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 – PK4
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 | |
Stay focused in a small group setting | |
Share feelings of pride | |
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 and reproduce horizontal, vertical, and diagonal lines | |
Copy and reproduce rectangle, square, cross, X, and triangle | |
Color within the lines | |
Develop scissor skills | |
Assemble simple, age-appropriate puzzles (without assistance) | |
Build a tower with 6, 7, 8, 9, and 10 blocks | |
Manipulate small pieces: zippers, buttons, and snaps | |
Draw a recognizable figure with body parts and demonstrating accuracy in placing the body parts | |
Paint, paste, glue, and play with play dough and clay (without assistance) | |
Increasingly develop and refine gross motor skills | |
Increase strength and dexterity for upper extremities | |
Reading | Apply early reading skills by: showing interest in reading and books, exhibiting book-handling skills, pretending to read easy or precdictable books or trying to read along during their favorite part of the book, comprehending and responding to text, and developing a sense of story |
Use concepts of print: recognize their name and find their name in a group, read environmental print and symbols, identify most uppercase and some lowercase alphabet letters, and recognize that print represents spoken words | |
Attend to sounds in language/phonological awareness: repeat rhymes, simple songs, poems and fingerplays, participate in word games, and discriminate some sounds in words | |
With guidance and discussion, develop an understanding of how a text can influence a reader’s moral character | |
Writing | Use writing as a means of expression and communication |
Use scribbles, shapes, pictures, letter-like forms, and letters 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 | |
Convert speech to writing | |
Writing skills | |
Copy and write some uppercase and some lowercase letters | |
Write first name in uppercase and lowercase letters | |
Draw/write with increasing control (watch for dexterity, precision & control, coordination, and grasp of instrument | |
Develop pencil grasp | |
Speaking & Listening | Represent feelings and ideas in a variety of ways through pretend play, movement, music and art, and construction |
Listen for different purposes such as: listen to others and to sounds in the environment, understand more complex sentences, follow simple directions, listen responsively to books and stories, respond to questions, and listen to and engage in conversations and communication with others | |
Use language to communicate through the use of the body, verbally or with gestures in the home language, and initiate and repond appropriately in conversation and discussions with adults and children | |
Develop and expand vocabulary by: learning new words, communicating verbally or with signs in home language, communicating in home language and is understood by others, using language to pretend create, and using complete sentences in 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 25 | |
Develop an increasing ability to count by tens to 50 | |
Count up to 10 objects with understanding | |
Use language to represent number of objects | |
Combine, separate, and name number of objects | |
Use language to compare numbers (i.e. more/less, greater/fewer, equal to) | |
Solve problem using numbers | |
Name how many there are in a group (up to ten 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 and differences | |
Investigate positions and locations | |
Take objects apart and put them together | |
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, rectangle, diamond, and rhombus) | |
Demonstrate an understanding of time through classroom routine | |
Verbally name the days of the week by cueing from a calendar or song | |
Work with money | |
Recognize that certain objects are coins and that dollars and coins represent money |
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 | |
Participate in a classroom vote and accept outcome of vote | |
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 | |
Listen to the various ways classmates celebrate holidays with their families | |
Listen to classmates as they share their ideas | |
Name community workers, their jobs, and tools of their trade | |
Identify our country’s flag and its characteristics (colors, stars, stripes) | |
Recite the Pledge of Allegiance as a class | |
Economics | Identify the difference between wants and needs |
Identify the physical differences between a penny, nickel, dime, and quarter | |
Name objects one buys at a store in exchange for money | |
Geography | Explore the concept of a neighborhood and community where one lives |
History | Describe the contributions of people associated with holidays |
Use words to show time order such as before, now, later |
DOMAIN | ARCHDIOCESAN EXPECTATIONS |
Create | Engage in self-directed play with materials |
Engage in self-directed creative making | |
Use a variety of art-making tools | |
Share materials with others | |
Create and tell about art that communicates a story about a familiar place or object | |
Share and talk about personal artwork | |
Present | Identify reasons for saving and displaying objects, artifacts, and artwork |
Identify places where art may be displayed or saved | |
Identify where art is displayed both inside and outside of school | |
Respond | Recognize art in one’s environment |
Distinguish between images and real objects | |
Interpret art by identifying and describing subject matter | |
Select a preferred artwork | |
Connect | Explore the world using descriptive and expressive words and art-making |
Recognize that people make art |
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 |