• Class Schedules
• Classes, Faculty and Staff
• Curriculum
• Class Syllabuses

Preschool	Science K-4	Art
Kindergarten	Math 3-5	Music
Grade 1	Grade 6	World Languages
Grade 2	Grade 7	Latin
Reading K-2	Grade 8	Library
Grade 3	Science 5-8	Computer
Grade 4	Religion 7-8	I.U.
Grade 5	Phys. Ed.

• Homework Help
• Homework Resources for Middle School Parents
• Terra Nova Test Results

The students travel to various classrooms, benefitting from the experience of teachers who are specialists in their areas, from Kindergarten on.  If a subject area is not defined at the grade level, check that subject area for more information.

POSITION AND COMPARING:  identify inside, outside, over, under, top, middle, bottom, before, after, right, left.  Compare sets of objects by color, shape, size, height, length, and use. 

SORTING AND CLASSIFYING:  Looking for similar attributes we sort by size, shape, and use, and identify what does not belong in a set (or what goes together)

GEOMETRY AND PATTERNS:  Identify and compare plane and solid figures (square, triangle, circle, rectangle, cube, pyramid, sphere, cylinder, rectangular prism)
Identify, describe, and complete patterns using various attributes, simple and complex.

NUMBERS AND NUMERATION:  Students understand the relationship between numbers and quantities and use whole numbers, simple fractions (halves, thirds, fourths, sixths) and money to represent quantities.  Count forward to 100 and backwards from 10 to zero.  Count, recognize, represent (write), name and order numbers to 30 using objects and tallying.  Compare sets and numbers up to 10, telling whether a set has more or fewer or the same number of members as another set.  Identify one more and one less than a given number.  Identify missing numbers in a sequence.  Count by  2s, 5s and 10s, using concrete objects.  Estimate the number of objects in a group of twenty or less and count to check if reasonable.  Identify ordinal positions first through tenth.

GRAPHING:  Collect and organize data to make bar graphs and pictographs.  Be able to read and interpret a graph.

TIME AND MONEY:  Identify order of events (sequence) and estimate what takes more or less time.  Use tools that measure time (clock, calendar).  Identify coins and count money - pennies to 100, nickels to 60, dimes to 100, quarters to 100.  Count and know value of mixed coins in various combinations.  Tell time to the hour, 1/2 hour and 5 minute intervals using a digital and analog clock.

MEASUREMENT AND FRACTIONS:  Estimate and measure, using standard and non-standard units, height, length, weight, capacity and temperature.  Compare measurements.  In fractions, name equal parts of a set and of a whole.

ADDITION AND SUBTRACTION:  Write horizontal and vertical  addition and subtraction sentences from pictures or concrete objects.  Find differences from 12 or less.  Solve addition and subtraction problems and be able to use the signs (plus and minus) correctly.  Learn to add on one more and two more.  Add doubles. 

LEARNING CENTERS
Children’s play is their work, their natural way of developing mentally, physically, socially and emotionally.   The kindergarten learning centers are designed to provide hands on, concrete experiences in a semi-unstructured environment which we often call “free play”.  The centers reflect both curriculum and developmental goals.  Some centers are always available; others change with the themes or topics we are covering and offer extensions to the learning taking place in more structured activities.  They may reflect the spirit and ideas of individual children as we explore different skills and themes. 

Through playing at centers, children learn that they are capable of initiating and carrying out their own learning.  They discover how they themselves learn and take a major responsibility for that learning.  Learning centers invite the active, independent exploration and discovery that is so important at this age.  It is not teacher directed, so they get a break from the active listening they must do at other times. 

In our classroom we normally have children playing in groups of 4 (from their tables), but at times they may be assigned individual activities with a set of materials to manipulate all on their own.  Sometimes they choose exactly what they want to do (i.e. in the mornings before class starts and at other special times).  Most weeks we have a center devoted to a special craft or art project requiring supervision and help.

CLASSROOM CENTERS INCLUDE:

•  large and small blocks
•  tangrams/shapes
•  design pieces to build and create with
•  castle legos
•  large and small Legos 
•  Lincoln logs 
•  rocks, large and small, for building environments
•  puzzles
•  flannel board
•  materials for patterning: beads, linking pieces
•  books/library corner
•  art and paints
•  toys, assorted vehicles & creatures
•  housekeeping/restaurant
•  writing center
•  environments: Rainforest, the west, farms, sea, Africa,    Arctic, dinosaurs

Here are some specific ways we focus on the environment:

• Choosing read-aloud materials that teach ecology and a reverence for the natural world.
• Sharing the creation stories from the Bible, recognizing God as creator
• Carnegie Loan Display Cases - change every 2 weeks, show animal & plant life, rocks and minerals, ethnological topics.
• Recording and discussing the weather, how it affects us & wildlife.
• Observing nature through the seasonal changes/rhythms/constants (day/night, sun/moon/stars, changing colors of vegetation, springtime and harvest, etc.)
• Using the language of  geography - steep mountains, deep oceans, raging storms, landforms.
• Thematic units on the rainforest, desert, Arctic, tropics, and learning  centers designed to reinforce and extend the learning.
• Studying how different geographical regions cause people to live in different ways.
• Learning about animal homes and habitats.
• Studying about resources - What is natural, what is manmade?
• Learning about other cultures, and how we have to live together on our one planet earth.
• Examining natural objects in our classroom “museum”, adding to our collections, sharing items from home.

Because both Mrs. Kimbrough and I are interested in a wide variety of musical styles and traditions, we work to incorporate them into our daily schedules.  We use music to teach listening skills, math concepts, vocabulary related to our content themes, and to teach about other cultures.   The poetry of music teaches rhyming, phrasing, letter-sound associations and much more. 

Music in our classroom might include:

• Movement and dance
• Listening for patterns, repeats, rhythms
• Counting and fractions (based on note duration)
• Identifying different moods and tempos
• World musical styles
•  Gregorian chant, plainsong
•  Classical masterpieces
•  African drum beats and rhythms
•  Songs in different languages
•  Learning the orchestral instruments
•  American folk songs, old favorites
•  International folk dances and tunes
•  Nature’s music, bird songs, water, wind

Primary:
Grade 1
reminders
ENGLISH
Units
1. Language Study: Sentences

• Statements 
• Beginning and Ending Statements
• Writing Statements
• Questions
• Beginning and Ending Questions
• Writing Questions

•   Nouns for people, places and things
•   Nouns in sentences
•   Nouns for one and more than one
•   Special names
•   Days of the week
•   Months of the year
•   Writing dates
•   Special names for places
•   Writing cities and states
•   Writing letters in alphabetical order
•   Writing words in alphabetical order

•   Verbs
•   Writing Verbs in sentences
•   Verbs in the present
•   Verbs in the past
•   Writing Verbs in the present and the past
•   Using Contractions
•   Writing Contractions

•   Adjectives
•   Adjectives in sentences
•   Describing Colors
•   Describing Sizes and Shapes
•   Describing Numbers
•   Describing Taste
•   Describing Sound
•   Describing how things feel
•   Describing the Weather
•   Comparing two 
•   Comparing more than two
•   Using Adjectives to Compare
•   Adding Adjectives
•   Changing Adjectives

•   Statement and Questions
•   Subject parts
•   Predicate parts
•   Nouns in Sentences
•   Pronouns
•   Adjectives in Sentences
•   Verbs in Sentences
•   Verbs and Pronouns
•   Joining Subject and Predicate parts
•   Adding Subject and Predicate parts
•   Using Pronouns

• You are Special
• You Grow and Learn
• Families are Special
• Families Change
• Families have Rules
• Families do things together

• People have needs
• People need food
• People need clothes
• People need shelter
• People need love
• People have wants
• Working for needs and wants
• Needs and wants in other lands

• Places where people live
• Neighborhood places
• Neighborhood schools
• Neighborhoods change
• Living in the United States
• Our beautiful country
• Our country’s resources
• Living on the earth
• Living in other lands

• The story of the first Americans
• The story of Christopher Columbus
• The story of the Pilgrims
• Our Country’s Holidays
• Learning the Days of the Weeks
• Learning Month’s in the Calendar
• Our Country’s Symbols

• George Washington
• Betsy Ross
• Abraham Lincoln
• Martin Luther King, Jr.
• You can be a Special American

• Labor Day
• Chanukah
• Chritmas
• Kwanzaa
• New Years Day
• Japanese New Year
• Valentine’s Day
• St. Patrick’s Day
• Cinco de Mayo
• Mother’s Day
• Father’s Day

• Jesus is our friend
• God is good
• God is our Father
• God our Father is Holy
• God shares his life with us
• God our Father speaks to us
• We pray to God our Father
• Jesus teaches us to pray

• God promises a Savior
• God chooses Mary and Joseph
• Jesus our Savior was born in Bethlehem
• Families share life and love
• 3. Jesus Shows Us He Is Good
• Jesus calls Apostles
• Jesus shows God’s Love
• Jesus teaches us to love others
• Jesus call himself the Good Shepard

• Jesus gives the gift of himself
• Jesus is risen
• Jesus sends us his spirit
• Jesus is with us in his church
• Mary is the mother of the church
• Jesus’ spirit helps the church spread the good news
• The spirit of Jesus helps us to give Glory to God

