church grew rapidly in the first century, Disciples, such as Saint Paul, preached the Gospel and established the Church around the Mediterranean world that became centers of justice and worship.
• Social Justice—Jesus taught that the way to holiness necessarily includes serving others. Today the Church is dedicated to serving the poor and disadvantaged throughout the world.
• Saint of the Week, Church Feasts and Seasons, and Prayers.

Vocabulary

Students will: Define prefixes, suffixes, and roots; Learn parts and use of Dictionary/Thesaurus; use metaphors and similes; evaluate poetry styles, and examine Word Choice.

Grammar/Written Expression

In both fourth and fifth grade Grammar, the following units are covered: The Sentence Structure, Nouns, Verbs, Adjectives, Capitalization and Punctuation, Pronouns, Adverbs, and Prepositions.

In Written Expression, students focus on writing that incorporates the 6+1 Traits of Writing, while using the steps of the Writing Process.

In the Trait of Ideas, students learn how to select a fresh and original idea about which to write. We discuss how to narrow the focus of a topic and choose specific details that support the main idea and paint a picture in the reader’s mind.

In the Trait of Organization, students learn about the structure of their writing. Students practice writing inviting introductions, satisfying conclusions, and original titles. They discuss using thoughtful transitions to connect their ideas and putting just the right amount of details in just the right places in an order that flows so smoothly that the reader hardly has to think about it.

In the Trait of Voice, students focus on adding interest to their writing appropriate for the purpose (Expository, Persuasive, Narrative, or Descriptive) of which they are writing and the audience for whom they are writing. This trait is about the writer taking a risk to reveal who he or she is so that the reader feels a strong interaction with him or her...

In the Trait of Word Choice, students look at selecting words and phrases that catch the reader’s eye and linger in the reader’s mind. Students focus on using specific nouns, verbs that add energy, and modifiers that add depth. We learn to find words that are powerful and engaging to help Students convey their message.

In the Trait of Sentence Fluency, students practice constructing sentences that vary in length and structure to invite expressive oral reading.

Fourth and fifth graders incorporate the Trait of Conventions throughout the course in their daily Grammar lessons. Students focus on using spelling, punctuation, capitalization, grammar, and paragraphing effectively to enhance readability.

Science

Science as Inquiry—Students will be able to observe, measure, infer, predict using variables, hypothesize and make models, interpret data, experiment and problem solve, and define terms based on observations.

Microscopes and Magnification—Students will investigate: Lenses, Refraction, and Microscopes.

Chemistry, Matter, and Interactions—Students will investigate: Identifying Matter, Measuring Matter, Combining Matter, Changing Matter, and Matter and pH.

Forms of Energy—Students will investigate: Potential and Kinetic Energy, Energy of Sound, Electricity and Energy, Chemical energy and Heat, and Energy and Motion.

Ecosystems and Adaptation—Students will investigate: Food Webs, Adaptations, Environmental Changes, Environmental Pollutants, and Interactions in Nature.

Light and Optics—Students will investigate: How Light Interacts with Objects, Reflection, Observing Reflection, The Visible Spectrum, and Perception of Visible Light.

Examining Nutrition—Students will investigate: The Digestive System, Understanding Nutrition Labels, Exploring Carbohydrates, Exploring Fats, and Exploring Proteins.

Biomes—Classroom resources include text and workbooks, overhead projector, computers, ELMO board, classroom pets, expert visitors, projects, and hands on items. Out of classroom resources include field trips and field research on school grounds.

Spelling

Students will: Apply pattern rules to new words/Spelling Bees; identify prefixes, suffixes, and roots; identify syllabication; utilize resources; recognize commonly misspelled words; identify Homophones; and identify and use compound words.

Reading

Students will:

• Communicate with a purpose.
• Appreciate differences of opinion.
• Interact with peers.
• Participate in variety of speaking opportunities.
• Focus on purpose to read.
• Identify organizational patterns to assist comprehension.
• Identify story elements.
• Compare/contrast fiction and non-fiction works.
• Apply reading strategies to variety of literature genres.
• Engage in free reading of personal interest o
• Renaissance Learning Reading Program-Home Connect
  
  • Web-based individual student web pages for parents to monitor reading progress
  • “Accelerated Reader” book finder o “Status of the Class” individual weekly interviews with teacher to monitor reading progress
• Use critical thinking skills
• Apply study skills
• Evaluate information
• Use relevant material for resources

Social Studies

Students will study the four regions of the country—East, South, Midwest, and West. Students will:

• Geographically locate each region on a U.S. map.
• Identify major rivers and landforms in each region.
• Identify all fifty states and their capitals by region.
• Identify the natural resources of each region.

