Curriculum – 3rd Grade

We Believe Scripture has great meaning for life today
Discuss how the Bible is the “Word of God” and should be revered
Identify the Christian Scriptures (New Testament), in particular the Gospels
Explain and give examples of how the Christian Scriptures tell about Jesus and the early days of the church
The early history of the Church has a profound impact on the current church today
Recall that the first Christians were followers of Jesus who formed the earliest Christian communities
Identify key historical moments in the early church
Discuss and explain the role of Peter in the early church
List the works of the saints
The doctrine and dogma of the church are found in the Creedal statements
Give examples of how the Holy Spirit continues to draw Jesus’ followers together
Explain how God takes care of and is always faithful to all His people
Recall that Jesus is the Messiah
Describe how each person becomes a part of the Kingdom of God through participation in the life of the Church
The Trinity is revealed to all people in the person, word, and works of Jesus
Describe how there is only one God in three persons: Father, Son, and Holy Spirit, which is called the Blessed Trinity
Discuss and show examples of how God the Father creates all things, how Jesus the Son is the Redeemer of the world, and how the Holy Spirit guides each person to follow Jesus
We Worship Sacraments are important moments in the life of the community especially the centrality of the Eucharist
Explain how the Sacrament of Baptism is the beginning of each person’s life of holiness
Compare and contrast the Sacraments of Initiation: Baptism, Eucharist, and Confirmation
Explain how the Holy Eucharist was instituted by Jesus at the Last Supper
Recall that the Sacraments are signs of God’s love for all His people
Explain how Jesus shares Himself through the Sacrament of the Holy Eucharist
Describe how in the Sacrament of Reconciliation God forgives sin and helps people to grow in love
The Eucharistic Liturgy (the Mass) is the communal celebration of the Paschal Mystery in which each person is called to full and active participation
Explain how in the Eucharistic Liturgy the faithful remember God’s gift of Jesus
Illustrate the liturgical seasons of the year including feasts and solemnities
Describe how the Eucharistic Liturgy is the central prayer of the Catholic community and how the Church gathers at the Eucharistic Liturgy to celebrate the life, death, and resurrection of Jesus
Discuss the real presence of Christ in the bread and wine offered at the Eucharistic Liturgy
We Pray Catholic prayer and traditions are an important aspect of the life of the church
Explain why we need to show appreciation for the Word of God by listening and responding to it in each person’s life
Experience all forms of prayer: formal, informal, spontaneous, reflective, personal, Jesus prayer, music and movement, guided meditation, and communal
Experience community prayer by praying in a group, attending liturgies or para-liturgies, and visiting the Church
Compose simple prayers and petitions
Recite the liturgical responses
Explain why the Psalms are important prayers
Participate communally in the tradition of prayers for the Church: Sign of the Cross, Our Father, Hail Mary, Grace before Meals, Doxology (Glory to the Father…), Act of Contrition, and Apostles Creed
We Live Discuss how God loves each person by understanding how people love each other
Explain the concept of right and wrong and the relationship between choices and consequences
Discuss and explain how, as disciples of Jesus Christ, each person learns to act as He did
Justify how Jesus’ Commandment of Love is a basis for making good moral decisions
Defend the position that each person is called to act justly by accepting and respecting others
The seven key principles of the Catholic social teachings can be applied to personal and societal situations
Express acceptance and appreciation for the dignity of each human being as a child of God who is created by God and is, therefore, valuable and worthy of respect
Discuss how each person is an important member of a family, school, parish, and community how each person is called to participate in and contribute to the well-being of family, parish, and community
Define the term “human rights” and argue for the importance of respecting each person’s human rights
Recall the Ten Commandments and the two great commandments and communicate how they relate to the rights of others
Describe why the church has a special obligation to the poor and vulnerable (to defend and promote their dignity and to ensure they can fully participate in society) and cite examples of the ways we can show the same love and respect for the poor and vulnerable
Explain why work is positive and an expression of one’s self worth, and how it is each student’s work to do one’s best in school and be responsible for performing classroom tasks
Describe how the virtue of solidarity means that loving our neighbor involves working for world peace, caring for the environment, and promoting human rights
Describe how each person is called to be a caretaker of the earth and list ways to appreciate the world God has given each person, by conserving the resources God created and by living in peace with all peoples and creatures of the earth
We Are God’s Family Each person is drawn to God who, in creating them, has placed a desire for happiness in their hearts
Explain how the Holy Spirit continues to draw Jesus’ followers together