• Feast of the Guardian Angels
• Feast of All Saints
• Thanksgiving Day
• Advent
• Feast of the Presentation
• Feast of Saint Blase
• Lent
• The Way of the Cross
• Feast of St. Joseph

2. Addition facts to Eighteen

3. Subtraction facts to Eighteen

4. Building Number Sense: Place Value and Counting

• Identify and write numbers to one hundred
• Count and Order Numbers one to one hundred
• Identify Ordinal Numbers to 10th
• Count by twos, fives and tens

• Identify the Value of penny, nickel, dime and quarter
• Identify the value of a set of coins
• Make and use Bar Graphs

• Estimate, measure length and height using metric and customary units
• Estimate, measure weight capacity and temperature using metric units
• Estimate, measure weight and capacity using customary units

• Compare time
• Tell time to the hour
• Tell time using minutes past the hour
• Use a calendar

• Identify and compare space figures
• Identify and compare plane figures
• Identify and complete patterns
• Identify one half, one third and one fourth
• Find probabilities, make predictions

• Finding sums of two digit numbers
• Add tens and ones without regrouping
• Finding differences by subtraction
• Subtract tens and ones without grouping

The Program consists of Work Places, which are games and activities that extend and enrich children’s learning.  The Work Places consist of games and activities designed for independent use by students working alone, with partners, or in small groups.  Most involve use of concrete or visual models.  The Work Places provide for choice, collaboration, and cooperation among students.  It is in the context of these activities that many children really come to grips with concepts and skills.  During Work Places, the teacher observes and interacts with youngsters, and helps where needed.  Work places are central to the program.

Work Places and the six units of study form the core of the program.  The Number Corner, an interactive calendar display and yearlong set of daily challenges that introduce and reinforce basic skills, heavily supplements them.  The Number Corner involves another fifteen minutes of instruction each day, insuring that youngsters receive consistent practice with addition and subtraction facts, place value counting, money, time, measuring, sorting and patterning throughout the year.  Assessments of selected basic skills appear at the end of each month in the form of individual interviews or student worksheets.

A part of the Program consists of Home Connections.  They provide another source of practice and reinforcement.  Each assignment involves a game, project, or investigation for children and their families to do together.  These are intended to help parents and other family members become active participants in their children’s math education and too support and extend the work students are doing at school.  In many cases, the Home Connections involve games children have learned in class and are then able to teach their parents and siblings.

Grade 2
Grade 2 is a year of cognitive, spiritual and physical growth.  The foundation that was put in place during Kindergarten and Grade 1 is built upon even further. 

SPIRITUAL DEVELOPMENT
The children prepare for the reception of two Sacraments: Reconciliation and Holy Eucharist.  During the course of the year, the children will study and participate in many activities that lead them to a better understanding of these two Sacraments.

COGNITIVE DEVELOPMENT
The children will receive instruction that enhances their present knowledge.  They will take this knowledge and explore deeper and more complicated concepts.  They will learn to read fluently.  They will be able to write paragraphs and stories, using all the proper rules of language mechanics.  In Mathematics, they will develop skills in arithmetic, money, time, measurement, geometry and problem solving.  In Social Studies, the children will explore their own world as well as the world around them.

RELIGION
Introduction

•  Sign of the Cross
•  Prayers

2.  Our Church celebrates Reconciliation
         An in-depth study of the Sacrament of Reconciliation will take place prior to the reception of the Sacrament.

 3.  Our Church Gathers for Mass

4.  Our Church Celebrates the Eucharist
         An in-depth study of the Sacrament of Holy Eucharist will take place prior to the reception of the Sacrament.

5.  The Eucharist is Jesus with Us

In addition to these Units, the children will have lessons throughout the year concerning special Feast Days, Advent, Lent, and special people of Faith.  Second grade's weekly attendance at Mass is an important part of the curriculum.

MATH

• Students will be able to demonstrate and understanding of patterns, how they grow, and describe them in general ways.

• Students will be able to model, represent and interpret number relationships to create and solve real life problems involving addition, subtraction and multiplication.

• Students will understand the relationship of numbers to each other.  This is an ongoing developmental process.  Number sense takes a long time to develop.  Students will understand the relationship among numbers, quantities and place value.

• Students estimate, calculate and solve problems involving addition and subtraction of two and three digit numbers, and solve simple problems involving multiplication and division.

• Students will understand that fractions and decimals can refer to parts of a set and parts of a whole.

• Students understand that measurement is accomplished by identifying a unit of measure, repeating that unit and comparing it to the item to be measured.    Geometry provides a visual approach to the study of mathematics.  Students will be able to identify and describe the element that compose common figures in the place and common objects in space.

• Students will collect, record, organize, display and interpret numerical data on bar graphs and other representations.

•  type – declarative, interrogative, imperative and exclamatory
•  structure – complete and simple
•  parts – subject, predicate, compound subjects and compound predicate

• nouns, verbs, verb tenses, pronouns, adjectives, adverbs

•  capitalization, punctuation

• compound words, synonym, antonyms, homophones and homographs, words with multiple meanings, prefixes and suffixes, abbreviations

• table of contents, title page and copyright

• through our English grammar classes the children participate in the writing process and are expected to write on a variety of topics

•  Interpret photographs
•  Interpret maps
•  Compare photographs and maps
•  Use information to answer questions
•  Draw conclusions from atlas resources
•  Learn how maps show information

• Describe the Earth
• Learning about Globes and Maps
• Exploring the United States
• Yesterday as compared with Today, and Tomorrow

• Symbols of the United States
• Exploration of people that are Americans
• Exploration of people in Africa, Europe, Asia, Australia and
• Antarctica
• Holidays
• Black History Month
• Famous Women
• Current Events (when appropriate)

SPELLING
The weekly spelling words and the challenge words are taken from the reading stories covered in reading class.

Spelling incorporates many thinking processes and learning strategies into weekly lessons.  Learning these processes and strategies not only helps students become better spellers, it also enhances their overall education.

The spelling words cover the following skills:
short vowel sounds;  the vowel sound heard in ball;  consonant clusters with l and r, nk, and ng;  short and long vowel sounds; vowel-consonant-e;  long a spelled ai,ai;  long e spelled e, ee, ea; long i spelled with a y;  long o spelled o, oa, ow;  k sound spelled c,k,ck;  consonant clusters with l and r;  number words;  plurals s and es;  endings: ed, ing; long and short oo;  words writers use;  vowel digraphs: ew, ow;  color words;  r -controlled a:ar;  ch, wh words;  r-controlled o:or, ore;  sh words;  th words;  homophones;  compound words 

•   Auditory Discrimination /a/ - /z/
•   Classify Objects
•   Color Words
•   Comparison Words (e.g., big/little)
•   Concepts (e.g., numbers 1-10)
•   Details
•   Follow Directions
•   Letter Recognition (Aa - Zz)
•   Main Idea
•   Oral Reading
•   Part/Whole Relationships
•   Position Words (in, out, over, under, on, off, top, middle, bottom)
•   Rhyming Words
•   Same or Different
•   Sequence (first, next, last)
•   Shapes (circle, square, triangle, rectangle)
•   Sound-Symbol Correspondence within Words
•    initial (beginning) - a to z
•    medial - short vowels
•    final - m, s, p, t, n, b, g, f, d, k, x
•   Vocabulary Words
•   Vowels (short only)

•    Alphabetic Awareness
•    Auditory Discrimination
•    Consonant Letter-Sound Associations
•    Critical Thinking
•    Letter Identification
•    Listening & Speaking Skills
•    Listening Comprehension Strategies
•    Motor Skills
•    Orthographic Awareness
•    Phonemic/Phonological Awareness
•    Reading Comprehension Strategies
•    Short Vowel Letter-Sound Associations
•    Visual Discrimination

•     Left
•     Right
•     Scribbles
•     Left to right lines
•     Lie down straight lines
•     Slant lines
•     Pull down straight lines
•     Slide right lines
•     Slide left lines
•     Backward circles
•     Forward circles
•     S-curves

3.  Printing Numerals:  1-10

First Grade
READING    McGraw-Hill, 2001
The program introduces or reinforces the following concepts:

•    Antonyms or Synonyms
•    Apostrophe
•    Base Words
•    Capitalization
•    Classifying
•    Compound Words
•    Consonants - Single, Blends, or Digraphs
•    Context Clues
•    Contractions
•    Creative Writing
•    Details
•    Double Consonants, Doubling Final Consonant
•    Draw Conclusions
•    End Punctuation
•    Endings (suffixes)
•    Following Directions
•    Inflected Forms
•    Main Idea and Details 
•    Listening Comprehension
•    Oral Reading or Silent Reading
•    Predicting Outcomes
•    Quotations
•    Reading Comprehension Strategies
•    Referents
•    Sequence
•    Spelling Changes
•    Strategy Builder
•    Summarizing
•    Table of Contents
•    Vocabulary Words
•    Vowels - Short, Long, R-controlled, Digraphs, Diphthongs

PHONICS  Phonics A     Modern Curriculum Press, 1997
The program introduces or reinforces the following concepts:

