RELIGION

We believe

• Scripture has great meaning for life today

• Describe how the Bible is a special book to be treated with reverence and respect

• Recognize that the Bible tells us about God’s love for each person

• Describe how Bible stories tell about Jesus and His teachings on being kind, loving, and helpful

• The early Church has a profound impact on the current church today

• List Jesus’ origins and key events of His life

• Understand who Mary is and describe how one becomes a saint

• The doctrine and dogma of the church are found in the Creedal statements

• Identify God as a loving Creator and Jesus as God’s Son

• Describe Jesus’ life, suffering, death, resurrection, and ascension

• Describe who Jesus is and why He lived on earth

• The Trinity is revealed to all people in the person, word, and works of Jesus

• Demonstrate and describe the importance of the Sign of the Cross

• List the elements of a loving friendship with Jesus Christ

We worship

• Sacraments are important moments in the life of the community, especially the centrality of the Eucharist

• Describe how each person becomes a member of God's special family through Baptism

• Discuss how reconciliation means saying, "I'm sorry."

• 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

• Recite the responses used 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

• 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...)

We live

• We understand how God loves each person by understanding how people love each other

• Explain why we need to respect each person and the property of others

• Explain why we need others and need to share with others

• Explain why we need to show gratitude

• Describe how choices have consequences

• Show how to act appropriately in response to feelings

• The seven key principles of the Catholic social teachings can be applied to personal and societal situations

• Know that each person is loved by God and deserves to be treated with kindness

• Know that life is a gift from God

• Know that each person is a member of a family and list the responsibilities associated with being a member of the family

• Know that Christians are called to treat each person with respect and to resolve any conflicts that arise among them in ways consistent with Jesus’ teaching and example

• Describe others who are poor and needy and know that Christians are called to respond to the needs of all Christ’s people, especially the poor and needy

• Know that it is one's work in life to use and share God-given talents with others

• Appreciate the work of others and know it is one's duty to complete class work on time, take care of supplies, and participate in school

• Discuss how, 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 all people are one human family

• Describe how each person is called to be a caretaker of the earth; 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

• Illustrate the wonders of God’s creation, which are gifts to each person

• Give examples of how each person shows love for others, their families, their friends and all children of God

• Know that each person is special because God created him or her and that Jesus, his Son, desires a loving friendship with us

• Know that the family of God is one and that God assists each person in respecting and helping one another

• The Church is the People of God, the Body of Christ, and the Community of Faith

• Explain how each person is a member of God’s family and that each person becomes a member of God’s special family and the Church through Baptism

• Know what it means to be a Catholic Christian

• 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

• Describe how everyone is special and unique

• Describe how humans grow and how our body and our five senses are a gift from God

• Discuss how family is a gift from God

COMMUNICATION ARTS

Reading

• With assistance, develop and demonstrate reading skills in response to read-aloud by predicting what might happen next in a text based on the cover, title, and illustrations, asking and responding to questions about texts read aloud, retelling main ideas or important facts about a read aloud or familiar story, and recognizing beginning, middle, and end.

• With assistance develop an understanding of vocabulary by identifying and sorting pictures of objects into conceptual category, demonstrating an understanding of opposites (antonyms), distinguishing meaning between verbs describing the same action, and using words and phrases acquired through conversations, reading and being read to, and responding to texts.

• Read independently for sustained periods of time by engaging with text as developmentally appropriate

• With assistance, read, infer, and draw conclusions to identify elements of a story, including setting, character, and key events, retells a main event from a story read aloud and familiar stories, recognize sensory details and recurring phrases, recognize different types of texts, name author and illustrator of a story and describe how each is telling the story, compare and contrast adventures of characters in familiar stories, and ask and answer questions about unknown words in text.

• With assistance, read, infer, and draw conclusions to ask and answer questions to clarify meaning, identify basic similarities and differences between two texts on the same topic, name the main topic and recall key details of the text, and ask and answer questions about unknown words in a text.

• Develop print awareness in the reading process by identifying all upper and lower case letters, sequencing the letters of the alphabet, demonstrating that books are read left to right, top to bottom, demonstrating that written words are made up of different letters, knowing that a sentence is comprised of a group of words separated by spaces, and demonstrating one to one correspondence between spoken words and written words.

• Develop phonemic awareness in the reading process by identifying sounds in spoken words, producing rhymes in response to spoken words, distinguishing orally presented rhyming pairs of words from non-rhyming pairs, recognizing spoken alliteration or groups of words that begin with the same onset or

• initial sound, blending spoken onsets and rimes to form simple words, blending spoken phonemes to form one-syllable words, isolating the initial, medial, and final sounds in spoken words, and segmenting spoken words into two or three phonemes.

• Develop phonics in the reading process by producing and writing letter(s) for most short vowel and consonant sounds, reading high frequency words, blending letter sounds to decode simple words, and recognizing that new words can be created when letters are changed, added, or deleted and using letter-sound knowledge to write simple messages and words.

Writing

• With assistance, follow a writing process to design a writing plan by using mentor texts and brainstorming, telling one's story across pages, and illustrating pictures and labeling (using letters or words and/or form words) to create sentences on each page

• With assistance, connect to genre of choice and create a draft from prewriting by sequencing a story across pages, and illustrating pictures and labeling (using letters or words and/or form words) to create sentences on each page

• With assistance, revise and edit drafts to reread one's writing piece, respond to questions and suggestions by adding details in illustration and or writing, using spaces between words, proper linear awareness (when applicable), and printing left to right, and proper letter formation

• With assistance, explore a variety of conventional/digital tools to produce and publish writing

• With assistance, construct an opinion text that tells an opinion about a topic, develops and provides logical reasons and suggestions about a topic, and lists specific steps for others to follow or a specific course of action (if applicable)

• With assistance, write informative/explanatory texts that name and inform about a topic

• With assistance, write fiction and non-fiction narratives and poems that narrate a story or experience that one has had or imagined and tell the story in order, across pages

• With assistance, apply concepts from the research process to formulate a list of open-ended questions about topics of interest, determine what sources or people can answer these questions, and gather evidence from sources to develop and document research

Language

• Apply concepts of Standard English grammar (in both speech and written form) when identifying nouns and verbs, using plural words when speaking, and expressing time and space

• Apply concepts of Standard English when demonstrating use of complete sentences in writing and shared language, formulating sentences using question words

• Reproduce and recognize upper and lowercase letters in print

• Use correct spelling of own first and last name with proper capitalization

• When constructing words, use inventive spelling with beginning, final, and medial sounds

Speaking & Listening

• Develop and apply effective listening skills and strategies in formal and informal settings by following classroom listening rules, continuing a conversation through multiple exchanges, following two step instructions, according to classroom expectations, demonstrating active listening skills, according to classroom expectations, and demonstrating active listening, according to classroom expectations.

• Speak clearly and audibly using conventions of language when presenting individually or with a group by taking turns speaking, according to classroom expectations, continuing a conversation through multiple exchanges, confirming comprehension by retelling and asking appropriate questions based on read-alouds or other media, describing a personal experience using a prop, picture, or other visual aids, and speaking in complete sentences.

MATH

Number Sense

• Know number names and count sequence

• Count to 100 by ones, fives, and tens

• Understand the relationship between numbers and quantities; connect counting to cardinality

• Read and write numerals and represent a number of objects from 0 to 20

• Understand that a number can be used to represent "how many" are in a set

• Compare Numbers

• Compare two or more sets of objects and identify which set is equal to, more than, or less than the other

• Compare two numerals, between 1 and 10, and determine which is more than or less than the other

Number Sense & Operations in Base 10

• Work with numbers 11-19 to gain foundations for place value

• Work with numbers 11-19 to gain foundations for place value (Compose and decompose numbers from 11 to 19 into sets of tens with additional ones)

Relationships & Algebraic Thinking

• Understand addition as putting together or adding to, and understand subtraction as taking apart or taking from

• Represent addition and subtraction within 10

Geometry & Measurement

• Reason with shapes and their attributes

• Compare the measurable attributes of two objects

• Work with time and money

• Demonstrate an understanding of concepts of time and devices that measure time, on a clock to the hour and half hour

• Identify pictures, values, and verbally name pennies, nickels, dimes, and quarters

• Analyze squares, circles, triangles, hexagons, cubes, cones, cylinders, and spheres

• Identify shapes and describe objects in the environment using names of shapes, recognizing the name stays the same regardless of orientation or size

• Identify and describe attributes of shapes, and use the attributes to sort a collection of shapes

• Compose simple shapes to form larger shapes using manipulatives

Data & Statistics

• Classify objects and count the number of objects in each category

• Compare category counts using appropriate language

SCIENCE

Physical Science

• Make qualitative observations of the physical properties of objects (i.e. size, shape, color, and mass)

• Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object [Clarification Statement: Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other]

• Describe ways to change the motion of an object (i.e. how to cause an object to go slower, go faster, go farther, change direction, and stop)

• Make observations to determine the effect of sunlight on Earth’s surface

• With prompting and support, use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area

Life Science

• Use observations to describe patterns of what plants and animals (including humans) need to survive [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water]

Earth & Space Science

• Make observations during different seasons to relate the amount of daylight to the time of year [Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall]

• Use and share observations of local weather conditions to describe patterns over time

• With prompting and support, construct an argument using evidence for how plants and animals (including but not limited to humans) can change the environment to meet their needs

• Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live

• Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things

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.