Know that God takes care of and is always faithful to all His people
Know that Jesus is the Messiah
Explain how each person becomes a part of the Kingdom of God through participation in the life of the Church
The Church is the People of God, the Body of Christ, and the Community of Faith
Name and describe the four marks of the Church; one, holy, catholic, and apostolic
Explain how the role of the Catholic Church is to continue Jesus’ mission of the world
Compare and contrast the role of the laity, priests, religious, bishops, cardinals, and the pope
Describe how various cultures celebrate holy days of the Church
Discuss how lay people, priests, religious sisters, religious brothers, and deacons are called by God to reflect God’s love through their special roles in the Church
The church expresses basic principles of Catholic teaching on the family
Explain how life begins with and is nurtured in a loving family and that all people are gifts of God
Justify the need to care for the human body in a respectful manner referencing the teachings of the church
Reading Develop and demonstrate reading skills in response to text by:
a. explaining how specific aspects of a text’s illustrations contribute to what
is conveyed by the words in a story
b. drawing conclusions and support with textual evidence
c. summarizing a story’s beginning, middle, and end determining its central message,
lesson, or moral
d. monitoring comprehension and making corrections and adjustments when understanding breaks down (NOTE: Continue to address earlier standards as needed and as applies to more difficult texts.)
Develop an understanding of vocabulary by:
a. decoding and identifying the meaning of common prefixes and suffixes and knowing how they change the meaning of root words
b. using sentence level context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words
c. using homographs and homophones
d. discussing analogies
e. determining the meaning of the author’s use of similes and metaphors to produce imagery
Develop an understanding of vocabulary by:
a. distinguishing the literal and nonliteral meanings of words and phrases in context
b. determining the meaning of the new word formed when a known affix is added to a known base word
c. using a dictionary or a glossary to determine the meanings, syllabication, and pronunciation of unknown words
d. using conversational, general academic, and domain-specific words and phrases
Explain relevant connections between:
a. text to text (ideas and information in various fiction and nonfiction works,
using compare and contrast)
b. text to world (text ideas regarding experiences in the world) (NOTE: As students mature and grow as readers, the text level and connections should become more complex.)
Read independently for multiple purposes over sustained periods of
time by:
a. reading text that is developmentally appropriate
b. producing evidence of reading
Read, infer, analyze, and draw conclusions in fiction texts to:
a. summarize and sequence the events/plot and explain how past events impact
future events
b. describe the personality traits of characters from their thoughts, words, and actions
c. describe the interaction of characters, including relationships and how they change
d. paraphrase the big idea/themes and supporting details of texts
e. compare and contrast key elements in various types of fiction
f. explain cause-and-effect relationships
g. distinguish one’s own point of view from that of the narrator or those of the characters
Read, infer, and draw conclusions in poetry to:
a. use examples of alliteration
b. identify basic forms of poetry
Read, infer, and draw conclusions in drama texts to:
a. explain the elements of plot, setting, and character as presented through dialogue in scripts that are read or viewed
b. identify language that creates a graphic visual experience and appeals to the senses
Read, infer, and draw conclusions using text features to:
a. explain the author’s purpose
b. identify the details or facts that support the main idea
c. use text and graphic features to locate information and to make and verify predictions
d. follow and explain a set of written multi-step directions
e. describe the relationship between events, ideas, concepts, or steps
Read, infer, and draw conclusions in nonfiction texts to:
a. distinguish the difference between a biography and an autobiography
b. distinguish fact from opinion
c. distinguish point of view from what the author is trying to persuade the reader to think or do
d. explain examples of sound devices, literal and nonliteral meanings, and figurative language
Read, infer, and draw conclusions in nonfiction texts to:
a. describe relationships among events, ideas, concepts, and cause and effect in texts
b. explain the relationship between problems and solutions
c. use information gained from illustrations and words to demonstrate understanding of the text
d. explain the author’s purpose
e. compare and contrast the most important points and key details presented in texts on the same topic
Read to develop an understanding of media and its components by:
a. understanding how communication changes when moving from one genre of media to another
b. explaining how various design techniques used in media influence the message
c. comparing various written conventions used for digital media
d. identifying text structures and graphics features of a web page
Develop phonics in the reading process by:
a. decoding multisyllabic words both in context and independent of context by applying common spelling patterns
