|
|
Grades 1-2 Math Curriculum Overview - Adapted
from
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Number
Sense and Operations |
|
1) Name and
write (in numerals) whole numbers to 1000, identify the
place values of the digits, and order the numbers. |
|
2) Identify
and distinguish among multiple uses of numbers, including
cardinal (to tell how many) and ordinal (to tell which one
in an ordered list), and numbers as labels and as
measurements. |
|
3) Identify
and represent common fractions (1/2, 1/3, ) as parts of
wholes, parts of groups, and numbers on the number line. |
|
4) Compare
whole numbers using terms and symbols (e.g., less than,
equal to, greater than, <, =, >). |
|
5) Identify
odd and even numbers and determine whether a set of
objects has an odd or even number of elements. |
|
6) Identify
the value of all |
|
7)
Demonstrate
an understanding of various meanings of addition and
subtraction (e.g., addition as combinationplus,
combined with, more; subtraction as comparisonhow much
less, how much more; equalizinghow many more are needed
to make these equal; separationhow much remaining). |
|
8)
Understand
and use the inverse relationship between addition and
subtraction (e.g., 8+6=14 is equivalent to 14-6=8 and is
also equivalent to 14-8=6) to solve problems and check
solutions. |
|
9) Know
addition facts (addends to ten) and related subtraction
facts, and use them to solve problems. |
|
10) Demonstrate
the ability to add and subtract three-digit numbers
accurately and efficiently. |
|
11) Demonstrate
in the classroom an understanding of and the ability to
use the conventional algorithms for addition (two 3-digit
numbers and three 2-digit numbers) and subtraction (two
3-digit numbers). |
|
12) Estimate,
calculate, and solve problems involving addition and
subtraction of two-digit numbers. Describe differences
between estimates and actual calculations. |
Patterns,
Relations, and Algebra
|
|
1) Identify,
reproduce, describe, extend, and create simple rhythmic,
shape, size, number, color, and letter repeating patterns. |
|
2) Identify
different patterns on the hundreds chart. |
|
3) Describe and create addition and subtraction number
patterns (e.g., 1, 4, 7, 10; or 25, 23, 21). |
|
4) Skip count by twos, fives, and tens up to at least
50, starting at any number. |
|
5) Construct and solve open sentences that have
variables (e.g.
+7=10). |
|
6) Write number sentences using +, -, <, =, and/or
> to represent mathematical relationships in everyday
situations. |
|
7) Describe functions related to trading, including
coin trades and measurement trades (e.g. five pennies make
one nickel, four cups make one quart, 11 nickels are worth
more than 5 dimes). |
Geometry
|
|
1) Describe attributes and parts of two-and
three-dimensional shapes (e.g., length of sides, and number
of corners, edges, faces, and sides). |
|
2) Identify, describe, draw, and compare
two-dimensional shapes, including both polygonal (up to six
sides) and curved figures such as circles. |
|
3) Recognize congruent shapes. |
|
4) Identify shapes that have been rotated (turned),
reflected (flipped), translated (slid), and enlarged.
Describe direction of translations (e.g., left, right, up,
down). |
|
5) Identify symmetry in two-dimensional shapes. |
|
6) Predict the results of putting shapes together and
taking them apart. |
|
7) Relate geometric ideas to numbers (e.g., seeing rows
in an array as a model of repeated addition). |
Measurement
|
|
1) Identify parts of the day (e.g., morning, afternoon,
evening), week, month, and calendar. |
|
2) Tell time at quarter-hour intervals on analog and
digital clocks using a.m. and p.m. |
|
3) Compare the length, weight, area, and volume of two
or more objects by using direct comparison. |
|
4) Measure and compare common objects using metric and
English units of length measurement (e.g. centimeter, inch). |
|
5) Select and correctly use the appropriate measurement
tools (e.g., ruler, balance scale, thermometer). |
|
6) Make and use estimates of measurement, including
time, volume, weight, and area. |
Data
Analysis, Statistics, and Probability
|
|
1) Use interviews, surveys, and observations to gather
data about themselves and their surroundings |
|
2) Organize, classify, represent, and interpret data
using tallies, charts, tables, bar graphs, pictographs, and
Venn diagrams; interpret the representations. |
|
3) Formulate inferences (draw conclusions) and make
educated guesses (conjectures) about a situation based on information gained from data. |
|
4) Decide which outcomes of experiments are most
likely. |
Grades 3-4 Math Curriculum Overview - Adapted
from
Fall River
Diocesan Curriculum Guidelines
PLEASE NOTE: These