• 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.

SOCIAL STUDIES

Civics

• Identify reasons for making rules within the school and at home

• Describe why groups make decisions and fairways those decisions are made in families and classrooms

• Explain how to resolve disputes peacefully in the classroom and on the playground

• Describe roles and responsibilities of people in authority in families and in groups

• Describe the contributions of people associated with holidays and saints’ feast days

• Describe and show respect for cultural characteristics of one‘s family and class members including language, celebrations, customs, holidays, artistic expression, food, dress, and traditions

• Identify and describe the importance of our country's flag as a symbol of the United States and recite the Pledge of Allegiance

Economics

• Identify the difference between wants and needs and goods and services

• Identify the benefits and costs of making various personal decisions

Geography

• Identify maps as representations of real places

• Construct a map of a familiar place using symbols and labels

History

• Create a timeline using events from one's own life

• Compare life in the past to life today

TECHNOLOGY

Computing Systems

• Use appropriate terminology in naming and describing the function of common computing devices and components (i.e. mouse is used to control the cursor, desktop computer, laptop computer, tablet device, monitor, keyboard, mouse, and printer)

Data & Analysis

• With guidance, collect information and present it

Digital Citizenship

• Discuss different ways in which types of technologies are used in daily life

• With guidance, identify appropriate manners and behaviors while participating in an online environment

• Exhibit good digital citizenship using technology safely, responsibly, and ethically

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

ART

Create

• Engage in exploration and imaginative play with materials

• Engage collaboratively in creative art-making in response to an artistic problem

• Through experimentation, build skills in various media and approaches to art-making

• Identify safe and non-toxic art materials, tools and equipment

• Explain the process of making art while creating

Present

• Select art objects for personal portfolio and display, explaining why they were chosen

• Explain the purpose of a portfolio or collection

• Explain what an art museum is and distinguish how an art museum is different from other buildings

Respond

• Describe what an image represents

Connect

• Create art that tells a story about a life experience

MUSIC

Create

• With guidance, explore and experience music concepts (such as beat and melodic contour)

• With guidance, generate musical ideas (such as movements or motives)

• With guidance, organize personal musical ideas using iconic notation and/or recording technology

Perform

• With guidance, explore and demonstrate awareness of music contrasts (such as high/low, loud/soft, same/different) in a variety of music selected for performance

• With guidance, demonstrate awareness of expressive qualities (such as voice quality, dynamics, and tempo) that support the creator's expressive intent

• Perform appropriately for the audience

Respond

• With guidance, demonstrate how a specific music concept (such as beat or melodic direction) is used in music

• With guidance, demonstrate awareness of expressive qualities (such as dynamics and tempo) that reflect creators'/performers' expressive intent

Connect

• Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts and daily life

P.E. & HEALTH

Movement & Manipulative Skills

• Demonstrate manipulative skills in a stationary position (i.e. rolling, throwing, catching, and kicking)

• Demonstrate ways to balance on different body parts at different levels

• Demonstrate selected non-locomotor skills (i.e. push, pull, bend, twist, stretch, turn)

Strategy & Applying Skills

• Demonstrate simple movements to music (i.e. march to beat)

• Demonstrate safe use of general and personal space

Health & Fitness

• Identify major body parts and their relationship with one another (i.e. head, neck, arm, shoulders, elbow, legs, knee, hip, feet, back, fingers, and toes)

• Explain that food provides fuel and energy for the body and that healthy foods provide the best energy

• Explain that being active is important for good health and that people are healthy when they are not sick

RELIGION

We believe

• Scripture has great meaning for life today.

• Tell the story of Jesus’ birth, death, and resurrection.

• The early history of the Church has a profound impact on the current church today.

• The doctrine and dogma of the church are found in the Creedal statements.

• Know that there is one God and that God is three persons, Father, Son, and Holy Spirit.

• Explain the mystery of the Blessed Trinity.

We worship

• Sacraments are important moments in the life of the community, especially the centrality of the Eucharist.

• Explain how, through the Sacrament of Baptism, each person becomes a member of God’s family, the Church.

• Explain how Jesus gives Himself to each person in the Eucharist.

• Summarize what Jesus said and did at the Last Supper.

• The Eucharistic Liturgy (the Mass) is the communal celebration of the Paschal Mystery in which each person is called to full and active participation.

We pray

• Catholic prayer and traditions are an important aspect of the life of the church.

• Describe what prayer is. race

• 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.

• 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.)

We live

• Discuss how God loves each person by understanding how people love each other.

• Explain what it means to live as a Christian and as a child of God.

• Discuss how God helps each person live a good life.

• Describe how choices have consequences.

• Exhibit conflict resolution skills.

• Show how to act appropriately in response to feelings.

• The seven key principles of the Catholic social teachings can be applied to personal and societal situations

• Know that each person needs to respect self and others as gifts from God.

• Know that Jesus commanded: "Love one another as I have loved you, and love your neighbor as yourself."

• Show love and respect for the dignity of all people, especially newborns, elderly, and the mentally and physically challenged.

• Discuss 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 with respect and that they are called to work individually and together to create a harmonious group setting with tolerance and respect for all.

• Describe how the love for the poor is an integral part of living a true Christian life.

• Appreciate the work of others and know that work is something positive and something to be proud of.

• Describe the responsibilities each person has to one another and the conditions and needs of the communities of the world.

• 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.

• Describe God as a loving Father, giver of life, and Creator of the world.

• Explain that God created each person out of love and that all things are gifts from God.

• Identify ways in which God shows love for each person.

• Explain that Jesus is the Son of God.

• Explain how God is with each person always.

• The Church is the People of God, the Body of Christ, and the Faith Community.

• Explain what it means to belong to the Catholic Church.

• Describe how the Church is the community of the followers of Jesus.

• Explain that a church building is a sacred and holy place and that a parish is a local community of worship.

• 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 in the family.

• Explain how all people are loved by God and how God loves us even when we fail.

• Identify how humans grow and that our bodies are gifts from God.

COMMUNICATION ARTS

• Develop and demonstrate reading skills in response to reading text and read aloud

• Develop an understanding of vocabulary

• Determine the connection between text to text, text to self, and text to world

• Read independently for multiple purposes over sustained periods of time

• Read, infer, analyze, and draw conclusions

• With assistance, develop an awareness of media literacy by distinguishing purposes of media, explaining techniques used in media, and demonstrating ethical media usage

• Develop print awareness in the reading process

• Develop phonemic awareness in the reading process

• Develop phonics in the reading process

• Read appropriate texts with fluency (rate, accuracy, expression, appropriate phrasing), with purpose, and for comprehension

• Follow a writing process to plan a first draft by brainstorming and recording key ideas

• Develop a draft from prewriting (dependent on genre type)

• With assistance, reread, revise, and edit drafts

• With assistance, use a variety of conventional/digital tools to produce and publish writing

• Write opinion texts

• Write informative/explanatory texts

• Write fiction or nonfiction narratives and poems

• With assistance, apply research process

• Apply standard English grammar to sentences

• Develop and apply effective listening skills and strategies in formal and informal settings

• Develop and apply effective listening skills and strategies in formal and informal settings

• Speak clearly and to the point using conventions of language when presenting individually or with a group

• Speak clearly, audibly, and to the point using conventions of language when presenting individually or with a group

MATH

• Understand and use numbers up to 120.

