St. Agnes School incorporates Gospel Values in a strong, comprehensive curriculum that is
continually reviewed and updated. The faculty is sensitive to students' various learning
styles. They accommodate students' differences by using a variety of teaching strategies,
including whole group, individualized and small group instruction, cooperative learning and peer
teaching. A Title I aide, learning disability services, classroom aides, and Foster
Grandparents also help the teachers to meet student needs. Our curriculum concentrates on the
basics while offering enrichment for all students.
The programs we use to extend our curriculum standards include:
Reading-Scott Foresman
Math-Everyday Math
Science-Scott Foresman
Social Studies-Scott Foresman
Religion-Silver Burdett Ginn
Family Life-Benzinger
Art-Arts Attack
Below are the curriculum standards that each teacher uses to teach the basic skills at each
grade level.
Language Arts Standards
Kindergarten
Course Content (Read, write, speak, and listen skillfully)
1. Be ready to read.
A. Be able to name the capital letters in alphabetical and random order.
B. Be able to name the lower case letters in alphabetical and random order.
C. Know the consonant sounds.
D. Be able to name a word which rhymes with a clue word.
E. Be able to name words which start with a specific sound.
F. Know to read from left to right, top to bottom, and from front to back.
2. Be able to listen to, tell, and talk about rhymes, fairy tales, and stories.
A. Be able to listen to and recall important details in stories and rhymes.
B. Know when a story is over.
C. Be able to recite a rhyme with a group and by yourself.
D. Be able to talk about rhymes and stories.
E. Be able to identify what parts of a story could not really happen.
F. Be able to tell a story from a picture.
G. Be able to predict events in a story.
3. Be able to print the alphabet, your name, and numbers.
A. Be able to print from left to right and from top to bottom.
B. Be able to print capital letters.
C. Be able to print lower-case letters.
D. Be able to write numbers 0 to 20.
E. Be able to print your name clearly using correct letter formation.
4. Be able to draw and tell about your pictures to show your ideas and to show sequence.
A. Know what sequence is.
B. Be able to tell a story or an idea in sequence by drawing.
C. Be able to tell about your drawings.
D. Be able to contribute to journal writing.
5. Be able to listen for information.
A. Be able to look at the speaker.
B. Be able to be quiet when someone is speaking.
C. Be able to keep your feet and hands to yourself and not bother others.
D. Be able to avoid interrupting.
E. Be able to ask and answer questions about important details in complete thoughts.
6. Be able to tell your thoughts in a group discussion.
A. Be able to share ideas and feelings.
B. Be able to answer and ask questions in complete thoughts.
C. Be able to tell ideas in sequence and know when you are finished.
D. Be able to speak loud enough to be heard but not too loud.
E. Be able to wait your turn to talk, not distract others, and look at others when they are
talking.
Language Arts Standards
First Grade
Course Content (Read, write, speak, and listen skillfully).
1. Be able to read and understand the meaning of simple words. A. Be able to apply basic
phonetic analysis (initial and final consonants, initial diagraphs, two-letter blends, CVC,
CVVC,CVCE word patterns).
B. Be able to read and comprehend word endings (-possessives, -ed, -ing, plurals, er, est).
C. Be able to read and use the sight words.
D. Be able to name words with opposite meanings, words that rhyme, simple compound words, and
contractions.
E. Be able to distinguish between naming words, action words and describing words (nouns, verbs
and adjectives).
F. Be able to use picture and context clues to read and understand words.
G. Be able to alphabetize words to the first letter.
2. Be able to read for meaning (main idea, sequence) and be able to read aloud smoothly.
A. Be able to read from left to right, top to bottom, and front to back.
B. Be able to choose books which interest you and which you can read.
C. Be able to tell fiction from nonfiction.
D. Be able to identify title, author, illustrator of a book.
E. Be able to tell the main idea and sequence.
F. Be able to predict what will happen next.
G. Be able to tell about setting and plot.
H. Be able to read aloud smoothly.
3. Be able to communicate with legible and complete sentences.
A. Know when a group of words is a sentence.
B. Be able to print correctly and neatly so that others can read your printing.
C. Be able to write sentences which start with a capital letter and end with a period or
question mark.
D. Be able keep a journal using words, sentences, drawings, and invented spelling.
E. Be able to apply spelling strategies in your writing.
F. Be able to the use sight words in your sentences and to talk about your writing.
G. Be able to write and illustrate a story with a beginning, middle, and end.
4. Be able to discuss what you read and listen to and be able to give a brief sequenced speech
about one thing or one idea.
A. Be able to tell the main idea and show something (photograph, object, drawing) to make your
idea clearer.
B. Be able to use a sequence when you speak.
C. Know and be able to use appropriate volume and make eye contact when speaking.
D. Be able to tell ideas about what you read or heard in a discussion or to the large group.
E. Be able to tell a personal experience and retell stories in sequence.
F. Be able in a discussion to wait your turn to talk, listen to others, and stay on the topic.
5. Be able to listen attentively and politely.
A. Be able to sit quietly without distracting others and show the speaker you are listening.
B. Be able to listen for main ideas and to recall sequences.
C. Be able to ask appropriate questions.
D. Be able to follow directions with one and two steps.
Language Arts Standards
Second Grade
Course Content (Read, write, speak, and listen skillfully)
1. Be able to read and understand the meaning of simple words.
A. Be able to read and write consonants, blends diagraphs, long and short vowels, r-controlled
vowels, vowel diagraphs and dipthongs.
B. Be able to identify and know meanings of compound words, contractions, prefixes, suffixes (-
ly, -ful) and word endings (-er, -est,ed ing) plurals and possessives.
C. Be able to read and use the sight words through 200.
D. Be able to use nouns, verbs, and descriptive words.
E. Be able to identify and use opposites, rhyming words, and synonyms.
F. Be able to alphabetize to the second letter.
2. Be able to read for meaning (main idea, sequences, details) and be able to read aloud
smoothly.
A. Be able to choose books which interest you and which you can read.
B. Be able to distinguish between and talk about realistic fiction, fantasy, and nonfiction.
C. Be able to tell the main idea, sequence, and important details.
D. Be able to predict outcomes and draw conclusions.
E. Be able to tell about setting, plot, and characters.
F. Be able to read aloud smoothly and expressively with proper phrasing.
3. Be able to communicate with a sequence of legible and complete sentences.
A. Be able to print correctly and neatly so that others can read your printing.
B. Be able to use proper spelling, capitalization and punctuation in writing.
C. Be able keep a journal using proper sentences focusing on one idea.
D. Be able to write with imagination.
E. Be able to use sight words in your sentences and to share your writing.
4. Be able to discuss and give a brief speech using description and stating facts and opinions
about one thing or idea.
