Core Learning Goals by Grade Level
Saint Jeanne de Lestonnac School implements a standards-based learning approach to the overall curriculum from Preschool through Eighth-grade ensuring that the current Schoolwide Learning Expectations (SLEs) align with the overall Learning Goals. The Learning Goals are based on Common Core State Standards, California State Standards, Diocesan Standards, as well as researched based standards including the California Preschool Learning Foundations, volume 1, 2, 3 for our Preschool and Prekindergarten levels. The curriculum is extensively articulated ensuring a continuum of content, backward oriented ensuring relevant assessments, and analyzed through a variety of components which allows for intervention on both a micro (learner) as well as macro (curricula-school) level.
The Six Tasks of Catechesis, as outlined in the United States Catholic Conference of Bishops' "National Directory for Catechesis," serve as a comprehensive guide for the faith formation of Catholics. Each task is essential in forming a mature Christian disciple. Based on these, here are learning goals and success criteria suitable for preschool:
|
KNOWLEDGE OF THE FAITH |
|
|---|---|
|
Learning Goals Description |
Success Criteria |
| Understand basic stories and characters from the Bible. |
Can retell simplified Bible stories. Recognizes key biblical characters like Jesus, Mary, and Joseph. |
|
LITURGICAL EDUCATION |
|
|---|---|
|
Learning Goals Description |
Success Criteria |
| Familiarize with basic components of the liturgy and church celebrations. |
Recognizes common objects used during Mass (like candles, altar, chalice). Participates in simple prayers and songs. Understands major church celebrations like Christmas and Easter. |
|
MORAL FORMATION |
|
|---|---|
|
Learning Goals Description |
Success Criteria |
| Begin to understand basic concepts of right and wrong. |
Demonstrates understanding of sharing, kindness, and love. Expresses regret or apologizes after making mistakes. Talks about ways to be helpful or kind to others. |
|
LEARNING TO PRAY |
|
|---|---|
|
Learning Goals Description |
Success Criteria |
| Learn the importance and basics of prayer. |
Can recite simple prayers like "Grace Before Meals" or "Our Father" with assistance. Expresses thankfulness or asks for help through words or drawings. Participates in moments of silence or reflection. |
| Communal Life | |
|---|---|
| Learning Goal Description | Success Criteria |
| Understand that the church is a family and community. |
Participates in group activities and discussions. Demonstrates understanding of working together and belonging. Shares experiences of attending church or religious celebrations with family. |
|
MISSIONARY DISCIPLESHIP AND SERVICE |
|
|---|---|
|
Learning Goals Description |
Success Criteria |
| Grasp the concept of sharing love and stories of faith with others. |
Talks about Jesus, God, or other biblical figures in their own words. Shows excitement or joy about religious celebrations or stories. Engages in acts of kindness or service, such as making cards for the sick or elderly. |
The Early Childhood Development Program concentrates on preparing students for mathematics through an immersive experiential curriculum. Students are encouraged to observe their environment and connect counting principles as well as attributes of shapes to their learning.
Learning Goals
Counting and Cardinality
Count 1-10 with accuracy.
Recognize and name of written numerals 0-10.
Identify, without counting, the number of objects in a collection of up to three objects.
Count up to five objects, using one-to-one correspondence (one object for each number word) with increasing accuracy.
Compare visually (with or without counting) two groups of objects that are obviously equal or nonequal and communicate, “more” or “same.”
Operations and Algebraic Thinking
Sort and classify objects by one attribute into two or more groups, with increasing accuracy.
Attempt to create a simple repeating pattern or participate in making one.
Measurement and Data
Describe attributes of objects and measurements.
Order objects by size.
Classify objects into categories.
Geometry
Identify simple two-dimensional shapes, such as a circle and square.
Use individual shapes to represent different elements of a picture or design.
Identify positions of objects and people in space, such as in/on/ under, up/down, and inside/outside.
Reading Literature
Key Ideas and Details (Reading Literature)
- With prompting identify characters in a story that has been read on a regular basis and answer questions or retell the story in own words.
Reading Informational Text
- Key Ideas and Details (Reading Informational Text)
- The learner will be able to comprehend the main idea behind literature.
Range of Reading (Informational Text)
- The learner will be able to engage in group reading activities.
Reading Foundational Skills
Print Concepts
- The learner can identify the correct position of books (where words and pictures can be read - not upside down.)
- The learner can point to letters and identify them with themselves or an object.
Phonics and Word Recognition
- The learner will recognize letter and through process of elimination will ultimately identify letters with personal identity.
- The learner will begin to recognize matching letters in their environment.
Writing
Production and Distribution of Writing
- The learner will begin writing skills by holding a writing tool with one hand.
- The learner will write squiggly lines in a linear motion.
