| DOMAIN | ARCHDIOCESAN EXPECTATIONS |
| We Believe | Scripture has great meaning for life today |
| Begin to understand the Bible is the holy book that talks about God and creation | |
| The early history of the Church has a profound impact on the current church today | |
| Begin to understand the Bible as a the book which contains the stories of God’s creation and Jesus’ life | |
| The doctrine and dogma of the church are found in the Creedal statements | |
| Begin to understand that Jesus came to live on earth because He wanted to share God’s love with us | |
| Begin to understand that Jesus is God and man, Son of God and Son of Mary | |
| Listen to the stories of Jesus who died on the Cross for us, rose from the dead, and ascended into Heaven. | |
| The Trinity is revealed to all people in the person, word, and works of Jesus | |
| Repeat the Sign of the Cross | |
| Become familiar with and show reverence for the names of the three Divine Persons: God the Father, God the Son (Jesus Christ) and God the Holy Spirit | |
| We Worship | Sacraments are important moments in the life of the community, especially the centrality of the Eucharist |
| Begin to understand the definition of a Sacrament | |
| Recognize that Baptism is a sacrament | |
| Begin to understand that Jesus loves us always and forgives us | |
| The Eucharistic Liturgy (the Mass) is the communal celebration of the Paschal Mystery in which each person is called to full and active participation | |
| Experience Mass where we worship and thank God | |
| Associate the parish priest with the Mass and be able to identify what he does within the Church | |
| Begin to recite grade level Mass responses | |
| Begin to identify the altar, chalice, tabernacle, and crucifix | |
| We Pray | Catholic prayer and traditions are an important aspect of the life of the church |
| Begin to understand that prayer is talking to God | |
| Listen to and participate in prayers and recognize that prayer is important | |
| Spend time with God in prayer | |
| Recognize that we pray at home, school, and church | |
| We Live | Discuss how God loves each person by understanding how people love each other |
| Begin to associate happiness and joy with loving and being close to God and other people | |
| Name times when we can ask God to help us obey our parents and treat others with respect | |
| The seven key principles of the Catholic social teachings can be applied to personal and societal situations | |
| Begin to recongize the word virtue as doing good things | |
| Show the importance of sharing and respecting classroom material and school resources | |
| We Are God’s Family | Each person is drawn to God who, in creating them, has placed a desire for happiness in their hearts |
| Begin to understand that God created me, others and all I see because he loves us | |
| The Church is the People of God, the Body of Christ, and the Community of Faith | |
| Begin to understand that Sunday is an important day to be with God and go to Church | |
| The church expresses basic principles of Catholic teaching on the family | |
| Understand that Jesus grew up in a loving family | |
| Begin to understand Mary as part of the Holy Family |
Curriculum – PK3
| DOMAIN | ARCHDIOCESAN EXPECTATIONS |
| Social Emotional | Respect and respond to others in an appropriate manner |
| Participate in small and large group activities | |
| Help take care of environment and school (i.e. care for toys, supplies, classroom, etc.) | |
| Develop friendships with peers in class | |
| Gain understanding and is respectful of others’ personal space and group spaces | |
| Express feelings and disappointments appropriately | |
| Mantain interest in activity with distractions present | |
| Finish work that was started | |
| Have a “can do” attitude | |
| Stays focused in a small group setting | |
| Share feelings of pride (express feeling appropriately in varied situations) | |
| Respond well to enthusasium | |
| Help clean up after activities | |
| Maintain activity or project until complete | |
| Follow directions | |
| Fine & Gross Motor | Increasingly develop and refine fine motor skills |
| Copy horizontal and vertical lines | |
| Copy the shapes: circle and cross | |
| Attempt to color within the lines | |
| Develop scissor skills: a. place scissors on fingers and hold it b. open and close scissors c. snip materials d. hold paper for cutting e. cut a 1 1/2″ wide paper in two f. cut a 5-inch wide paper in two |
|
| Thread beads onto string | |
| Be able to assemble simple age-appropriate puzzles | |
| Be able to build a tower with 6, 7, 8, 9, and 10 blocks | |
| Be able to manipulate small pieces: zippers, buttons, and snaps | |
| Use small manipulatives with increasing strength and dexterity | |
| Draw a person with some body parts | |
| Be able to paint, paste, glue, and play with play dough and clay | |
| Trace numerals 1-10 | |
| Increasingly develop and refine gross motor skills | |
| Increase strength and dexterity for upper extremities | |
| Reading | Apply early reading skills: interests in books and reading, book handling skills, pretend to read easy or predictable books, comprehend and repond to text, develop sense of the story |
| Use concepts of print: recognize their name and find their name in a group, recognize environmental print and symbols, letter recognition of uppercase and some lowercase, and recognize that print represents spoken words | |
| Use phonological awareness: learning rhymes, simple songs, poems, fingerplays, participate in word games, and discriminate sounds in words | |
| Writing | Use writing as a means of expression and communication |
| Use scribbles, shapes, pictures, and letter-like forms to write | |
| Experiment with writing tools and materials | |
| Tell others about marks and intended meaning of drawing or writing | |
| Use a variety of resources to facilitate writing | |
| Develop pre-writing skills | |
| Copy letters from their name (upper or lower) | |
| Draw/write with increasing control (watch for dexterity, precision & control, coordination, grasp of instrument) | |
| Develop pencil grasp | |
| Speaking & Listening | Represent feelings and ideas through a variety of ways: pretend play, movement, music, art, and construction |