Students will study Delaware history and will:

• Discuss the Native American tribes in
• Delaware/Maryland; their culture, and the reasons for their decline and relocation.
• Follow the development of colonial life in
• Delaware/Maryland and distinguish between each settlement.
• Identify the geographical regions in
• Delaware/Maryland where southern Europeans settled.
• Identify state symbols, for example the state seal and the meaning of the images and words, the state bird, state tree, and state flower.
• Explain how Delaware/Maryland got its name.
• Identify the two kinds of government in our state and describe the purpose of each.
• Identify the three branches of state government and their functions.
• Understand how a bill becomes a law.
• Explain how the Delaware/Maryland is represented in U.S. Congress.

Mathematics

Number Sense—Understand the place value of whole numbers and decimals to two decimal places and how whole numbers and decimals relate to simple fractions.

Computation—Solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among these operations; extend their use and understanding of whole numbers to the addition and subtraction of simple fractions and decimals.

Algebra and Functions—Use and interpret variables, mathematical symbols, and properties to write and simplify numerical expressions and sentences; understand relationships among the operations of addition, subtraction, multiplication, and division.

Geometry—Show an understanding of plane and solid geometric objects and use this knowledge to show relationships and solve problems.

Measurement—Understand perimeter and area, as well as measuring volume, capacity, time, and money.

Data Analysis and Probability—Organize, represent, and interpret numerical and categorical data and clearly communicate their findings; show outcomes for simple probability situations.

Problem Solving—Make decisions about how to approach problems and communicate idea.

Both fourth & fifth grades use the StarBoard daily to enhance mathematics lessons. We also use Responders on a daily basis to assess the students’ understanding of the lesson, and to take tests and quizzes. Students also practice Math Facts on the responders and can access Math Facts in a Flash through the Renaissance Place Home Connect (same as Accelerated Reader).

Religion

Students will learn:

• The Sacraments: God’s Gifts of Life—Jesus Christ instituted the Seven Sacraments and entrusted them to the Church. When we receive the Sacraments, our souls are filled with God’s divine life. The Sacraments strengthen us to grow in faith, holiness, and love of God.
• Baptism and Confirmation—Baptism and Confirmation are two of the Sacraments of Christian Initiation. They welcome us into the Body of Christ, the Church. After Saint Paul received the Holy Spirit and was baptized, he went on to become one of the Church’s greatest saints.
• The Eucharist—At the Last Supper Jesus instituted the Sacrament of the Eucharist. In the Eucharist, we receive the Body and Blood of our Lord Jesus. Through the Eucharist, Jesus remains with us forever. The Eucharist is the third Sacrament of Christian Initiation.
• Reconciliation and Anointing of the Sick—Jesus proclaims that he has come to forgive sins. Throughout his ministry, he healed the sick in body and in soul. Through the Sacraments of Reconciliation and Anointing of the Sick, we are healed by the saving actions of Christ.
• Holy Orders and Matrimony—Every baptized Christian has a vocation. Bishops, priests, and deacons have a special call to leadership in the Church. Married couples are the leaders of the “domestic church,” the family.
• Saints of the Week, Feasts and Seasons of the Church, and Prayers

Grammar/Written Expression

In both fourth and fifth grade Grammar, the following units are covered: The Sentence Structure, Nouns, Verbs, Adjectives, Capitalization and Punctuation, Pronouns, Adverbs, and Prepositions.

In Written Expression, students focus on writing that incorporates the 6+1 Traits of Writing, while using the steps of the Writing Process.

In the Trait of Ideas, students learn how to select a fresh and original idea about which to write. We discuss how to narrow the focus of a topic and choose specific details that support the main idea and paint a picture in the reader’s mind.

In the Trait of Organization, students learn about the structure of their writing. Students practice writing inviting introductions, satisfying conclusions, and original titles. They discuss using thoughtful transitions to connect their ideas and putting just the right amount of details in just the right places in an order that flows so smoothly that the reader hardly has to think about it.

In the Trait of Voice, students focus on adding interest to their writing appropriate for the purpose (Expository, Persuasive, Narrative, or Descriptive) of which they are writing and the audience for whom they are writing. This trait is about the writer taking a risk to reveal who he or she is so that the reader feels a strong interaction with him or her...

