| DOMAIN | ARCHDIOCESAN EXPECTATIONS |
| We Believe | Scripture has great meaning for life today |
| Explain how the Bible is the “Word of God” and that it is proclaimed during liturgical services | |
| Recognize that the Bible is composed of Hebrew Scriptures (Old Testament) and the Christian Scriptures (New Testament) | |
| Explain how the Bible tells about God’s plan for the world | |
| The early history of the Church has a profound impact on the current church today | |
| Describe how Jesus established the Church | |
| Explain how, as part of our history, the Holy Spirit gave the apostles courage to preach about Jesus and to baptize many who became believers | |
| Explain how Mary was chosen to be and is the Mother of Jesus | |
| List characteristics of patron saints | |
| The doctrine and dogma of the church are found in the Creedal statements | |
| Explain how God is our Creator | |
| Know that Jesus is God’s Son who became a man and lived on earth, died on the cross, and rose from the dead | |
| Cite examples of what it means to belong to the Catholic Church | |
| Describe how the Holy Spirit helps us to live a good life | |
| Describe how the saints are special people that are honored | |
| Explain why heaven brings unending happiness with God | |
| 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 | |
| Explain and show examples of how God the Father is the Creator, God the Son is the Savior, and God the Holy Spirit is the Helper | |
| We Worship | Sacraments are important moments in the life of the community, especially the centrality of the Eucharist |
| List the Seven Sacraments and describe how they are a celebration of God’s love and presence | |
| Explain how, through the Sacrament of Baptism, each person receives new life and becomes a member of God’s family, the Church | |
| Explain how during the Sacrament of Reconciliation God forgives each person when sorrow is expressed | |
| Explain how the Holy Eucharist was instituted by Jesus at the Last Supper | |
| Explain how the Eucharist is a remembrance of Jesus’ death and resurrection | |
| Define the word Eucharist as meaning “thanksgiving” | |
| Name and describe the three Sacraments of Initiation: Baptism, Eucharist, and Confirmation | |
| 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 | |
| Explain how in the Eucharistic Liturgy the faithful worship as a community and remember God’s gift of Jesus | |
| Illustrate the liturgical seasons of the year | |
| Recite the responses used at the Eucharistic Liturgy | |
| 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 |
| Describe what prayer is | |
| 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 | |
| Explain how Jesus teaches each person how to listen to and talk with God | |
| Recite the liturgical responses | |
| Compose simple petitions | |
| 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 | |
| We Live | Discuss how God loves each person by understanding how people love each other |
| Explain why sin is choosing to turn away from God | |
| Explain why all decisions have consequences and how each person has the ability to make decisions and to discern the difference between right and wrong | |
| Make use of conflict resolution skills | |
| The seven key principles of the Catholic social teachings can be applied to personal and societal situations | |
| Explain that each person is called to respect the talents and good qualities of themselves and others | |
| Show love and respect for the dignity of all people, especially newborns, elderly, and the mentally and physically challenged | |
| Explain how each person is an important member of a family, school, parish, and community and how each person is called to participate in and contribute to the well-being of family, parish and community | |
| Explain that each person is called to treat others in ways consistent with Jesus’ teaching and example | |
| Give examples of how Jesus accepted and forgave others and how each person is expected to do the same | |
| Describe how the love for the poor is an integral part of living a true Christian life, cite examples of the ways Jesus responded to the needs of the poor, sick, and lonely, and list ways we can do the same | |
| Explain why work is positive and that it is 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 | |
| Explain that by virtue of Baptism, every Christian is called to service and that this call is fulfilled through a variety of lifestyles and ministries | |
| Explain why God’s plan is for all people to live in harmony and why it is important to learn about and respect the customs and traditions of all people | |
| 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 God is present in each person, in community, in Scripture, and in the Sacraments | |
| Chronicle the simple facts of the life of Jesus | |
| Explain that Christ came to teach people about God | |
| The Church is the People of God, the Body of Christ, and the Community of Faith | |
| Name and describe each person’s role as participating members in the celebration of the liturgy | |