•    Alphabetic Awareness 
•    Auditory Discrimination
•    Consonant Blends
•    Consonant Digraphs
•    Consonant Letter-Sound Associations
•    Consonant-Vowel-Consonant Blending
•    Contractions
•    Critical Thinking
•    Inflectional Endings
•    Letter identification
•    Listening & Speaking Skills
•    Long Vowel Letter-Sound Associations
•    Orthographic Awareness
•    Phonemic/Phonological Awareness
•    Print Awareness
•    R-Controlled Vowels
•    Reading Comprehension Strategies
•    Short Vowel Letter-Sound Associations
•    Visual Discrimination

•    Antonyms or Synonyms
•    Alphabetical Order
•    Biography
•    Cause and Effect
•    Characterization
•    Classifying
•    Comparisons
•    Consonants (Single, Blends, Digraphs)
•    Context Clues
•    Contractions
•    Creative Writing
•    Draw Conclusions
•    Fables
•    Fantasy
•    Folklore
•    Glossary
•    Homophones
•    Irregular Plurals
•    Main Idea and Details
•    Making Judgments
•    Oral Reading and Silent Reading
•    Play
•    Plot
•    Poetry
•    Predicting Outcomes
•    Prefixes
•    Reading Comprehension Strategies
•    Realistic Fiction
•    Referents
•    Schwa
•    Sequence
•    Setting
•    Spelling Changes
•    StrategyBuilders
•    Suffixes
•    Summarizing
•    Syllables
•    Vocabulary Words
•    Vowels (Long, Short, R-controlled, Digraphs, Diphthongs)

•    Alphabetic Awareness
•    Consonant Blends
•    Consonant Digraphs
•    Consonant Letter-Sound Associations
•    Contractions
•    Critical Thinking
•    Inflectional Endings
•    Letter Identification
•    Listening and Speaking skills
•    Listening Comprehension Strategies
•    Long Vowel Letter-Sound Associations
•    Orthographic Awareness
•    Plurals
•    Prefixes
•    Print Awareness
•    R-Controlled Vowels
•    Reading Comprehension Strategies
•    Sound of hard and soft c, g
•    Suffixes
•    Syllabication
•    Synonyms, Antonyms, Homonyms
•    Vowel Diphthongs
•    Vowel Pairs, Vowel Digraphs
•    Y as a vowel

Grade 3
reminders
RELIGION  This is Our Faith    Silver Burdett Ginn
Emphasis:  Instruction in doctrine, Scripture, and morality; the experience of prayer and liturgy; the building of a value system; the ability to relate teaching to life; the knowledge of the rich heritage we share in time, place, and people; and the profound respect for and love of the Catholic Church.  We will also emphasize Christian behavior, especially the Golden Rule, “Treat others as you would like to be treated.”

LANGUAGE ARTS     McGraw-Hill 
This series by McGraw-Hill integrates reading, English, writing, and spelling.

READING
Emphasis:  Reading with fluency and understanding(literal, evaluative, inferential) and to increase knowledge; develop an extensive vocabulary; develop skills such as decoding, phonics, predicting outcomes, cause and effect, use of context clues, drawing conclusions, summarizing, main idea, compare and contrast, sequence of events, figurative language, author’s purpose, prefixes and suffixes, fact and nonfact, and multiple meaning words.  A variety of literary genres will be presented.  In addition, book reports will be assigned.

ENGLISH
Emphasis:  Review and extension of basic grammar, mechanics, and usage skills; sentence structure; sentence types; capitalization; punctuation; parts of speech and their use; and listening and speaking skills.  There will also be emphasis on the writing process; writing for a variety of audiences and purposes; and composing original texts using proper capitalization, punctuation, and spelling, and showing knowledge of grammar and usage. 

SPELLING
Emphasis:  Spelling patterns and spelling rules; review of items such as short and long vowels, consonant clusters, formation of plurals, words with suffixes, and a wide variety of other letter/sound combinations.  Also included are writing and proofreading activities.  The application of spelling skills(proper spelling) is expected throughout the curriculum.

HANDWRITING  Handwriting    Zaner-Bloser
Emphasis:  Transition from manuscript to cursive writing including the four keys to legibility: size, shape, slant, and spacing.  Neatness will also be emphasized.

SOCIAL STUDIES   Communities Near and Far     Macmillan/McGraw-Hill 
Emphasis:  Focuses on communities particularly history, culture, traditions, geography, natural resources, industries, changes these communities undergo, and members of a community working together.  Also, new vocabulary words will be introduced, as well as a variety of map skills.  Several projects will be assigned throughout the year.

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Intermediate:

Grade 4
What I Teach to Level 4…by Mr. Riedel
READING
The two main components of an elementary reading program are decoding (just being able to read the words), and comprehension of what you have read.  In fourth grade, students continue to expand and refine their decoding skills, but emphasis shifts away from decoding and moves onto comprehension.
Children at nine years old begin to become more mature readers.  They are able to think more abstractly, and to do what we call “reading between the lines”.  That is, they are able to infer meanings, and understand writing that is less literal and concrete.  This is especially evident in these areas:  character analysis; understanding character development and motivation; predicting outcomes; using context; understanding figurative language; plot development.
In fourth grade, our reading classes consist of directly learning and drilling both comprehension skills (such as those mentioned), and decoding skills (such as homophones and word endings).  We also, of course, do a lot of reading from our literature-based reading text.  We read orally and silently, and discuss what we have read.  It is important to remember that reading in school is not confined to reading class.  There are various amounts and levels of reading involved in every subject area.  Reading is a part of our entire lives. 
In addition to regular reading instruction, students in fourth grade are exposed to a lot of other good literature.  There are a few months during the year when we all read the same book, and have quizzes, writing assignments, and creative activities based on that book.  There are other months when the students are given a reading list, and are to choose, read, and report on one of the books during the month.  In addition to this, I read to the children every day, and we also have daily "BURP" time in our class each day! “BURP” stands for BIT OF UNINTERRUPTED READING PROGRAM.  The kids may choose any book (other than a school text),and a comfortable pillow or spot on the floor, and just read silently for awhile.

ENGLISH
 “English” class is really part of the overall language arts program, which is tied in with the reading program.  English class itself consists of each of the following:

Grammar…We study the parts of speech, sentences and the parts of sentences, and punctuation/capitalization.

Writing…By the time the children come to fourth grade, they understand the rudiments of paragraph writing.  In fourth grade, we refine those skills.  We learn about the parts of a good paragraph (e.g., What is a good opening sentence?).  We learn about the various types of writing:  descriptive, narrative, persuasive, and explanatory.  We spend lots of time doing writing exercises, and writing rough drafts (just to get our thoughts down) and then editing and polishing them.  Each child has a journal, in which he/she writes in response to various exercises throughout the year, and can see his or her writing as it progresses and improves.  We also keep a writing folder throughout fourth and fifth grades, with final paragraphs, and examples of writing which we discuss in class.  Writing instruction involves the “mechanics” of writing (spelling, punctuation, etc.), as well as content.

Creative Writing…We do lots of creative writing in fourth grade, also.  The children have opportunities to try their hands at various formats, such as haiku and diamante poetry, but also write stories and poetry in the style of their choice.  They usually have opportunities to illustrate this writing, also.

Poetry…We read lots of poetry together in fourth grade.  The poetry is often a springboard to creative writing or to choral readings of the poetry.  Children at this level still enjoy “children’s poetry”, but are also just at the time when they can begin to enjoy and appreciate some of the more standard poets, such as Emily Dickinson and E.E. Cummings.  It is often their first exposure to poetry that is not literal and not in formalized rhyme and meter.

Creative Dramatics…Each fourth grader is given a part in one of the short Christmas plays we do.  Also, later in the year, each child in fourth and fifth grade is given a part in one of the three spring plays. We spend time memorizing lines, rehearsing, working on stage production, props, and costumes.

SOCIAL STUDIES
We spend the beginning of the year learning about what it is that defines a region:  landforms and other geographical things; bodies of water; natural resources; the people and their customs and their work; climate; history.  Then, we look at the various regions of the United States, (the Northeast, the Southeast, the Middle West; the Southwest, and the West), and learn about these things in each region.
We also review and further our understanding of maps and map skills, and learn about Pennsylvania history.

RELIGION
In the fourth grade religion text, the theme is morality.  The lessons in the first part of the year center on the belief that there is both good and evil in the world, and that we have choices to make.  With the many ways God helps us, and with the guidelines he has given and continues to give us, we are able to make good choices…choices that are Christian and just, and are for the good of ourselves, others, the glory of God, and our salvation.  We then look more closely at some of the guidelines given to us, such as the Ten Commandments and the Beatitudes.
However, “Religion” is, for us, so much more than religion class.  First, I like to expose the children to many kinds of prayer.  Each morning, we offer our day to God.  At lunch time, we say either the Grace Before Meals or the Angelus.  At the end of the school day, we either listen to a passage from the Scriptures, or we recite together a Psalm that is appropriate for the season.  In May and October, we recite the Rosary together.  Each week, we attend Mass with the rest of the school.  There are opportunities throughout the year for the children to receive the Sacrament of Reconciliation.  Once a week, our class goes to the Church to say our morning prayers before Jesus in the Blessed Sacrament.  Prayer involves both spontaneous and formal prayers, aloud and silent.  Throughout the year, I will teach the children many traditional Catholic prayers, such as the Memorare and the Divine Praises.  We often have prayer services for the whole school.
There are also opportunities for the children to take part in service projects, such as raising items for Mom’s House and the kids at Children’s Hospital.
Finally, our religion should permeate every aspect of our school day (and our lives!).  The way we approach learning and our work, the way we treat one another, the way we act on the playground, should all center on our understanding of and friendship with Jesus.  Children in fourth grade are beginning to develop a more mature understanding of their faith, of God, our relationship with him, and of what it means to live our faith.  It is a very important and exciting time in the faith development of a youngster!