In the Trait of Word Choice, students look at selecting words and phrases that catch the reader’s eye and linger in the reader’s mind. Students focus on using specific nouns, verbs that add energy, and modifiers that add depth. We learn to find words that are powerful and engaging to help Students convey their message.

In the Trait of Sentence Fluency, students practice constructing sentences that vary in length and structure to invite expressive oral reading.

Fourth and fifth graders incorporate the Trait of Conventions throughout the course in their daily Grammar lessons. Students focus on using spelling, punctuation, capitalization, grammar, and paragraphing effectively to enhance readability.

Vocabulary

Students will: Define prefixes, suffixes, and roots; learn parts and use of dictionary/thesaurus; use metaphors and similes; evaluate poetry styles; and examine Word Choice.

Spelling

Students will: Apply pattern rules to new words/Spelling Bees; identify prefixes, suffixes, and roots; identify syllabication; utilize resources; recognize commonly misspelled words; identify homophones; and identify and use compound words.

Reading

Students will:

• Communicate with a purpose.
• Appreciate differences of opinion.
• Interact with peers.
• Participate in variety of speaking opportunities.
• Focus on purpose to read.
• Identify organizational patterns to assist comprehension.
• Identify story elements.
• Compare/contrast fiction and non-fiction works.
• Apply reading strategies to variety of literature genres.
  
  • Renaissance Learning Reading Program-Home Connect.
  • Web-based, individual student, web pages for parents to monitor reading progress.
  • “Accelerated Reader” book finder.
  • “Status of the Class” individual, weekly interviews with teacher to monitor reading progress.
• Use critical thinking skills.
• Apply study skills.
• Evaluate information.
• Use relevant material for resources.
• Engage in free reading of personal interest.

Science

Science as Inquiry—Students will be able to observe, measure, infer, and predict using variables, hypothesize and make models, interpret data, experiment, and problem solve, and define terms on the basis of observations.

Work and Simple Machines—Students will investigate: Forces, Work, The Pulley, The Lever, and The Inclined Plane.

Earth’s Force—Students will investigate: The Force of Gravity, Acceleration Due to Gravity, The Force of Friction, The Force of Friction, and Force, Mass and Acceleration.

Investigating Heat—Students will investigate: Temperature and Heat, Transferring Heat, Converting Heat, Heat and the Body, and Matter and Heat.

Microscopic Explorations—Students will investigate: Leaning about Lenses, Specimens, Animal Cells, Plant Cells, and Tissues.

Inheritance and Adaptations—Students will investigate: Extracting DNA from a Cell, The Inheritance of Traits, Incomplete and Co-Dominance, Deciphering the Genetic Code, and Genes and natural Selection.

Exploring Density—Students will investigate: Density, Calculating the Density of Water, Densities of Different Liquids, Densities of Different Solids, and Density of Solutions.

Eukaryotes—Classroom resources include text and workbooks, overhead projector, computers, ELMO board, classroom pets, expert visitors, projects, and hands on items. Out of classroom resources include field trips and field research on school grounds.

Mathematics

Number Sense—Compute with whole numbers, decimals, and fractions and understand the relationship among decimals, fractions, and percents; understand the relative magnitudes of numbers; understand prime and composite numbers.

Computation—Solve problems involving multiplication and division of whole numbers and solve problems involving addition, subtraction, and simple multiplication and division of fractions and decimals.

Algebra and Functions—Use variables in simple expressions, compute the value of an expression for specific values of the variable, and plot and interpret the results; use two-dimensional coordinate grids to represent points and graph lines.

Geometry—Identify, describe, and classify the properties of plane and solid geometric shapes and the relationships between them.

Measurement—Understand and compute the areas and volumes of simple objects, as well as measuring weight, temperature, time, and money.

Data Analysis and Probability—Collect, display, analyze, compare, and interpret data sets. They use the results of probability experiments to predict future events.

Problem Solving—Make decisions about how to approach problems and communicate their ideas.

Both fourth & fifth grades use the StarBoard daily to enhance mathematics lessons. We also use Responders on a daily basis to assess the students’ understanding of the lesson, and to take tests and quizzes. Students also practice Math Facts on the responders and can access Math Facts in a Flash through the Renaissance Place Home Connect (same as Accelerated Reader).

Social Studies

Students will study landforms and physical features of the Western Hemisphere and will:

• Define hemisphere; locate Western Hemisphere.
• Identify countries, capitals, and major cities.
• Name continents, oceans, major features of Western hemisphere including: Great Lakes, Andes Mountains,Amazon River, Hudson Bay, Caribbean Islands and the Isthmus of Panama.
• Use special purpose maps to gather data and make comparisons.

