• 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.

(Top)

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. 

(Top)

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. 

(Top)

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.