learner outcomes are presented and/or reinforced over a two-year
period in grades 3 and 4. It
is expected that students (by the end of grade 4) will be able to
do the following:
|
Number
Sense and Operations |
|
1)
Exhibit an understanding of the base ten number
system by reading, modeling, writing, and interpreting
whole numbers to at least 100,000; demonstrating an
understanding of the values of the digits; and comparing
and ordering the numbers. |
|
2)
Represent, order, and compare large numbers (to at
least 100,000) using various forms, including expanded
notation (e.g., 853=8 x 100 + 5 x 10 + 3). |
|
3)
Demonstrate an understanding of fractions as parts
of unit wholes, as parts of a collection, and as locations
on the number line. |
|
4)
Select, use, and explain models to relate common
fractions and mixed numbers (1/2, 1/3, 1/4, 1/5, 1/6, 1/8,
1/10, 1/12, and 1), find equivalent fractions, mixed
numbers, and decimals, and order fractions. |
|
5)
Identify and generate equivalent forms of common
decimals and fractions less than one whole (halves,
quarters, fifths and tenths). |
|
6)
Exhibit an understanding of the base ten number
system by reading, naming, and writing decimals between 0
and 1 up to the hundredths. |
|
7)
Recognize classes (in particular, odds, evens;
factors or multiples of a given number; and squares) to
which a number may belong, and identify the numbers in
those classes. Use these in the solution of problems. |
|
8)
Select, use, and explain various meanings and
models of multiplication and division of whole numbers.
Understand and use the inverse relationship between the
two operations. |
|
9)
Select, use, and explain the commutative,
associative, and identity properties of operations on
whole numbers in problem situations (e.g., 37 x 46 = 46 x
37, (5 x 7) x 2 = 5 x (7 x 2)). |
|
10)
Select and use appropriate operations (addition,
subtraction, multiplication, division) to solve problems,
including those involving money. |
|
11)
Know multiplication facts through 12 x 12 and
related division facts. Use these facts to solve related
multiplication problems and compute related problems
(e.g., 3 x 5 is related to 30 x 50, 300 x 5, and 30 x
500). |
|
12)
Add and subtract (up to five-digit numbers) and
multiply (up to three digits by two digits) accurately and
efficiently. |
|
13)
Divide up to a three-digit whole number
with a single-digit divisor (with or without remainders)
accurately and efficiently. |
|
14)
Demonstrate in the classroom an
understanding of and the ability to use the conventional
algorithms for addition and subtraction (up to five-digit
numbers), and multiplication (up to three digits by two
digits). |
|
15)
Demonstrate in the classroom an
understanding of and the ability to use the conventional
algorithm for division of up to a three-digit whole number
with a single-digit divisor (with or without remainders). |
|
16)
Round whole numbers through 100,000 to
the nearest 10, 100, 1000. 10,000, and 100,000. |
|
17)
Select and use a variety of strategies
(e.g., front-end, rounding, and regrouping) to estimate
quantities, measures, and the results of whole-number
computations up to three-digit whole numbers and amounts
of money to $1000, and to judge the reasonableness of the
answer. |
|
18)
Use concrete objects and visual models
to add and subtract common fractions. |
Patterns,
Relations, and Algebra
|
|
1)
Create, describe, extend and explain symbolic
(geometric) and numeric patterns, including multiplication
patterns like 3, 30,300,3000 |
|
2)
Use symbol and letter variables (e.g. Δ. X) to
represent unknowns or quantities that vary in expressions
and in equations or inequalities (mathematical sentences
that use =, <,>). |
|
3)
Determine values of variables in simple equations
(e.g. 4106 Δ =37, 5 = μ + 3). |
|
4)
Use pictures, models, tables, charts, graphs, words,
number sentences, and mathematical notations to interpret
mathematical relationships. |
|
5)
Solve problems involving proportional relationships,
including unit pricing (e.g., four apples cost 80, so one
apple costs 20) and map interpretation (e.g. one inch
represents five miles, so two inches represent ten miles). |
|
6)
Determine how change in one variable relates to a
change in a second variable (e.g., input-output tables). |
Geometry
|
|
1)
Compare and analyze attributes and other
features (e.g., number of sides, faces, corners, right
angles, diagonals, and symmetry) of two- and
three-dimensional geometric shapes. |
|
2)
Describe, model, draw, compare, and
classify two-and three-dimensional shapes (e.g., circles,
polygonsespecially triangles and quadrilateralscubes,
spheres, and pyramids). |
|
3)
Recognize similar figures. |
|
4)
Identify angles as acute, right, or