| Explain how the Catholic Church is a Sacramental Church, a community of people who follow God, and that all people are called to be disciples of God | |
| Recall that the local church community is called the parish | |
| Explain why Baptism is the Sacrament of Initiation that welcomes us into the community | |
| Explain how the Church celebrates its unity in the Eucharist | |
| 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 | |
| Discuss how there are a variety of family structures | |
| Describe how we are all special with unique characteristics, and how, male and female, we are all equal before God | |
| Identify how humans grow and that our body is a gift from God |
Curriculum – 2nd Grade
| DOMAIN | ARCHDIOCESAN EXPECTATIONS |
| Reading | Develop and demonstrate reading skills in response to text by: a. using text features to make and confirm predictions, explain why not confirmed b. asking and responding to relevant questions c. seeking clarification and using information/facts and details about texts and supporting answers with evidence from text d. retelling a story’s beginning, middle, and end and determining its central message, lesson, or moral e. monitoring comprehension and making corrections and adjustments when understanding breaks down |
| Develop an understanding of vocabulary by: a. using prefixes, root words, and suffixes to determine the meaning of words b. using knowledge of the meaning of individual words to determine the meaning of compound words c. using context to determine the meaning of a new word or multiple-meaning word in text d. using antonyms and synonyms e. locating words in a dictionary or glossary to determine or clarify the meaning of words or phrases f. distinguishing meaning among closely related verbs and adjectives g. recognizing that some words have literal and non-literal meanings h. using conversational, general academic, and domain-specific words and phrases |
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| Determine the relevant connections between: a. text to text (text ideas, including similarities and differences regarding information and relationships in fiction and nonfiction) b. text to self c. text to world (text ideas regarding experiences in the world) |
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| Read independently for multiple purposes over sustained periods of time by: a. reading text that is developmentally appropriate b. producing evidence of reading |
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| With assistance, read, infer, and draw conclusions to: a. identify elements of a story, including setting, character, and key events b. retell a main event from a story read aloud and familiar stories c. recognize sensory details and recurring phrases d. recognize different types of texts e. name author and illustrator of a story and describe how each is telling the story f. compare and contrast adventures of characters in familiar stories |
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| Read, infer, and draw conclusions to: a. describe how rhythm, rhyme, and repetition create imagery in poetry b. use onomatopoeia |
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| Read, infer, and draw conclusions to: a. identify characters, setting, acts, and scenes in plays b. identify the elements of dialogue and use them in informal plays |
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| Read, infer, and draw conclusions to: a. identify the main idea of sections of text, distinguish the main idea from the topic, and identify key details b. demonstrate understanding by locating facts to answer and/or ask questions c. use text features to locate specific information d. explain common graphic features to assist in the interpretation of text e. follow written multi-step directions f. describe connections between and state the order of the events or ideas |
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| Read, infer, and draw conclusions to: a. explain why a text is fiction or nonfiction b. ask and answer questions to clarify meaning c. explain examples of sensory details |
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| Read, infer, and draw conclusions to: a. explain main ideas and supporting details b. describe the connection between events and retell the sequence of events c. describe the connection between and identify problems and solutions d. identify the author’s purpose e. compare and contrast the most important points presented by text on the same topic |
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| Read to develop an understanding of media and its components by: a. explaining purposes of media b. describing techniques used to create media messages c. identifying various written conventions for using digital media |
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| Develop print awareness in the reading process by: a. understanding that sentences are organized into paragraphs to convey meaning |