b. decoding words that double final consonants when adding an ending
c. using the meaning of common prefixes and suffixes
d. using the meaning of homophones
e. decoding known and unknown words by spelling patterns
f. reading irregularly spelled highfrequency words
Read appropriate texts with fluency (rate, accuracy, expression, appropriate phrasing), with purpose, and for comprehension
a. use context to confirm or self-correct word recognition and understanding, rereading as necessary
Writing Write opinion pieces on topics or texts, supporting a point of view with reasons
a. topic
b. state an opinion
c. use specific and accurate words
d. contain information using one’s original language
e. reference name of author
f. use transitions
g. beginnning, middle, and end
Write informative/explanatory texts to examine a topic and convey ideas and information clearly
a. introduce a topic
b. simple facts
c. use specific words
d. use one’s original language
e. use transition words
f. create a conculding statement
Write narratives, including poems, to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences
a. establish a setting and introduce a narrator and/or characters
b. use narrative techniques such as dialogue and descriptions
c. establish and organize an event’s beginning, middle, and end
d. use transition words and phrases to signal event order
e. use specific and relevant words that are related to the topic, audience, and purpose
Apply a research process to:
a. generate a list of subject-appropriate topics
b. create an individual question about a topic
c. decide what sources of information might be relevant to answer these questions
d. use text features to locate information
e. determine the accuracy and relevance of the information related to a selected question
f. take simple notes in own words and sort evidence into provided categories or organizer
g. use quotation marks
h. create a resource page from notes
i. present and evaluate the information in a report or annotated display using previously established teacher/student criteria
Produce writing in which the development and organization are appropriate to task and purpose
Reread, revise, and edit drafts with assistance from adults/peers to:
a. develop and strengthen writing by revising
– main idea
– sequence (ideas)
– focus
– beginning/middle/end
– details/facts (from sources, when appropriate)
– word choice (related to the topic)
– sentence structure
– transitions
– audience and purpose
– voice
b. edit for language conventions
Use technology to produce and publish writing
Use technology to collaborate with peers when producing and publishing writing
Language Apply conventions of language:
a. regular and irregular verbs and simple verb tenses
b. use helping verbs with irregular verbs
b. complete subjects and predicates
c. comparative, superlative, and demonstrative adjectives and adverbs
d. subject/verb agreement in sentences
d. four types of sentences
e. 1st, 2nd, and 3rd person pronouns and their antecedents
Capitalization, Punctuation, and Spelling – In written text:
a. write legibly (print and cursive)
b. use an apostrophe to form possessives
c. demonstrate and use commas and quotation marks in dialogue
d. capitalize dialogue correctly
e. use commas for greeting and closing of a friendly letter
f. capitalize names of places
g. capitalize titles of books, stories, and songs
h. use spelling patterns and generalizations to spell compound words
i. spell words that double the consonant
j. spell plural words that change y to ies
k. consult reference materials to check and correct spellings
l. arrange words in alphabetical order to the third letter
Speaking & Listening Develop and apply effective listening skills and strategies in formal and informal settings by:
a. following classroom listening rules
b. asking questions to check understanding of information presented, staying on topic, and linking comments to the remarks of others
c. following three-step instructions, according to classroom expectations
Develop and apply effective listening skills and strategies in formal and informal settings by:
a. demonstrating active listening through body language and eye contact with the speaker, according to classroom expectations
Speak clearly and to the point, using conventions of language when presenting individually or with a group by:
a. coming to discussions prepared, having read or studied required material; explicitly drawing on that preparation and other information known about the topic to explore ideas under discussion
b. responding appropriately to discussion in a variety of settings, according to classroom expectations
c. expressing opinions of read-alouds and independent reading topics
Speak clearly, audibly, and to the point, using conventions of language when presenting individually or with a group by:
a. using presentation skills and/or appropriate technology
b. presenting information with clear ideas and details while speaking clearly at an understandable pace
c. giving an informal presentation using a variety of media
d. choosing words and phrases for effect (adjectives, action verbs, figurative language)
e. using academic language and conventions
Number Sense & Operations in Base Ten Use place value understanding and properties of operations to perform multi-digit arithmetic
Round whole numbers to the nearest 10 or 100
Read, write, and identify whole numbers within 100,000 using base ten numerals, number names and expanded form
Skip count by 6-9
Demonstrate fluency with addition and subtraction within the thousands period