obtuse. |
|
5)
Describe and draw intersecting,
parallel, and perpendicular lines. |
|
6)
Using ordered pairs of numbers and/or
letters, graph, locate, identify points, and describe paths
(first quadrant). |
|
7)
Describe and apply techniques such as
reflections (flips), rotations (turns), and translations
(slides) for determining if two shapes are congruent. |
|
8)
Identify and describe line symmetry in
two-dimensional shapes. |
|
9)
Predict and validate the results of
partitioning, folding, and combining two- and
three-dimensional shapes. |
Measurement
|
|
1)
Demonstrate an understanding of such
attributes as length, area, weight, and volume, and select
the appropriate type of unit for measuring each attribute. |
|
2)
Carry out simple unit conversions within
a system of measurement (e.g., hours to minutes, cents to
dollars, yards to feet or inches, etc.). |
|
3)
Identify time to the minute on analog
and digital clocks using a.m. and p.m. Compute elapsed time
using a clock (e.g., hours and minutes since) and using a
calendar (e.g., days since). |
|
4)
Estimate and find area and perimeter of
a rectangle, triangle, or irregular shape using diagrams,
models, and grids or by measuring. |
|
5)
Identify and use appropriate metric and
English units and tools (e.g., ruler, angle ruler, graduated
cylinder, thermometer) to estimate, measure, and solve
problems involving length, area, volume, weight, time, angle
size, and temperature. |
Data
Analysis, Statistics, and Probability
|
|
1)
Collect and organize data using
observations, measurements, surveys, or experiments, and
identify appropriate ways to display the data. |
|
2)
Match representations of a data set such
as lists, tables, or graphs (including circle graphs) with
the actual set of data |
|
3)
Construct, draw conclusions, and make
predictions of data sets, including tables, bar graphs,
pictographs, line graphs, line plots, and tallies. |
|
4)
Represent the possible outcomes for a
simple probability situation (e.g., the probability of
drawing a red marble from a bag containing three red marbles
and four green marbles). |
|
5)
List and count the number of possible
combinations of objects from three sets (e.g., how many
different outfits can one make from a set of three shirts, a
set of two skirts, and a set of two hats?). |
|
6)
Classify outcomes as certain, likely,
unlikely, or impossible by designing and conducting
experiments using concrete objects such as counters, number
cubes, spinners or coins. |
Grades 5-6 Math Curriculum Overview - Adapted
from Fall River Diocesan Curriculum Guidelines
PLEASE NOTE: These
learner outcomes are presented and/or reinforced over a two-year
period in grades 5 and 6. It
is expected that students (by the end of grade 6) will be able to
do the following:
|
Number
Sense and Operations |
|
1)
Demonstrate an understanding of positive integer
exponents, in particular, when used in powers of ten
(e.g., 10, 10). |
|
2)
Demonstrate an understanding of place value to
billions and thousandths. |
|
3)
Represent and compare very large (billions) and
very small (thousandths) positive numbers in various forms
such as expanded notation without exponents (e.g., 9724 =
9 x 1000 + 7 x 100 + 2 x 10 + 4). |
|
4)
Demonstrate an understanding of fractions as a
ratio of whole numbers, as parts of unit wholes, as parts
of a collection, and as locations on the number line. |
|
5)
Identify and determine common equivalent fractions,
mixed numbers, decimals, and percents. |
|
6)
Find and position integers, fractions, mixed
numbers, and decimals (both positive and negative), on the
number line. |
|
7)
Compare and order integers (including negative
integers), and positive fractions, mixed numbers,
decimals, and percents. |
|
8)
Apply number theory concepts-including prime and
composite numbers, prime factorization, greatest common
factor, least common multiple, and divisibility rules for
2, 3, 4, 5, 6, 9,and 10-to the solution of problems. |
|
9)
Select and use appropriate operations to solve
problems involving addition, subtraction, multiplication,
division, and positive integer exponents with whole
numbers, and with positive fractions, mixed numbers,
decimals, and percents. |
|
10)
Use the number line to model addition and
subtraction of integers, with the exception of subtracting
negative integers. |
|
11)
Apply the Order of Operations for expressions
involving addition, subtraction, multiplication, and
division with grouping symbols (+, -, X, ). |
|
12)
Demonstrate an understanding of the inverse
relationships of addition and subtraction, and use that
understanding to simplify computation and solve problems. |
|
13)
Accurately and efficiently add, subtract, multiply,