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| Develop phonics in the reading process by: a. decoding multisyllabic words in context by applying common letter-sound correspondences including single letters, consonant blends, consonant and vowel digraphs, and vowel diphthongs b. distinguishing long and short vowels when reading regularly spelled one-syllable words c. decoding regularly spelled two-syllable words with long vowels d. decoding words with vowel diphthongs e. decoding words with vowel digraphs f. reading words with common prefixes and suffixes g. using contractions h. using common syllable patterns to decode words including r-controlled vowels i. reading irregularly spelled high-frequency words j. demonstrating decoding skills when reading new words in a text |
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| Apply phonemic awareness in the reading process by a. producing and identifying sounds and syllables in spoken words b. distinguishing between long and short vowel sounds c. recognizing the change in a spoken word when a specific phoneme is added, changed, or removed d. blending spoken phonemes to form one – or two – syllable words including consonant blends e. segmenting spoken words of three to five phonemes into individual phonemes |
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| 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 |
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| An ELL can make accurate use of standard English to communicate in grade-appropriate reading, speech, and writing | |
| Writing | Follow a writing process to plan a first draft by brainstorming and recording ideas using a graphic organizer |
| Appropriate to genre type, develop a draft from prewriting by: a. sequencing ideas into clear and coherent sentences b. generating paragraphs with one main idea c. creating a clear beginning, middle, and end d. addressing an appropriate audience |
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| With assistance, reread, revise, and edit drafts to strengthen writing as needed by revising: a. main idea b. details c. word choice d. sentence construction e. event order f. audience g. voice h. language conventions |
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| With assistance, use a variety of conventional and digital tools to produce and publish writing | |
| Write an opinion text that: a. introduces a topic using complete sentences b. states an opinion about the topic and provides reasons for the opinion c. provides evidence of a strong beginning, middle, and concluding statement or section |
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| Write an informative and explanatory text that: a. introduces a topic using complete sentences b. uses facts and definitions to develop points c. uses specific words that are related to the topic d. creates a concluding statement |
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| Write a fiction and non fiction narrative and poem that: a. establishes a situation or topic based on experience or imagination b. introduces main character and setting c. follows a logical sequence of events d. uses complete sentences to create a beginning, middle, and end e. uses linking and transition words to signal order |
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| Apply the research process to a. generate a list of open-ended questions about a topic of interest b. create individual question(s) about a topic c. use the question(s) to find information on a topic d. gather evidence from sources (both literary and informational and conventional and digital) e. record basic information in a simple visual format f. present and evaluate information in written and oral reports and displays using criteria established by the teacher |
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| Language | In written form, apply standard English grammar to: a. identify and use common and proper nouns, pronouns, and collective nouns b. identify and use adjectives and adverbs |
| In written form, apply standard English grammar to: a. identify and use common irregular plural nouns b. identify and use reflexive pronouns c. identify and use verbs, helping verbs, irregular verbs |
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| In writing, distinguish between and correctly use the four types of sentences | |
| In written text, write cursive lower case letters legibly using correct sizing, spacing, and connection | |
| In written text, write cursive upper case letters legibly using correct sizing, spacing, and connection | |
| Apply capitalization and punctuation rules to writing including weeks, days, months, holidays, and abbreviations | |
| Apply phonics and spelling rules when writing, including words with irregular spelling patterns | |
| In written form, use dialogue that contains quotation marks | |
| In written form, use apostrophes correctly for contractions and possessive nouns | |
| In written form, use nouns that change their spelling in the plural form | |
| In written form, use the plural of nouns by adding “es” when necessary | |
| In written form, arrange words in alphabetical order to the second letter | |