A. Be able to enunciate clearly, and speak with appropriate volume in various group settings.
B. Be able to tell the main idea using sequence when speaking.
C. Be able to tell a personal experience and retell stories in sequence.
D. Be able to tell facts from opinions.
E. Be able to use description when speaking.
F. Be able to wait your turn, listen to others and stay on topic in a discussion.
G. Be able to answer questions briefly and clearly.
5. Be able to listen to gain information and follow multi-step directions.
A. Be able to sit quietly without distracting others and show the speaker you are listening.
B. Be able to listen and distinguish between realistic fiction, fantasy and nonfiction.
C. Be able to listen for main ideas and to recall important details and sequences.
D. Be able to ask appropriate questions.
E. Be able to follow multi-step directions.
Language Arts Standards
Third Grade
Course Content (Read, write, speak, and listen skillfully)
1. Be able to understand, use, pronounce, and spell vocabulary from all subjects.
A. Be able to break words into syllables.
B. Be able to use opposites, rhyming words, synonyms, compound words, and common homonyms.
C. Be able to identify, understand, and use more prefixes and suffixes.
D. Be able to alphabetize to the third letter and find words in a dictionary.
E. Be able to speak, write, and use vocabulary from all subject areas.
F. Be able to identify and use parts of speech.
G. Be able to read and use sight words through 300.
2. Be able to read for meaning (main idea, sequences, details, summarization) and aloud in
groups.
A. Be able to choose reading selections for a particular purpose (pleasure, information,
research).
B. Be able to distinguish between fiction and nonfiction both verbally and in writing.
C. Be able to identify topic, events in sequence, and important details and be able to
identify/speak/write summaries.
D. Be able to follow directions, predict next step and outcome, and draw conclusions.
E. Be able to tell about setting, plot, characters, and resolution and relate stories to
yourself.
F. Be able to read aloud fluently and expressively with proper phrasing.
G. Be able to participate in group oral reading of descriptions, poetry, and summaries.
3. Be able to write a sequence of several proper and legible sentences organized around a theme.
A. Be able to print and use cursive writing correctly and neatly so that others can read it.
B. Be able in the final draft to use correct usage, spelling, capital letters, end punctuation,
and words which communicate clearly.
C. Be able to use vocabulary words from all subjects in your writing and to talk about your
writing.
D. Be able to clearly communicate a main idea, proper details, and a correct sequence.
E. Be able to write a story.
F. Be able to write clear, correct, organized, and brief summaries.
G. Be able to write complete and correct descriptions with sensory details.
4. Be able to organize thoughts before speaking or discussing, use visual supports, and speak in
complete sentences.
A. Be able to stand straight, face group, keep feet still, make eye contact, enunciate clearly,
and speak with proper volume.
B. Be able to organize thoughts before speaking.
C. Be able to use complete sentences to explain the main idea and fully explain it with a
prepared sequence.
D. Be able to add ideas in small and large group discussion when it is your turn.
E. Be able to briefly and clearly answer questions.
F. Be able to speak in complete sentences.
G. Be able to select, develop, and use visual aids when speaking in a non distracting manner.
5. Be able to gain information by listening to and viewing descriptions, stories, and
informational presentations.
A. Be able to show social courtesies for listening (pay attention, no distractions, look at
speaker, respond to speaker).
B. Be able to summarize verbally and/or in writing descriptions, stories, and informational
presentations.
C. Be able to follow multi-step directions.
Language Arts Standards
Fourth Grade
Course Content (Read, write, speak, and listen skillfully)
1. Be able to increase your vocabulary and reading rate in all subject areas.
A. Be able to use context to determine word meaning.
B. Be able to identify the meaning that applies to the context when a word has multiple meanings.
C. Be able to identify, understand, and use more prefixes and suffixes.
D. Be able to identify, understand, and use synonyms, antonyms, and homonyms.
E. Be able to alphabetize to the fourth letter.
F. Be able to use reference sources.
G. Be able to pronounce, use, and spell vocabulary from all subject areas.
H. Be able to identify and use parts of speech.
I. Be able to read and use sight words through 500.
2. Be able to read for meaning (main idea, cause and effect, details, summarization) and aloud.
A. Be able to choose reading selections for a particular purpose (pleasure, information,
research).
B. Be able to distinguish between prose and poetry both verbally and in writing.
C. Be able to identify topic, events in sequence, and specific details and be able to
identify/speak/write summaries.
D. Be able to identify and explain cause and effect patterns and use them to explain stories and
predict outcomes.
E. Be able to follow written directions, predict next step and outcome, and draw conclusions.
F. Be able to distinguish between fact and opinion.
G. Be able to read aloud fluently and expressively with proper phrasing.
3. Be able to write quality paragraphs and expressive poems.
A. Be able to state the main idea of the paragraph in one sentence.
B. Be able to fully explain the main idea with a logical sequence of ideas and details.
C. Be able to use cause and effect as an organizational pattern and write fact and opinion
paragraphs.
D. Be able to write clear, correct, organized, and brief one paragraph summaries, descriptions,
and narratives.
E. Be able to communicate ideas and feelings in poems which use sensory or imaginative details
and have poetic form.
F. Be able in the final draft to use correct usage, spelling, capital letters, end punctuation,
format (indentation, heading, margins), sentences, and words which communicate clearly.
G. Be able to use vocabulary words from all subjects in your writing and to talk about your
writing.
4. Be able to orally ask and answer questions and present organized reports using note cards.
A. Be able to prepare and use brief notes which guide the presentation but which are not read to
the class.
B. Be able to use correct voice (volume, pace, clarity) and body language (eye contact, posture,
visual aids, etc.)
C. Be able to state the main idea and fully explain it in an organized manner.
D. Be able to select, develop, and use visual aids.
E. Be able to answer questions from peers and ask questions of peers (polite, clear, brief,
focused).
F. Be able to give an oral report (book report, current event, hobby talk, demonstration).
G. Be able to add ideas in small and large group discussion when it is your turn.
5. Be able to listen and view to summarize various types of information and to form opinions.
A. Be able to demonstrate the social skills of audience behavior (eye contact, quiet and still,
attentive, responsive).
B. Be able to use active listening to summarize, to respond, and to recall main ideas,
sequences, and important details.
C. Be able to use listening as a basis of writing and speaking.
D. Be able to express and to support an opinion about what you hear and view.
Language Arts Standards
Fifth Grade
Course Content (Read, write, speak, and listen skillfully)
1. Be able to advance your vocabulary and reading rate with recreational reading and study of
all subjects.
A. Be able to use visual clues, word form, and context to determine word meaning.
B. Be able to identify the meaning that applies to the context when a word has multiple meanings.
C. Be able to identify, understand, and use synonyms, antonyms, and homonyms.
D. Be able to alphabetize quickly and readily and use reference sources.
E. Be able to pronounce, use, and spell vocabulary from all subject areas.
F. Be able to identify and use parts of speech.
G. Be able to identify the following parts of a sentence: subject, predicate, direct object.
H. Be able to read and use sight words through 700.
2. Be able to skim and scan and read for meaning and for inference.
A. Be able to locate and choose reading selections for a particular purpose (pleasure,
information, research).
B. Be able to distinguish, talk, and write about poetry and fiction and nonfiction literature
and relate them to your life.
C. Be able to explain and summarize setting, plot, characters, problem, main event, resolution
of problem and point of view.
D. Be able to skim and scan and identify topic, events in sequence, and specific details.
E. Be able to identify/explain cause/effect and comparison/contrast patterns and use them to
explain poetry/literature and predictions.
F. Be able to draw and justify inferences.
G. Be able to take notes on nonfiction reading, summarize reading, and use reading as a basis
for speaking and writing.
H. Be able to identify and use figurative language .
3. Be able to write a variety of letters, poetry, and multiple paragraph essays about a single
topic.
A. Be able to state the main idea of the paragraph in one sentence and fully develop the idea in
a logical sequence.