and divide (with double-digit divisors) whole numbers and
positive decimals. |
|
14)
Accurately and efficiently add, subtract, multiply,
and divide positive fractions and mixed numbers. Simplify
fractions. |
|
15)
Add and subtract integers, with the exception of
subtracting negative integers. |
|
16)
Estimate results of computations with whole
numbers, and with positive fractions, mixed numbers,
decimals, and percents. Describe reasonableness of
estimates. |
Patterns,
Relations, and Algebra
|
|
1)
Analyze and determine the rules for extending
symbolic, arithmetic, and geometric patterns and
progressions (e.g., ABBCCC; 1,5, 9, 13; 3, 9, 27). |
|
2)
Replace variables with given values and
evaluate/simplify (e.g., 2μ + 3 when μ =4). |
|
3)
Use the property of equality to solve problems
(e.g., if
+ 7 = 13, then
= 13-7, therefore
= 6; if 3 x
= 15, then 1/3 x 3 x =
1/3 x 15, therefore =5). |
|
4)
Represent real situations and mathematical
relationships with concrete models, tables, graphs, and
rules in words and with symbols (e.g., input-output tables). |
|
5)
Solve linear equations using concrete models,
tables, graphs, and paper-pencil methods. |
|
6)
Produce and interpret graphs that represent the
relationship between two variables in everyday situations. |
|
7)
Identify and describe relationships between two
variables with a constant rate of change. Contrast these
with relationships where the rate of change is not constant. |
Geometry
|
|
1)
Identify polygons based on their properties,
including types of interior angles, perpendicular or
parallel sides, and congruence of sides (e.g., squares,
rectangles, rhombuses, parallelograms, trapezoids, and
isosceles, equilateral, and right triangles). |
|
2)
Identify three-dimensional shapes (e.g., cubes,
prisms, spheres, cones, and pyramids) based on their
properties such as edges and faces. |
|
3)
Identify relationships among points, lines, and
planes (e.g., intersecting, parallel, perpendicular). |
|
4)
Graph points and identify coordinates of points on
the Cartesian coordinate plane (all four quadrants). |
|
5)
Find the distance between two points on horizontal
or vertical number lines. |
|
6)
Predict, describe and perform transformations on
two-dimensional shapes (e.g. translations, rotations, and
reflections). |
|
7)
Identify types of symmetry, including line and
rotational. |
|
8)
Determine if two shapes are congruent by measuring
sides or a combination of sides and angles, as necessary; or
by motions or series of motions (e.g., translations,
rotations, and reflections). |
|
9)
Match three-dimensional objects and their
two-dimensional representations (e.g. nets, projections, and
perspective drawings). |
Measurement
|
|
1)
Apply the concepts of perimeter and area to the
solution of problems. Apply formulas where appropriate. |
|
2)
Identify, measure, describe, classify, and construct
various angles, triangles, and quadrilaterals. |
|
3)
Solve problems involving proportional relationships
and units of measurement (e.g., same system unit
conversions, scale models, maps, and speed). |
|
4)
Find areas of triangles and parallelograms.
Recognize that shapes with the same number of sides but
different appearances can have the same area. Develop
strategies to find the area of more complex shapes. |
|
5)
Identify, measure, and describe circles and the
relationships of the radius, diameter, circumference, and
area (e.g., d=2r, p=C/d),
and use the concepts to solve problems. |
|
6)
Find volumes and surface areas of rectangular
prisms. |
|
7)
Find the sum of the angles in simple polygons (up to
eight sides) with and without measuring the angles. |
Data
Analysis, Statistics, and Probability
|
|
1)
Describe and compare data sets using the concepts of
median, mean, mode, maximum and minimum, and range. |
|
2)
Construct and interpret stem-and-leaf plots, line
plots, and circle graphs. |
|
3)
Use tree diagrams and other models (e.g., lists and
tables) to represent possible or actual outcomes of trials. |
|
4)
Predict the probability of outcomes of simple
experiments (e.g., tossing a coin, rolling a die) and test
the predictions. Use appropriate ratios between 0 and 1 to
represent the probability of the outcome and associate the
probability with the likelihood of the event. |
Pre K - Kindergarten
Religion Curriculum Overview
Adapted
from the Fall River Diocesan Curriculum Guidelines
Available:
www.dfrcec.com
The students will be able to:
|
|
Prayer/Sacraments |
|
1. Show reverence during prayer time. |
|
2.
Participate in
spontaneous prayer/intentions. |
|
3.
Identify prayer as
talking to God. |
|
4.
Recite by heart the
prayers listed in the DFR Religion Curriculum Prayer List. |
Church
|
|
1.
Recognize the church as Gods house. |
|
2.