SPELLING
The students are presented with units containing 25 words each. The words that appear in the book are developmentally appropriate and ones they are likely to see in material written at their grade level. These are, therefore, words they are likely to attempt to use in their own writing. Several of the words are taken directly from stories in their reading book. The reading series we now have integrates the areas of spelling and English. This overlap provides a strong continuity and reinforcement across the language curriculum. A common feature also groups the words in each unit. For example, they may all have long /a/ sounds or r-controlled vowels sounds. This provides the students with a focus for each unit. 

Each week we walk through a fairly established routine. A predictable order of events seems to help students become comfortable and familiar with this type of subject. Each week (currently on Fridays) we take a pretest. This helps students to see where they should focus their own studying. It shows, for the most part, which words they need to learn and which they need to review. After instruction the students are given a weekly assignment. These assignments are designed to do more than just help them learn to spell the words correctly. Skills such as alphabetizing, identifying parts of speech, understanding definitions, placing the words in context, completing analogies or changing the tense of words are some examples of the skills they work to develop. The assignments also demand that the students read and follow the given directions carefully. The unit tests are usually given the same day the weekly assignment is due. 

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Grade 5
RELIGION
The major focus of the fifth grade religion curriculum is study of the sacraments. We learn what a sacrament is, what the types of sacraments are (initiation, healing and vocation) and the seven sacraments themselves. We learn what happens during each, the symbols that are present, why they are such an important part of our relationship with Christ and that they give us grace. Throughout the year we as a class also learn more advanced prayers and appropriate devotions, particularly some to the Blessed Mother. In addition to this area of study we also learn “with the liturgical calendar”. By this I mean as we enter each liturgical season we explore the symbols and events of each. We learn about the saints as their feast days occur and study the examples they provide for us. We also, as time allows, preview and review the readings from our Friday school Masses. 
It is very important to know our faith, but we are also called to live it. During the year the fifth grade participates in several projects that put into action our call to care for others as Jesus cares for us. The Buddy System is one example of these projects. The students write letters and send cards monthly to an older adult (their own buddy) with no expectation of any response. We pray for our “buddies” often and make modest Christmas presents for them. Another project we do involves collecting stocking stuffers during advent. The small items we bring in will fill stockings for children who will wake up Christmas morning in Children’s Hospital of Pittsburgh. We also sponsor Daffodil Days which raises money for the American Cancer Society. 
Other resources that enhance our study include stories and activities from the Heartwood series. Guest speakers may also come. A member of the Christian Brothers or one of the Sisters of St. Joseph may come to share some details of their chosen vocation. 

READING
The fifth grade reading program reinforces and builds upon what has been taught in prior grades. The emphasis on comprehension continues to increase and, in particular, drawing conclusions from abstract and symbolic references is a goal. 
In general, the year is broken into six major parts each part containing 5 stories. New vocabulary and specific skills accompany the stories. Each part has a theme to provide continuity. We have a test after each story. The tests will always include questions on vocabulary, comprehension of each story and knowledge of the skills presented. After each unit we take a Booklet Test. This is a test prepared by the textbook publisher. Its purpose is to test the students’ knowledge of vocabulary and a variety of skills including general comprehension skills. No specific questions relating to the stories we have read appear on this test. This type of test provides an objective tool to monitor which skills are being not only acquired but maintained by each student. 
The skills referred to above are broken into 5 categories. The first category is comprehension. This is very general and can refer to the ability to identify cause and effect, main ideas, make predictions, draw conclusions, make comparisons, recall details or summarize. Those are just a few examples. The point is can they understand, remember and utilize what they are reading. The second category involves decoding. That is, can the student read each specific word and navigate correct pronunciation. Specifically, we focus on syllabication, compound words, prefixes and suffixes. The emphasis on decoding skills is very strong in the primary grades but this focus decreases steadily as comprehension skills and study skills become more predominant. Vocabulary skills are the third category. In addition to learning new words and their meanings the students work with synonyms, antonyms, referents, context clues, homophones, homographs, connotation and denotation. The fourth category provides the students with a variety of literary skills. They are exposed to story elements such as setting, mood, characterization and plot. They look at the different types of point of view, author’s purposes for writing, figurative language and how to distinguish different genres of writing. Lastly, we focus on study and life skills. Here we learn how to use the dictionary, encyclopedia, card catalog, glossary, index, table of contents, atlas and an almanac. We also focus on techniques that make reading or studying more effective. The ability to skim and scan material, to outline and take notes, and the importance of accurately following directions are all stressed. 
Our new reading series also provides integrated activities in the areas of both English and spelling.
Monthly book reports (see book list) are also required. We talk often about how to break down a long-term assignment such as this. A perfect book report is worth 100 points.

SOCIAL STUDIES
The fifth grade Social Studies program hinges on the United States. Each unit has a specific focus. Unit 1 deals with the geography of the United States. Students learn about the regions, climate, landforms and natural resources of our country. Unit 2 describes how the first Americans arrived here and how they survived. Specific groups of Native Americans and some of their traditions are also presented. Unit 3 discusses the many Europeans who explored North America. We see that they came for quite a variety of reasons and watch as their discoveries lead to large settlements by England, Spain and France. Unit 4 follows the development of the American Colonies. We see the Atlantic Coast and New England states settled first. The Middle and Southern Colonies follow. As with the explorers we see each colony founded by people who sought a new life here, each with their own reasons. We then enter into Unit 5. Here we see the transition from being a group of colonies to becoming a nation. The Revolutionary War is dealt with in some detail. Unit 6 shows the development of the Constitution and how we grew and expanded as a nation. In Unit 7 we see a nation divided by Civil War and the subsequent Reconstruction. The Westward Movement and Industrial Revolution follow. 
Throughout each chapter, in addition to learning the above information, many skills are presented to develop effective learning and study skills. Map reading, using longitude and latitude, referring to timelines and interpreting tables and charts are some examples. Activities that build citizenship and develop thinking skills are also included. Students are taught one approach to decision making, how to determine the credibility of a source and how to separate fact from opinion. 
Special projects are also completed during the year. One example is the Regions of the United States Map Project. This project involves research skills, group cooperation, decision making and the development of a final product. 
The students are also taught the SQ3R method of study. This is a specific study approach designed to help students focus on the most important facts and to better retain them as they progress through each chapter. 

SPELLING
The students are presented with units containing 25 words each. The words that appear in the book are developmentally appropriate and ones they are likely to see in material written at their grade level. These are, therefore, words they are likely to attempt to use in their own writing. Several of the words are taken directly from stories in their reading book. The reading series we now have integrates the areas of spelling and English. This overlap provides a strong continuity and reinforcement across the language curriculum. A common feature also groups the words in each unit. For example, they may all have long /a/ sounds or r-controlled vowels sounds. This provides the students with a focus for each unit. 
Each week we walk through a fairly established routine. A predictable order of events seems to help students become comfortable and familiar with this type of subject. Each week (currently on Fridays) we take a pretest. This helps students to see where they should focus their own studying. It shows, for the most part, which words they need to learn and which they need to review. After instruction the students are given a weekly assignment. These assignments are designed to do more than just help them learn to spell the words correctly. Skills such as alphabetizing, identifying parts of speech, understanding definitions, placing the words in context, completing analogies or changing the tense of words are some examples of the skills they work to develop. The assignments also demand that the students read and follow the given directions carefully. The unit tests are usually given the day after the weekly assignment is due. 

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Math 3-5
Third Grade
Units
ADDlTlON

• Addition facts through 18 
• Addition properties to add multiple numbers 
• Addition of numbers to ten thousands Addition of money 
• Addition of decimals

• Subtraction facts through 18 
• Subtraction of numbers to ten thousands 
• Subtraction of money 
• Subtraction of decimals

• Read and write whole numbers through hundred thousand Compare and order whole nUmbers 
• Name and use ordinal nUmbers throUgh ninety-ninth 
• Round to the nearest ten or hundred 
• Name and use money valUes to $20.00

• Factors 2 through 9 
• Multiply 2 and 3 digit numbers by 1 digit

• Division facts 
• Divide by 1 digit 
• Division with remainders

• Tell, Use, and estimate time 
• Use the calendar 
• Read and make pictographs and bar graphs 
• Use ordered pairs to locate points on a graph

• Length in metric and customary units 
• Capacity in metric and customary units 
• Weight in metric and customary units

• ldentify space figures 
• ldentify plane figures
• ldentify lines, line segments, rays, and right angles 
• ldentify congruent and symmetric figures

• Using number patterns 
• ldentifying too much information 
• ldentifying too little information 
• Making and using tables 
• Guess and test
• Using logic

• Use addition and subtraction 
• Read and write whole numbers through millions 
• Compare and order whole numbers
• Round numbers through thousands

• Estimate sums and differences 
• Add up to 5 digit numbers 
• Subtract up to 5 digit numbers 
• Use money to count change