B. Be able to use cause/effect and comparison/contrast as organizational patterns.
C. Be able to use introduction and conclusion paragraphs in letters and other multi-paragraph
writing.
D. Be able in the final draft to use correct usage, spelling, capitalization, punctuation,
format, sentences, and word choice.
E. Know the parts of business and personal letters and be able to write letters in proper form.
F. Be able to write to communicate ideas and feelings in poems with sensory or imaginative
details and poetic form.
G. Be able to write structured multi-paragraph narratives with descriptive elements
(biographies, original stories).
H. Be able to write meaningful responses to poetry and literature.
I. Be able to use vocabulary words from all subjects in your writing and to talk about your
writing.
4. Be able to deliver complete and structured presentations spoken only from notes.
A. Be able to use correct voice (volume, pace, clarity), body language (eye contact, erect and
still stance, gesture, handling of notes and visual aids), and correct usage, vocabulary, and
sentence structure.
B. Be able to present using appropriate sequence and a basic three-part format (introduction,
body, conclusion).
C. Be able to select or develop and use visual aids of different types (charts, maps, props,
graphs, photos).
D. Be able to answer questions from peers and ask questions of peers (polite, clear, brief,
focused).
E. Be able to present or read, summarize, and respond to poems and literature.
F. Be able to add ideas in small and large group discussion when it is your turn.
5. Be able to listen and view to summarize, to ask clarifying questions, and to learn.
A. Be able to demonstrate the social skills of audience behavior (eye contact, quiet and still,
attentive, supportive).
B. Be able to paraphrase accurately and ask meaningful questions in a variety of listening
situations.
C. Be able to summarize, gain information, and ask clarifying questions by listening and viewing.
D. Be able to listen and view to answer questions and express likes and dislikes about
literature.
E. Be able to use listening as the basis for writing, speaking, and learning by taking brief
notes.
Language Arts Standards
Sixth Grade
Course Content (Read, write, speak, and listen skillfully)
1. Be able to increase your vocabulary and reading rate with recreational reading, multiple
reading techniques, and study skills.
A. Be able to determine meaning of a word by context and use of a dictionary.
B. Be able to identify, understand, and use synonyms, antonyms, homonyms, and all common
suffixes and prefixes.
C. Be able to readily use textbooks, dictionary, atlas, encyclopedia, and thesaurus to
understand unknown words.
D. Be able to pronounce, use, and spell vocabulary from all subject areas.
E. Be able to skim, scan, study, take notes, and summarize and use reading as a basis for
learning and enjoyment.
F. Be able to use and identify parts of speech.
G. Be able to identify parts of a sentence.
2. Be able to read for meaning and to evaluate, interpret, and draw conclusions in novels and
other fiction and in textbooks, reference material, and other nonfiction.
A. Be able to identify, summarize, and evaluate literary elements in novels (character, setting,
plot, conflict, theme).
B. Be able to define imagery, identify examples of imagery, and explain the impact of examples
of imagery.
C. Be able to evaluate with justification novels, other fiction, textbooks, reference material,
and other nonfiction.
D. Be able to explain author's attitude, theme, and other beliefs incorporated in fiction and
nonfiction.
E. Be able to draw and justify conclusions and inferences in fiction and nonfiction.
3. Be able to write quality stories, descriptions, and three-part essay and reports.
A. Be able to write an introduction which includes a statement of the main idea and write a
summarizing conclusion.
B. Be able to write a body which fully develops the main idea in more than one proper paragraph.
C. Be able to develop the main idea with appropriate and accurate examples and other supports.
D. Be able in the final draft to use correct usage, spelling, capitalization, punctuation,
format, sentences, and word choice.
E. Be able to write clear, justified responses of novels, other fiction, and nonfiction.
F. Be able to write clear, accurate, and entertaining descriptions using imagery.
G. Be able to write clear, accurate, entertaining, and complete stories using creative imagery
and story elements.
4. Be able to present interpretations and evaluations in groups and alone and be able to use
imagery to entertain and/or inform.
A. Be able to use correct voice (volume, pace, clarity) and body language (eye contact, stance,
gestures, handling of notes and visual aids) and usage, vocabulary, and sentence structure.
B. Be able to present using appropriate sequence and a basic three-part format (introduction,
body, review).
C. Be able to select, develop, and use a variety of visual aids.
D. Be able to support the ideas of the speech with proper research and justified conclusions.
E. Be able to present justified evaluations and interpretations of novels, other fiction, and
nonfiction.
F. Be able to present using creative imagery.
G. Be able to read orally read with dramatic impact.
5. Be able to listen and view to process verbal information and to critically analyze speeches.
A. Be able to demonstrate the social skills of audience behavior (eye contact, quiet and still,
attentive, supportive).
B. Be able to respond to, evaluate, and analyze speeches and other presentations.
C. Be able to summarize, take notes on key points, and ask clarifying questions by listening and
viewing.
D. Be able to use listening and viewing as a basis for learning and enjoyment.
Math Standards
Kindergarten
Course Content
1. Be able to use words to describe objects.
A. Be able to sort and describe objects (color, weight, shape, length and other kinds of size).
B. Be able to use the words for size and position (more/less, most/least, few/many, large/small,
big/little, heavy/light, thick/thin, over/under, above/below, top/bottom, right/left/middle,
beside/in front of/behind, first/second/third/etc.).
C. Know basic shapes (square, circle, triangle, rectangle, diamond, rhombus, oval).
2. Understand patterns.
A. Be able to predict what comes next.
B. Be able to copy a pattern from a picture or model.
C. Be able to add to patterns.
D. Be able to make your own pattern.
3. Be able to count movable objects up to 20.
A. Know number order from 0 to 100.
B. Be able to count up to 100.
C. Be able to touch and count each item in the right order to 20.
4. Be able to match sets with numbers to ten.
A. Be able to recognize the numbers 1 to 10.
B. Be able to count unorganized objects up to 10.
C. Be able to count randomly placed objects up to 10.
5. Be able to recognize numbers 0 to 20 in random order.
A. Be able to point to numbers when asked to.
B. Be able to name numbers in random order.
6. Be able to write numbers 0 to 9.
A. Be able to write numbers using correct number formation.
7. Be able to do simple addition and subtraction using objects.
A. Be able to join sets.
B. Be able to separate sets.
C. Be able to explain how you are joining and separating sets.
8. Be able to tell time.
A. Be able to tell time to the hour.
Math Standards
First Grade
Course Content
1. Be able to read, write, and compare numbers to 100.
A. Be able to count out loud to 100.
B. Be able to write numbers to 100 in order.
C. Be able to identify and write numbers to 100 out of order.
D. Be able to order two-digit numbers.
E. Be able to tell if numbers are greater than, less than, or equal.
F. Be able to recognize number words (2:two).
2. Be able to count to 100 in many ways.
A. Be able to see the pattern in numbers from 0 to 100.
B. Be able to count and write by 2's (both evens and odds), 5's, and 10's to 100.
3. Understand place value of ones and tens.
A. Be able to group objects by ones and tens.
B. Be able to identify the ones place and tens place in two-digit numbers.
4. Be able to do addition and subtraction process to 12.
A. Know meaning of symbols (+, -, =).
B. Be able to use manipulatives to add and subtract.
C. Be able to add or subtract using numbers vertically and horizontally.
D. Be able to solve addition and subtraction through 12 without manipulatives.
5. Be able to add and subtract two-digit numbers without regrouping.
A. Be able to solve two-digit addition and subtraction problems using manipulatives.
B. Be able to start process in the ones column.
C. Be able to correctly line up addition and subtraction problems with two-digit numbers.
6. Be able to tell time to the half hour.
7. Be able to recognize coins and their value.
A. Be able to identify penny, nickel, dime and quarter.
B. Be able to give value of a penny, nickel, dime and quarter.
C. Be able to count money using penny, nickel, dime and quarter.
Math Standards
Second Grade
Course Content
1. Be able to read, write, and compare numbers 100 to 999 and understand hundreds place value.
A. Know that each place (hundreds, tens, ones) can be any number (0 to 9) and be able to read
three-digit numbers.