| Listen for different purposes: to others, to sounds in environment, complex sentences, following directions, to stories and books responsively, and engage in coversations with others | |
| Use language to communicate: through body language, verbally or gestures in home language, and initiate conversations with children and adults | |
| Develop and expand expressive and receptive language: to acquire vocabulary, to be understood by others, and use complete sentences of varying lengths |
| DOMAIN | ARCHDIOCESAN EXPECTATIONS |
| Number Sense | Use numbers to show quantity |
| Show interest in counting and quantity | |
| Participate in experiences that involve counting | |
| Develop an increasing ability to rote count in sequence to 10 | |
| Count up to 8 objects with understanding | |
| Uses language to represent number of objects | |
| Combine and name how many | |
| Separate and name how many | |
| Use language to compare number (i.e. more/less, greater/fewer, equal to) | |
| Solve problem using numbers | |
| Name how many there are in a group (up to eight objects) | |
| Use one-to-one correspondence when counting objects | |
| Use one-to-one correspondence to compare the size of a group of objects | |
| Relationships & Algebraic Thinking | Use language to represent number of objects |
| Combine and separate groups and name how many | |
| Use numerical representations | |
| Use drawings to represent number | |
| Geometry, Measurement, & Data | Make comparisons using measurement |
| Explore, compare, and describe objects using measurable features | |
| Order three or more objects according to length or size differences | |
| Investigate positions and locations | |
| Take apart, create, and build | |
| Use actions and words to indicate position, location, movement, and orientation | |
| Explore shapes in the environment | |
| Investigate and talk about the characteristics of shapes | |
| Identify and trace shapes and symbols (line, x, circle, square, triangle) | |
| Demonstrate an understanding of time through classroom routine | |
| Verbally name the days of the week by rote and by cueing from a calendar or song |
| DOMAIN | ARCHDIOCESAN EXPECTATIONS |
| Physical Science | Explore physical properties of objects and materials using senses and simple tools |
| Investigate properties of objects and materials through questions and experiments | |
| Solve problems involving physical properties of objects and materials | |
| Represent observations of the physical world in a variety of ways: pretend play, music and movement, art and construction, and conversation | |
| Life Science | Explores characteristics of living things through senses |
| Investigate characteristics of living things through questions and collecting information | |
| Solve problems related to living things | |
| Represent observations about living things in a variety of ways: pretend play, music and movement, art and construction, and conversation | |
| Earth & Space Science | Explore properties of earth and sky using senses and simple tools |
| Investigate properties of earth and sky through questions and experiments | |
| Solve problems involving earth and sky | |
| Represent observations about earth and sky in a variety of ways: pretend play, music and movement, art and construction, and conversation |
| DOMAIN | ARCHDIOCESAN EXPECTATIONS |
| Civics | Identify reasons for rules in the home/school/classroom |
| Articulate questions about the classroom and school communities | |
| Retell and explain personal history | |
| Describe fair ways for groups to make decisions | |
| Articulate ways to peacefully resolve conflicts | |
| Demonstrate fairness when sharing classroom and playground equipment | |
| Name family members, including grandparents, and their roles and responsibilities | |
| Show interest in community and culture | |
| Take turns and listen to peers who are talking during group time | |
| Name community workers, their jobs, and tools of their trade | |
| Identify our country’s flag and its characteristics (colors, stars, stripes) | |
| Practice reciting the Pledge of Allegiance as a class | |
| Economics | Identify the difference between wants and needs |
| Name objects one buys at a store in exchange for money | |
| Geography | Name the town/city in which one lives and name one’s school |
| History | Describe the contributions of people associated with holidays |
| Use words to show time order such as before, now, later |
| DOMAIN | ARCHDIOCESAN EXPECTATIONS |
| Create | Show visual interest and engagement in surroundings |
| Show an interest in mark making and creative art | |
| Explore and experiment with a range of media through sensory exploration and using whole body | |
| Use a range of materials and media to represent an idea | |
| Use creative art to express thoughts, feelings, experiences, or knowledge |
| DOMAIN | ARCHDIOCESAN EXPECTATIONS |
| Create | Explore and experience a variety of music, especially Catholic Christian songs |
| Explore musical ideas (such as movements, vocalizations, or instrumental accompaniments) | |
| Perform | Sing and dance to a variety of songs |
| Perform music with expression | |
| Apply teacher feedback to refine performances | |
| Repeat patterns using instruments (i.e. rhythmic sticks) | |
| Respond | State personal interests and communicate why they prefer some music selections over others |
| Respond to musical contrasts in songs (i.e. changes in harmony and rhythm) | |
| Connect | Explore how music brings joy to daily life |
| Begin to understand that music is a gift from God |
| DOMAIN | ARCHDIOCESAN EXPECTATIONS |
| Movement & Manipulative Skills | Demonstrate gross motor skills with purpose |
| Demonstrate fine motor skills with purpose | |
| Strategy & Applying Skills | Respond to sensory input to function in the environment (i.e. body awareness, spatial awareness) |
| Health & Fitness | Practice healthy behaviors (i.e. finish healthy food before eating treats, demonstrate self-care and independence in restroom, use kleenex, etc.) |
| Attitude & Behavior | Practice safe behaviors while playing with peers (i.e. follow playground rules, be gentle, stay with class when moving through the building/campus, etc.) |
| Follow classroom rules and procedures |
| 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 |