• Use 2-10 as factors 
• Factoring and identifying prime and composite numbers 
• Use 2-10 as divisors 
• Relate multiplication and division operations

• Multiply multiples of 10 
• Multiply 2 and 3 digit numbers by one digit 
• Multiply money 
• Estimate products 
• Multiply 3 and 4 digit numbers by 2 digits

• Divide 2 and 3 digit dividends by 1 digit 
• Find averages 
• Divide by multiples of ten

• Find fractional parts of a region 
• Find fractional parts of a group 
• Find equivalent fractions 
• ldentify and write mixed numbers 
• Add and subtract like and unlike fractions

• Work with tenths and hundredths; relate fractions and decimals 
• Add and subtract decimals through hundredths 
• Compare and order decimals through hundredths

• ldentify polygons, geometric figures, circles, and pairs of lines ldentify congruent and similar figures 
• ldentify symmetric figures and lines of symmetry

• ldentifying too much or too little information 
• Using patterns 
• Guess and test 
• Two step problems 
• Using drawings and charts

• Read, write, and sound numbers through billions 
• Compare and order whole numbers 
• Estimate sums and differences 
• Add and subtract whole numbers

• Multiplication patterns and properties 
• Estimate products 
• Multiply by two and three digit factors

• Divide 3 and 4 digit numbers 
• Find averages 
• Divide by 2 digit divisors 
• ldentify factors, primes, and composites

• Read and write decimals through thousandths 
• Round decimals 
• Add and subtract decimals

• Estimate products 
• Multiplying decimals 
• Dividing decimals

• Find equivalent fractions and lowest terms 
• Find least common denominator 
• Add and subtract fractions 
• Add and subtract mixed numbers 
• Multiply fractions

• Use metric units of length, weight and capacity; use degrees Celsius 
• Use customary units of length, weight capacity; use degrees
• Fahrenheit

• Find perimeter and circumference 
• Find area of rectangles, parallelograms, and triangles
• Find volume

• ldentify geometric figures and pairs of lines 
• Measure angles 
• lnvestigate similarity, congruency, and symmetry

• ldentifying too much or too little information 
• Using tables 
• Guess and test working backwards 
• MUltistage problems
• Using logic

Middle School:

Grade 6
MATH    Mathematics            Silver Burdett and Ginn
First Semester
Chapters 1-5 will include the following topics:

• Operations with decimals
• Metric system
• Exponents
• Using powers of ten
• Order of operations
• Inverse operations
• Solving simple equations

• Number theory
• Operations with fractions
• Plane geometry

Objectives in the area of comprehension skills-Students will be able to: 
A. Make predictions about what happens in a story 
B. Use story clues in order to make inferences 
C. Understand how to identify the sequence of events in a story 
D. Analyze how plot affects character 
E. Compare and contrast details 
F.  Draw conclusions from a brief story 
G. Identify problems and solutions in stories 
H. Analyze how to identify the main idea 
I.  Analyze an author's purpose and point of view
J.   Determine information that should be included in a summary
K. Identify time-order words that signal steps in a process 
L. Chart the steps in a process 
M. Identify events in a story that cause other events to happen 
N. Distinguish if a statement is a fact or nonfact 
O. Form generalizations 
P.  Distinguish between important and unimportant information 
Q. Analyze and make judgments and decisions 
R. Recognize techniques of persuasion 
S.  Evaluate evidence and identify sources of information in a selection

Objectives in the area of vocabulary skills-Students will be able to: 
A. Identify and use synonyms and antonyms 
B. Use context clues to figure out the meanings of unfamiliar words 
C. Define multiple-meaning words 
D. Identify and decode compound words 
E. Recognize similes and metaphors 
F. Use context clues and story content to defie specialized words 
G. Recognize how suffixes can change the meanings ofwords H. IdentifL root words that can be made into other words 
I.  Identify the use of connotation and denotation 
J.  Use a given prefix to define words

Objectives in the area of study/life skills-Students will be able to: 
A. Learn how to conduct an interview
B. Learn how to use a dictionary
C. Identity homographs 
D. Identify locations on a floor plan 
E. Read a weather map 
F. Take notes that contain the main points of their reading 
G. Read and analyze a form
H. Learn how to use a Field Guide
I.  Use the parts of a book to find information
J.  Use a bibliography to locate information
K. Examine the key features of a news article 
L. Learn to read the Braille alphabet 
M. Read and make inferences about a diagram 
N. Analyze and use an outline 
O. Read a map and use a map key 
P. Identify and interpret information on a time line 
Q. Use a bar graph to organize and interpret information 
R. Read and use a schedule 
S.  Read a line graph 
T. Identifly the relationships on a family tree 
U. Learn how to read a constellation map
V. Trace the flow of information in a flow chart and use the chart to describe alternative outcomes to the same event 
W. Interpret a circle graph and use it compare/contrast data 
X. Read a chart 
Y. Learn how to use various reference sources

PROJECT #2 
Type of Literature:   Biography 
Focus of the Project:  Character
Type of Project:   Word Search
Book Choice Due:  Thursday, November 6
Project Due:   Thursday, December 18

PROJECT #3 
Type of Literature:   nonfiction social studies or nonfiction science
Focus of the Project:  Topic
Type of Project:  AQUA chart + notecards + wall chart
Book Choice Due:  Friday, January 9
Project Due:  
    AQUA chart:  Friday, January 16
    Notecards:    Friday, February 13
    Wall Chart:   Friday, March 12
 
PROJECT #4
Type of Literature:   Folk Tale, Legend, or Myth
Focus of the Project:  Basic elements of literature
Type of Project:   written report
Book Choice Due:  Friday, April 2
Project Due:  Friday, May 7

All projects will be explained and specific directions for each one will  be provided well in advance of the due date for the project.

ENGLISH    McGraw Hill Practice Book   McGraw Hill, 2001
reminders
Focus for the Year: Sentences, the various parts of speech, and the four-step writing process
Goals and Objectives:
Goal 1:  Students will use language effectively and creatively in oral and written communication

Objectives-Students will be able to: 
A. Practice and apply language concepts. 
B. Develop traditional grammar skills.
C. Improve sentence structure and sentence variety.

Objective-Students will be able to:
A. Develop and practice effective speaking and listening skills.

Objective-Students will be able to:
A. Learn and apply a four-step process for independent and creative writing.

• Writing and illustrating a comic book
• Creating limericks and other funny poems
• Inventing ‘mad libs’
• Writing plays
• Creating superheroes
• Inventing word games
• Drafting short stories
• Creating advertisements
• Rewriting a favorite TV program
• Illustrating modernized fables
• Writing American fairy tales
• Typing tongue twisters
• Creating jokes and riddles

SOCIAL STUDIES   The World-Past and Present MacMillan/McGraw-Hill, 1991  reminders
Focus for the Year:  Ancient civilizations, map and globe skills, and current events.
Goals and Obiectives:
Goal 1:  Students will develop the conviction that personal actions make a difference as well as real appreciation for history and geography and for democratic values and traditions.

Objectives- Students will be able to:
A. Trace the history of democracy and its ideals as well as investigate the lives of its people, places, and procedures.
B. Develop their thinking skills and apply them within the context of problem solving and decision-making.

Objective- Students will be able to:
A. Make connections between the new information they are learning and what they already know.

Objectives-Students will be able to: 
A. Correctly locate information using the globe. 
B. Use the appropriate map to locate information.

Objectives-Students will be able to:
A. Locate information in appropriate sources.
B. Adapt printed material for use in oral and/or written reports.

Objectives-Students will be able to: 
A. Answer questions in complete sentences. 
B. Lead and participate in classroom discussions.

Grade 7
MATH/PRE-ALGEBRA  Pre-Algebra       Prentice Hall
First Semester
Chapters 1-4 will include the following topics:

• Expressions
• Integers
• Coordinate plane
• Equations
• Exponents
• Factorization
• Rational numbers

• Ratios
• Proportions
• Percents
• Formulas in plane geometry

Reading/Literature
Plays ·Short Stories ·Novels ·Fables ·Fairy tales ·Myths ·Legends ·Poetry ·Biography  ·Autobiography ·Non Fiction  ·Science Fiction  ·Historical Fiction ·Writing and Performing Plays ·Film and television

SOCIAL STUDIES   The American Nation  Prentice-Hall, Inc., 2002 reminders
Focus for the year: The role of the American people in key domestic events fom the 1600's to the mid-1800's, map and critical thinking skills, and current events
Goals and Obiectives:
Goal 1:  Students will acquire knowledge of the economic, social, and political development of the United States from the time of the founding of the colonies to the Civil War.

Objectives-Students will be able to: 
A. Define given social studies terms 
B. Identify given individuals and state their contributions to the development of the U.S.
C. Summarize the economic, social, and political growth and deveIopment of the U.S. from the time of the founding of the colonies to the Civil War

Objectives-Students will be able to:
A. Accumulate significant dates and events as points of orientation in time. 
B. Develop an understanding of events as part of a chronology of events.

Objectives-Students will be able to:
A. Locate information in appropriate sources.
B. Adapt printed material for use in oral and/or written reports. 
C. Analyze and interpret graphic evidence for use in the study of American history.

Objectives-Students will be able to: 
A. Correctly analyze and interpret given maps. 
B. Use the appropriate map to locate information.