Explain that we become members of the Church
through Baptism. |
|
3.
Demonstrate appropriate behavior in church. |
|
4.
Recognize that we are all called to be saints. |
|
5.
Recall that saints are people who led holy lives by
loving God and helping others. |
|
6.
Recognize that
the Church celebrates the lives of the saints by having
special days set aside for them. |
|
7.
Recall that the
Feast of All Saints is November 1st. |
|
8.
Recognize the major Liturgical
Seasons (Advent, Christmas, Lent, Easter. |
|
9.
Explain that Advent is preparation
for Christmas, the celebration of Jesus birth. |
|
10.
Explain that Lent is the preparation
for Easter. |
|
11.
Explain that Easter is important
because it is the celebration of Jesus Resurrection. |
Scripture
|
|
1.
Recall that the Bible is
the story of Gods family. |
|
2.
Retell and explain some Bible stories. |
|
3.
Demonstrate and explain why we show reverence for the Bible. |
Peace & Justice/Moral Formation
|
||
|
1.
Recognize the difference between good choices and
bad choices. |
||
|
Creed/Doctrine - |
||
|
1. Recognize God made all living things. |
||
|
2.
Recognize
that God made them because He loves them. |
|
|
|
3.
Discuss
that God loves them no matter what. |
|
|
|
4.
Talk about why
they are special. |
|
|
|
5.
Name
ways to take care of creation (people, places, things). |
|
|
|
6.
Discuss how they use their senses to experience
the world. |
|
|
|
7.
State that Jesus is the Son of God. |
|
|
|
8.
Recall that Jesus grew up in a family like we do. |
|
|
|
9.
Identify Jesus birthday as Christmas Day. |
|
|
|
10.
Explain that Mary is Jesus mother. |
|
|
|
11.
Identify that Jesus; Mary and Joseph are the Holy
Family. |
|
|
|
12.
Explain that Jesus dies for us and rose from the
dead. |
|
|
|
13.
Explain that angels are special messengers from
God. |
|
|
|
14.
Recognize that we all have a guardian angel. |
||
|
Vocabulary
(see also objects/places listed above) |
||
|
Advent
|
Guardian Angel | |
|
All
Saints Day
|
Holy Family | |
|
Angel
|
Holy Spirit | |
|
Baptism
|
Jesus | |
|
Bible
|
Joseph | |
|
Bishop |
Lent | |
|
Christmas |
Mary | |
|
Church |
Prayer | |
|
Easter |
Saints | |
Grade
1 Religion Curriculum Overview
Adapted
from the Fall River Diocesan Curriculum Guidelines
Available: www.dfrcec.com
DFR Relgion Overview Grade 1
Students will be able to:
|
Prayer
|
|
1. Recognize that prayers
of praise celebrate Gods goodness. |
|
2. Express
spontaneous prayers, including prayers of praise,
thanksgiving, asking (petition) and sorrow. |
|
3. State
that Amen means Yes, I believe/shows our
willingness to live and believe what we pray. |
|
4. Explain how Jesus taught us
to pray to the Father as He prayed. (Our Father) |
|
5. Experience prayer using
Gospel stories. |
|
6. Recognize that the Mass is a
special celebration in remembrance of Jesus and the Last
Supper. |
|
7.
Recognize that the Holy Spirit helps us to pray. |
|
8. Demonstrate how we can show
reverence and pray with our bodies through prayer actions,
gestures and body postures
(blessing,
kneeling, genuflecting, folding hands, opening hands,
closing eyes, standing quietly, etc.). |
|
9.
Recognize that when we sing holy songs with our hearts, we
are praying. |
|
10. Pray/bless self using holy water. |
|
11. Write informal prayers. |
|
12.
Recite by heart the Morning Offering, Grace After Meals |
|
13.
Know by heart the following prayers (learned in previous
grades); Sign of the Cross, Our Father, Hail Mary, Grace before meals , Glory Be to the Father, Guardian Angel Prayer |
|
Sacraments |
|
1. Describe the sacraments as special signs that God is with us. |
|
2. Explain that Baptism welcomes us as children of God and members of the Church, Gods family. |
|
3. Name the symbols of Baptism (water, lighted candle, oil, white cloth). |
|
4. Describe a Baptism ceremony explaining the steps and signs, and promises made. |
|
5. Recognize that the Holy Spirit comes to them in Baptism and is always with them. |
|
6. Identify that holy water is a reminder of our Baptism. |
|
7. State that the Eucharist is the Body and Blood of Christ. |
|
8. Explain that Jesus is present in the Eucharist. |
|
9. Name why and when they will receive the Eucharist. |
|
10. Express respect for the Blessed Sacrament by genuflecting/bowing. |
|
11. Identify that the Sacrament of Reconciliation is about Gods forgiveness. |
|
12. Recall that God, like the Good Shepherd, is all loving and forgiving |
|
Scripture
|
|
1.