• Count to 120, starting at any number less than 120.

• Read and write numerals and represent a number of objects with a written numeral.

• Count backwards from a given number from 20.

• Count by 2's, 5's, and 10's starting at any number.

• Understand the place value of two-digit numbers.

• Understand that 10 can be thought of as a bundle of 10 ones-called a ten.

• Understand two-digit numbers are composed of ten(s) and one(s) within100.

• Compare two two-digit numbers using symbols <,=, or >.

• Use place value understanding to add and subtract.

• Add and subtract within 100 without regrouping.

• Calculate 10 more or 10 less than a given number mentally.

• Add or subtract a multiple of 10 from another two-digit number and justify

• Represent and solve problems involving addition and subtraction

• Use addition and subtraction within 20 to solve word problems

• Solve problems that call for addition of three whole numbers whose sum is within 20

• Use the equal sign to determine if equations are true or false

• Determine the unknown whole number in an equation relating 3 whole numbers

• Understand and apply properties of operations and relationship between add and sub

• Use properties as strategies to add and subtract

• Demonstrate that subtraction can be solved as an unknown addend problem

• Demonstrate fluency with addition and subtraction within 10

• Reason with shapes and their attributes

• Distinguish between defining and non-defining attributes; build and draw shapes with defining attributes

• Compose and decompose 2D and 3D shapes

• Recognize 2D and 3D shapes from different perspectives

• Partition shapes into equal shares and describe the shares and whole verbally

• Measure lengths using non-standard and standard units

• Order and compare lengths of two or more objects

• Work with time and money

• Understand that there are 12 am hours and 12 pm hours in a day

• Tell and write time in hours and half-hours using analog and digital clock

• Know the value of a penny, nickel, dime, quarter, and dollar

• Represent and interpret data

• Collect, organize, and represent data with up to three categories

• Draw conclusions from object graphs, picture graphs, T-charts, and tallies

SCIENCE

• Identify the source of energy that causes an increase in the temperature of an object

• Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate

• Make observations to construct an evidence-based account that objects can be seen only when illuminated

• Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light

• Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance

• Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs

• Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive

• Make observations to construct an evidence-based plants and animals are like, but not exactly like, their parents account that young

• Use observations of the sun, moon, and stars to describe patterns that can be predicted

• Describe the presence of the sun, moon, and stars in the sky over time

• Make observations at different times of year to relate the amount of daylight to the time of year

• Identify patterns indicating relationships between observed weather data and weather phenomena

• Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be

• 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

SOCIAL STUDIES

• Identify and explain why cities make laws in their communities

• Discuss how individual rights are protected

• Give examples of being an active and informed citizen in one’s classroom or community

• Describe the character traits of role models within one’s community

• Recognize and explain the significance of the Statue of Liberty, U.S. Capitol, Bald Eagle, and the Liberty Bell

• Recognize and explain the significance of symbols of one’s local community

• Describe how authoritative decisions are made, enforced, and interpreted within schools and local communities

• Describe roles and responsibilities of people in local government

• Describe examples of scarcity within one’s school and community

• Describe examples of goods and services within one’s school and community

• Describe consumers and producers and the relationship to goods and services within one’s school and community

• Identify globes as representations of real places

• With assistance, read, construct, and use maps that have a title and key

• Describe how maps are created for different purposes such as a school fire drill, a trip to the zoo, etc.

• Use a compass rose to identify cardinal directions on a map

• Locate a place by pointing it out on a map and by describing its relative location

• Identify physical characteristics of one’s community

• Describe human characteristics of one’s community

• Describe cultural characteristics of one’s school and community

• Compare and contrast our community from past to present

• Describe the contributions of people associated with holidays and saints’ feast days.

• Recount stories about locations, people, and cultural events in one’s community

• Describe how one’s community commemorates its cultural heritage

• With guidance and support, identify and analyze primary and secondary social studies sources in classroom discussion

• Identify and use artifacts to share information on social studies topics

• Create visual tools to communicate information

• Share findings about a social studies topic

• With assistance, ask supporting questions and find answers about social studies topics

TECHNOLOGY

• With guidance, select and use a computing device to perform a variety of tasks for an intended outcome

• Use appropriate terminology to locate and identify common computing devices and components in a variety of environments

• With little support, choose appropriate software to perform a variety of tasks

• Identify, using accurate terminology, simple hardware and software problems that may occur during use

• Recognize that by connecting computing devices together one can share information

• Identify what passwords are and explain why they are not shared.

• Discuss what makes a password strong. Independently use passwords to access technological devices, apps, etc.

• With guidance, locate, open, modify, and save an existing file, use appropriate file-naming conventions, and recognize that the file exists within an organizational structure

• With guidance, collect information and present it in different ways

• With guidance, identify and interpret data from a chart or graph (visualization) in order to make a prediction, with or without a computing device

• With guidance, model daily processes and follow algorithms (sets of step-by-step instructions) to complete tasks verbally, kinesthetically, with robot devices, or a programming language

• With guidance, model the way that a program accesses stored data using a variable name

• With guidance, independently or collaboratively create programs to accomplish tasks using a programming language, robot device, or unplugged activity that includes sequencing and repetition

• Independently or with guidance, create a grade level appropriate document of the plan, ideas, and sequence of events (step-by- step) manner (e.g., story map, storyboard, sequential graphic illustrate what the program will do organizer) to Independently or with guidance give credit to ideas, creations, and solutions of others while writing and/or developing programs

• With guidance, independently or collaboratively debug programs using a programming language and/or unplugged activity that includes sequencing and simple loops

• Use correct terminology (first, second, third) and explain the choices made in the development of an algorithm to solve a simple problem

• Identify how people use different types of technologies in their daily work and personal lives

• With guidance, identify appropriate and inappropriate behavior. Act responsibly while participating in an online community and know how to report concerns of cyberbullying

• Work respectfully and responsibly with others online. Learn what information that is put online is appropriate and contribute to a digital footprint

• 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

ART

• Engage collaboratively in exploration and imaginative play with materials

• Use observation and investigation in preparation for making a work of art

• Explore uses of materials and tools to create works of art or design

• Demonstrate safe procedures for using materials, tools and equipment while making art

• Use art vocabulary to describe choices while creating art

• Identify and classify uses of everyday objects through drawings, diagrams, sculptures, or other visual means

• Explain why some objects, artifacts, and artwork are valued over others

• Ask and answer questions such as where, when, why, and how artwork should be prepared for presentation or preservation

• Identify the roles and responsibilities of people who work in and visit museums and other art venues

• Select and describe works of art that illustrate daily life experiences of one's self and others

• Compare images that represent the same subject

• Interpret art by categorizing subject matter and identifying the characteristics of form

• Classify artwork based on different reasons for preferences

• Identify times, places, and reasons that students make art outside of school

• Understand that people from different places and times have made art for a variety of reasons

MUSIC

• With limited guidance, create musical ideas

• With limited guidance generate musical ideas in multiple tonalities (such as major and minor) and meters

• With limited guidance, demonstrate & discuss personal reasons for selecting musical ideas that represent expressive intent

• With limited guidance, use iconic or standard notation and/or recording technology to document & organize personal musical ideas

• With limited guidance, discuss and apply personal, peer, and teacher feedback to refine personal musical ideas

• With limited guidance, convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience

• With limited guidance, demonstrate and discuss personal interest in, knowledge about, and purpose of varied musical selections

• With limited guidance, demonstrate knowledge of music concepts from a variety of cultures selected for performance

• When analyzing selected music, read and perform rhythmic patterns using iconic or standard notation

• Demonstrate and describe music’s expressive qualities that support the creator's expressive intent

• With limited guidance, apply personal, teacher, and peer feedback to refine performances

• With limited guidance, use suggested strategies in rehearsal to address interpretive challenges of music

• With limited guidance, perform music appropriately and with expression for a specific purpose and audience

• With limited guidance, identify and demonstrate how personal interests and experiences influence musical selection for specific purposes

• With limited guidance, demonstrate and identify how specific music concepts are used in various styles of music for a purpose

• With limited guidance, demonstrate and identify expressive qualities that reflect creators’/ performers’ expressive intent

• With limited guidance, apply personal and expressive preferences in the evaluation of music for specific purposes

• 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

P.E. AND HEALTH

• Demonstrate fine motor skills while manipulating small objects

• Demonstrate static and dynamic balance activities

• Demonstrate a variety of manipulative skills while stationary and moving

• Demonstrate introductory stunts and tumbling skills

• Demonstrate non-loco motor skills in a variety of activities

• Demonstrate locomotor skills using a variety of speeds and pathways

• Explain, recognize, and demonstrate the difference between general-space awareness and personal-space awareness

• Demonstrate motor skills while participating in low organized games

• Identify and demonstrate all locomotor skills at a variety of pathways, speeds, directions, force, and levels

• Identify a variety of physical activities that promote wellness or ways to stay fit

• Explain the importance of muscles and bones for movement

• Identify the effects of physical activity on one's body

• Identify examples of healthy and unhealthy foods and explain why they are healthy/unhealthy

• Demonstrate appropriate social skills

• Respond appropriately to general feedback from the teacher

• Follow classroom procedures for safe participation and proper use of equipment

• Recognize that challenge in physical activities can lead to success

• Describe positive feelings and enjoyment that result from participating in physical activities

RELIGION

We believe

• Scripture has great meaning for life today.