Objectives-Students will be able to: 
A. Answer questions in complete sentences. 
B. Lead and participate in classroom discussions.
C. Organize thoughts and information into logical, well-written arguments.

Grade 8
MATH/ALGEBRA   Algebra      McDougal Littell
First Semester
Chapters 1-4 will include the following topics:

• Simplifying expressions
• Solving simple and multi-step equations
• Functions and linear equations
• Graphing and writing functions
• Slope
• Rates

• Ratios and proportions
• Similar figures
• Rational and irrational numbers
• Simplifying radical expressions
• Pythagorean theorem
• Binomials and perfect square trinomials
• Factorization of expressions
• Solving and graphing inequalities
• Systems of equations and inequalities

Reading/Literature
Plays ·Short Stories ·Novels ·Fables ·Fairy tales ·Myths ·Legends ·Poetry ·Biography  ·Autobiography ·Non Fiction  ·Science Fiction  ·Historical Fiction ·Writing and Performing Plays ·Film and television

SOCIAL STUDIES   The Civil War to the Present   Prentice-Hall, Inc., 2002 reminders
Focus for the year: The role of the American people in key domestic and international events from the time of the Civil War to the present, map and critical thinking skills, and current events.
Goals and Obiectives:
Goal 1:  Students will acquire knowledge of the economic, social, and political development of the United States from the time of the Civil War to the present.

Objectives-Students will be able to: 
A. Define given social studies terms 
B. Identify given individuals and state their contributions to the development of the U.S.
C. Summarize the economic, social, and political growth and its emergence as a world power from the time of the Civil War

Objectives-Students will be able to:
A. Accumulate significant dates and events as points of orientation in time. 
B. Develop an understanding of events as part of a chronology of events.

Objectives-Students will be able to:
A. Locate information in appropriate sources.
B. Adapt printed material for use in oral and/or written reports. 
C. Analyze and interpret graphic evidence for use in the study of American history.

Objectives-Students will be able to: 
A. Correctly analyze and interpret given maps. 
B. Use the appropriate map to locate information.

Objectives-Students will be able to: 
A. Answer questions in complete sentences. 
B. Lead and participate in classroom discussions.
C. Organize thoughts and information into logical, well-written arguments.

Science K-4
The program for Kindergarten -  third grade is "Windows on Science" which is a complete Multisensory  program.  We do reading and writing and hands-on science activities.
Kindergarten
Units
1. Amazing Me

• parts of the body
• how the body grows and changes
• senses
• taking care of the body

• healthy food
• where food comes from
• food from plants
• food from animals
• food we make

• on foot
• wheels
• engine powered wheels
• movement in water
• movement on land 
• movement in air

• animals live here
• animals`homes 
• finding plants
• animals neighbors

• shapes and colors
• sorting
• observing
• keeping records
• comparing and predicting
• experimenting
• investigating
• measuring
• machines
• it's alive

• what is a plant?
• parts of plants
• types of plants
• importance of plants

• body parts
• senses
• taking care of me

• what is an animal?
• how do they move, eat, and communicate?
• classifying animals

• places on earth
• seasons
• sharing our world 

• all about  bubbles
• measuring
• experiments 

• stars
• sun
• planets and moons
• Earth as a clock
• spaceship earth 

• water cycle
• weather
• climate 

• physical geography
• changing land form
• weather and erosion
• minerals and rocks
• oceans 

6. Earth’s Resources

• energy
• Earth’s materials
• all about garbage

• learning about our world
• science is all around us

• properties of matter
• structure of matter
• heat and temperature
• changes in matter 

• motion
• measuring matter
• forces
• movement and forces
• motion in air and water
• motion  and energy

• work
• simple machines

• sources of sound
• sound around us
• how do we hear sound 
• communication

• properties of magnets
• directing current
• static discharges 

• Moving in Space
• moving earth
• forces of gravity
• light and shadows
• Solar System
• inner planets
• outer planets
• The Blue Planet
• system of spheres
• a living planet

• Water Molecules
• water changes
• wonders of water
• usable water
• Powerful Water
• changing rocks
• shaping the land
• Water and Life
• water and living things
• living underwater
• saltwater habitats

• Beneath the Earth
• liquid rock
• solid rock
• Explosive
• predicting
• recovering
• Quakes
• raising
• shaking the land

• Invisible Ocean
• up, down and all around
• rising and falling
• Born to Fly
• how birds fly
• different wings
• Learning to Fly
• from balloons to jets
• into  the future

• Changing Weather
• hot and sticky
• rainy days
• moving on
• Climate
• sun
• climates in the USA
• life in different climates
• Predicting
• weather clues
• getting weather information

• Life in a Rainforest
• wet, hot, and green
• solar powered forest
• Changing Rainforest
• they’re disappearing
• a challenge ahead
• Protecting Rainforest
• joining hands
• Kids Save the Rainforest

Science 5-8
Fifth Grade
5th Grade will be studying General Science this year.  Each unit will have various hands-on activities and labs that will help the students to experience the science and use the skills that they learn.
Units
1.  Take a Closer Look

    1.    Exploring the Unseen: Working With Scale
    2.    Structure of Matter
    3.    Organized Organisms

    1.  Work and Play:  Working Against Forces
    2.  Every Day Machines
    3.  Pedal Power:  Bicycles and Motion

    1.  Kickball in Motion: Newton’s Laws of Motion
    2.  Get Moving: Motion in the Body
    3.  Playing by the Rules:  Friction, Gravity, and Space 

    1.  Energize!  Work and Energy
    2.  Solar Energy
    3.  Using Sunshine

    1.  Electric Signals: Electrical Energy and Magnetism
    2.  Nerve Signals: Nervous system, Sight and Sound
    3.  Signals in the Air:  Radio. TV,  and the Electronics

    1.  Planet of Plants
    2.  Growing Plants
    3.  Gardening Plants

  1.   Stars in the Universe:  Life and Death of Stars
  2.   Star Light Star Bright:  Study of the Light Given Off by Stars
  3.   History of Astronomy

  1.   Life on Earth:  Diversity of Life
  2.   Code of Life:  DNA and Cell Division
  3.   Variations in Life:  Heredity

  1.  Digging Up the Past:  Evolving Life
  2.  Stories of Fossils
  3.  Building on the Past:  Continental Drift

  1.  Seeing and Being Seen:  Studying the Sense of Sight
  2.  Rainforest to Arctic
  3. Light in the Ocean:  Undersea Life

  1.  Technology and You
  2.  Turning on the Power:  The Generation of Electricity
  3.  Science and Industry

  1.  A Sample Ecosystem
  2.  Wetland Ecosystems
  3.  Applying Science

  1.   Studying Science
  2.   Motion and Energy
  3.   Forces and Motion
  4.   Forces in Fluids

  5.   Work, Machines, and Energy
  6.   Properties of Matter
  7.   Atoms, Elements, Compounds, and Mixtures
  8.   Introduction to the Periodic Table

  18.  Using Light
  19.  Chemical Bonding
  20.  Chemical Reactions
  21.  Solutions in Chemistry

  13.  Electronics
  14.  Waves
  15.  Sound
  16.  Using Sound
  17.  Light

   9.   Heat
  10.  Using Heat

  11.  Electricity
  12.  Magnetism

  22.  Carbon Compounds and the Chemistry of Life
  23.  Nuclear Chemistry
  24.  Energy Use and Technology
  25.  Chemical Technology

  1.    Studying Science
  2.    The Earth and the Living Things
  3.    The Chemistry of Living Things

  4.   Cells and Living Things
  5.   Cell Processes
  6.   Heredity

  7.   Diversity of Living Things
  8.   History of Life
  9.   Classifying Living Things
  10.  Viruses and Monerans
  11.  Protists and Fungi 

  10.  Viruses and Monerans
  11.  Protists and Fungi

  12.  A World of Plants
  13.  Non Flowering Plants
  14.  Flowering Plants

  15.  Invertebrates I
  16.  Invertebrates II
  17.  Fishes, Amphibians, and Reptiles
  18.  Birds and Mammals

  19.  Support, Movement, and Covering
  20.  Supply and Transport
  21.  Control and Sensing
  22.  Reproduction and Life Stages
  23.  Nutrition, Health, and Wellness
  24.  Disease and the Immune System

  25.  Organisms and Their Environment
  26.  Interactions Among Organisms
  27.  Climate and Biomes
  28.  Humans and the Environment 

Religion 7-8
 

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World Languages:
French, Italian, and Spanish
St. Bede’s World Languages Program at the Primary and Intermediate levels implements Piaget’s theory of  ‘manipulative operations’,  presenting the material to be learned to the children through the use of concrete objects.  The teachers adopt a method of teaching that uses dramatization.  Through the use of their bodies, acting, moving, and playing, children learn words and sentences.  It is also important for young children to operate and memorize words and sentences; this is accomplished through simple tasks such as cutting, coloring, building, moving, ordering and eliminating objects.  In this way, children are able to use rules of grammar and parts of speech empirically via the five senses.

When the students reach the middle school level they are more analytical and are able to study the language in a more abstract way.  It is at that point that the rules of grammar are understandable to them and can be applied to the language they are learning.  Communication becomes more meaningful and awareness of linguistic operation improves.