Multiply whole numbers by multiples of 10 in the range of 10-120
Compare and order numbers within 10,000
Number Sense & Operations in Fractions Develop understanding of fractions as numbers
Understand a unit fraction as the quantity formed by one part when a whole is partitioned into equal parts
Understand that when a whole is partitioned equally, a fraction can be used to represent a portion of the whole
a. describe the numerator as representing the number of pieces being considered
b. describe the denominator as the number of pieces that make the whole
Represent fractions on a number line
a. understand the whole is the interval from 0 to 1
b. understand the whole is partitioned into equal parts
c. understand a fraction represents the endpoint of the length a given number of partitions from 0
Demonstrate that two fractions are equivalent if they are the same size, or the same point on a number line
Recognize and generate equivalent fractions using visual models and number lines; justify why they are equivalent
Compare two fractions with the same numerator or denominator using the symbols >, =, or < and justify
Explain why fraction comparisons are only valid when the two fractions refer to the same whole
Relationships & Algebraic Thinking Represent and solve problems involving multiplication and division
Interpret and model products of whole numbers
Interpret and model quotients of whole numbers
Describe in words or drawings a problem that illustrates a multiplication or division situation
Use multiplication and division within 144 to solve problems
Determine the unknown number in a multiplication or division equation relating three whole numbers
Understand properties of multiplication and the relationship between multiplication and division
Apply properties of operations as strategies to multiply and divide
Multiply and divide within 144
Multiply and divide with numbers and results within 144 using different strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers
Demonstrate fluency with products within 144
Use the four operations to solve word problems
Write and solve two-step word problems involving variables using any of the four operations
Intrepret the reasonableness of answers using mental computation and estimation strategies including rounding
Identify and explain arithmetic patterns
Identify arithmetic patterns and explain the patterns using properties of operations
Geometry & Measurement Reason with shapes and their attributes
Understand that shapes in different categories may share attributes and that the shared attributes can define a larger category
Distinguish rhombuses and rectangles as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to these subcategories
Partition shapes into parts with equal areas and express that area and express the area of each part as a unit fraction of the whole
Solve problems involving the measurement of time, money, capacity, and weights of objects
Tell and write time to the nearest minute
Solve problems involving addition and subtraction of minutes
Round money to the nearest dollar
Measure, estimate, and solve problems involving length, capacity, and weight of objects
Use the four operations to solve problems involving lengths, capacity, weights, and money given in the same units
Understand concepts of area
Calculate area by using unit squares with no gaps or overlaps
Label area measurements with squared units
Demonstrate that tiling a rectangle to find the area and multiplying the side lengths result in the same value
Measure, estimate, and solve problems involving area, perimeter, and angles given in the same units
Multiply whole-number side lengths to solve problems involving the area of rectangles
Find rectangular arrangements that can be formed for a given area
Decompose a rectangle into smaller rectangles to find the area of the original rectangle
Understand concepts of perimeter
Solve problems involving perimeters of polygons
Understand that rectangles can have equal perimeters but different areas, or rectangles can have equal areas but different perimeters
Classify angles
Compare and classify shapes by their angles (right angle/non-right angle)
Data & Statistics Represent and analyze data
Create frequency tables, scaled picture graphs, and bar graphs to represent a data set with several categories
Solve one- and two-step problems using information presented in bar and/or picture graphs
Create a line plot to represent data
Use data shown in a line plot to answer questions
Physical Science Plan and conduct investigations to determine the cause and effect relationship of electric or magnetic interactions between two objects not in contact with each other [Clarification Statement: Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical forces between a charged rod and pieces of paper; examples of a magnetic force could include the force between two permanent magnets, the force between an electromagnet and steel paperclips, and the force exerted by one magnet versus the force exerted by two magnets; examples of cause and effect relationships could include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the magnetic force.]
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion
Life Science Construct scientific arguments to support claims that some characteristics of organisms are inherited from parents and some are influenced by the environment [Clarification Statement: Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted, and a pet dog that is given too much food and little exercise may become overweight.]