• The early history of the Church has a profound impact on the current church today.

• The doctrine and dogma of the church are found in the Creedal statements.

• The Trinity is revealed to all people in the person, word, and works of Jesus.

We live

• Discuss how God loves each person by understanding how people love each other.

• The seven key principles of the Catholic social teachings can be applied to personal and societal situations.

We Are God’s Family

• Each person is drawn to God who, in creating them, has placed a desire for happiness in their hearts.

• The Church is the People of God, the Body of Christ, and the Community of Faith.

• The church expresses basic principles of Catholic teaching on the family.

COMMUNICATION ARTS

Reading

• Develop and demonstrate reading skills in response to text

• Develop an understanding of vocabulary

• Determine the relevant connections between text to text, text to self, text to world

• Read independently for multiple purposes over sustained periods of time

• With assistance, read, infer, and draw conclusions

• Read to develop an understanding of media and its components

• Develop print awareness in the reading process

• Develop phonics in the reading process

• Apply phonemic awareness in the reading process

• Read appropriate texts with fluency (rate, accuracy, expression, appropriate phrasing), with purpose, and for comprehension

• 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.

• With assistance, reread, revise, and edit drafts to strengthen writing as needed.

• With assistance, use a variety of conventional and digital tools to produce and publish writing.

• Write an opinion text.

• Write a fiction and non-fiction narrative and poem.

• Apply the research process.

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

• 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 setting

• Speak clearly, audibly, and to the point using conventions of language when presenting individually or with a group

MATH

Number Sense & Operations in Base Ten

• Understand place value of three-digit numbers

• Use place value understanding and properties of operations to add and subtract.

• Represent and solve problems involving addition and subtraction.

Relationships & Algebraic Thinking

• Add and subtract within 20

• Develop foundations for multiplication and division

Geometry & Measurement

• Reason with shapes and their attributes

• Measure and estimate lengths in standard units\

• Relate addition and subtraction to length

• Work with time and money

Data & Statistics

• Represent and interpret data

SCIENCE

Physical Science

• Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties

• Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.

• Make observations to construct an evident-based account of how an object made of a small set of pieces can be disassembled and made into a new object.

• Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

• Predict and investigate that water can change from a liquid to a solid and back again, or from a liquid to a gas and back again as the result of temperature changes.

Life Science

• Plan and conduct investigations on the growth of plants when growing conditions are altered.

• 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.

• Develop a model to compare and contract observations on the life cycle of different plants and animals.

Earth & Space Science

• Use information from several sources to provide evidence that Earth events can occur quickly or 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.

SOCIAL STUDIES

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 national 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 of Missouri.

• Compare cultural characteristics of regions of Missouri.

• Describe why people of different groups settle more in one place or region that 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.

• 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 face 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.

TECHNOLOGY

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 as well as peripherals and external storage features and their uses.

• Independently choose appropriate software to perform a variety of tasks.

• Identify using accurate terminology, simple hardware and software problems that may occur during use and discuss problems with peers and adults.

Networks & Internet

• Recognize that computing devices can be connected at various scales.

• 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 – 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 to complete tasks verbally, kinesthetically, with robot devices, or a programming language.

• Model the way a computer program manipulates grade-level appropriate data.

• 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 manner to illustrate what the program will do.

• Use correct terminology 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 outline 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.

ART

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 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.

MUSIC

Create

• Improvise rhythmic and melodic patterns & musical ideas for a specific purpose given tonality and meter.

• Generate musical patterns and ideas within the context of a given tonality and meter.

• 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 audiences.

• Demonstrate and explain personal interest in, knowledge about, and purpose of varied musical selections.

Perform

• Demonstrate knowledge of music concepts 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 and how creators use them to convey expressive intent.

• Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performance.

• Rehearse, identify, and apply strategies to address interpretive, performance, and technical challenges of music.

• Perform music for a specific purpose with expression and technical 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.

P.E. & HEALTH

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 skill both in a stationary position and while moving.

Strategy & Apply 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 a part of a team toward a goal.

• Demonstrate respect for all students, rules, and equipment.

• Respond appropriately to and implement feedback.

RELIGION

We believe

• Scripture has great meaning for life today.

• The early history of the Church has a profound impact on the current church today.

• The doctrine and dogma of the church are found in the Creedal statements.

• The Trinity is revealed to all people in the person, word, and works of Jesus.

We worship

• Sacraments are important moments in the life of the community especially the centrality of the Eucharist.

• The Eucharistic Liturgy (the Mass) is the communal celebration of the Paschal Mystery in which each person is called to full and active participation.

We pray

• Catholic prayer and traditions are an important aspect of the life of the church.

We live

• Discuss how God loves each person by understanding how people love each other.

• The seven key principles of the Catholic social teachings can be applied to personal and societal situations.

We are God’s Family

• Each person is drawn to God who, in creating them, has placed a desire for happiness in their hearts.

• The Church is the People of God, the Body of Christ, and the Community of Faith.

• The church expresses basic principles of Catholic teaching on the family.

COMMUNICATION ARTS

Reading

• Develop and demonstrate reading skills in response to text

• Develop an understanding of vocabulary

• Explain relevant connections between text to text, text to world

• Read independently for multiple purposes over sustained periods of time

• Read, infer, analyze, and draw conclusions in fiction texts

• Read, infer, and draw conclusions in poetry

• Read, infer, and draw conclusions in drama texts

• Read, infer, and draw conclusions using text features

• Read, infer, and draw conclusions in nonfiction texts

• Read to develop an understanding of media and its components

• Develop phonics in the reading process

• Read appropriate texts with fluency (rate, accuracy, expression, appropriate phrasing), with purpose, and for comprehension

Writing

• Write opinion pieces on topics or texts, supporting a point of view with reasons

• Write informative/explanatory texts to examine a topic and convey ideas and information clearly

• Write narratives, including poems, to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences

• Apply a research process

• Produce writing in which the development and organization are appropriate to task and purpose

• Reread, revise, and edit drafts with assistance from adults/peers

• Use technology to produce and publish writing

• Use technology to collaborate with peers when producing and publishing writing

Language

• Apply conventions of language

• Capitalization, punctuation, and spelling in written text

Speaking & Listening

• Develop and apply effective listening skills and strategies in formal and informal settings

• Develop and apply effective listening skills and strategies in formal and informal settings

• Speak clearly and to the point, using conventions of language when presenting individually or with a group

• Speak clearly, audibly, and to the point, using conventions of language when presenting individually or with a group

MATH

Number Sense & Operations in Base Ten

• Use place value understanding and properties of operations to perform multi-digit arithmetic.

Number Sense & Operations in Fractions

• Develop understanding of fractions as numbers.

Relationships & Algebraic Thinking

• Represent and solve problems involving multiplication and division.

• Understand properties of multiplication and the relationship between multiplication and division.

• Use the four operations to solve word problems.

• Identify and explain arithmetic patterns.

Geometry & Measurement

• Reason with shapes and their attributes.

• Solve problems involving the measurement of time, money, capacity, and weights of objects.