Students will learn democratic citizenship, how to participate in the constitutional system of government of the United States in relation to the Western Hemisphere, and will:

• Describe the type of government found in Canada, Mexico, and selected countries in Caribbean, Central and South America.
• Describe the role of citizens in two or more countries with different types of government.
• Identify significant individuals and events and explain their contributions to society, including European explorers, colonial figures, and prominent individuals.
• Identify the effects of slavery on Western Hemisphere and its impact on various cultures.

Students will learn about the interaction of Europeans with Native Americans and will:

• Identify relationships between different colonists.
• Describe settlers’ relationship with the Native Americans.
• Identify the general location of the Mayan, Aztec and Inca civilizations and list their major accomplishments.
• Describe the Mayan class system and the Inca’s use of irrigation and terracing.
• Identify Montezuma (also known as Moctezuma).
• Identify causes of the Indian decline in the Americas.
• Identify some common reasons why colonies seek independence from overseas rulers.
• Identify various explorers, for example, Columbus, Bolivar, Vespucci, Balboa, and Magellan.

Students will acquire a historical understanding of the United States and will:

• Learn democratic citizenship and how to participate in the constitutional system of government of the United States in relation to the Western Hemisphere.
• Identify the different forms of government.
• Compare and contrast the role of a representative body in the different forms of government.
• Describe the role of citizens in two or more countries with different types of government.

Religion

Includes the study of the Hebrew Scriptures to better understand God and our Catholic faith.

Students gain familiarity by using the Bible to deepen their understanding of their faith community.

Writing

Students will use the 6+1 Writing Traits vocabulary as well as the formal writing process that includes peer conferencing.

Students will write various essays such as personal narratives, expository persuasive, and descriptive narratives, along with business letters.

Reading

Students read a variety of genres with an emphasis on understanding, vocabulary, and critical thinking skills.

A weekly spelling lesson focuses on structure as well as word meaning.

Students participate in a novel study.

Students use active listening skills to reflect, to evaluate, and to understand other viewpoints.

Students are required to read independently for twenty minutes each day.

Independent reading is recorded through summaries and reading logs.

Language Arts

The goal of the study of Language Arts is the development of the five basic communication skills:

• Listening
• Speaking
• Reading
• Writing
• Thinking Students practice these skills each day in all studies.

A Language Arts block of instruction helps to maximize knowledge and application of the communication skills. Students receive direct instruction, and work independently, with partners, and in small groups.

Mathematics

Students are grouped homogeneously, allowing students to grow in mathematics at a pace conducive to their level and learning style. The following data is used to determine placement:

• Standardized Test results
• Diagnostic Star Math test results
• Individual work ethic and classroom performance

Numbers:

• Review of Whole number operations
• Integers
• Rational numbers

Number Operations:

• Fraction
• Decimal

Proportionality:

• Ratio and Rates, understanding and applying
• Percents

Numeric and Algebraic expressions
Equations and Inequalities
Relationships in Geometry
Measurement and Data

Geography Enrichment

The study of location, place, human-environmental interaction, movement and region (the foundations of geography) through investigation.

Analysis and development of map reading skills.

English

Students focus on study of grammar, usage, and mechanics.

• Grammar instruction is practiced through daily writing.
• Direct instruction and practice is received in listening and speaking skills.

Social Studies

Students participate in a multi-modal study experience.

The content for grade six includes early cultures, beginning with Mesopotamia, and continues through to modern times, including the Pacific and Far East geographical areas.

Students learn about the areas geographically, socially, economically, and politically.

Much of the learning is project-based. Students work to connect the ancient world with the modern world.

Assessment is determined formally and informally on a weekly basis.

Science

The LabLearner curriculum, based on state and national standards, is used. An integrated curriculum, with an emphasis on Physical and Earth Science, is taught. Topics covered include;

• Properties of Matter
• Weathering and Erosion
• Kinetic and Potential Energy
• Atmosphere, Storms, and Clouds
• Space
• Simple Machines
• Solutes and Solubility

Students participate in hands-on, laboratory experimentation in a fully equipped lab.

A variety of assessment tools are used to accommodate learning differences.

Religion

Focuses on the New Testament teachings and our call to follow Jesus’ life example. Students analyze Jesus’ teachings through his parables and miracles.

• Students also compare/contrast the Gospel readings
• Regular assessment is given to check comprehension and knowledge.