| Speaking & Listening | Develop and apply effective listening skills and strategies in formal and informal settings by: a. following classroom listening rules b. following three-step instructions, according to classroom expectations |
| Speak clearly, audibly, and to the point using conventions of language when presenting individually or with a group by: a. explaining a topic (student-chosen or teacher-assigned) while maintaining eye contact with audience b. recalling and telling a story with details, including a beginning, middle, and end c. using academic language and conventions |
| DOMAIN | ARCHDIOCESAN EXPECTATIONS |
| Number Sense & Operations in Base Ten | Understand place value of three digit numbers |
| Understand three-digit numbers are composed of hundreds, tens, and ones | |
| Understand that 100 can be thought of as 10 tens- called a “hundred” | |
| Count within 1000 by 1s, 2s, 3s, 4s, 5s, 10s, and 100s starting with any number | |
| Make reasonable estimates for addition and subtraction problems | |
| Read and write numbers to 1000 using number names, base-ten numerals, and expanded form | |
| Compare two three-digit numbers using the symbols >, =, or < | |
| Use place value understanding and properties of operations to add and subtract | |
| Demonstrate knowledge of adding and subtracting two digit numbers with and without regrouping | |
| Add up to four two-digit numbers | |
| Demonstrate knowlege of adding and subtracting three digit numbers with and without regrouping | |
| Use the relationship between addition and subtraction to solve problems | |
| Add or subtract mentally 10 or 100 to form a given number within 1000 | |
| Represent and solve problems involving addition and subtraction | |
| Use knowledge of adding and subtracting within 100 to solve word problems | |
| Relationships & Algebraic Thinking | Add and subtract within 20 |
| Demonstrate fluency with addition and subtraction within 20 | |
| Develop foundations for multiplication and division | |
| Determine if a set of objects has an odd or even number of members | |
| Express even numbers as being composed of equal groups and write an expression to represent the number with 2 equal addends | |
| Solve multiplication problems using a rectangular array | |
| Determine the unknown whole number in an equation | |
| Geometry & Measurement | Reason with shapes and their attributes |
| Recognize and draw shapes having specified attributes, such as a given number of angles and sides | |
| Count unit squares to determine the area of a rectangle | |
| Partition circles and rectangles into two, three, or four equal shares, and describe the shares and the whole | |
| Measure and estimate lengths in standard units | |
| Measure the length of an object by selecting and using appropriate tools | |
| Analyze the results of measuring the same object with different units | |
| Estimate lengths using units of inches, feet, yards, centimeters, and meters | |
| Measure to determine how much longer one object is than another | |
| Estimate and measure the perimeter of a figure | |
| Relate addition and subtraction to length | |
| Use addition and subtraction within 100 to solve problems involving lengths that are given in the same units | |
| Represent whole numbers as lengths on a number line, and represent whole-number sums and differences within 100 on a number line | |
| Work with time and money | |
| Tell and write time from analog and digital clocks to the nearest five minutes | |
| Analyze times as A.M. and P.M. | |
| Describe a time shown on a digital clock as representing hours and minutes, and relate a time shown on a digital clock to the same time on an analog clock | |
| Demonstrate the ability to represent a certain value of money up to 99 cents in various ways | |
| Find the value of combinations of dollar bills, quarters, dimes, nickels, and pennies using $ and cents appropriately | |
| Find combinations of coins that equal a given amount up to five dollars | |
| Make exchange between coins | |
| Data & Statistics | Represent and interpret data |
| Create a line plot to represent a set of numeric data, given a horizontal scale marked in whole numbers | |
| Take surveys and collect data and display the data in a line plot | |
| Draw a picture graph or a bar graph to represent a data set with up to four categories | |
| Draw conclusions and solve problems using line plots, picture graphs, and bar graphs |
| DOMAIN | ARCHDIOCESAN EXPECTATIONS |
| Physical Science | Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.] |
| Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose [Clarification Statement: Examples of properties could include strength, flexibility, hardness, texture, and absorbency.] | |
| Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object [Clarification Statement: Examples of pieces could include blocks, building bricks, or other assorted small objects.] | |
| Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot [Clarification Statement: Examples of reversible changes could include materials such as water and butter at different temperatures. Examples of irreversible changes could include cooking an egg, freezing a plant leaf, and heating paper.] | |