- The learner will begin to associate themselves with the letters of their names
Speaking and Listening
- Comprehension and Collaboration
- The learner will listen through the duration of a story.
Language
- Conventions of Standard English
- The learner is able to communicate needs clearly.
- The learner should be able to speak clearly in native language.
- The learner can associate a topic with themselves. Child uses appropriate verbal and non-verbal language to many situations.
- The learner comprehends real time or fictional events and restate them as a narrative.
- The learner will continue to develop cognitive and communicative skills by stating their needs through language.
- The learner will be able to understand and use verbs indicating present, past, or progressive tense
Vocabulary Acquisition and Use
- The learner will be able to associate language with objects.
- The learner can elaborate on words into stating specifics within the same category.
- The learner will be able to identify positional objects or classification by specific category.
The Six Tasks of Catechesis, as outlined in the United States Catholic Conference of Bishops' "National Directory for Catechesis," serve as a comprehensive guide for the faith formation of Catholics. Each task is essential in forming a mature Christian disciple. Based on these, here are learning goals and success criteria suitable for prekindergarten:
|
KNOWLEDGE OF THE FAITH |
|
|---|---|
|
Learning Goals Description |
Success Criteria |
| Introduce students to God as a loving Creator and to basic Bible stories. |
Students can identify a Bible and mention that it's a special book. Students can retell a simple Bible story (e.g., Noah's Ark, Creation). Students recognize that God made everything around them. |
|
LITURGICAL EDUCATION |
|
|---|---|
|
Learning Goals Description |
Success Criteria |
| Familiarize students with basic elements of Mass and other church celebrations. |
Students can recognize and name some church symbols (e.g., cross, altar). Students participate in simple prayer activities. Students demonstrate basic behaviors of respect in church settings (e.g., genuflecting, making the sign of the cross). |
|
MORAL FORMATION |
|
|---|---|
|
Learning Goals Description |
Success Criteria |
| Help students understand basic concepts of right and wrong. |
Students can identify ways to be kind to others. Students show understanding of simple moral concepts like sharing and saying sorry. Students can mention a Bible story where a character made a good choice. |
|
LEARNING TO PRAY |
|
|---|---|
|
Learning Goals Description |
Success Criteria |
| Introduce students to simple prayers and the idea of talking to God. |
Students can recite a simple prayer (e.g., Grace Before Meals, "Thank you, God" prayer). Students demonstrate a respectful attitude during prayer time. Students can express in their own words a thanksgiving or request to God. |
| Communal Life | |
|---|---|
|
Learning Goals Description |
Success Criteria |
| Help students understand that they are part of a bigger community of believers. |
Students can name some church events or celebrations. Students show understanding of the idea of belonging (e.g., to a family, a church). Students participate in group activities with peers, reflecting the spirit of community. |
| MISSIONARY DISCIPLESHIP AND SERVICE | |
|---|---|
| Learning Goals Description | Success Criteria |
| Foster an understanding that we share God's love with others. |
Students can identify ways they can help others (e.g., sharing toys, comforting a sad friend). Students express gratitude for blessings and show a desire to share with others. Students participate in simple service activities (e.g., making a card for the sick). |
Prekindergarten builds on the skills mastered in Early Childhood (Preschool) continuing a concentration of preparing students for mathematics through an immersive experiential curriculum. Students are encouraged to observe their environment and connect counting principles as well as attributes of shapes to their learning.
Learning Goals
Counting and Cardinality
Count 1-10 with accuracy.
Recognize and name of written numerals 0-10.
Identify, without counting, the number of objects in a collection of up to three objects.
Count up to five objects, using one-to-one correspondence (one object for each number word) with increasing accuracy.
Compare visually (with or without counting) two groups of objects that are obviously equal or nonequal and communicate, “more” or “same.”
Operations and Algebraic Thinking
Sort and classify objects by one attribute into two or more groups, with increasing accuracy.
Attempt to create a simple repeating pattern or participate in making one.
Measurement and Data
Describe attributes of objects and measurements.
Order objects by size.
Classify objects into categories.
Geometry
Identify simple two-dimensional shapes, such as a circle and square.
Use individual shapes to represent different elements of a picture or design.
Identify positions of objects and people in space, such as in/on/ under, up/down, and inside/outside.
Reading Literature
Key Ideas and Details (Reading Literature)
With prompting identify characters in a story that has been read on a regular basis and answer questions or retell the story in own words.
Reading Informational Text
Key Ideas and Details (Reading Informational Text)
The learner will be able to comprehend the main idea behind literature.
Range of Reading (Informational Text)
The learner will be able to engage in group reading activities.
Reading Foundational Skills
Print Concepts
The learner can identify the correct position of books (where words and pictures can be read - not upside down.)
The learner can point to letters and identify them with themselves or an object.
Phonics and Word Recognition
The learner will recognize letter and through process of elimination will ultimately identify letters with personal identity.