• Understand concepts of area

• Understand concepts of perimeter

• Classify angles

Data & Statistics

• Represent and analyze data

SCIENCE

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

• 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

• 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

• 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

• 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

Earth & Space Science

• Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season

• Obtain and combine information to describe climates in different regions of the world

• Make a claim about the merit of an existing design solution reduces the impacts of a weather-related hazard

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

SOCIAL STUDIES

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

• 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

• 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

• 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

• 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

• Discuss issues of Missouri statehood

• Identify the causes and consequences of the Dread Scott decision on Missouri and the nation

• 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

• 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

TECHNOLOGY

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

Networks & Internet

• Recognize how information changes when sent and received over physical or wireless paths

• 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 and varied storage requirements

• Collect data using various programs and formats and organize the data in various visual formats

• 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 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

• 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

ART

Create

• Collaborate 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 response 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

MUSIC

Create

• Improvise rhythmic and melodic ideas, and describe connection to specific purpose and context

• Generate musical ideas within a given tonality and/or meter

• 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 collaboratively-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 can inform a performance

• Demonstrate and describe how intent is conveyed through expressive qualities

• Apply teacher-provided and collaboratively-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

• Demonstrate and describe how the expressive qualities 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

P.E. & HEALTH

Movement & Manipulative Skills

• Demonstrate a combination of movement concepts while performing various skills

• Demonstrate proper techniques for a variety of fundamental skills while practicing with a partner

• Demonstrate critical elements for manipulative skills

Strategy & Applying Skills

• Demonstrate simple step patterns 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

• 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

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)

• 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

RELIGION

We believe

• Scripture has great meaning for life today

• The early history of the Church has a profound impact on the current church today

• The doctrine and dogma of the church are found in the Creedal statements

• The Trinity is revealed to all people in the person, word, and works of Jesus

We worship

• Sacraments are important moments in the life of the community, especially the centrality of the Eucharist

• The Eucharistic Liturgy (the Mass) is the communal celebration of the Paschal Mystery in which each person is called to full and active participation

We pray

• Catholic prayer and traditions are an important aspect of the life of the church

• 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, Apostles Creed, the Rosary, Prayer of St. Francis, Acts of Faith, Hope, and Love, and Prayer of the Holy Spirit

We live

• Discuss how God loves each person by understanding how people love each other

• The seven key principles of the Catholic social teachings can be applied to personal and societal situations

We are God’s Family

• Each person is drawn to God who, in creating them, has placed a desire for happiness in their hearts

• The Church is the People of God, the Body of Christ, and the Community of Faith

• The church expresses basic principles of Catholic teaching on the family

COMMUNICATION ARTS

Reading

• Develop and demonstrate reading skills in response to text

• Develop an understanding of vocabulary

• Explain relevant connections between text to text, text to world

• Read independently for multiple purposes over sustained periods of time

• Read, infer, analyze, and draw conclusions

• Read to develop an understanding of media and its components

• Develop phonics in the reading process

• Read appropriate texts with fluency, with purpose, and for comprehension

Writing

• Follow a writing process

• Develop a multiple-paragraph draft

• Revise a draft

• Utilize technology to publish writing

• Write opinion texts

• Write informative texts

• Write narratives

• Apply a research process

Language

• Apply standard English grammar

• Apply morphology and phonetic rules to spell accurately

Speaking & Listening

• Develop and apply effective listening skills and strategies in formal and informal settings

• Speak clearly, audibly, and to the point using conventions of language when presenting individually or with a group

MATH

Number Sense & Operations in Base 10

• Use place value understanding and properties of operations to perform multi-digit arithmetic with numbers up to hundred million

Number Sense & Operations in Fractions

• Extend understanding of fraction equivalence and ordering

• Extend understanding of operations on whole numbers to fraction operations

• Understand decimal notation for fractions, and compare decimal fractions (denominators of 10 or 100)

Relationships and Algebraic Thinking

• Use the four operations with whole numbers to solve problems

• Work with factors and multiples

• Generate and analyze patterns

Geometry & Measurement

• Classify 2-dimensional shapes by properties of their lines and angles

• Understand the concepts of angle and measure angles

• Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Data & Statistics

• Represent and analyze data

SCIENCE

Physical Science

• Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents

• Provide evidence to construct an explanation of an energy transformation

• Apply scientific ideas to design, test, and refine a device that converts energy from one form to another

• Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen

• Develop a model to describe that objects can be seen only when light is reflected off them or when they produce their own light

• Generate and compare multiple solutions that use patterns to transfer information

• Develop a model of waves to describe patterns in terms of amplitude or wavelength and those waves can cause objects to move

Life Science

• Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior and plant reproduction

• Compare and contrast the major organs/organ systems

• Use a model to describe that animals receive different types of

• information through their senses, process the information in their brain,

• and respond to the information in different ways

Earth & Space Science

• Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment

• Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time

• Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation

• Plan and conduct scientific investigations or simulations to provide evidence of how natural processes shape Earth's surfaces

• Analyze and interpret data from maps to describe patterns of Earth's features

• Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans

Engineering Design

• 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

SOCIAL STUDIES

Civics

• With assistance, read and analyze the text of the Declaration of Independence to determine important principles that it contains including inalienable rights, government by the consent of the governed and the redress of grievances

• Explain the major purposes of the U.S. Constitution

• With assistance, research and analyze the text of the U.S. Constitution to determine important principles such as limited government, rule of law, majority rules, minority rights, separation of powers, checks and balances, and popular sovereignty

• Explain the purpose and identify important principles of the Bill of Rights

• Examine ways by which citizens have effectively voiced opinions, monitored government, and brought about change, both past and present

• Describe the character traits and civic attitudes of historically significant individuals in American history prior to 1800

• Recognize and explain the significance of national symbols associated with historical events and time periods being studied

• Explain how the purpose and roles of government have been debated and have changed across historical time periods around the early settlements to 1800's

• Analyze peaceful resolution of disputes by the courts or other legitimate authorities in U.S. history from early settlement to c. 1800

• Explain how authoritative decisions are made, enforced ,and interpreted by the state and federal government

• Identify and explain the functions

Economics

• Compare and contrast saving and financial investment

• Explain the relationship between profit and loss in economic decisions

• Distinguish among natural, capital, and human resources

• Conduct a public cost-benefit analysis

• Explain how the government utilizes taxes to provide goods and services

• Explain past and present factors that have influenced changes in state and regional economies

Geography

• Construct and interpret historical and current maps

• Identify and locate specific regions, states, capitals, river systems, and mountain ranges in the United States

• Identify and compare the diverse human geographic characteristics of the United States

• Compare and contrast the different geographical regions of the United States

• Analyze how people are affected by, depend on, adapt to, and change their physical environments in the past and in the present

• Analyze how changes in communication and transportation technologies affect people's lives

• Identify different regions in the United States and analyze how their characteristics affect people who live there

• Use geography to interpret the past and predict future consequences as appropriate to topics or eras discussed

History

• Describe the migrations of Native Americans prior to 1800. Describe the discovery, exploration, and early settlement of America by Europeans prior to 1800. Describe the reasons African peoples were enslaved and

• Examine cultural interactions and conflicts among Native Americans,

• Immigrants from Europe, and enslaved and free Africans and African

• Americans prior to 1800

• Identify and describe the contributions of historically significant individuals to America and the United States prior to c. 1800

• Explain the causes of the American Revolution, including the perspectives of patriots, loyalists, Native Americans, African Americans, and European allies

• Explain the factors that contributed to the colonists' success

• Describe the historical context for the drafting of the Declaration of Independence, the Constitution, and the Bill of Rights

• Explain how the Declaration of Independence, the Constitution, and the Bill of Rights affected people in the U.S. prior to c. 1800

• Explain the causes and consequences of westward expansion prior to1800

• Describe and compare cultural characteristics across the historical time periods in U.S. history prior to 1800

• Research stories and songs that reflect the cultural history of the early United States prior to 1800

• Analyze the preservation of cultural life, celebrations, traditions, and commemorations over time

• Identify the roles among Native Americans, Immigrants, African Americans, women, and others from early migration to 1800

Social Science Inquiry

• With guidance and support, select, analyze, and evaluate primary and secondary social studies sources

• Analyze and use artifacts to share information on social studies topics

• Use visual tools and informational texts to interpret, draw conclusions, make predictions, and communicate information and ideas with guidance and support, as needed

• Create products such as maps, graphs, timelines, charts and models, diagrams, etc. to communicate information and understanding