B. Know that each hundreds number must have three digits and be able to make three-digit numbers.
C. Know <, >, =, and be able to use them appropriately when comparing numbers up to 999.
D. Know the sequence of numbers up to 999.
2. Be able to regroup to the tens place.
A. Know that a group of ten can be broken into ten ones and that ten ones equals a group of ten.
B. Be able to regroup numbers to 99.
3. Be able to easily recall addition and subtraction facts and processes to 18 and know about
multiplication.
A. Know fact families and "double" facts, missing addends.
B. Be able to work number sentences vertically and horizontally.
C. Be able to skip count starting at any point.
D. Be able to compare addition to multiplication and choose between the two.
4. Be able to use standard linear (inch, foot, yard, centimeter, meter) and liquid (cup, pint,
quart, gallon, liter) measures.
A. Be able to properly place a ruler when measuring.
B. Be able to recognize an inch and centimeter and use rulers to measure up to 12 inches and 25
cm correctly.
C. Be able to measure down to one-half inch and one centimeter.
D. Be able to accurately measure out a given amount of liquid using cup, pint, quart, gallon,
and liter.
E. Be able to determine an amount of liquid to the cup.
5. Be able to recognize and label fractions in halves, thirds, and fourths.
A. Know that a fraction is part of a whole and be able to identify a fractional part.
B. Be able to divide a circle, square, rectangle into 1/2, 1/3, 2/3, 1/4, and 3/4.
6. Be able to count money using coins and bills.
A. Be able to identify the total value of coins and bills.
7. Be able to tell time to the quarter hour.
Math Standards
Third Grade
Course Content
1. Be able to read, write, and compare whole numbers through four digits and round two- and
three-digit numbers to the nearest ten.
A. Be able to read and write to 9,999. C. Be able to find tens, hundreds, and thousands places.
B. Be able to compare whole numbers for greater, D. Know and be able to apply the rules for
rounding off
lesser, and equal. numbers.
2. Be able to readily recall addition and subtraction facts through 18 and multiplication and
division 0 to 9.
A. Be able to use manipulatives to understand facts. C. Be able to use basic facts in real-life
situations.
B. Be able to use strategies to memorize facts. D. Be able to check addition using subtraction
and subtraction using addition.
3. Be able to regroup numbers up to four digits in addition and subtraction.
A. Be able to line up four-digit numbers to add and subtract.
B. Be able to regroup numbers greater than ten in the next column in addition.
C. Be able to complete each column in addition and subtraction before moving on to the next.
D. Be able to regroup in subtraction if the top digit is smaller than the digit below.
E. Be able to use manipulatives to understand regrouping.
4. Be able to read, write, illustrate, and compare fractions with like denominators.
A. Know placement of numerator and denominator and be able to say and write fractions correctly.
B. Know meaning of denominator as the whole and numerator as parts of the whole and be able to
tell which fraction is larger.
C. Be able to use manipulatives and pictures to illustrate and compare fractions.
5. Be able to identify, measure, and describe plane and geometric figures.
A. Be able to identify, measure, label, and draw squares, circles, triangles, rectangles,
pentagons, hexagons, and octagons.
B. Be able to identify and label cubes, spheres, cylinders, cones, pyramids, and rectangular
prisms.
C. Be able to describe plane and geometric figures in terms of shape, sides, perimeter, area,
and examples.
D. Be able to match congruent figures and draw a line of symmetry.
6. Be able to perform basic operations using calculators (safely, effectively, efficiently,
accurately).
A. Know four basic functions of calculators (add, subtract, multiply, divide).
B. Be able to check answers with calculator for adding, subtracting, and multiplying.
7. Be able to solve problems and apply time/money/measurement to their everyday life.
A. Be able to tell time -visually to the nearest five minutes on a standard clock.
B. Know the equivalent of various coins to the value of $1.00.
C. Be able to know the appropriate measurement tolls/instruments to use in a given situation.
Math Standards
Fourth Grade
Course Content
1. Be able to read, write, and compare whole numbers through seven digits and decimals to
hundredths.
A. Be able to read and write to millions place.
B. Know each place value to million.
C. Be able to compare <, >, = to hundredths.
D. Be able to compare <, >, = for whole numbers.
E. Be able to read and write decimals to hundredths.
F. Be able to relate money amount to equivalent fractions.
2. Be able to round four-digit numbers to the nearest thousand and estimate sums and
differences.
A. Know place value to round off to thousands.
B. Be able to find digit to the right. why the estimate was close or not.
C. Be able to estimate sums and differences.
D. Be able to solve sum or difference and determine.
3. Be able to add and subtract whole numbers to seven places.
A. Be able to line up seven-digit numbers
(according to place value) to add and subtract.
B. Be able to regroup in addition.
C. Be able to correctly use commas.
D. Be able to regroup in subtraction.
E. Be able to check with addition and subtraction.
4. Know multiplication and division facts.
A. Be able to demonstrate multiplication and division
through the use of manipulatives including calculators.
B. Be able to readily recall multiplication facts to ten.
C. Be able to readily recall division facts to ten.
D. Be able to identify fact families.
5. Be able to multiply using one- and two-digit multipliers and divide four-digit dividends by a
one-digit divisor.
A. Be able to line up numbers.
B. Be able to regroup numbers.
C. Be able to use zero as a place holder.
D. Be able to correctly place quotient.
E. Be able to find and correctly place a remainder.
6. Be able to regroup, add, and subtract fractions with like denominators.
A. Be able to add and subtract numerators.
B. Be able to simplify to lowest terms, including
creating a whole number if numerator is larger.
C. Be able to regroup if required.
7. Know and be able to use various intermediate geometric terms and shapes.
A. Know figures up to eight sides.
B. Know lines, rays, points, and line segments.
C. Be able to plot coordinates on a line graph.
D. Know acute/obtuse/right angles, lines of symmetry/congruence, and parallel, perpendicular,
and intersecting line
8. Be able to solve problems using time, money and measurement.
A. Be able to tell time to the minute
B. Be able to count money and make change.
9. Know and be able to use graphs, charts, and tables.
A. Be able to interpret a variety of graphs, charts
B. Be able to produce and present a variety of graphs, tables. charts and tables.
Math Standards
Fifth Grade
Course Content
1. Be able to read, write, and estimate whole numbers through nine digits and decimals to
thousandths.
A. Be able to read whole numbers and decimals and write whole numbers and decimals that are
orally given.