Recognize
the Gospels as stories of Jesus. |
|
2.
Recall
the story of the Annunciation. |
|
3.
Retell
the stories about Jesus birth. |
|
4.
Retell
some stories about Jesus life. |
|
5.
Retell
stories that Jesus used to teach them about God, His
Father. |
|
6.
Retell
the story of Pentecost. |
|
7.
List
ways in which the Holy Spirit helped Jesus followers. |
|
Moral Formation |
|
1.
List
ways they can say Yes to God as Mary did. |
|
2.
Identify
ways the Holy Spirit helps them. |
|
3.
Explain
that Gods laws help us to choose what is right. |
|
4.
Distinguish
between right and wrong choices. |
|
5.
Tell
how the choices they make have positive or negative
consequences. |
|
6.
Differentiate
between doing an action on purpose or by accident; between
sin and mistakes. |
|
7.
State
examples of healing words. |
|
8.
State
ways in which they can forgive each other. |
|
Church
|
||||||||||||
|
||||||||||||
|
||||||||||||
| 1. Explain that the tabernacle contains the Blessed Sacrament/Eucharist. | ||||||||||||
| 2. Express why the sanctuary lamp remains lit. | ||||||||||||
| 3. Explain why we have statues and stained glass in the church. | ||||||||||||
| 4. Describe why we use candles at church. | ||||||||||||
| 5. Explain why we use holy water. | ||||||||||||
|
6.
Demonstrate respect and reverence before, during and after |
||||||||||||
| 7. Participate in Mass by reciting the prayer responses. | ||||||||||||
| 8. Recognize that the readings at Mass come from the Bible. | ||||||||||||
| 9. State that the first Mass was performed at the Last Supper | ||||||||||||
| 10. Identify the Mass as a celebration. | ||||||||||||
|
11.
Describe the ways to participate in |
||||||||||||
| 12. Recognize that the Catholic Church includes people from all around the world. | ||||||||||||
| 13. Recognize that Pentecost is the Birthday of the Church | ||||||||||||
| 14. Recall that Jesus promised to send us the Holy Spirit. | ||||||||||||
| 15. Recognize that the Holy Spirit helps the Church. | ||||||||||||
| 16. Name signs and symbols of the Holy Spirit. (dove, fire, wind, color red, holy water, holy oil ) |
|
Peace & Justice |
|
1.
Recognize
that Mary shows them how to love God and others. |
|
2.
Discuss
ways in which the world is not fair (poverty, crime,
homelessness, etc.). |
|
3.
List
ways to overcome some of these problems |
|
4.
Memorize
the Great Commandment |
|
5.
Describe
characteristics of Gods kingdom. |
|
6.
Participate
in community service. |
|
7.
Identify
ways they care about others and their world. |
|
8.
Respect
others and their property. |
|
Vocabulary
(see also objects/places listed above) |
|||
|
Amen
|
Baptism
|
Bible
|
Bishop
|
|
Blessed/Holy
Trinity |
Christmas |
Church
|
Easter |
|
Eucharist/Blessed
Sacrament |
Forgiveness
|
Godparent |
Great
Commandment
|
|
Holy
Family
|
Holy
Spirit |
holy
water |
Holy
Week |
|
Jesus |
Joseph |
Last
Supper |
Eucharistic |
|
Liturgy/Mass |
Mary |
Parish |
Pentecost |
|
Prayer |
Priest |
Reconciliation |
Sacrament
|
|
Saint |
Sin
|
Sorrow |
|
Grade
2 Religion Curriculum Overview
Adapted
from the Fall River Diocesan Curriculum Guidelines
Available: www.dfrcec.com
Students will be able to:
|
Prayer
|
|
1) Relate the Eucharist as the
Churchs greatest prayer. |
|
2) Identify prayer as conversation
with God through praise, thanksgiving, petition and
contrition. |
|
3) Demonstrate how we can pray
using words, in song, in gestures and body postures, and in
the quiet of our hearts. |
|
4) Explain the Hail Mary. |
|
5) Explain the meaning and purpose
of the Act of Contrition. |
|
6) Recite by heart the following
prayers: Act of Contrition, a decade of the Rosary, Mass
Responses/Acclamations |
|
7) Know by heart the following
prayers (learned in previous grades): Sign of the Cross, Our
Father, Hail Mary, Grace before & after meals, Glory Be
to the Father, Guardian Angel Prayer, Morning Offering |
Church
|
|
1) Identify
objects/places/ persons in a Catholic Church (see vocabulary
list below)
|
|
2)