Vocabulary
Building

Vocabulary acquisition is a key element for reading progress. As Aldous Huxley once said, “Words play an enormous part in our lives and are therefore deserving of the closest study.”

In addition to formal literature studies, vocabulary is taught both directly and through the context of students’ literature. Vocabulary is taught purposefully to increase students’ working word knowledge, thus improving their reading comprehension and performance.

“Many studies have established the fact that there is a high correlation between vocabulary and intelligence and that the ability to increase one's vocabulary throughout life is a sure reflection of intellectual progress.” Bergen Evans

Formal vocabulary instruction consists of word lists that correlate with the reading selections and thematic units. Students learn to use the words in context and are tested accordingly. In addition to the teacher provided lists, students are also encouraged to identify words that they do not know, record them in their vocabulary notes, and sort them according to a tiering process they are taught. Practice is assigned through partner or small group application. When students have had sufficient time to process, practice, and apply the words correctly, they are tested for their knowledge and usage.

Writing

Through a team approach, students will:

• Explore a variety of self-generated topics.
• Students use the 6+1 Writing Traits vocabulary, as well as a systematic writing process to encourage ease of group discussion and corrective practices among groups and individuals.
• Students identify and utilize writing formats that best communicate material to their intended audiences.
• Students provide peers with supportive and immediate feedback during the writing process.
• Students write their own pieces using these genres during their year-long study:
  
  • Expository essay (nonfiction in the form of a biography)
  • Letter writing (business and personal correspondence)
  • Personal narrative o Persuasive essay o
  • Descriptive essay
  • Poetry

Assessment is an ongoing process. It includes students’ participation, process work, and final products. Rubrics are used to identify individuals’ strengths as well as areas needing improvement.

Literature/
Vocabulary

Students rapidly transition from a “learning to read” instructional practice, to a more mature practice of “reading to learn.” To meet the increased demand of independent reader responsibility, students are introduced to and use a literature anthology. Through it, they read contemporary and classic works by recognized and renowned authors. They also read chapter books, depending upon thematic study, and have more autonomy with their independent reading selections. The literature course provides experiences with:

• Whole group direct instruction, small group work, partner work, and individual study in a student-centered environment.
• Weekly mini-lessons to teach strategic reading tools and to apply those strategies to the actual reading assignments.
• Comprehension skills practice according to individual need.
• Critical reading and thinking.
• Purposeful practice connecting students’ literature to their own life experiences.
  
  • short story (mystery, fantasy, survival and adventure, and coming-of-age). o drama (Charles Dickens and Sir Arthur Conan Doyle).
  • novel study (unit requiring four to six weeks of study).
  • poetry (both formal and informal styles).
• Student-generated literature journals for reflective and directed responses.
• Nightly reading for thirty minutes.
• Student reading log sheets to record independent reading.
• Oral presentations, group projects, or partner-specific work to demonstrate understanding of reading skill instruction through application.
• Direct instruction for active reading strategies (highlighting text, coding for understanding, etc.).
• Social skill development to listen, reflect upon, evaluate, and understand others’ viewpoints (debate experience).

Reading assessment is multi-faceted to accommodate students’ different learning styles and multiple intelligences. It occurs formally and informally on a be-weekly basis, or sooner, as need dictates. Reading/studying literature from these genres: o non-fiction (content area and research non-fiction).

English

Incorporated through writing circles.

• Grammar, usage, and mechanics are dealt with in context
• Grammar instruction is incorporated into daily writing circles work
• Instruction and practice is provided for listening and speaking skills

Assessment occurs within the writing process and its products.

Science

The LabLearner curriculum, based on state and national standards, is used. An integrated curriculum, with an emphasis on Life Science, is taught. Topics covered include:

• Cellular Organization
• Genes and Proteins
• The Cell Cycle and Cancer
• Adaptations
• Acids and Bases
• Atomic Structure
• Chemical Reactions

Students participate in hands-on laboratory experimentation in a fully equipped lab.

A variety of assessment tools are used to accommodate learning differences.

Mathematics

Students are grouped homogeneously, allowing students to grow in mathematics at a pace conducive to their level and learning style. The following date is used to determine placement:

• Standardized test results.
• Diagnostic Star Math test results.
• The student's work ethic and classroom performance.