B. Be able to estimate sums, differences, and products of whole numbers and decimals by rounding.
2. Be able to multiply using at least three-digit numbers.
A. Be able to round to estimate products.
B. Be able to complete each partial step.
C. Be able to use zero as a place holder.
D. Be able to add partial steps to find total.
3. Be able to divide using at least two-digit divisors.
A. Be able to round to estimate quotient.
B. Be able to complete each partial step.
C. Be able to complete whole process.
D. Be able to apply division skills to solve problems.
4. Be able to work with measuring units.
A. Know metric prefixes (kilo, centi, milli) and values.
B. Be able to measure length, width, and volume.
C. Know customary units of measurement.
D. Be able to calculate elapsed time.
5. Be able to compare and order fractions and decimals using <, >, =.
A. Know terms and symbols <, >, =.
B. Be able to compare decimals using place value.
C. Be able to find a common denominator.
D. Be able to compare numerators once common denominators are found.
6. Be able to add/subtract fractions with like denominators to 1/16 and multiply/divide to 1/8.
A. Be able to add and subtract numerator.
B. Be able to make an improper fraction.
C. Be able to cross-multiply.
D. Be able to invert a divisor.
E. Be able to reduce to lowest terms.
7. Understand and be able to apply +, -, x, ÷ to decimals at least to one thousandths.
A. Be able to write decimals as fractions.
B. Be able to identify correct place value after decimal.
C. Be able to add decimals to thousandths.
D. Be able to subtract decimals to thousandths.
E. Be able to multiply decimals to thousandths.
F. Be able to divide decimals to thousandths.
8. Be able to recognize, identify, and classify various geometric terms and shapes.
A. Be able to identify and measure acute, obtuse, and right angles.
B. Be able to identify basic and complex geometric shapes and classify geometric shapes by
attribute.
9. Be able to solve complex problems with whole numbers using the five step method.
A. Be able to read problem.
B. Be able to properly label.
C. Be able to select and apply operations.
D. Be able to estimate solutions.
10. Be able to use graphs, charts, tables, calculators and computers to solve multi-step
problems.
Math Standards
Sixth Grade
Course Content
1. Be able to use standard and metric units of measure.
A. Know and know how to find the standard and metric units of measure (linear, weight, volume).
B. Be able to change units within a system.
C. Be able to choose best unit of measure.
D. Be able to estimate solutions involving measurement.
E. Be able to apply operations to units of measurement.
2. Be able to compare and order integers.
A. Be able to compare <, >, = for positive and negative whole numbers.
B. Be able to place positive and negative whole numbers on a line graph.
C. Be able to apply values of positive and negative numbers.
D. Be able to record and write positive and negative numbers.
E. Be able to list positive and negative numbers from least to greatest and greatest to least.
3. Be able to integrate the use of the four operations with whole and decimal numbers estimating
and finding actual answers.
A. Know place value (hundred thousandths to trillions).
B. Be able to read and write numbers from hundred.
thousandths to trillions (standard form and words).
C. Be able to round whole numbers to millions.
D. Be able to add whole numbers and decimal numbers from millionths to trillions.
E. Be able to subtract numbers with decimals.
F. Be able to multiply up to three-digit places.
G. Be able to divide by two-digit divisors.
H. Be able to use estimating strategies.
I. Be able to compute average (mean).
4. Be able to estimate and calculate averages and percentages and know about ratios and
proportions.
A. Know terms average, ratio, proportion, percentage.
B. Be able to determine an average.
C. Be able to estimate and find a percentage of a number.
D. Be able to convert decimals, percents, and fractions from one to another.
E. Be able to write a ratio and proportion.
5. Possess a basic understanding of the four operations with fractions and mixed numbers.
A. Know the principles of prime factorization (least
common multiple and greatest common factor).
B. Be able to find a common denominator.
C. Be able to add and subtract fractions.
D. Be able to multiply and divide fractions.
E. Be able to reduce to lowest terms.
F. Be able to convert improper fractions and create whole and mixed numbers.
6. Be able to calculate the linear dimensions of polygons and the area of squares, rectangles,
and triangles.
A. Be able to identify and illustrate basic geometric figures and measure and construct angles.
B. Know and be able to apply formulas for perimeter, area, circumference, and volume of
geometric figures.
Information & Technology Standards
Kindergarten
Research & Inquiry Skills
1.Know about the library.
A.Identify the purpose of the library.
B.Locate the school library (and know if there is a local public library).
C.Recognize the people who work in the library and their duties.
2.Perform check out and return of materials.
A.Locate picture books.
B.Demonstrate the ability to check out materials.
C.Demonstrate how and where to return materials.
Appropriate Use of Resources
3.Demonstrate respect for people and materials.
A.Talk quietly.
B.Behave correctly for different activities.
C.Treat the materials with care.
D.Return materials on time and in the right place.
Technology Skills
4.Demonstrate the proper and safe use of hardware and software.
A.Use input devices (mouse, keyboard).
B.Insert disks/CD’s and access disk/CD drives.
C.Log on and off the computer.
D.Use output devices (printer, monitor).
5.Understand basic computer operations.
A.Recognize and verbalize basic computer terminology such as mouse, keyboard, monitor, etc.
B.Recognize if a computer is not functioning properly and be able to communitcate this to an
adult.
C.Operate menu-driven software.
D.Listen (or read) and follow onscreen directions.
6.Identify and use a keyboard properly.
A.Demonstrate proper usage of a basic keyboard.
B.Demonstrate proper posture and placement of hands on keyboard. (eg. Left and Right)
Information & Technology Standards
First Grade
Research & Inquiry Skills
1.Verbalize the difference between fiction and nonfiction books.
2.Locate fiction and nonfiction books in the library.
A.Recognize that books are placed in order from A-Z by author’s last name.
B.Locate fiction or nonfictions books by author with assistance.
3.Identify the title, author, and illustrator of various books.
A.Locate and identify the title of books.
B.Locate and identify the name of a book’s author.
C.Locate and identify the name of a book’s illustrator.
Appropriate Use of Resources
4.Demonstrate respect for people and materials.
A.Talk quietly.
B.Behave correctly for different activities.
C.Treat the materials and resources with care.
D.Return materials on time and in the right place.
5.Demonstrate responsible computer and Internet use.
A.Understand and follow the school’s acceptable use policy.
Technology Skills
6.Demonstrate the proper and safe use of hardware and software.
A.Use input devices (mouse, keyboard).
B.Insert disks/CD’s and access disk/CD drives.
C.Log on and off the computer.
D.Use output devices (printer, monitor).
E.Load, turn on and rewind audio cassettes and use CD’s.
7.Understand basic computer operations.
A.Recognize and verbalize basic computer terminology such as mouse, keyboard, printer, CDROM, CD
drive, etc.
B.Recognize if a computer is not functioning properly and be able to communicate this to an
adult.
C.Operate menu-driven software.
D.Follow onscreen directions.
8.Demonstrate the proper use of the keyboard.
A.Demonstrate proper usage of a basic keyboard.
B.Demonstrate proper posture and placement of hands on keyboard using the homerow keys. (eg.
Left and Right)
9.Utilize multimedia authoring and presentation tools.
A.Explore creating presentations (e.g. slide shows, cards).
10.Utilize a word processing program.
A.Write, edit (spell check) and/or revise documents.
B.Open, save, and print documents.
C.Manipulate graphics (introduce).
D.Cut and paste text (introduce).
11.Utilize the Internet.
A.Use a web browser.
B.Locate and open bookmarked sites.
Information & Technology Standards
Second Grade
Research and Inquiry Skills
1.Locate fiction and non-fiction sections in the library.