Describe the Eucharist / Mass as
a celebration. |
|
3)
Explain why we participate in
the Mass every Sunday and on Holy Days. |
|
4)
Identify the first part of the
Mass as the Liturgy of the Word. |
|
5)
Recognize the readings as coming
from the Bible, the Word of God. |
|
6)
Explain that the priest or
deacon helps us to learn how to apply the readings to our
lives in the homily. |
|
7)
Express how the Liturgy of the
Word prepares us to receive Jesus in the Eucharist. |
|
8)
Explain that the Nicene
Creed/Profession of Faith states what we believe. |
|
9)
Explain that bread and wine are
the gifts the faithful bring up at the presentation of gifts. |
|
10)
Recognize
that the words of the Eucharistic Prayer describe what took
place at the Last Supper. |
|
11)
Explain that Jesus becomes
present in the Eucharist (bread and wine) at the Consecration. |
Scripture
|
|
1) Retell the
story of the Last Supper. |
|
2) Recognize the Ten Commandments. |
|
3) Retell Gospel stories that
pertain to forgiveness and reconciliation. (eg., Good
Shepherd, Prodigal Son) |
|
4) Tell
the story of Jesus, from His birth to His resurrection.
(Mysteries of Rosary should be reference point for this) |
|
5) Relate
how Marys Yes to God is a model for our Amen as
we receive Jesus in the Eucharist. |
Creed/Doctrine
|
|
1) Recognize
Jesus Real Presence in the Eucharist. |
|
2)
Recognize
Reconciliation as a sacrament of Gods healing and loving
forgiveness. |
|
3)
Discuss
how Eucharist and Reconciliation are an extension of our
Baptism. |
|
4)
Recognize
that original sin is removed through the Sacrament of Baptism. |
Sacraments
|
|
1) List the seven sacraments. |
|
2) Describe the sacraments as
visible signs that God is with us. |
|
3) Name and explain the three
Sacraments of Initiation. |
|
4)
Identify Eucharist as Jesus, the
Bread of Life. |
|
5) Explain how the Eucharist is
spiritual food that helps us become more like Jesus and do
Gods work. |
|
6) Explain how to prepare to
receive Communion. |
|
7) Demonstrate how to receive
Communion. |
|
8) Recognize Reconciliation
(Confession / Penance) as a Sacrament given to us by Jesus
Christ. |
|
9) Explain that Reconciliation is
the way we experience Gods and the Churchs forgiveness
when we confess our sins. |
|
10) Recognize
that Jesus is always willing to forgive us if we are sorry for
our sins |
|
11) Explain that the Sacrament of
Reconciliation reconciles us with God and others. |
|
12) Prepare
for reconciliation through examination of conscience. |
|
13) Identify
the role of the priest in the sacraments of Reconciliation and
Eucharist. |
|
14)
Demonstrate
how to perform a sincere confession. |
|
15) Discuss
the meaning of the words of absolution prayed by the priest in
Reconciliation. |
|
16) Explain
the purpose of penance. |
Moral Formation
-
|
|
1) Explain the Great Commandment. |
|
2) Give examples of how they are
shown unconditional love by God. |
|
3) Explain how Gods love for us
enables us to love God, self, and others. |
|
4)
Describe how their choices
reflect their love for God. |
|
5) Differentiate between a sin and
a mistake or accident. |
|
6)
Define venial and mortal sin. |
|
7) Differentiate between right
actions as loving actions and wrong actions as selfish
actions. |
|
8) Identify some steps/questions
for making moral choices (good action, right reasons, right
time & place). |
|
9) Identify who can help us to make
moral choices (Holy
Spirit, Jesus, Mary, the Church, important people in our
lives, example of the saints). |
|
10) Relate
the Ten Commandments as the basis for moral choices. |
|
11) Demonstrate good Christian
morality in their daily lives. |
| Peace & Justice | ||||||||||||||||||||||||||||||
1) Begin to recognize and live the social teachings of the Church: |
||||||||||||||||||||||||||||||
|
||||||||||||||||||||||||||||||
Vocabulary
Identify the following people, places, terms:
|
||||
|
Absolution
Adoration
Alb
Altar
Altar
cloth
Altar
server Ambo/Lectern
Bishop
Blessed
Sacrament