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving and finding mates [Clarification Statement: Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators, and animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.]
Construct an argument with evidence that in a particular ecosystem some organisms — based on structural adaptations or behaviors — can survive well, some survive less well, and some cannot [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved, and the organisms and their habitat make up a system in which the parts depend on each other.]
Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change [Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, wind breaks, dikes, temperature, food, and other organisms.]
Earth & Space Science Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season [Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.]
Obtain and combine information to describe climates in different regions of the world
Make a claim about the merit of an existing design solution (i.e. levies, tornado shelters, sea walls, etc.) that reduces the impacts of a weather-related hazard [Clarification Statement: Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind resistant roofs, and lightning rods.]
Engineering Technology Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved
Civics Explain the purpose of the Missouri Constitution
Examine how individual rights are protected within Missouri
Explain how the state of Missouri relies on responsible citizen participation and draws implications for how people should participate
Describe character traits and civic attitudes of influential Missourians
Explain how the National Anthem symbolizes our nation. Recognize and explain the significance of Missouri symbols (i.e. the Gateway Arch, Great Seal, Shrine of St. Joseph, Cathedral Basilica)
Explain how governments balance individual rights with common good to solve local community or state issues
Analyze peaceful resolution of disputes by the courts or other legitimate authorities in Missouri
Describe how authoritative decisions are made, enforced, and interpreted by the state government across historical time periods and/or in current events
Identify and explain the functions of the three branches of government in Missouri
Explain and give examples of how laws are created and changed within the state government
Economics Define natural, capital, and human resources
Define economy and explain the concepts of supply and demand
Conduct a personal cost-benefit analysis
Define taxes and explain how taxes are generated and used
Explain factors, past and present, that influence changes in our state’s economy
Geography Read and construct historical and current maps
Name and locate major cities, rivers, regions, and states that border Missouri
Describe and use absolute location using a grid system
Identify the inhabitants of Missouri.
Compare and contrast physical characteristics of the different geographical regions of Missouri, and describe human geographic characteristics of Missouri
Describe how people of Missouri are affected by, depend on, adapt to, and change their physical environments in the past and present
Describe how changes in communication and transportation technologies affect people’s lives (i.e. Pony Express)
Identify and compare regions in Missouri
Explain how geography affected important events in Missouri history
History *Describe the migration of Native Americans to Missouri prior to European settlement in the state; describe the discovery, exploration, and early settlement of Missouri by European immigrants; describe the reasons African people were enslaved and brought to Missouri (*Should be taught through the lens of Catholicism)
*Examine cultural interactions and conflicts among Native Americans, European immigrants, and enslaved and free African Americans in Missouri. Examine changing cultural interactions and conflicts among Missourians after the Civil War (*Should be taught through the lens of Catholicism)
Identify and describe the historical significance of individuals from Missouri who have made contributions to our state and nation
Describe the importance of the Louisiana Purchase and expedition of Lewis and Clark
*Evaluate the impact of western expansion on the Native Americans in Missouri (*Should be taught through the lens of Catholicism)
Discuss issues of Missouri statehood
*Identify the causes and consequences of the Dread Scott decision on Missouri and the nation (*Should be taught through the lens of Catholicism)
Explain Missouri’s role in the Civil War, including the concept of a border state
*Describe consequences in Missouri of the Civil War, including on education, transportation, and communication (*Should be taught through the lens of Catholicism)
Compare cultural characteristics of regions of Missouri
Research stories and songs that reflect the cultural history of Missouri
Describe how people in Missouri preserve their cultural heritage
Recognize the changing roles of Native Americans, Immigrants, African Americans, women, and others in Missouri history.