The three modern languages taught are French, Spanish, and Italian.  Each one is taught using much the same format as the others.  Each student chooses a language upon entering St. Bede School and studies that language throughout their remaining years of schooling.  Switching between the languages is not recommended.

Kindergarten

•  The alphabet
•  Colors
•  Basic body parts
•  Numbers 1-10
•  Immediate family members
•  Basic greetings and salutations
•  Common vocabulary from the classroom and daily life
•  Simple conversational expressions
•  Simple prayers and songs
•  Movement exercises

•  More body parts
•  Numbers to thirty
•  Extended family members
•  Names of common birds and animals
•  More greetings and salutations
•  More songs as well as poems and games
•  Improved comprehension and beginning speech and dialogue

•  Days of the week
•  Months and seasons
•  Holidays
•  Basic history, geography, and culture
•  More vocabulary including occupations, sports, common foods, etc.
•  More difficult poetry and a wider variety of songs
•  More demanding games
•  Reading of simple stories
•  Numbers to 100

•  Comprehension
•  Speaking
•  Reading
•  Writing
•  Listening

•  Numbers to 1000
•  Grammar and parts of speech
• Nouns
• Adjectives
• Adverbs
• Possessive pronouns
• Verbs (regular and irregular)
• Three conjugations
• Present, past, and future
• Reflexive verbs
•  Telling time
•  Writing the date
•  Writing a simple autobiography or letter
•  More history, geography, and culture
•  Basic literature
•  Prayers such as the Hail Mary and The Lord’s Prayer

Latin
 

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Fine Arts:

Art
The Art Curriculum at St. Bede School is based on the National Standards for the Visual Arts and Visual Arts Benchmarks from the Diocese of Pittsburgh, which were determined from these standards.  These Standards and Benchmarks are used as guidelines in developing individual art lessons.  Many lessons incorporate concepts and skills from different sections at the same time.  Using these guidelines, students are encouraged to develop individual expression while experimenting with various art materials and techniques.  The curriculum incorporates all of the art disciplines including art production, art history, art criticism, and aesthetics.  Students from kindergarten through eighth grade explore and appreciate artists throughout the history of art and around the world.   The art curriculum and the core curriculum are often integrated to provide a holistic approach to education.   For your benefit, I have summarized the National Standards and Diocese Benchmarks for each grade level.  I would be happy to discuss specific lessons that I have developed to correspond with these guidelines.
Kindergarten-First Grade
Standard 1: Art media and processes
Two-Dimensional Art: Drawing, Painting, Printmaking, and Collage

1. Lessons focus on multisensory experiences; students develop associations between what they see and the sensations of touch, motion, sound, etc.
2. Students practice basic skills in activities that encourage experimentation and development of psychomotor coordination:

a. Explore the use of markers, crayons and pencils to fill in space, mix colors, adjust pressure, etc.
b. Explore ways of applying paint: using fingers, sponges, thick and thin brushes, etc.
c. Explore cutting and pasting techniques.
d. Explore printmaking processes using both natural and man-make found objects in order to create patterns and repetitions.

3. They develop an attitude of pride, care, neatness and control for one's own work, as well as each other's.
4. They acquire good habits in regard to clean up, maintenance of materials, and safety.

1. Students explore a variety of modeling materials (clay, model magic, etc.) and techniques (rolling, pinching, pulling, pressing, etc.) to produce a variety of shapes and textures.
2. They manipulate paper to create forms by folding, rolling, pasting, and scoring.
3. They construct and build using blocks, boxes, or other recycled materials.
4. They develop attitudes of pride, care, safety and maintenance with 3-D materials.

1. Students learn and name the elements of design (line, shape, color, space, form, texture, and value), recognizing and describing their qualities.
2. They explore the creation of art using the elements:

a. Making and manipulating shapes- geometric, organic, free form, etc.
b. Using and mixing various color schemes- primary, secondary, shades, tints, etc.
c. Experimenting with lines- wavy, zigzag, straight, curvy, etc. to create patterns and textures.

3. They learn how to think about art as a process that involves decision-making (using sketchbooks to develop ideas).

1. Students learn to identify subjects in artworks such as animals, people, nature, and buildings and create artworks using these subjects.
2. They create art based on personal experiences, imagination, nature, family and activities, familiar places, as well as through media exploration.

1. Students are introduced to artworks form different cultures, eras and their religious art.
2. They discuss styles and types of art from different cultures, eras and their religious art.
3. They learn about places to see art displayed, where artists work and the kinds of art they create.
4. They identify art in home, school, community, and church and identify their own work as art.
5. They develop awareness of art in everyday life: architecture, clothing, and useful crafts (pottery, weaving, etc.)

1. Students learn that looking at art is an enjoyable and challenging process by seeing artworks selected and introduced in ways that stimulate curiosity and interest. 
2. They learn to respond to art thoughtfully.

1. Students participate in lessons, which integrate art in other subject areas.

1. They learn the differences between materials, techniques and processes, and they can describe how these differences can cause different responses.
2. They use familiar media in new ways and combinations to create art in activities that develop flexibility and problem-solving skills:

a. exploring simple printmaking and stenciling techniques (monoprints, rubbings, glue printing, collographs).
b. Exploring crayon etching and crayon resist.
c. Exploring additive modeling techniques (using clay, paper, recycled and found objects).
d. Exploring actual space by creating mobiles, dioramas, and pop ups.
e. Exploring craft processes such as weaving, stitchery, and jewelry making.

3. They continue to develop attitudes of care and pride in work, as well as good habits in safety and materials maintenance.

1. Students learn to perceive and describe qualities of line, color, shape, texture and pattern and use these elements in their artworks:

a. Using types of lines to create movement and texture.
b. Exploring use of geometric and abstract shapes.
c. Experimenting with positive-negative and overlapping space.
d. Mixing and using various color schemes, (tints, shades, warm and cool colors, etc.). 

2. Students are introduced to the principles of design (unity, variety, balance, rhythm, movement, contrast, center of interest, emphasis, propor tion, pattern, repetition).

1. Students continue to create works of art based on imagination, personal interpretation and themes related to environment, activities, and observation.

a. Exploring the creation of art, which shows a sense of depth (foreground, back ground, overlapping).
b. portraying details and depicting action using different vantage points. 
c. Observing and applying the concept that objects look different under varying conditions of light, position, motion and size.

2. They create artworks that incorporate the visual qualities of written words and symbols that communicate messages (posters, illustrations, banners, flags).

1. Students continue to learn about and appreciate various styles and types of art.
2. They expand their knowledge of types of artists, where they work and why they create art, focusing attention of art in everyday life.
3. They study the functions, cultural origins and relative age of artworks.
4. They study the inter-relationship of art and religion, especially in the Christian faith.

1. Students extend positive attitudes about the process of looking at art.
2. They perceive, compare and contrast subject matter and the visual elements in art works.
3. They learn to use art terms to describe, analyze, and interpret their own art and the artworks of others.

1. Students identify connections between visual arts and other disciplines in the curriculum.

1. Students learn to refine and apply previously learned perceptual skills:

a. Using media in problem-solving and planned experiments.
b. Introducing multi-step techniques.
c. Experimenting with various drawing and painting techniques, such as sketching, contour, gesture, watercolor, dry brush, and washes.
d. Continuing to explore additive and subtractive sculptural methods.
e. Demonstrating a growing level of craftsmanship in processes such as weaving, stitchery, puppet making, and origami.

1. Students use design concepts for specific purposes, such as color to express mood, and repetition to create visual rhythms.
2. They learn to identify and analyze more complex visual relationships:

a. How light affects color (value, tone, shade, etc,), textures, and forms (highlights, chiaroscuro).
b. The perception of space and distance (perspective).
c. More mixing and using color schemes (complimentary, monochromatic, neutral, analogous).

1. Students create more complex works of art and give greater attention to their expressive details: 

a. Creating depth in 2-D art.
b. Portraying objects form differing points of view and light conditions, tones of intensity, sizes, and motions.

2. They explore and understand prospective content for works of art:

a. Creating words form observation, such as landscapes and still-lifes.
b. Defining and experimenting with abstraction.

1. Students learn about selected styles and historical changes in American and world art.
2. They expand their knowledge of art styles and periods and the accomplishments of individual artists.
3. They learn more about careers in art, computer art, and the role of museums.
4. They become more acquainted with public art, photography, crafts, and architecture,
5. Students study the inter-relationship of art and religion, especially in the Christian faith.

1. Students know that the visual arts have both a history and specific relationships to various cultures.
2. They can identify specific works of art as belonging to particular cultures, times and places.
3. They can identify how history, culture religion, and the visual arts can influence each other in making and studying works of art.
4. Students are introduced to formal art criticism: describing, analyzing, interpreting, and judging works of other artists and their own work.

1. Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines.

1. Students use media, techniques, and processes and analyze what makes them effective or not in communicating ideas:

a. Using drawing tools and techniques expressively. 
b. Creating artworks (paintings, prints, crafts, graphics, and sculptures) that utilize a variety of idea sources, approaches, and design concepts.
c. Demonstrating an ability to describe a variety of art forms using advanced vocabulary of visual art media.
d. Identifying similarities and differences in artworks of different media portraying similar themes.

2. Students take advantage of media, techniques and processes to communicate their experiences and ideas:

a. Demonstrating a growing ability to organize and express feelings and moods using advanced drawing and painting techniques.
b. Continuing to use sketches and studies to work out ideas.
c. Continuing exercises, such as contour studies, to enhance eye/hand coordination.