The learner will begin to recognize matching letters in their environment.
Writing
Production and Distribution of Writing
The learner will begin writing skills by holding a writing tool with one hand.
The learner will write squiggly lines in a linear motion.
The learner will begin to associate themselves with the letters of their names
Speaking and Listening
Comprehension and Collaboration
The learner will listen through the duration of a story.
Language
Conventions of Standard English
The learner is able to communicate needs clearly.
The learner should be able to speak clearly in native language.
The learner can associate a topic with themselves. Child uses appropriate verbal and non-verbal language to many situations.
The learner comprehends real time or fictional events and restate them as a narrative.
The learner will continue to develop cognitive and communicative skills by stating their needs through language.
The learner will be able to understand and use verbs indicating present, past, or progressive tense
Vocabulary Acquisition and Use
The learner will be able to associate language with objects.
The learner can elaborate on words into stating specifics within the same category.
The learner will be able to identify positional objects or classification by specific category.
| Theme/Unit/Focus | Essential Question (Goal) | Critical Skills (Objectives) |
|---|---|---|
| Scientific Inquiry | How do we observe our environment? | Students should be able to identify different ways in which we depend on our environment via land and water resources. Students should also be able to appreciate the Earth, build awareness and take action. |
| Scientific Inquiry | What is weather and how does it change? | Students should be able to identify the different characteristics of weather throughout the different seasons. |
| (Earth Science) Day and Night | What is the difference between day and night? | Students should be able to recognize how the Earth rotates and revolves around the sun to create day and night. Students should also be able to identify why certain days are shorter or longer. |
| (Space Science) Planets | What are the planets in our Solar System? | Students should be able to identify the Solar System and the planets in it. |
| (Space Science) Moon | What is the Moon? | Students are able to recognize the moon and should be able to identify the four phases the moon surpasses every month. |
| (Space Science) Sun | What is the Sun and how does it help us? | Students should be able to identify the sun as a star. Students should also be able to recognize how the Sun (light and energy) help the Earth. |
| (Life Science) Human Body | What is our body and our senses? How do we take care of our body? | Student should be able to different parts of the body and our five senses. Students will also be able to identify and demonstrate healthy habits. |
| (Life Science) Seasons | What are the seasons? What are the changes that occur? | Students should be able to identify the characteristics of the four seasons. Students should also be able to identify changes. |
| (Life Science) Animals | How do we classify different types of animals? | Students should be able to identify the habitats and type of animal (reptile, mammal, fish etc) the corresponding animal is. |
| (Physical Science) Movement | What creates movement? What are magnets? | Students will be able to identify different ways that objects move from one place to another. Also be able to experiment with magnetic attraction. |
| (Physical Science) Sound | What creates sound? | Students will be able to identify that sound is created by a movement and create invisible waves. |
| (Physical Science) Float and Sink | What makes an object float or sink? | Students will be able to classify characteristics in objects what will have them float or sink in water. |
The Six Tasks of Catechesis, as outlined in the United States Catholic Conference of Bishops' "National Directory for Catechesis," serve as a comprehensive guide for the faith formation of Catholics. Each task is essential in forming a mature Christian disciple. Based on these, here are learning goals and success criteria suitable for kindergarten:
|
KNOWLEDGE OF THE FAITH |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
| Understand the basic stories and characters from the Bible and the main teachings of Jesus. |
Students can retell simple Bible stories like Noah's Ark, Adam and Eve, or the birth of Jesus. Students can identify key characters such as Jesus, Mary, Joseph, and Moses. Students recognize symbols associated with the faith, like the cross. |
|
LITURGICAL EDUCATION |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
| Participate in and recognize basic liturgical practices and celebrations. |
Students show reverence during prayer and quiet moments in class. Students can identify liturgical colors and their meanings. Students participate in liturgical celebrations like Christmas and Easter by singing songs, listening to stories, and creating art. |
|
MORAL FORMATION |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
|
Develop an understanding of right and wrong based on Christian teachings. |
Students can differentiate between good choices (e.g., sharing, kindness) and bad choices (e.g., hitting, lying). Students express sorry when they've made a wrong choice and show kindness to peers. Students retell stories from the Bible that highlight moral lessons. |
|
LEARNING TO PRAY |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
| Understand the importance of prayer as a way to talk to God and practice simple prayers. |
Students recite basic prayers such as the "Our Father" and "Hail Mary" with assistance. Students participate in morning prayers and mealtime blessings. Students demonstrate an understanding that prayer is a conversation with God. |
|
EDUCATION FOR COMMUNITY LIFE |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