Social Science Inquiry With guidance and support, select and analyze primary and secondary social studies sources to determine importance
Create and use artifacts to share information on social studies topics
With guidance and support, use visual tools and informational texts to interpret, draw conclusions, make predictions, and communicate information and ideas
Identify facts and opinions in social studies topics
Identify point of view in social studies topics
Present social studies research to an audience using appropriate sources
Generate supporting questions about social studies topics
Use steps in a process to investigate a social studies question
Use appropriate sources to investigate social studies questions
Investigate an appropriate social studies question and share results with assistance, if needed
Computing Systems Model how information flows through hardware and software to accomplish tasks
Identify, using accurate terminology, simple hardware and software problems that may occur during everyday use, discuss problems with peers and adults, and apply troubleshooting strategies for solving these problems (i.e. refresh the screen, closing and reopening an application or file, unmuting or adjusting the volume on headphones)
Networks & Internet Recognize how information changes when sent and received over physical or wireless paths (Information is broken into smaller parts, sent to the destination, and then reassembled into a whole)
Identify problems that relate to inappropriate use of computing devices and networks
Data & Analysis Recognize that different types of information are stored in different formats that have associated programs (i.e. documents open in a word processor) and varied storage requirements
Collect data using various programs and formats (i.e. surveys, forms) and organize the data in various visual formats (i.e. charts, graphs, tables)
With guidance, utilize data to make predictions and discuss whether there is adequate data to be useful and to make reliable predictions
Algorithms & Programming Compare multiple algorithms for the same task
Create programs that use variables to store and modify grade level appropriate data
Collaboratively create a program using control structures (i.e. sequence, conditionals, interactive-looping) to make decisions within a program
Decompose (break down) the steps needed to solve a problem into precise sequence of instructions
With grade appropriate complexity, modify, remix, or incorporate portions of an existing program into one’s own work to develop something new or add more advanced features
Use an iterative and collaborative process to plan the development of a program while solving simple problems
Observe intellectual property rights and give appropriate credit when creating or remixing programs
Analyze and debug a program that includes sequencing, repetition, and variables in a programming language
Communicate and explain your program development using comments, presentations, and interactive demonstrations
Digital Citizenship Identify computing technologies that have changed the world and express how those technologies influence, and are influenced by, cultural practices
Identify possible problems and how computing devices have built in features for increasing accessibility to all users
Develop a code of conduct, explain and practice grade-level appropriate behavior and responsibilities while participating in an online community (e.g., responsibilities of being a good digital citizen, private and personal information, showing respect for other people’s work). Identify and report inappropriate behavior and know how to report cyberbullying
Identify how computational products may be (or have been) improved to incorporate diverse perspectives
Identify types of digital data that may have intellectual property rights that prevent copying or require attribution
Innovative designer Know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts, or solving authentic problems
Select and use digital tools to plan and manage a design process that considers design constraints and calculated risk
Develop, test, and refine prototypes as part of a cyclical design process
Exhibit a tolerance for ambiguity, perseverance, and the capacity to work with open-ended problems
Create Elaborate on an imaginative idea
Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process
Create personally satisfying artwork using a variety of artistic processes and materials
Demonstrate an understanding of the safe and proficient use of materials, tools, and equipment for a variety of artistic processes
Individually or collaboratively construct representations, diagrams, or maps of places that are part of everyday life
Elaborate visual information by adding details in an artwork to enhance emerging meaning
Present Investigate and discuss possibilities and limitations of spaces, including electronic, for exhibiting artwork
Identify exhibit space and prepare works of art, including artists’ statements, for presentation
Identify and explain how and where different cultures record and illustrate stories and history of life through art
Respond Speculate about processes an artist uses to create a work of art
Determine messages communicated by an image
Interpret art by analyzing use of media to create subject matter, characteristics of form, and mood
Evaluate an artwork based on given criteria
Connect Develop a work of art based on observations of surroundings
Recognize that responses to works of art change depending on knowledge of the time and place in which it was made, as well as one’s spiritual, mental, and emotional state of mind when studying the work of art
Create Improvise rhythmic and melodic ideas, and describe connection to specific purpose and context (such as personal and social)
Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter (such as duple and triple)
Demonstrate selected musical ideas for a simple improvisation or composition to express intent, and describe connection to a specific purpose and context
Use standard and/or iconic notation and/or recording technology to document personal rhythmic and melodic musical ideas