1. Students are able to choose and use the elements and principles to communicate their ideas.

a. Exploring various types of composition.
b. Exploring the use of horizon, foreground, middle and backgrounds. 

1. Students integrate visual, spatial and temporal concepts with content to communicate intended meanings in artworks:

a. Continue to introduce terms and techniques for perspective, using linear and aerial perspective, proportion, and the illusion of mass.
b. Continue to reinforce the concept that objects look different under varying conditions, such as light, position, motion an relative size,
c. Identify other visual effects or impressions that result form changes, such as unusual positions of objects in space, exaggeration and distortion.

2. They use subjects, themes, and symbols to demonstrate knowledge of contexts, values, and aesthetics that communicate intended meanings in art works:

a. Demonstrate a growing ability of organize and express ideas, feelings, and moods, advanced drawing and painting techniques.
b. Produce more advanced graphic symbols and signs using the design elements and principles to communicate concrete and abstract ideas. 
c. Be able to discuss the meaning of symbols, tone and mood in artworks.

1. Students know and compare the characteristics of artworks in various eras and cultures:

a. They continue to expand their knowledge of styles and ears with greater emphasis on recurrent themes, and the accomplishments of individual artists.
b. They continue to expand their recognition of works of art from a variety of cultures an eras.
c. They continue to study the interrelationship of art and religion, especially in the Christian faith.

2. Students describe and place a variety of art objects in history and cultural contexts:

a. They continue to identify themes and symbols used by a variety of cultures.
b. They understand themes as reflecting a culture.
c. They understand these and symbols used in church art. 

3. Students analyze describe, and demonstrate how factor of time an place, such as climate, resources, ideas, an technology, influence visual characteristics that give meaning and value to art works:

a. They can recognize artworks by individual artists and styles, and identify artworks of the same style form a group of works.
b. They can describe and discuss the role of the arts in advertising, society, politic.
c. They can describe ways that people are involved in the visual arts in the Church today.
d. They continue to explore various careers in art, and the knowledge needed for designing works of fine art as well as functional arts.

1. Students describe and compare a variety of individual responses to their own artwork and work form various cultures and eras:

a. They apply their skills in art criticism to analyze and judge art works.
b. They use appropriate vocabulary to identify characteristics of art.
c. They give informed statements about the artists' styles and purposes of artworks.

2. They analyze contemporary an historic meanings in specific artworks through cultural and aesthetic inquiry:
3. They compare multiple purposes for creating works of art.

1. Students are able to compare the characteristics of works in tow or more art forms that share similar subject matter, historical periods, cultural context, or religious topics.
2. Students are able to describe ways in which the principles and subject matter of other disciplines taught in school are interrelated with the visual arts.

Music
The goal of the Music program at St. Bede is to provide an education which will develop the student’s talents, an appreciation of music, and a wide range of performance opportunities. This is achieved through singing, playing various instruments, participation in Masses and concerts, and classroom instruction.  A historical approach to music from the Renaissance to 20th Century Music is introduced in all grades.
Kindergarten-First-Second Grade
An emphasis on singing is predominant throughout these courses.  An introduction to theory, movement and exposure to various musical styles is also prevalent. Instrumental playing is introduced in the second grade.

Third-Fourth-Fifth Grade
A continued emphasis on choral singing exists, and an introduction to 2-part singing is started in the Fourth Grade.
A continuation and expansion of theory and instrumental playing is evident in these levels. Third grade will be introduced to playing the recorder. 

Sixth-Seventh-Eighth Grade
A continued study of choral singing in 2 part harmonies with the introduction to 3-part harmony is studied in the 7th and 8th grades. Secondly, the students knowledge in theory is expanded and broadened, and demonstrated in a compositional work to be done by the 8th grade.  Research projects in voice and historical musical topics are assigned and discussed in the 7th and 8th grades.

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Library
Library Classes are taught to all grade levels, Kindergarten through Level 8. Classes meet once per week on Monday or Friday, for approximately 30-40 minutes, depending on the grade level. Each class learns some type of age-appropriate library skill and then is permitted to browse for books. At each level, I encourage students to read for knowledge and pleasure. Reading is such an important skill and hobby. In our fast paced society, we should encourage our children to SLOW DOWN and read a good book! Specifics about what each grade level is taught are listed below.

Kindergarten-First Grade
Students in these levels are taught the basics about our school library, and libraries in general. We learn to appreciate books and develop a love of reading. At the beginning of each class, I read aloud a story to the children. Afterwards we work on our library skills and then browse for books. There is an introduction to library rules and citizenship. Students learn the concept of borrowing a book, how to use a shelf marker, a bookmarker, and how to care for books. We talk about the difference between fiction and nonfiction books, and discuss popular authors and illustrators.

Second Grade-Third Grade
Students in these levels review previous material and learn a few new concepts, such as, how books are arranged on our shelves and the different parts of a book. An introduction to the card catalog, the dictionary and the encyclopedia are also part of the skills taught to these levels. Students will learn all about authors and illustrators and the types of books that are available to them. We still read aloud a story each week, but the stories are longer and more detailed. Of course we end each class with plenty of time to browse for books.

Fourth Grade-Fifth Grade
Students in these levels learn the in-depth meanings of all previous materials. We learn about books parts, the Card Catalog, the Dewey Decimal System of Classification, dictionaries, atlases, almanacs, encyclopedias, and various types of computer reference materials. At this level we work with many hands-on materials and games to keep the learning stimulating and fun. The goal in these classes is to teach the students how to use the library and all it’s resources to their full capacity. Many students in these levels use their library time to browse for books that they may need for other class projects.

Sixth Grade
Students in this level spend most of the first semester reviewing what they have learned in Levels 4 and 5. It is most important that they feel comfortable using any type of reference material, the card catalog, and our computer resources. The second semester is completely devoted to learning how to write a research report. We take each student on a step-by-step journey, from gathering the information, to writing note cards, to the final draft of the paper, with various other steps in between. An emphasis will be on how to read and interpret gathered information, and then how to write a research paper in your own words. We finish the year with an oral presentation from each student about their research project. 

Seventh Grade-Eighth Grade
Students in these levels also review previous material and apply it to everyday projects and homework. Four book reports (see book list) are required from each student in these levels, one per quarter. Two required reading novels are also assigned, one in the Fall, and one in the Spring. This year Level 7 will be reading The Westing Game  by Ellen Raskin, and The Outsiders by S.E. Hinton. Level 8 students will be reading The Giver by Lois Lowry, and To Kill A Mockingbird by Harper Lee. These novels are chosen to teach the students about good literature as well as a lesson or two about life. 
The library and computer classes will join forces this year to create a ficticious newspaper with Level 7, and to play The Stock Market Game with Level 8. We plan to use the combined class time to work together to learn how to gather information for a newspaper, and publish at least two editions this year. In Level 8 we will play The Stock Market Game but add a few twists this year. The goal is to use the internet to track our chosen stocks on a weekly basis and develop a spread sheet to record our results. The game includes the buying and selling of imaginary stocks on the New York Stock Exchange and has proven to be very competitive in the past! 

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Computer
Kindergarten - 3rd Grade
Students will be able to:

• independently start, restart, and shut down the computers.
• log in and log out: using name, grade and password.
• maneuver the four functions of the mouse;  click, double click, point and drag.
• open a variety of educational software that is used to reinforce skills learned in the classroom.
• have a clear understanding of the basic elements of multimedia.
• touch type fluently instead of developing hunt-and-peck habits.
• learn keyboarding skills in a multimedia rich learning environment.
• independently print documents to a network printer.

Typing

• -to demonstrate a clear understanding of the relative positions of the keys on a keyboard and consistently use the home row finger position.
• *wpm & accuracy

• -use more advanced features of word processing programs.
• -save and retrieve word processing files.
• -cut, paste, copy,and place in text.
• -add photos and graphics in multimedia documents with ease.
• -print documents to a network printer.

• -demonstrate a clear understanding of “etiquette” and acceptable use behavior.
• -independently use browser software to access and search web sites.
• -review and critique other school web sites.

• -use a wide variety of educational software to reinforce skills learned in the classroom.

• -use a scanner to reproduce pictures and art images to enhance classroom projects.
• -use a digital camera and develop their pictures through use of the computer and printer.

3rd - 5th Grade
Meeting twice a week, we jump from the most basic of physical skills and activities to ones that will increase muscular strength, cardio-respiratory endurance, flexibility, body awareness and agility through fitness and lifelong recreation/leisure activities. The goal is for students to develop a positive self-concept, respect for self and others and positive social and interpersonal skills.

6th - 8th Grade
Also meeting twice a week, students at these levels are expected to build from the foundations of the prior learning blocks and apply knowledge, etiquette, skills and strategies to group, team, and individual recreational activities, attain knowledge and strategies that better enable participation in individual/dual sports and recreational activities, develop a positive self-image, respect for self and others and positive social and interpersonal skills.

In combination with living skills (e.g., personal and interpersonal, communication, conflict resolution, goal setting, organizational, time-management, problem solving, and decision making skills) this rounds out St. Bede’s Physical Education Curriculum.

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Intermediate Unit:

Math & Reading

Speech Therapy

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