• Distinguish between fact and opinion and recognize bias and point of view in social studies topics

• With assistance, conduct and present social studies research to an audience using appropriate sources

• Generate compelling research questions about a social studies topic

• Apply a research process to a compelling social studies question

• Identify and use appropriate resources for investigating a compelling social studies question

• Research an appropriate social studies question and share results with an audience

TECHNOLOGY

Computing Systems

• Model that information is translated, transmitted, and processed in order to flow through hardware and software

• Identify, using accurate terminology, simple hardware and software problems that may occur during everyday use, discuss problems with peers and adults, and apply strategies for solving these problems

Networks & Internet

• Model how information is transmitted through multiple computing devices over networks and the internet

• Discuss real-world cybersecurity problems and identify strategies for how personal information can be protected

Data and Analysis

• Choose different storage locations based on the type of file, storage requirements and sharing requirements

• Organize and present collected information visually to highlight comparisons

• Determine how the accuracy of conclusions are influenced by the amount of useful and reliable data collected

Algorithms & Programming

• Compare and refine multiple algorithms for the same task

• Create programs that use variables to store and modify grade level appropriate data

• Create programs, using a programming language, that utilize sequencing, repetition, conditionals, and variables. Using math operations, manipulate values to solve a problem or express ideas both independently and collaboratively

• Decompose (break down) large problems into smaller, manageable sub problems to facilitate the program development process

• 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 that includes user preferences while solving simple problems

• Observe intellectual property rights and give appropriate credit when creating or remixing programs

• Analyze, create, and debug a program that includes sequencing, repetition, conditionals and variables in a programming language

• Communicate and explain your program development using comments, presentations, and interactive demonstrations

Digital Citizenship

• Give examples of computing technologies that have changed the world and express how those technologies influence, and are influenced by cultural practices

• Brainstorm problems and ways to improve computing devices to increase accessibility to all users

• Develop a code of conduct, explain and practice grade-level appropriate behavior and responsibilities while participating in an online community (i.e. using strong passwords, creating a positive online community, recognizing spam and what to do about it, citing online sources). Identify and report inappropriate behavior and know how to report cyberbullying

• As a team, consider each others’ perspectives on improving a computational product

• Discuss the social impact of violating intellectual property rights

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

ART

Create

• Brainstorm multiple approaches to a creative art or design problem

• Collaboratively set goals and create artwork that is meaningful and has purpose to the makers

• Explore and invent artmaking techniques and approaches

• When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others

• Document, describe, and represent regional constructed environments

• Revise artwork in progress on the basis of insights gained through peer discussion

Present

• Analyze how past, present, and emerging technologies have impacted the preservation and presentation of artwork

• Analyze the various considerations for presenting and protecting art in various locations, indoor or outdoor settings, in temporary or permanent forms, and in physical or digital formats

• Compare and contrast purposes of art museums, art galleries, and their venues, as well as the types of personal experiences they provide

Respond

• Compare responses to a work of art before and after working in similar media

• Analyze and discuss visual imagery that convey messages

• Interpret art by referring to contextual information and analyzing relevant subject matter, characteristics of form, and use of media

• Apply one set of criteria to evaluate more than one work of art

Connect

• Create works of art that reflect community cultural traditions

• Through observation, infer information about time, place, and culture in which a work of art was created

MUSIC

Create

• Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context

• Generate musical ideas within related tonalities and meters

• Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent, and explain connection to purpose and context

• Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas

• Evaluate, refine, and document revisions to personal music, applying teacher provided and collaboratively developed criteria and feedback to show improvement over time

Perform

• Present the final version of personally created music to others, and explain connection to expressive intent

• Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, context, and technical skill

• Demonstrate understanding of the structure and the elements of music in music selected for performance.

• When analyzing selected music, read and perform using iconic and/or standard notation

• Explain how context informs a performance

• Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities

• Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate accuracy and expressiveness of ensemble and personal performances

• Rehearse to refine technical accuracy, expressive qualities, and identified performance challenges

• Perform music, alone or with others, with expression and technical accuracy and appropriate interpretation

• Demonstrate performance decorum and audience etiquette appropriate for the context, venue, and genre

Respond

• Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts

• Demonstrate and explain how responses to music are informed by the structure, the use of the elements of music, and context

• Demonstrate and explain how the expressive qualities are used in performers’ and personal interpretations to reflect expressive intent

• Evaluate musical works and performances, applying established criteria and explain appropriateness to the context

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

P.E. & HEALTH

Movement & Manipulative Skills

• Use various locomotor skills in a variety of lead-up activities

• Run for distance with appropriate control and balance

• Combine traveling with manipulative skills in teacher or student-designed practice activities

• Demonstrate balance on different bases of support on apparatus, demonstrating levels and shapes

• Move into and out of balances on apparatus with curling, twisting, & stretching actions

• Demonstrate underhand throwing using proper technique with different sizes and types of objects

• Demonstrate overhand throw with accuracy to a partner at a reasonable distance

• Catch a thrown ball at all levels in a non-dynamic environment

• Dribble in self-space with both the preferred and non-preferred hands and feet using proper technique

• Dribble safely in general space with control of ball and body while increasing and decreasing speed

• Dribble with hands or feet in combination with other skills

• Kick a ground ball, a lofted ball, and punt using proper technique

• Strike/volley underhand using a mature pattern in a dynamic environment

• Strike an object with a long-handled implement while demonstrating three of the five critical elements of a mature pattern for the implement

Strategy & Applying Skills

• Create jump rope routine with either a long or short rope

• Apply simple offensive and defensive strategies and analyze which would work best based on opponent's strategies

Health & Fitness

• Identify opportunities for participating in physical activity outside physical education class Identify the basic benefits of physical activity

• Identify the components of health-related fitness and activities that contribute to the development of each component

Attitude & Behavior

• Exhibit responsible behavior in independent and group activities

• Listen respectfully to corrective feedback from others

• Accept players of all skill levels into the physical activity

RELIGION

• Understand that the Bible is the inspired Word of God and that it has two parts

• Compare the different accounts of the gospel written by Matthew, Mark, Luke, and John

• Articulate the impact of the teachings of Jesus on the formation of the early Church

• Explain how Catholic Christians have distinctive objects, prayers, gestures, and beliefs different from other religions that come from the history and traditions of the Church

• Articulate an appreciation of Mary as the Mother of the Church

• Illustrate how the saints are Christian heroes and role model

• Articulate how God created all things

• Recognize that Jesus took flesh and became human, like us, in all things but sin and that this is called the Incarnation

• Explain why Jesus is called the Messiah and Savior

• Use rich, vivid, and descriptive language to express an understanding of the Communion of Saints, the Resurrection and Ascension of Jesus, and life everlasting

• Articulate how God created all things and made each person in the image and likeness of God

• Justify how Jesus, God the Son, became human in all things but sin

• Express through the written word how the Holy Spirit lives within each person who is baptized

• Explain how sacraments are actions of the Church that mediate God's Grace

• Identify the factors that make Baptism, Confirmation, and the Eucharist the Sacraments of Initiation

• Explain why the Sacraments of Healing (Reconciliation and Anointing of the Sick) strengthen all members of the Church

• Illustrate how the Sacraments of Service (Holy Orders and Matrimony) are covenants made with the Church and each other

• Explain the real presence of Christ in the bread and wine offered at the Eucharistic Liturgy

• Identify why the Eucharistic Liturgy is the central prayer of the Catholic Community

• Illustrate how the Eucharistic celebration is divided into two main parts, the Liturgy of the Word and the Liturgy of the Eucharist, as well as the two smaller rites, the Introductory Rite and the Concluding Rite

• Justify the importance of song, silence, response, gesture, and movement in the Eucharistic Liturgy

• Describe how Christ is present in the person of the minister, in the Eucharistic elements, in the Word, and in the gathered assembly

• Explain why the primary liturgical symbols are the altar, ambo, the assembly, the presider's chairs, and the baptismal font

• Demonstrate an appreciation for the Word of God

• Experience all forms of prayer

• Evaluate the aspects of community prayer by praying in a group, attending prayer services or liturgies, and visiting the church

• Compose prayers such as blessings, psalms, petitions, and contemporary reflections on the Mysteries of the Rosary