2.Utilize a card catalog.
A.Locate the library card catalog in the library.
B.Search for materials by subject, author, and title using the card catalog system.
C.Locate library materials using the card catalog system with assistance.
3.Identify the reference section in the library.
A.Verbalize the purpose and locate the reference section.
B.Compare uses of encyclopedias and dictionaries.
C.Locate and utilize encyclopedias and dictionaries.
Appropriate use of Resources
4.Demonstrate respect for people and media materials.
A.Talk quietly.
B.Behave correctly for different activities.
C.Treat the materials and resources with care.
D.Return materials on time and in the right place.
5.Demonstrate responsible computer and Internet use.
A.Demonstrate positive behaviors when using technology.
B.Understand and follow the school’s acceptable use policy.
C.Understand and follow copyright policies.
D.Use critical thinking skills in analyzing data.
6.Identify different parts of a book.
A.Locate the AR lablel to identify title and book level.
B.Identify information on a title page (title, author, illustrator).
Technology Skills
7.Demonstrate the proper and safe use of hardware and software.
A.Use input devices (mouse, keyboard).
B.Turn on/off computer.
C.Insert disks/CD’s and access disk/CD drives.
D.Log on and off the computer.
E.Use output devices (printer, monitor).
F.Load, turn on and rewind audio cassettes and use CDs.
8.Understand basic computer operations.
A.Recognize and verbalize basic computer terminology.
B.Recognize if a computer is not functioning properly and communicate this to an adult.
C.Operate menu-driven software.
D.Follow onscreen directions.
9.Demonstrate the proper use of the keyboard.
A.Demonstrate proper usage of a basic keyboard.
B.Demonstrate proper posture and placement of hands on keyboard. (eg. homerow)
C.Use basic keys (shift, return/enter, space, delete, esc, arrows).
10.Utilize multimedia authoring and presentation tools.
A.Explore the paint/draw tools.
B.Explore creating presentations (e.g. slide shows, cards).
11.Utilize a word processing program
A.Write, edit (spell check) and/or revise documents.
B.Open, save and print documents.
C.Manipulate text and graphics.
12.Utilize the Internet
A.Locate and open a web browser.
B.Use a web browser to search for a topic.
C.Locate and open bookmarked sites.
Skills for grades 3-6 are the responsibility of the instructors at Osakis Public School. These
standards can be viewed in the 3-6 grades rooms at St. Agnes School.
Religious Education Outcomes
Kindergarten
Formation
1. Experience the stories of the community, especially scripture.
2. Pray spontaneously with others formally and informally.
3. Identify church as the family of God, which they are members.
4. Show an awareness of justice issues--- beginning of service to others.
Instruction
1. Scripture is God’s word to us.
A. Reflect on the creation story and relate the story to how God has blessed each of us.
B. Identify the Bible as the most sacred of all books and explain
that it contains stories about Jesus.
2. Beliefs are what we hold true to the Catholic Church.
A. List ways that God loves him/her as a unique child of God.
B. Know that Mary was the Mother of Jesus
C. Know that Jesus is with us always.
3. Prayer and Celebration are combined together to express our communication with God and
the gathering of the Catholic community.
A. Participate in liturgy through song, gestures, responses and listening
B. Make the Sign of the Cross and create their own prayers.
4. Morality is the moral formation of the individual.
A. Know that God wants us to respect our parents.
B. Know that God wants us to respect others.
5. Catholic Social Thought is how we treat others.
A. Identify what “family” means and explain that Jesus is a member of the
Holy Family.
B. Know that we become members of the Church’s family through baptism.
Religious Education Outcomes
Grade One
Formation
1. Experience the stories of the community, especially scripture.
2. Pray spontaneously with others formally and informally.
3. Identify church as the family of God, which they are members.
4. Show an awareness of justice issues--- beginning of service to others.
Instruction
1. Scripture is God’s word to us.
A. Listen to thematic and seasonal bible stories.
B. Retell a favorite bible story through words, pictures and actions.
2. Beliefs are what we hold true to the Catholic Church.
A. Identify the Father, Son and Holy Spirit: Father as Creator, Jesus as Teacher, and Holy
Spirit as Guide.
B. Recognize Mary, as the mother of Jesus.
C. Know that Jesus, Mary and Joseph are members of the Holy Family.
D. Introduce the holy men and women of the Church. (Saints)
3. Prayer and Celebration are combined together to express our communication with God and
the gathering of the Catholic community.
A. Participate in liturgy by preparing a school Mass.
B. Experience a variety of prayer forms. (Spontaneous, rosary, memorized)
C. Celebrate the liturgical seasons of the Church. (Advent, Christmas, Lent,
Easter, Pentecost, Ordinary Time.)
D. Know and recite certain prayers (Meal Prayer, Sign of the Cross, Hail Mary, Our
Father, Glory Be, Prayer to Guardian Angel)
E. Introduce the rosary.
F. Understand that at Baptism we become members of God’s family.
4. Morality is the moral formation of the individual.
A. Know that we are members of a family.
B. Know that God asks us to do the right thing. (Make good choices)
C. Know that we should love God and show God’s love to others.
D. Know that when we are sorry, God forgives us.
5. Catholic Social Thought is how we treat others.
A. Participate in a service project of the school.
B. Show respect for others and self. (Golden Rule)
Religious Education Outcomes
Grade Two
Formation
1. Experience the stories of the community, especially scripture.
2. Pray spontaneously with others formally and informally.
3. Identify church as the family of God, which they are members.
4. Show an awareness of justice issues--- beginning of service to others.
Instruction
1. Scripture is God’s word to us.
A. Read and recognize scripture stories related to the sacraments and themes of Eucharist
and Reconciliation.
B. Read and recognize scripture about the liturgical seasons.
C. Relate scripture to their own lives.
2. Beliefs are what we hold true to the Catholic Church.
A. Know that the bread and wine become the body and blood of Christ.
B. Understand that sacraments are signs of the loving presence of Jesus.
3. Prayer and Celebration are combined together to express our communication with God and
the gathering of the Catholic community.
A. Know the parts of the Mass (Liturgy of the Word and Liturgy of the Eucharist) and Mass
responses.
B. Know that the Sacrament of Reconciliation is a sign of God’s forgiveness and love.
C. Know and participate in the rite of Reconciliation.
D. Know that God calls us to forgive others through reconciliation.
E. Understand that the Sacrament of Eucharist unites us with Jesus and the entire Church.
F. Know and participate in the rite of Eucharist.
G. Understand the role of the priest in the Eucharist and Reconciliation
H. Know prayers including the Our Father and Act of Contrition.
I. Understand that prayer is spontaneous and formal.
J. Identify the liturgical calendar of the Church and the meanings of Advent, Christmas,
Lent and Easter.
4. Morality is the moral formation of the individual.
A. Know that God asks us to follow the Ten Commandments.
B. Understand the Greatest Commandment.
C. Know that God gives us the free will to make choices.
5. Catholic Social Thought is how we treat others.
A. Understand that as followers of Jesus we have the responsibility to help others with our
communities (church, school, civic)
B. Develop a respect for all people as a Christian response.
C. Recognize the gifts that God has given us and to use those gifts wisely.
D. Know that a Catholic response is to reach out to those in need.
E. Participate in a service projects to heighten an awareness of those in need both locally
and globally.