Evaluate, refine, and document revisions to personal musical ideas, applying teacher-provided and collabortively-developed criteria and feedback
Present the final version of personally created music to others and describe connection to expressive intent
Perform Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context
Demonstrate understanding of the structure in music selected for performance
When analyzing selected music, read and perform rhythmic patterns and melodic phrases using iconic and standard notation
Describe how context (such as personal and social) can inform a performance
Demonstrate and describe how intent is conveyed through expressive qualities (such as dynamics and tempo)
Apply teacher-provided and collaoratively-developed criteria and feedback to evaluate accuracy of ensemble performances
Rehearse to refine technical accuracy, expressive qualities, and identified performance challenges
Perform music with expression and technical accuracy
Demonstrate performance decorum and audience etiquette appropriate for the context and venue
Respond Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes
Demonstrate and describe how a response to music can be informed by the structure, the use of the elements of music, and context (such as personal and social)
Demonstrate and describe how the expressive qualities (such as dynamics and tempo) are used in performers’ interpretations to reflect expressive intent
Evaluate musical works and performances, applying established criteria
Connect Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music
Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life
Movement & Manipulative Skills Demonstrate a combination of movement concepts while performing various skills (i.e. skipping while dribbling a ball in a curved pathway in general space)
Demonstrate proper techniques for a variety of fundamental skills while practicing with a partner (i.e. realize there was too much force when a ball was overthrown)
Demonstrate critical elements for manipulative skills (i.e. step forward opposite foot, arm position, step and follow through)
Strategy & Applying Skills Demonstrate simple step patterns (i.e. step-together- step-touch and scattered formations) in dance
Demonstrate locomotor skills and static and dynamic balances in combination to create a small routine
Apply fundamental and specialized skills in lead-up activities (i.e. basketball without dribbling, small-sided soccer)
Identify simple offensive and defensive strategies and analyze which would work best based on opponent’s strategies
Demonstrate ability to interpret and move to a variety of music (i.e. fluid and smooth movements, strong and intense movements)
Health & Fitness Develop realistic personal fitness goals
*Identify and explain health related fitness components (cardio respiratory endurance, muscular strength and endurance, flexibility, and body composition) (*Body composition should be taught through the lens of Catholicism)
Identify nutritional habits (hydration and food choices) that are beneficial for physical activities
Attitude & Behavior Demonstrate appropriate cooperative, social, and teamwork skills while participating in game activities
Respond appropriately to successes and failures and implement teacher feedback
Novice-Mid: With moderate teacher support, student can consistently…
Communication Engage in conversations, providing and obtaining information in the target language
Recite the Sign of the Cross, Hail Mary, and Our Father from memory
Use courtesies, greetings, and salutations in appropriate situations written and orally
Ask and respond to basic questions using interrogative words and vocabulary written and orally
State the name and sound of each letter of the alphabet and apply in oral and written expression
Engage in basic conversations in the target language using targeted vocabulary and grammar
Produce target vocabulary written and orally
Write simple sentences in the target language on various topics using targeted vocaulary and grammar concepts
Comprehension Understand written and spoken text in the target language on a variety of topics
Recognize familiar words, phrases, and questions (written and spoken) with visual/contextual support by applying prior knowledge
Comprehend age and level-appropriate reading passages in target language with visual/contextual support and by applying prior knowledge
Respond to classroom commands and questions given in the target language
Listen to native speech of the target language and discuss topics, words, and sounds from the spoken text
Vocabulary Acquisition Demonstrate understanding of target vocabulary by using words and phrases correctly during class discussions, conversations, and sentence formation
Vocabulary Topics:
cardinal numbers 0-2,000
time (hours + minutes)
school subjects and classroom objects
sports and leisure activities
singular and plural possessive adjectives
descriptive adjectives
interrogative words
definite and indefinite articles
general prepositions (i.e. of, with)
common infinitives
Geography & Culture Demonstrate understanding of different cultures by learning about traditions, perspectives, and daily life in countries where the target language is spoken
Identify location of countries/continents where target language is spoken on map (In Spanish: Mexico, Spain, Caribbean Islands, Central America, and South America)
Identify major traditional holidays and/or events celebrated in countries where the target language is spoken
Compare/contrast aspects of traditions, perspectives, and daily life in countries where the target language is spoken with one’s own traditions, perspectives, and daily life
Compare/contrast similarities and differences of target language with one’s own native language
Grammar Concepts Demonstrate knowledge of conventions of standard grammar of the target language when writing and speaking
Apply rule of gender and number agreement with nouns, adjectives, and definite/indefinite articles
Apply basic rules of word order (adjectives comes after nouns in Spanish)
Recognize subject pronouns in the target language
Conjugate the verb “to like” for singular subject pronouns to express likes and dislikes