• Learn the responses of the liturgy as prayer

• Explain how the Mass is the highest form of worship and prayer

• Recite the traditional prayers of the Church

• Explain the importance of the traditional prayers of the Church

• Explain how the Holy Spirit enables each person to grow and act in a Christian manner

• Illustrate how one's conscience is the ability that each person has to know what is right and wrong

• Compare and contrast how the Ten Commandments, the Beatitudes, and God's Law of Love are guidelines in the formation of conscience

• Examine and compare life choices in the light of Gospel values

• Justify why each person should be treated fairly and respectfully because they are made in the image and likeness of God

• Explain the need to defend the dignity of others and show respect for all people as children of God

• Explain why the family is the basic unit of society and why it is the responsibility of each person to be involved in the community as one's larger family

• Describe one's basic human rights and responsibilities and justify why it is the responsibility of each person to respect others rights

• Explain why each person needs to contribute from personal resources in order to ensure that all have the basic requirements for life with dignity

• Identify why one needs to distinguish between "I want" and "I need"

• Discuss the work and workers who contribute to society and how it is their work to be a student

• Imagine all the ways that each person can help alleviate world problems such as hunger, poverty, and disease

• Justify why each person is responsible to preserve the earth's beauty and resources because God gave this world to all people

• Illustrate the effects of pollution on the earth and what will result if steps are not taken to preserve all creation

• Explain how Jesus is the redeemer of humanity

• Justify how God is everywhere

• Illustrate how grace is God's presence within each person

• Explain how the Church is a community of saints, past, present, and future

• Illustrate how the Church continues to be Christ's presence on earth and carries on His work

• Describe how Jesus calls all people to share in bringing about the Kingdom of God

• Identify how the Catholic Church is a global community of persons whose cultural traditions enrich the experience of faith

• Compare how each Christian, single, married, cleric, or religious, is called by Baptism to follow Christ and minister to others

• Explain how lay women and men contribute to their Faith community through their parish community, as well as their daily witness to Gospel values

• Explain how ordained priesthood, diaconate, and religious life are specific responses to the Baptismal call to minister in a special want to God's people

• Identify ways one responsibly cares for one's body

• Justify the right to say "no" because of one's personal responsibility over one's body

• Describe the rights and duties of belonging to a family community

• Describe the process of reconciliation within the family

• Explain the nature and importance of sexuality as a divine gift, a fundamental component of personality, and an enrichment of the whole person - body, emotions, soul.

• Justify why chastity is a virtue that develops a person's authentic maturity and makes him or her capable of guiding the sexual instinct in the service of love and integrating it into his or her psychological and spiritual development

• Examine the human and Christian values that sexuality is intended to express

• Identify the moral norms regarding sexuality that are taught by the Church

COMMUNICATION ARTS

• Develop and demonstrate reading skills in response to text

• Develop an understanding of vocabulary

• Compare, contrast, and analyze relevant connections between text to text, text to world

• Read independently for multiple purposes over sustained periods of time

• Read, infer, analyze, and draw conclusions

• Read to develop an understanding of media and its components

• Develop phonics in the reading process

• Read appropriate texts with fluency (rate, accuracy, expression, appropriate phrasing), with purpose, and for comprehension

• Follow a writing process

• Develop a multi-paragraph draft

• Utilize technology to publish writing

• Write opinion texts

• Write informative/explanatory texts

• Write fiction or nonfiction narratives and poems

• Apply a research process

• Apply standard English grammar

• Apply morphology and phonetic rules to spell accurately

• Develop and apply effective listening skills and strategies in formal and informal settings

• Speak clearly and to the point using conventions of language when presenting individually or with a group

MATH

• Use place value system understanding to perform operations with multi-digit whole numbers to billions and decimals to thousandths

• Read, write, and identify numbers from billions to thousandths using number names, base ten numerals, and expanded form

• Compare two numbers from billions to thousandths using the symbols >, =, or < and justify the solution

• Understand that in a multi-digit number, a digit represents 1/10 times what it could represent in the place to its left

• Evaluate the value of powers of 10 and understand the relationship to the place value system

• Round numbers from billions to thousandths place

• Add/Subtract/Multiply/Divide multi-digit whole numbers and decimals to the thousandths place, and justify the solution

• Understand the relationship between fractions and decimals (denominators that are of 100)

• Understand that parts of a whole can be expressed as fractions and/or decimals

• Convert decimals to fractions and fractions to decimals

• Compare and order fractions and/or decimals to the thousandths place using the symbols >, =, or < and justify the solution

• Perform operations and solve problems with fractions and decimals

• Estimate results of sums, differences, and products with fractions and decimals to the thousandths

• Justify the reasonableness of a product when multiplying with fractions

• Solve problems involving addition and subtraction of fractions and mixed numbers with unlike denominators, and justify the solution

• Multiply and divide a fraction or whole number by a fraction using models and equations

• Divide unit fractions and whole numbers by using visual fraction models and equations

• Investigate the relationship between two numeric patterns

• Write a rule to describe or explain a given numeric pattern

• Write and interpret numerical expressions

• Write, evaluate, and interpret numeric expressions using the order of operations

• Translate written expressions into algebraic expressions

• Use the four operations to represent and solve problems

• Solve and justify multi-step problems involving variables, whole numbers, fractions, and decimals when given the value of the variable

• Classify geometric shapes based on their attributes

• Classify figures in a hierarchy based on properties

• Analyze and describe the properties of prisms and pyramids

• Identify a circle and its parts (radius, diameter, chord, central angle)

• Understand and compute volume

• Understand the concept of volume and recognize that volume is measured in cubic units

• Apply the formulas V=l x w x h and V = B x h for volume of right rectangular prisms with whole-number edge lengths

• Graph points on the Cartesian coordinate plane within the first quadrant to solve problems

• Define a first quadrant Cartesian coordinate system

• Plot and interpret points in the first quadrant of the Cartesian coordinate plane

• Solve problems involving measurement and conversions within a measurement system

• Convert measurements of capacity, length, and weight within a given measurement system

• Solve multi-step problems that require measurement conversions

• Calculate the time lapsed based on beginning and end time

• Determine a given cost based on the price and given tax

• Create a line graph to represent a set of data

• Analyze the data to answer questions and solve problems

• Create a graph to represent a given or generated set of data

• Analyze the data to answer questions and solve problems, recognizing the outliers and generating the mean, median, mode, and range

• Interpret circle graphs that involve data in whole-number and fraction form

SCIENCE

• Make observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion

• Develop a model that describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.

• Predict how changes in either the amount of force applied to an object or the mass of the object affects the motion of the object.

• Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

• Develop a model to describe that matter is made of particles too small to be seen.

• Measure and graph quantities to provide evidence that, regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.

• Plan and conduct investigations to separate the components of a mixture/solution by their physical properties.

• Conduct an investigation to determine whether the combining of two or more substances results in new substances

• Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

• Plan and conduct a fair test to compare and contrast the forces required to overcome friction when an object moves over different surfaces.

• Ask questions and predict outcomes about the changes in energy that occur when objects collide.

• Use evidence to construct an explanation relating the speed of an object to the energy of that object.

• Use models to explain that simple machines change the amount of effort force and/or direction of force.

• Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

• Use models to describe that energy stored in food was once energy from the Sun

• Support an argument that plants get the materials they need for growth chiefly from air and water.

• Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, amount of daylight, and the seasonal appearance of some stars in the night sky,

• Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

• Describe and graph the amounts and percentages of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

• Investigate ways humans protect or damage the Earth’s resources and environment.

• Support an argument that the gravitational force exerted by Earth on objects is directed toward the planet's center.

• Support an argument that relative distances from Earth affect the apparent brightness of the sun compared to other stars.

• Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

• Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model that can be improved.