Religious Education Outcomes
Grade Three
Formation
1. Experience the stories of the Church community, especially scripture.
2. Pray spontaneously with others formally and informally.
3. Identify church as the family of God, which they are members.
4. Show an awareness of justice issues--- beginning of service to others.
Instruction
1. Scripture is God’s word to us.
A. Read scriptural passages from the Bible.
B. Relate the scripture passage to their faith.
2. Beliefs are what we hold true to the Catholic Church.
A. Know that the creed is a summary of the beliefs of the Catholic Church.
B. Know that the Catholic Church has a devotion to Mary, the Mother of God.
C. Know that the Catholic Church is a reconciling and Eucharistic community.
D. Explain the marks of the Church: One, Holy, Catholic and Apostolic.
E. Know that the Church began on Pentecost.
3. Prayer and Celebration are combined together to express our communication with God and
the gathering of the Catholic community.
A. Understand the Mass and review the parts of the Mass.
B. Experience prayer forms and other types of devotion.
C. Memorized designated prayers.
D. Research and discuss the lives of saints as role models for us today.
E. Know that the Church year celebrates the life and teachings of Jesus.
F. Describe the parish and what makes it a Catholic community.
G. Know the seven sacraments and the sacraments is a sign of God’s love.
H. Learn, pray, and understand the mysteries of the rosary.
4. Morality is the moral formation of the individual.
A. Respect and value all forms of life.
5. Catholic Social Thought is how we treat others.
A. Respect the rights of others and honor the human dignity of all
B. Understand the meanings of the terms Peace and Justice and compare and relate these
principles, appreciating the diversity in today’s world.
Religious Education Outcomes
Grade Four
Formation
1. Distinguish between right and wrong and identify the personal consequences of actions.
2. Participate in the Sacraments as a part of community membership, especially
Reconciliation.
3. Demonstrate an awareness of Justice issues, beginning of service to others.
4. Respond reverently to sacred spaces and times.
Instruction
1. Scripture is God’s word to us.
A. Read scripture passages related to prayer, the Ten Commandments, the eight
Beatitudes and other Bible stories.
B. Relate scriptural passages to everyday life.
2. Beliefs are what we hold true to the Catholic Church.
A. Know that the Ten Commandments are God’s law of love.
3. Prayer and Celebration are combined together to express our communication with God and
the gathering of the Catholic community.
A. Participate in liturgy, sacraments and prayer services.
B. Experience different forms of prayer within the liturgical community.
C. Lead the assembly in a prayer service and liturgy.
D. Recognize changes in the liturgical seasons by participating in appropriate activities.
E. Memorize designated prayers.
4. Morality is the moral formation of the individual.
A. Recite the Ten Commandments and explain how they relate to everyday life.
B. Demonstrate an understanding of the Church’s moral principles (The Great Commandment,
The Ten Commandments, Corporal and Spiritual Works of Mercy. The Beatitudes)
C. Relate how our call to be disciples of Jesus is carried our in our everyday life.
5. Catholic Social Thought is how we treat others.
A. Realize that the rights and dignity of others at all stages of life must be
respected.
B. Relate how respect for one’s own life is a loving response to God’s great gift of life.
C. Participate in parish and community service opportunities
C. Discuss rewards gained from participating in service opportunities.
Religious Education Outcomes
Grade Five
Formation
1. Distinguish between right and wrong and identify the personal consequences of actions.
2. Participate in the Sacraments as a part of community membership, especially
Reconciliation.
3. Possess basic skills in using the bible (fine cited scripture, tell Bible story in own
words.)
4. Demonstrate an awareness of Justice issues, beginning of service to others.
5. Respond reverently to sacred spaces and times.
Instruction
1. Scripture is God’s word to us.
A. Locate passages in the Bible when given a particular chapter and verse.
B. Find passages in the Bible that relate to the seven sacraments.
2. Beliefs are what we hold true to the Catholic Church.
A. Define the Sacraments as Initiation, Healing and Service (Vocation)
B. Describe the Catholic Church’s teaching about the purpose of each sacrament while
exploring the symbolic words and actions used with them.
C. Explain how the sacraments are God’s presence to us.
D. Explore the mystery of the Holy Trinity.
E. Tell how Jesus is present in the Eucharist.
3. Prayer and Celebration are combined together to express our communication with God and
the gathering of the Catholic community.
A. Understand the liturgical year with emphasis as it relates to the Paschal
Mystery.
B. Practice and/or lead various prayer forms.
C. Lead others in prayer services/plan and participate in Eucharistic liturgies.
4. Morality is the moral formation of the individual.
A. Discuss and apply many ways God guides our moral choices (Ten Commandments, beatitudes,
Bible etc.)
B. Practice forgiveness and reconciliation in daily life.
C. Determine the difference between personal sin and social sin. (injustice)
D. Learn that all life is sacred and a gift from God.
E. Discuss the importance of our human sexuality and the importance of physical, mental,
moral and spiritual balance in our lives.
5. Catholic Social Thought is how we treat others and live together.
A. Experience opportunities to be effective witnesses to the faith on earth.
B. Participate in a service project and reflect on the impact of the project on others and
the student.
C. Discuss and define what a Christian life should look like.
D. Promote the common good through personal action.
Religious Education Outcomes
Grade Six
Formation
1. Distinguish between right and wrong and identify the personal consequences of actions.
2. Participate in the Sacraments as a part of community membership, especially
Reconciliation.
3. Possess basic skills in using the bible (fine cited scripture, tell Bible story in own
words.)
4. Demonstrate an awareness of Justice issues, beginning of service to others.
5. Respond reverently to sacred spaces and times.
Instruction
1. Scripture is God’s word to us.
A. Discuss how the bible is a collection of books
B. Recognize the books/content of the Old Testament and New Testament.
C. Read and identify the literary forms of the Old and New Testament.
D. Identify the ancestors of our faith from the Old Testament.
E. Trace the development of the Covenant relationship in salvation history.
F. Discuss the prophets and tell what their messages were and are for the people and us.
G. Explain the significance of the Exodus story.
2. Beliefs are what we hold true to the Catholic Church.
A. Explain how God’s revelation is handed down in scripture and how God makes himself known
to us in Scripture.
B. Define the incarnation as Jesus coming to earth as God’s Son.
C. Discuss the role of Mary, as Jesus mother, and the special calling she had from God.
D. Tell how the Church began on Pentecost.
3. Prayer and Celebration are combined together to express our communication with God and
the gathering of the Catholic community.
A. Recall the mystery of Christ through the liturgical calendar.
B. Study the importance of Advent and Lent in the Catholic Church.
C. Explain the Easter Triduum.
D. Participate in various prayer forms (e.g. rosary, adoration, Stations of the
Cross, novenas, other memorized prayers, meditation and spontaneous prayer.
4. Morality is the moral formation of the individual.
A. Understand how sin is choosing to do what is not right and that God called his
people to live a life that is holy.
B. Use a decision making process based on the Ten Commandments and beatitudes to evaluate
moral choices (e.g. choices made by the student and people in the Bible, living and historical
figures, and fictional characters).
5. Catholic Social Thought is how we treat others.
A. Demonstrate both locally and globally a sense of personal and social responsibility
concerning the consequences of their choices and actions or inaction/nonaction because of the
sacredness of life, the equality of all people, races, ethnic groups and Jesus’ preferential
option for the poor.