The Number System:

• Operations with integers
• Operations with rational numbers

Ratios and Proportional Relationships

• Ratios and proportionality
• Proportions and Percent

Expression, Equations, and Inequalities
Geometry

• Geometric Figures
• Circumference, Area, and Volume

Probability and Statistics

Accelerated Students will also study:

• Real Numbers, Exponents, and Scientific Notation
• Linear Relationships and Equations
• Transformational Geometry
• Measurement Geometry

Social Studies

• The content begins with early American history (discovery, settlement, growth, government) and ends with the onset of the Civil War.
• Study includes historical, political, economic, and social aspects of that era.

Formal assessment is given on a weekly basis.

Religion

Focuses on Church history, understanding God, and our Catholic faith.

• Students acquire familiarity with the history of the Catholic Church.
• Students are expected to understand the structure and functions of the church community.
• Students also learn about the roles they perform within their church communities.
• Students are paired with pre-kindergarten students through an established “Prayer Buddy” program. They participate in a variety of religious and social activities throughout the school year.

Assessment is used as needed to determine comprehension and application of knowledge.

Literature/
Vocabulary

To prepare students for the transition to high school literature classes, this course is one of close reading and regular reflection of that reading. Students are expected to build upon their experience and knowledge from the seventh grade course. As such, the eighth grade course of study follows the seventh grade course quite closely.

However, different elements are given more emphasis than they received in seventh grade. One example of this is the novel study. Both grades read classroom titles, dictated by individual reading ability and performance. Seventh graders are introduced to the elements of the novel, and their focused study concerns the story’s plot and theme. Having accomplished this as seventh graders, the eighth graders build on their knowledge of the novel by focusing on characterization and by writing a formal character analysis at the conclusion of the unit.

Testing also follows the variety and scope employed for the seventh grade. Both grades are given end-of-year tests to assess gains in reading and vocabulary.

Writing

Increases in complexity, purpose, and length from seventh grade. Through a team approach, students will:

• Explore a variety of self-generated topics that they develop into working drafts.
• Identify and utilize writing formats that best communicate their messages to the intended audiences.
• Continue to use the 6+1 Writing Traits vocabulary and writing process to facilitate group discussion and to provide corrective practices among group members.
• Provide peers with supportive and immediate feedback during the writing process.
• Write their own pieces using the genres they have identified as problematic in order to become more successful.
• Complete a full research paper.
• Create a storybook gift, which they craft and illustrate themselves.

Assessment is an ongoing process. It includes students’ participation, process work, and final products. Rubrics are used to identify individuals’ strengths as well as areas needing improvement.

Science

The LabLearner curriculum, based on state and national standards, is used. An integrated curriculum, with an emphasis on Physical Science, is taught. Topics covered include:

• Heat and Heat Transfer
• Sound Waves and Pressure
• Light
• Ecosystems
• Photosynthesis
• Friction
• Watersheds
• Electricity and Magnetism

Students participate in hands-on laboratory experimentation in a fully equipped lab.

A variety of assessment tools are used to accommodate learning differences.

Continuation of instruction from seventh grade, incorporated through writing circles.

• Grammar, usage, and mechanics identified in context.
• Grammar instruction is incorporated into daily writing circles’ work in the form of mini-lessons.
• Direct instruction and practice provided to improve listening and speaking skills.

Assessment occurs within the writing process and its products.

Social Studies

• Content begins with the Civil War and continues to the present time.
• Study includes historical, political, economic, and social aspects of the period.
• Much of the learning is project-based and/or experiential. (The Gettysburg field trip is an example.)
• Students prepare a weekly current events report. They choose from two teacher-selected topics or from “This Day in History,” then research the topic and write a brief summary.

Assessment is conducted formally and informally on a weekly basis.

Mathematics

Eighth grade math students have two, placement options—Pre-Algebra and Algebra I. Students are grouped homogeneously, allowing each to grow in mathematics at a pace conducive to their level and learning style. The following is used to determine placement:

• Standardized test results.
• Diagnostic Star Math test results.
• The student's work ethic and classroom performance.

Pre-Algebra (8th grade) Curriculum

• Real Numbers, Exponents, and Scientific Notation
• Proportional and Non-proportional Relationships and Functions
• Solving Equations and Systems of Equations
• Transformational Geometry
• Measurement Geometry
• Statistics

Algebra I Curriculum

• Operations with Real Numbers
• Solving Equations
• Applying Equations to Problem Solving
• Inequalities and Absolute Value
• Powers and Polynomials
• Factoring Polynomials
• Rational Expressions, solving and application
• Relations, Functions, and Variations
• Analytic Geometry
• Systems of Linear Equations
• Radicals
• Quadratic Equations and Functions
• Basic Trigonometry

Pre-K and K

Students are introduced to the library in Pre-Kindergarten. We tour the library and learn about the proper care of books. Students learn about the title, author, illustrator, front and back cover, and spine. They listen to read alouds, answer reading comprehension questions, and complete activities based on the story.