| Predict and investigate that water can change from a liquid to a solid (freeze) and back again (melt), or from a liquid to a gas (evaporation) and back again (condensation) as the result of temperature changes | |
| Life Science | Plan and conduct investigations on the growth of plants when growing conditions are altered (i.e. dark vs. light, water vs. no water) |
| Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants | |
| Make observations of plants and animals to compare the diversity of life in different habitats [Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] | |
| Develop a model to compare and contrast observations on the life cycle of different plants and animals [Clarification Statement: Changes that organisms go through during their life form a pattern.] | |
| Earth & Space Science | Use information from several sources to provide evidence that Earth events can occur quickly or slowly [Clarification Statement: Examples of events and timescales could include volcanic explosions and earthquakes, which happen quickly, and erosion of rocks, which occurs slowly.] |
| Develop a model to represent the shapes and kinds of land and bodies of water in an area | |
| Obtain information to identify where water is found on Earth and that it can be solid or liquid | |
| Engineering Technology | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool |
| Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem | |
| Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs |
| DOMAIN | ARCHDIOCESAN EXPECTATIONS |
| Civics | Explain and give examples of how laws and rules are made and changed within a community |
| Examine how individual rights are protected within a community | |
| Analyze how being an active and informed citizen makes a difference in your community | |
| List the consequences of citizens not actively participating in their communities | |
| Describe the character traits, civic attitudes, and contributions of inventors and pioneers who influenced our nation, including Catholic saints | |
| Describe the importance of the Pledge of Allegiance. Recognize and explain significance of nation symbols, landmarks, parks, and important memorials | |
| Distinguish the responsibilities and powers of government officials at various levels and branches of government in authoritative decision making | |
| Identify and explain the concept of branches and functions of government | |
| Economics | Describe the relationship among consumers, consumption, producers, and production |
| Explain the relationship of income, labor, and wages | |
| Demonstrate how people use money to buy and sell goods and services; demonstrate how people barter to exchange goods and services | |
| Describe a personal cost-benefit situation | |
| Geography | Read and construct maps with titles and keys |
| Identify the properties and use of different types of maps for a variety of purposes | |
| Name and locate the regions of one’s community and of the world | |
| Identify and describe physical characteristics of the world and of one’s region of Missouri, and describe human characteristics of one’s region of Missouri | |
| Describe different types of communication and transportation and identify their advantages and disadvantages | |
| Describe how transportation and communication systems have facilitated the movement of people, products, and ideas | |
| Define the concept of regions as places that have unifying political, physical, and/or cultural characteristics; identify examples of different regions in Missouri | |
| Compare cultural characteristics of regions of Missouri | |
| Describe why people of different groups settle more in one place or region than another | |
| Explain how geography affects the way people live today | |
| Recall stories and songs that reflect the cultural history of peoples from various regions in the United States (i.e. Native American legends and European and African American fables and folktales) | |
| Describe how regions commemorate cultural heritage | |
| History | Compare the cultures and people in our community across multiple time periods |
| Compare and contrast the changing habitats, resources, art, and daily lives of Native Americans in regions of the U.S. | |
| Describe how regions celebrate cultural heritage | |
| Social Science Inquiry | With guidance and support, describe and analyze primary and secondary social studies sources in class discussion |
| Select and use artifacts to share information on social studies topics | |
| Use visual tools and informational texts to communicate information | |
| Explain the difference between fact and opinion in social studies topics | |
| Explain the concept of point of view in social studies topics | |
| Share research about a social studies topic | |
| With assistance, develop supporting questions about social studies topics and describe a process to answer those questions | |
| Discuss types of sources that would be helpful in exploring social studies questions |
| DOMAIN | ARCHDIOCESAN EXPECTATIONS |