Candles
Cantor
|
Chalice
Chasuble
Ciborium
Confession
Confessional/
Reconciliation Room conscience
Consecration
Contrition
Corporal
Deacon
|
Eucharist
Eucharistic
Prayer Examination of conscience
Genuflect
Gospel
Great
Commandment
Holy
Communion
Holy
Days of Obligation
homily
Lectionary
Lector
|
Liturgy
of the Eucharist
Liturgy
of the Word
Mortal
sin
Original
sin
Paschal/Easter Candle
Paten
Penance
Petition
Pope
Praise
Priest
|
Profession
of Faith/Nicene Creed
Purificator
Reconciliation
Sacraments
of Initiation
Sanctuary
lamp
Stole
Tabernacle
Ten
Commandments
Venial
sin |
Grade
3 Religion Curriculum Overview
Adapted
from the Fall River Diocesan Curriculum Guidelines
Available: www.dfrcec.com
The students will be able to:
|
Prayer |
|||||||||||||||||||||||||||||||||||||||||
|
1. Pray the rosary as a form of prayer. |
|||||||||||||||||||||||||||||||||||||||||
|
2. Recite an Act of Contrition. |
|||||||||||||||||||||||||||||||||||||||||
|
3. Identify and compose four types of prayers:
adoration, petition, contrition and thanksgiving. |
|||||||||||||||||||||||||||||||||||||||||
|
4. Practice communal and personal prayer. |
|||||||||||||||||||||||||||||||||||||||||
|
5. Lead classmates in prayer. |
|||||||||||||||||||||||||||||||||||||||||
|
6. Recite by heart the
Rosary
(basic), Apostles Creed, Prayer of St. Francis. |
|||||||||||||||||||||||||||||||||||||||||
|
7. Know by heart the following prayers (learned in
previous grades); Sign of the Cross, Our Father, Hail Mary,
Grace before & after meals, Glory Be to the Father,
Guardian Angel Prayer, Morning Offering, Act of Contrition,
Mass Responses/Acclamations. |
|||||||||||||||||||||||||||||||||||||||||
Sacraments:
|
|||||||||||||||||||||||||||||||||||||||||
|
1. Name
and categorize the seven sacraments. (Initiation, Healing,
Vocation/Commitment) |
|||||||||||||||||||||||||||||||||||||||||
|
2.
Define
and recognize sacramental grace as Gods love and grace,
which comes to us through the sacraments |
|||||||||||||||||||||||||||||||||||||||||
|
3.
Recognize
that Baptism is the first Sacrament of Initiation. |
|||||||||||||||||||||||||||||||||||||||||
|
4.
Explain
that Baptism welcomes them into the Church. |
|||||||||||||||||||||||||||||||||||||||||
|
5.
Recognize the origin of original sin as presented in
the story of Adam and Eve. |
|||||||||||||||||||||||||||||||||||||||||
|
6.
Express that Holy Water and the Sign of the Cross
are reminders of their Baptism |
|||||||||||||||||||||||||||||||||||||||||
|
7.
Recognize that Baptism restores them to friendship
with Christ by removing original sin. |
|||||||||||||||||||||||||||||||||||||||||
|
8.
Relate that the Eucharist is one of the Sacraments
of Initiation. |
|||||||||||||||||||||||||||||||||||||||||
|
9.
Recognize that the Eucharist is the Body and Blood
of Jesus Christ. |
|||||||||||||||||||||||||||||||||||||||||
|
10.
Describe that the Eucharist helps them develop a
personal relationship with Jesus. |
|||||||||||||||||||||||||||||||||||||||||
|
11. Identify how at the Eucharist, Catholics remember
the life, death and resurrection of Jesus.
|
|||||||||||||||||||||||||||||||||||||||||
|
12.
Recognize
that Confirmation is one of the Sacraments of Initiation. |
|||||||||||||||||||||||||||||||||||||||||
|
13.
Recognize that the sacrament of Reconciliation
celebrates Gods forgiveness of sin.
|
|||||||||||||||||||||||||||||||||||||||||
|
14.
Recognize
the need for healing in themselves and others. |
|||||||||||||||||||||||||||||||||||||||||
|
15.
Identify the Sacrament of Reconciliation as a sign
of Gods mercy and love. |
|||||||||||||||||||||||||||||||||||||||||
|
16.
Recognize how Jesus helps them answer their call to
be holy through the sacraments.
|
|||||||||||||||||||||||||||||||||||||||||
|
17.
Recognize that they receive Jesus grace and
healing through the sacraments |
|||||||||||||||||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||||||||||||||||
|
|
|||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||