• 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

• Analyze the principles of the Declaration of Independence to the historical time periods being studied and to current events

• Apply the principles of the U.S. Constitution to the historical time periods being studied and to current events

• Apply the principles of the Bill of Rights to the historical time periods being studied and to current events

• Analyze ways by which citizens have effectively voiced opinions, monitored government, and brought about change both past and present

• Describe the character traits and civic attitudes of significant individuals in U.S. history from c. 1800 - 2000

• Recognize and explain the significance of national symbols associated with historical events and time periods being studied

• Explain how the purpose and roles of government have been debated and changed across historical time periods to current times

• Analyze peaceful resolution of disputes by the courts or other legitimate authorities in U.S. history from c. 1800 - 2000

• Analyze how authoritative decisions are made, enforced, and interpreted by the state and federal government

• Compare and contrast the powers and functions of local, state, and national government in the past and present

• Explain how scarcity, supply and demand, opportunity costs, income, labor, wages, and other economic concepts affect our nation's past, present, and future

• Use geographic sources to acquire information to answer questions and solve problems

• Explain factors, past and present, that influence changes in our nation's economy

• Use an economic lens to describe the impact of migration on the immigrants and on the United States c. 1800 – 2000

• Analyze geographic sources to acquire information to answer questions and solve problems

• Construct maps to identify the location of historic sites for relevant social studies topics

• Identify and locate specific regions, states, capitals, river systems, and mountain ranges in the United States

• Locate and describe real places using absolute and relative location

• Describe and analyze the diverse physical characteristics of the United States

• Compare and contrast the diverse human characteristics of the United States.

• Evaluate how people are affected by, depend on, adapt to, and change their physical environments in the past and in the present

• Evaluate how changes in communication and transportation technologies affect people's lives

• Describe different regions in the United States and analyze how their characteristics affect people who live there

• Use geography to interpret the past, explain the present, and plan for the future as appropriate to topics or eras discussed

• Use a geographic lens to describe the impact of migration on the immigrants and on the United States c. 1800 - 2000

• Outline and analyze the expansion of the United States

• Describe the impact of migration on immigrants and the United States c.1800 - 2000

• Analyze cultural interactions and conflicts among Native Americans, European Americans, and African Americans from c. 1800 - 2000

• Identify and describe the contributions of historically significant individuals to the United States from c. 1800 - 2000

• Explain the causes and consequences of major political developments and reform in U.S. history from c. 1800 - 2000

• Explain the causes of westward expansion c. 1800 - 2000

• Classify the political, economic, and social causes and consequences of the Civil War and Reconstruction

• Identify political, economic, and social causes and consequences of the Great Depression

• Identify political, economic, and social causes and consequences of WWI and WWII on the United States

• Identify political, economic, and social causes and consequences of the Cold War on the United States

• Examine the changing roles among Native Americans, immigrants, African Americans, women, and others from 1800 - 2000

• Describe and compare cultural characteristics across the historical time periods in U.S. history post c. 1800

• Research stories and songs that reflect the cultural history of the early United States prior to 1800

• Analyze the preservation of cultural life, celebrations, traditions, and commemorations over time

SOCIAL SCIENCE

• Identify, select, analyze, and evaluate resources to create a product of social science inquiry

• Evaluate and use artifacts to share information on social studies topics

• Use visual tools to interpret, draw conclusions, make predictions, and communicate information and ideas

• Create and present products such as maps, graphs, timelines, charts and models, diagrams, etc., to communicate information and understanding on social studies topics

• Explain how facts and opinions affect point of view and/or bias in social studies topics

• Identify, research, and defend a point of view/position on a social studies topic

• Conduct and present social studies research to an audience using appropriate sources

• Generate compelling research questions about a social studies topic

• Create and apply a research process to investigate a compelling social studies question

• Evaluate and use appropriate resources for investigating a compelling social studies question

• Conduct and present research on a social studies question to an audience, using appropriate sources

• Research and defend a point of view/position on a social studies question

Technology

• Model that information is translated into bits in order to transmit and process between 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, apply strategies for solving these problems, and explain why the strategy should work

• Model how information is transmitted through multiple computing devices over networks and the internet

• Analyze the credibility of digital information.

• Discuss cybersecurity problems caused by information that is published for different reasons.

• Evaluate trade-offs, including availability and quality, based on the type of file, storage requirements and sharing requirements.

• Organize and present collected information to highlight comparisons and support a claim.

• Use reliable data to highlight or propose cause and effect relationships, predict outcomes, or communicate an idea.

• Compare and simplify multiple algorithms for accomplishing the same task verbally and kinesthetically, with robot devices or a programming language, then determine which is the most efficient

• Create programs that use variables to store and modify grade level appropriate data

• Create a program using control structures, event handlers, and variables to solve a problem or express ideas both independently and collaboratively

• Decompose large problems into smaller, manageable sub problems and then into a 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 that includes other perspectives and user preferences while solving simple problems

• Observe intellectual property rights and give appropriate credit when creating or remixing programs

• Analyze, examine, create, and debug a program that includes sequencing, repetition, conditionals, and variables in a programming language

• Communicate and explain your program development using comments, presentations, and interactive demonstrations

• Give examples and explain how computing technologies have changed the world and express how computing technologies influence, and are influenced by, cultural practices

• Develop, test, and refine digital artifacts to improve accessibility and usability

• Develop a code of conduct, explain and practice grade-level appropriate behavior and responsibilities while participating in an online community (e.g., talking safely online, promoting good digital citizens, privacy settings, cyberbullying). Identify and report inappropriate behavior

• Observe intellectual property rights and give appropriate credit when using resources

• As a team, collaborate using outside resources, online collaborative spaces, and with students in other grade levels to include diverse perspectives to improve computational products

• 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

ART

• Combine ideas to generate an innovative idea for art making

• Identify and demonstrate diverse methods of artistic investigation to choose an approach for beginning a work of art

• Experiment and develop skills in multiple art-making techniques and approaches through practice

• Demonstrate quality craftsmanship through care for and use of materials, tools, and equipment

• Identify, describe, and visually document places and/or objects of personal significance

• Create artist statements using art vocabulary to describe personal choices in artmaking

• Define the roles and responsibilities of a curator, explaining the skills and knowledge needed in preserving, maintaining, and presenting objects, artifacts, and artwork

• Develop a logical argument for safe and effective use of materials and techniques for preserving and presenting artwork

• Cite evidence about how an exhibition in a museum or other venue presents ideas and provides information about a specific concept or topic

• Compare one's own interpretation of a work of art with the interpretation of others

• Identify and analyze cultural associations suggested by visual imagery

• Interpret art by analyzing characteristics of form and structure, contextual information, subject matter, visual elements, and use of media to identity

• Recognize differences in criteria used to evaluate works of art depending on styles, genres, and media as well as historical and cultural contexts

• Apply formal and conceptual vocabularies of art and design to view surroundings in new ways through artmaking

• Identify how art is used to inform or change beliefs, values, or behaviors of an individual or society

MUSIC

• Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context.

• Generate musical ideas within specific related tonalities, meters, and simple chord changes.

• Demonstrate selected and developed musical ideas for improvisations, arrangements, or compositions to express intent, and explain connection to purpose and context.

• Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and two chord harmonic musical ideas

• Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively-developed criteria and feedback, and explain rationale for changes.

• Present the final version of personally created music to others that demonstrates craftsmanship, and explain connection to expressive intent.

• Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, and context, as well as one's technical skill and that of one's peers.

• Demonstrate understanding of the structure and the elements of music in music selected for performance.

• When analyzing selected music, read and perform using standard notation

• Explain how context informs performances.

• Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities.

• Apply teacher-provided and established criteria and feedback to evaluate the accuracy and expressiveness of ensemble and personal performances.

• Rehearse to refine technical accuracy and expressive qualities to address challenges and show improvement over time.

• Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.

• Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, and style.

• Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts

• Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context.

• Demonstrate and explain how the expressive qualities are used in performers’ and personal interpretations to reflect expressive intent.

• Evaluate musical works and performances, applying established criteria.

• 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.

• Demonstrate mature patterns of locomotor skills in dynamic small-sided lead-up activities, gymnastics, and dance.

• Analyze movement situations and apply movement concepts in activities.

• Combine locomotor and manipulative skills in a variety of small-sided activities and games environments, including execution to a target.

• Combine spatial concepts with locomotor and non-locomotor movements for small groups in gymnastics, dance, and games environments.

• Apply movement concepts to strategy in game situations.

HEALTH & FITNESS

• Chart physical activity outside physical education class for fitness benefit.

• Analyze the impact of physical activity choices relative to the development of each health-related component of fitness.

• Analyze the impact of food choices relative to physical activity, youth sports, and personal health.

• Describe the benefits of appropriate warm-up and cool-down activities.

• Engage in physical activity with responsible interpersonal behavior.

• Reflect and analyze the behavior of self in following rules and strategies of various activities.

• Analyze different physical activities for enjoyment and challenge, identifying reasons for a positive or negative response.