| Computing Systems | Select and use a computing device to perform a variety of tasks for an intended outcome |
| Identify the components of a computer system and what the basic functions are (i.e. hard drive and memory) as well as peripherals (i.e. printers, scanners, external hard drives) and external storage features and their uses (i.e. cloud storage) | |
| Independently choose appropriate software to perform a variety of tasks | |
| Identify using accurate terminology, simple hardware and software problems that may occur during use (i.e. app or program is not working as expected, no sound is coming from the device, caps lock turned on) and discuss problems with peers and adults | |
| Networks & Internet | Recognize that computing devices can be connected at various scales (i.e. Bluetooth, Wi-Fi, hotspot, LAN, WAN, peer-to-peer) |
| Recognize what passwords are and why we do not share them. Explain why we use them and why we use strong passwords to protect devices and information from unauthorized access | |
| Data & Analysis | With guidance, create, copy, locate, modify, and delete a file on a computing device, use appropriate file-naming conventions, and recognize that the file exists within an organizational structure (i.e. drive, folder, file) – define the information stored as data |
| With guidance, collect and present the same information in various formats | |
| With guidance, construct and interpret data and present it in a chart or graph (visualization) in order to make a prediction, with or without a computing device | |
| Algorithms & Programming | With guidance, model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks verbally, kinesthetically, with robot devices, or a programing language |
| Model the way a computer program manipulates grade level appropriate data (i.e. print, numbers, kinesthetic movement, symbols, robot manipulatives) | |
| With guidance, create programs using a programming language, robot device, or unplugged activity that utilize sequencing and simple looping to solve a problem or express ideas both independently and collaboratively | |
| Independently or with guidance, create a grade level appropriate document of the plan, ideas, and sequence of events (step-by- step) manner (i.e. story map, storyboard, sequential graphic organizer) to illustrate what the program will do | |
| Give credit to ideas, information, creations, and solutions of others while writing and developing programs | |
| Independently and collaboratively debug programs, which include sequencing and simple loops, to accomplish tasks as a means of creative expression or problem solving using a programming language and/or unplugged activities | |
| Use correct terminology (i.e. debug, program input/output, code) to explain the development of an algorithm to solve a problem in an unplugged activity, hands on manipulatives, or a programming language | |
| Digital Citizenship | Identify and describe how people use many types of technologies in their daily work and personal lives |
| Develop a code of conduct and explain and practice grade-level appropriate behavior and responsibilities while participating in an online community. Identify and report inappropriate behavior and know how to report concerns of cyberbullying | |
| Identify safe and unsafe examples of online communications. Learn that the information put online leaves a digital footprint | |
| 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 |
| DOMAIN | ARCHDIOCESAN EXPECTATIONS |
| Create | Brainstorm, collaboratively, multiple approaches to an art or design problem |
| Make art or design with various materials and tools to explore personal interests, questions, and curiosity | |
| Experiment with various materials and tools to explore personal interests in a work of art or design | |
| Demonstrate safe procedures for using and cleaning art tools, equipment, and studio spaces | |
| Repurpose objects to make something new | |
| Discuss and reflect with peers about choices made in creating artwork | |
| Present | Categorize artwork based on a theme or concept for an exhibit |
| Distinguish between different materials or artistic techniques for preparing artwork for presentation | |
| Analyze how art that is exhibited inside and outside of schools (i.e. in museums, galleries, virtual spaces, and other venues) contributes to communities | |
| Respond | Perceive and describe aesthetic characteristics of one’s natural world and constructed environments |
| Categorize images based on expressive properties | |
| Interpret art by identifying the mood suggested by a work of art and describing relevant subject matter and characteristics of form | |
| Use learned art vocabulary to express preferences about artwork | |
| Connect | Create works of art about events in home, school, or community life |
| Compare and contrast cultural uses of artwork from different times and places |
| DOMAIN | ARCHDIOCESAN EXPECTATIONS |
| Create | Improvise rhythmic and melodic patterns & musical ideas for a specific purpose given tonality (such as major & minor) and meter (such as duple and triple) |