In the computer lab, students will:

• learn the parts of the desktop: monitor, CPU, keyboard, and mouse
• navigate a website
• select a website from the bookmark toolbar
• operate a computer mouse

Students are reintroduced to the library in Kindergarten. We review the terms learned previously. They learn the book borrowing procedures and proper care of books.

In the computer lab, they will:

• review the parts of a computer
• open and close the browser
• log onto the computer using control, alt, delete and credentials
• select and navigate a website from the bookmark toolbar
• identify where the letters are on the keyboard

Grades 1 and 2

Book borrowing procedures are reviewed, as well as proper book care. Students will review all terms previously learned, as well as introduced to genres, title page, illustrations, abc order, and nonfiction text and its features. Students will also study: characters, setting, problem/solution, main idea, and plot.

In the computer lab, students will:

• start, shut down and log into their computer
• open web browser and navigate to websites
• use www.kidrex.org, a kid-safe search engine powered by Google, to practice basic keyboarding skills
• learn to use word processing software: formatting text, inserting clipart, and printing

Grades 3, 4, and 5

Students review procedures, and introduced to the Dewey Decimal System, and how to properly locate and put books back where they belong. Through the use of activities, students work on comprehension skills. They are also introduced to the dictionary, thesaurus, and biographies, both in the library and online. We conduct genre studies and create story boards.

In the lab, third grade students continue to learn and use:

• pivot animator
• word clouds
• online/offline Saint research
• keyboarding skills
• digital storytelling
• making collages with web-based photo editing
• multimedia presentations
• creating, saving, and printing documents
• introduce technology vocabulary

Grades 4 and 5

Review of taking care of books and book checkout procedures. We continue Dewey Decimal System, and introduced to online reference materials: atlas and almanac. They will also continue to develop their understanding of genres.

In addition to the previous year's skills, students will:

• continue keyboarding skills
• organize data in a spreadsheet and create a graph
• begin coding using JavaScript (code.org and kodu.com)
• website validity and reliability
• online personal safety
• mini research character trait biography
• presentation software (Impress and Prezi.com)
• continue to develop technology vocabulary

Grades 6, 7, and 8

Middle school students are encouraged to check books weekly. If they choose, they may write book reviews about books they've read and recommend to others to post in the computer lab. In the computer lab, in addition to the previous years skills, students will:

• develop an awareness for ethical, cultural, and societal issues related to technology
• continue with coding using code.org and kodu.com
• HTML is introduced in 7th and 8th grades
• understand what Web 2.0 is
• computer science: looking at and identifying the internal parts of a CPU
• continue to develop and use technology vocabulary
• develop proficiency in office suite software
• troubleshoot the physical layer (cables, connections,power sources)
• Evaluate websites for bias and hoax

Pre-K through Grade 4

Students are taught that music is a universal language, bridging cultures and societies around the world. Pre-kindergarten through fourth grade music classes focus on general appreciation of music, theory, and concert preparation, as well as concert and performance etiquette.

Some varied classroom activities include:

• Games surrounding concepts of simple rhythm and beat patterns using percussive instruments.
• Singing.
• Performing.
• Independently or in a group setting, analyzing simple sacred and secular songs and music-related text.
• Exploring multicultural music.
• Analyzing, reading and composing simple music forms through the understanding of written music notation.
• Music history through the basic study of classical composers.

The National Standards for Music Education are well covered in every lesson. They are:

• Singing, alone and with others, a varied repertoire of music.
• Performing on instruments, alone and with others, a varied repertoire of music.
• Improvising melodies, variations, and accompaniments.
• Composing and arranging music within specified guidelines.
• Reading and notating music.
• Listening to, analyzing, and describing music.
• Evaluating music and music performances.
• Understanding relationships between music, the other arts, and disciplines outside the arts.
• Understanding music in relation to history and culture.

Lessons are pulled from many sources, which include the Holy Bible, Silver Burdett’s “Music Connection” curriculum, educational music CDs, DVDs and videos, and a plethora of topical and conceptual music-related aids for additional reinforcement during class.

Pre-kindergarten through second grade work with general percussive instruments such as rhythm sticks, tambourines, triangles, wood and sand blocks, cymbals, bells, and small hand drums. Third grade is introduced to more complex cognitive reasoning using music by learning to resonator bells. In preparation for fourth grade beginning band the following year, the basic care and playing of the soprano recorder is introduced. Students in the third and fourth grade classes prepare two pieces on their respective class-instructed instrument and perform for the Trimester concert.