B. Work with others in a service project, completes it, and explains its impact on
the student and others.
Art Standards
Kindergarten
1. Explore the elements of art.
A. Identify and use the primary colors.
B. Identify and use lines.
C. Identify and use shapes.
2. Explore the world of art.
A. Know what art is [creating things to communicate ideas and show beauty by visual
images] and where it can be found (everyday objects, formal art, advertising, decorative
elements, buildings, etc.).
B. Know that artists create different kinds of art (painting, drawing, ceramics, mixed
media, functional objects, carving, etc.).
C. Know that art is all around us in different formats.
D. Know artists get their ideas in many ways.
E. Express how you feel about a work of art.
F. Describe art using basic art vocabulary. (i.e. landscape, still life, sculpture, etc.)
3. Explore the world of art using different materials (pencils, crayons, paints or clay).
A. Plan the art project before it is started.
B. Explain how and why they created the art project.
4. Explore art made by other cultures past and present.
Art Standards
First Grade
1. Be able to identify and use the elements of art (shape/texture/line/color).
A. Know the elements of art and be able to find them in different formats of art.
B. Be able to find the primary colors in nature and the environment.
C. Introduce the secondary colors.
D. Identify and draw lines and shapes to create art work.
2. Be able to identify and begin to use the principles of art (pattern).
A. Find patterns that create repetition in nature and art.
B. Create new patterns.
3. Be able to create art using different materials (i.e. pencils, markers, chalk, oil pastels,
clay and fibers).
A. Plan the art project before starting it.
B. Explain your composition to a peer group.
C. Present the motivation/story behind the work (when appropriate).
D. Use the elements and principles of art in the project.
4. Appreciate the many kinds of art made around the world and appreciate major artists.
A. Explore the many art forms used throughout the world.
B. Know and be able to use some of the concepts artists used in their works.
C. Discuss these art forms using the elements and principles of art.
Art Standards
Second Grade
1.Be able to use the elements of art (color, shape, texture, line).
A.Identify the elements of art in nature, paintings and drawings presented to the class.
B.Find circles, squares, triangles, rectangles and free form/organic shapes in nature, paintings
and drawings presented in class.
C.Distinguish between cool and warm colors/hues.
D.Create new and identifiable shapes.
E.Find lines in nature and paintings presented in class.
F.Create lines with a variety of tools (i.e. pencils, crayons, brushes, markers, etc.)
G.Identify why you used shapes and lines in your art.
2.Be able to use the principles of art (pattern and contrast).
A.Identify pattern and contrast in art, everyday objects and nature.
B.Create examples of both pattern and contrast in your art and in designing objects and
decorating.
C.Explain the purpose of pattern and contrast in your art.
3. Be able to make many kinds of art. [Be able to use a wide variety of art materials,
especially drawing/coloring and mixed media to create own original art, functional objects,
and/or decorative elements.]
A.Pre-plan the art.
B.Complete many kinds of art by yourself and with others.
C.Identify the idea/motivation behind the work.
D.Critique and interpret art created in class.
E.Show shape, line, color, pattern and movement in your art.
4.Appreciate the many kinds of art made around the world and appreciate major artists.
A.Explore the many art forms used throughout the world.
B.Know and be able to use some of the concepts artists used in their works.
C.Discuss these art forms using the elements and principles of art.
Art Standards
Third Grade
1. Be able to use the elements of art (color, value, line, shape, texture).
A. Know the elements of art and be able to find them in art.
B. Identify and describe different textures by touch and appearance in art and nature.
C. Identify and create visual textures in original art (i.e. cross hatching and stippled)
D. Identify primary and secondary colors and cool and warm colors (hues).
E. Identify and describe the mood of colors of different value.
F. Create colors of different value and use them in own original art.
G. Be able to explain the purpose of textures and values in your art.
2.Be able to use the principles of art (pattern, balance and unity).
A.Identify the principles of art in paintings, everyday objects, and nature.
B.Identify symmetry and asymmetry in art and natures.
C.Identify unity in art, everyday objects and nature.
D.Create examples of symmetry, asymmetry and unity in your art and in object design.
E.Explain the purpose of symmetry, asymmetry and unity in your creative products.
3.Be able to use many kinds of art materials.
A.Complete many kinds of art by yourself and with others.
B.Pre-plan the art.
C.Identify the emotions and interpretations of your art.
D.Show and explain the use of texture, value, balance and unity in your art.
4.Appreciate the many kinds of art made around the world and appreciate major artists.
A.Explore the many art forms used throughout the world.
B.Know and be able to use some of the concepts artists used in their works.
C.Discuss these art forms using the elements and principles of art.
Art Standards
Fourth Grade
1.Be able to use the elements of art (line, shape, form, value, color, texture).
A.Distinguish between the elements of art and identify elements in art and nature.
B.Identify and describe the use of space and form in formal art, everyday objects,
and nature.
C.Identify elements in art and nature.
D.Identify elements in your creative products and use them to pre-plan and design.
2.Be able to use the principles of art in creative products.
A.Identify the principles of art in creative projects and in nature.
B.Create examples of repetition, pattern and variety in your art and in designing objects
and decorative elements.
3.Be able to use a wide variety of art materials.
A.Complete many kinds of art by yourself or with others.
B.Pre-plan the work.
C.Identify the idea or motivation behind the work.
D.Identify and explain the use of different elements in your art.
4.Appreciate the many kinds of art made around the world and appreciate major artists.
A.Explore the many art forms used throughout the world.
B.Know and be able to use some of the concepts artists used in their works.
C.Discuss these art forms using the elements and principles of art.
Art Standards
Fifth Grade
1.Be able to use the elements of art to make creative products.
A.Identify the elements of art in final projects.
B.Create composition using the elements of art.
C.Critique composition using the elements of art.
2.Be able to use the principles of art to analyze and to make creative products.
A.Distinguish between the elements and principles in art projects.
B.Explore formal art using the principles of art.
C.Pre-plan and use the elements and principles of art in your artwork.
3.Be able to use a wide variety of art materials.
A.Complete many kinds of art by yourself or with others.
B.Pre-plan the work.
C.Identify the idea or motivation behind the work.
D.Identify and explain the use of different elements in your art.
4.Appreciate the many kinds of art made around the world and appreciate major artists.
A.Explore the many art forms used throughout the world.
B.Know and be able to use some of the concepts artists used in their works.
C.Discuss these art forms using the elements and principles of art.
5. Be able to explain how art is connected to other subjects.
A.Know how visual arts are related to the other arts.
B.Know that art has a history which is related to history in general.
Art Standards
Sixth Grade
1.Using media and materials, be able to combine the elements and principles of art to make
creative two- and three-dimensional products which have purpose and aesthetic appeal.
A.Explain use of the elements and principles of art in art, everyday objects and nature.
B.Pre-plan using the elements and principles of art.
C.Analyze and explain art using the elements and principles of art.
D.Identify and utilize different art materials.
2.Appreciate the many kinds of art made around the world and appreciate major artists.
A.Know the concepts of theme, style and technique in different art periods.
B.Using artistic terms and concepts, be able to give a personal response to art history.
C.Create art in imitation of these periods.
D.Identify and describe theme, style, and technique in art and classify art.
3.Be familiar with art-based career choices.
A.Know several art-based career choices (painter, sculptor, commercial artist, designers,
architecture, etc.).
B.Learn about local or famous people with art-based careers.