| Generate musical patterns and ideas within the context of a given tonality (such as major & minor) and meter (such as duple and triple) | |
| Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive intent | |
| Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas | |
| Interpret and apply personal, peer, and teacher feedback to revise personal music | |
| Convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience | |
| Demonstrate and explain personal interest in, knowledge about, and purpose of varied musical selections | |
| Perform | Demonstrate knowledge of music concepts (such as tonality and meter) from a variety of cultures selected for performance |
| When analyzing selected music, read and perform rhythmic and melodic patterns using iconic or standard notation | |
| Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent | |
| Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances | |
| Rehearse, identify, and apply strategies to address interpretive, performance, and technical challenges of music | |
| Perform music for a specific purpose with expression and tehnical accuracy | |
| Perform appropriately for the audience and purpose | |
| Respond | Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes |
| Describe how specific music concepts are used to support a specific purpose in music | |
| Demonstrate knowledge of music concepts and how they support creators’/ performers’ expressive intent | |
| Apply personal and expressive preferences in the evaluation of music for specific purposes | |
| 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 |
| DOMAIN | ARCHDIOCESAN EXPECTATIONS |
| Movement & Manipulative Skills | Demonstrate locomotor skills in combinations |
| Demonstrate proper techniques for a variety of fundamental manipulative skills | |
| Distinguish between static and dynamic balance | |
| Demonstrate individually and with a partner manipulative skills both in a stationary position and while moving (i.e. throwing, catching, kicking, striking, volleying, and dribbling) | |
| Strategy & Applying Skills | Demonstrate a simple dance step in keeping with tempo and following cues |
| Demonstrate non-locomotor skills in a variety of activities using different levels and speeds individually and with a partner | |
| Demonstrate motor skills and knowledge of rules while participating in organized games | |
| Demonstrate locomotor skills in organized games using patterns, levels, tempo, directions, force, and pathways | |
| Health & Fitness | Identify the parts of the circulatory and respiratory systems of the body (circulatory – heart, blood, veins, arteries; respiratory – lungs, mouth, nose, bronchial tubes, trachea) |
| Describe and perform appropriate warm-up and cool-down activities | |
| Identify activities that contribute to improving fitness | |
| Attitude & Behavior | Work effectively alone, with a partner, and as part of a team toward a goal |
| Demonstrate respect for all students, rules, and equipment | |
| Respond appropriately to and implement feedback |
| DOMAIN | ARCHDIOCESAN EXPECTATIONS |
| Novice-Low: With significant teacher support, by 2nd grade, student can… | |
| Communication | Engage in conversations, providing and obtaining information in the target language |
| Recite the Sign of the Cross and Hail Mary | |
| Use courtesies, greetings, and salutations in appropriate situations (orally and basic, simple writing) | |
| Ask and respond to basic questions using interrogative words and vocabulary (orally and basic, simple writing) | |
| Recite alphabet letter names and their sounds as a class in consecutive order | |
| Engage in basic conversations in target language. | |
| 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 and by applying prior knowledge | |
| Listen to age and level-appropriate reading passages in target language with visual/contextual support and by applying prior knowledge | |
| Respond to basic 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: | |
| calendar | |
| cardinal numbers 0-30 | |
| weather | |
| animals | |
| classroom objects | |
| basic affirmative, familiar commands (interpret and apply them) | |
| food | |
| singular possessive adjectives | |
| family | |
| body | |
| descriptive adjectives | |
| interrogative words | |
| definite and indefinite articles | |
| Geography & Culture | Demonstrate understanding of different cultures by learning about traditions, perspectives, and daily life in countries where the target language is spoken |
| Identify major traditional holidays and/or events celebrated in countries where the target language is spoken | |
| Discuss aspects of traditions, perspectives, and daily life in countries where the target language is spoken | |
| Discuss similarities and differences of target language and one’s own native language | |
| Grammar Concepts | Demonstrate knowledge of conventions of standard grammar of the target language when writing and speaking |
| Identify gender of nouns and adjectives | |
| Use the verbs “I am” and “I have” in simple sentences orally | |
| Conjugate the verb “to like” in present tense 1st and 2nd person to express likes and dislikes |