Each Trimester, all pre-kindergarten through fourth grade classes eagerly prepare and perform a concert in which the students showcase musical talents and learned concepts relating to music and the performing arts such as choreography, stage presence, acting, poem recitation, and voice. These Trimester concerts are the climax of the elementary music class and light the fire of music in the students at Holy Cross.

Grade 5

General music instruction evolves around basic music theory as another language. Through singing in parts and playing recorders and bell chimes, students learn how music is alive through a workshop methodology. Students are also offered the option of a beginning band program, which meets once a week as they learn together the basics of their instruments. One concert will be produced.

Mass Choir

Established to allow the most advanced singers to participate at a higher level. Students must audition for this choir. Every Wednesday afternoon, we meet until 3:45 p.m. to prepare the choir for the many concerts and special singing engagements.

Crusader Choir

Select students from the 6th - 8th grade choirs that have clearly demonstrated serious and strong advanced vocal skills are chosen for the highest choral ensemble at Holy Cross School, the Crusader Choir.

Junior High Mixed Chorus

Composed of 60 voices from our sixth, seventh, and eighth grades. They meet twice a week to learn their music. Students learn the basics of good singing techniques and produce three- and four-part level three music. This choir sings at concerts, Masses, and many festivals. Recently, they sang the National Anthem at the opening session of the Delaware House of Representatives!

Junior High Band

A very active group of sixth, seventh, and eighth grade musicians. The group meets twice a week and works on level one/two music. Students work together as a team and must practice at home to produce the best learning possible. With marching in the Dover Days parade, All State Band, and Kent County Band Festival, plus supporting Holy Cross functions, the students are kept very busy!

Drum Line

A group of sixth, seventh, and eighth grade auditioned drummers who work together in an after-school program to produce new cadences and drum line shows. They are a very important part of our marching band and play the “drum line show” at many events where entertainment is needed!

Pre-K and K

The students will be able to:

• Demonstrate progress toward the mature form of selected motor and manipulative skills.
• Demonstrate mature form in walking and running.
• Follow directions.
• Develop teamwork skills.
• Understand the work ethic “We all can try!”

Grades 1 and 2

The students will be able to:

• Demonstrate skills of chasing, fleeing, and dodging to avoid others.
• Receive and send an object in a continuous motion.
• Strike a ball repeatedly with a foot, hand, and apaddle.
• Move each joint through a full range of motion.
• Apply rules, procedures, and safe practices with little or no reinforcement.
• Work cooperatively with another to complete an assigned task.
• Resolve conflicts in socially acceptable ways.

Grades 3 and 4

The students will be able to:

• Throw, catch, and kick using mature form.
• Dribble and pass a basketball to a moving receiver.
• Jump and land for height/distance using mature form.
• Transfer weight from feet to hands at fast and slow speeds using large extensions.
• Engage in appropriate activity that results in development of muscular strength.
• Support, lift, and control body weight in a variety of activities.
• Utilize safety principles in activity situations.
• Work cooperatively and productively with a partner or small group to complete an assigned task.

Grades 5 and 6

The students will be able to:

• Demonstrate increasing competence in more advanced specialized skills.
• Demonstrate beginning strategies for net and invasion games.
• Throw a variety of objects demonstrating both accuracy and force, such as basketballs, footballs, and Frisbees.
• Keep an object going continuously with a partner using a striking pattern.
• Maneuver the ball away from an opponent in a racket sport activity.
• Detect, analyze, and correct errors in personal movement patterns.
• Identify basic practice and conditioning principles that enhance performance.
• Work cooperatively with both more and less skilled peers.

Grades 7 and 8

The students will be able to:

• Use basic offensive and defensive strategies in a modified version of a team sport.
• Display the basic skills and safety procedures to participate in lifetime activities.
• Demonstrate a growing understanding and application of more advanced game strategies.
• Use knowledge of movement concepts to increase independent/group participation in physical education.
• Work cooperatively with both more and less skilled peers.

K - Grade 4

Young children experiment enthusiastically with art materials and investigate the ideas presented to them through visual arts instruction. Creation is at the heart of this instruction.

Grades 5 - 8

Students’ visual expressions become more individualistic and imaginative. They select and transform ideas, discriminate, synthesize, and appraise, and they apply these skills to their expanding knowledge to the visual arts and to their own creative work.