| Recognize that we are all part of God's family and learn to work and play cooperatively with others. |
Students collaborate with peers during group activities and projects. Students understand that every classmate is a part of God's family. Students show respect and kindness to peers, adults, and their environment. |
|
MISSIONARY DISCIPLESHIP AND SERVICE |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
|
Develop an understanding that sharing love and kindness is part of their role as members of the faith community. |
Students participate in simple service projects like collecting food for the needy or making cards for the elderly. Students can articulate the importance of helping others. Students demonstrate acts of kindness and share stories of faith with family and friends. |
| Counting and Cardinality | |
|---|---|
| Learning Goals | Success Criteria |
|
Understand the relationship between numbers and quantities. Count to tell the number of objects. Compare numbers. |
Can count to 100 by ones and by tens. Can count forward from a given number within the known sequence. Understand the last number name said represents the number of objects counted. Can compare two numbers between 1 and 10 presented as written numerals. |
| Operations and Algebraic Thinking | |
|---|---|
| Learning Goals | Success Criteria |
|
Understand addition as putting together and adding to. Understand subtraction as taking apart and taking from. |
Represent addition and subtraction with objects, fingers, drawings, sounds, etc. Solve addition and subtraction word problems within 10 using objects or drawings. Decompose numbers less than or equal to 10 in more than one way. |
| Number and Operations in Base Ten | |
|---|---|
| Learning Goals | Success Criteria |
| Work with numbers 11-19 to build a foundation for place value. |
Can compose and decompose numbers from 11 to 19 into ten ones and some further ones. Understand that these numbers are composed of ten ones and one, two, three, four, …, or nine ones. |
| Measurement and Data | |
|---|---|
| Learning Goals | Success Criteria |
|
Describe and compare measurable attributes. Classify objects and count the number of objects in each category. |
Directly compare two objects based on attributes (e.g., length and weight). Can classify objects into given categories and count the numbers in each category. |
| Geometry | |
|---|---|
| Learning Goals | Success Criteria |
|
Identify and describe shapes. Analyze, compare, create, and compose shapes. |
Can describe objects in the environment using names of shapes. Can identify shapes as two-dimensional (lying in a plane) or three-dimensional (solid). Analyze and compare two- and three-dimensional shapes in various sizes and orientations. Model shapes in the world by building shapes and drawing shapes. |
Reading Literature
Key Ideas and Details (Reading Literature)
- Ask and answer questions about text.
- Retell stories.
- Identify characters,¸settings and major events in a story.
Craft and Structure (Reading Literature)
- Ask questions about unknown words and answer questions about unknown words
- Recognize types of texts.
- Name the author of a story and illustrator of a story.
Integration of knowledge and ideas (Reading Literature)
- Describe the relationship between illustrations and the story.
- Compare and contrast experiences of characters.
Range of Reading (Literature)
- Engage in group reading activities.
Reading Informational Text
Key Ideas and Details (Reading Informational Text)
- Ask questions about text and answer questions about text.
- Identify the main topic of a text and retell key details of a text.
- Describe the connection between pieces of information in text.
Craft and Structure (Reading Informational Text)
- Ask questions about unknown words and answer questions about unknown words.
- Identify the parts of a book.
- Name the author of a text and the illustrator of a text.
Integration of knowledge and ideas (Reading Informational Text)
- Describe the relationship between illustrations and the text.
- Identify reasons that support points in a text.
- Compare two texts.
Range of Reading (Informational Text)
- Engage in group reading activities.
Reading Foundational Skills
Print Concepts
- Follow words.
- Recognize spoken words in written language.
- Recognize uppercase and lowercase letters and name letters of the alphabet.
Phonological Awareness
- Recognize rhyming words and produce rhyming words.
- Count syllables in spoken words. Blend syllables in spoken words. Segment syllables in spoken words.
- Blend onsets and rimes and segment onsets and rimes.
- Isolate initial sounds and medial vowel sounds. Isolate final sounds.
- Add sounds to make new words. Substitute sounds to make new words.
Phonics and Word Recognition
- Produce the sound of each consonant. Spell words with long vowel sounds and words with short vowel sounds. Read high-frequency words. Distinguish between similarly spelled words.
- Produce the sound of each consonant.
- Spell words with long vowel sounds and words with short vowel sounds.
- Read high-frequency words.
- Distinguish between similarly spelled words.
Fluency
- Read text with purpose and understanding.
Writing
Text Type and Purpose
- Compose opinion pieces.
- Compose informative texts and explanatory texts.
- Compose a narrative.
Production and Distribution of Writing
- Add details to strengthen writing.
- Use digital tools to produce publish writing.
Research to Build and Present Knowledge
- Participate in shared research and writing projects.
- Recall information from experiences and gather information from sources to answer a question.
Speaking and Listening
Comprehension and Collaboration
- Follow rules for discussions.
- Continue a conversation.
- Ask questions about oral text and answer questions about oral text.
- Ask and answer questions to seek help, to get information and answer questions to clarify something.
Presentation of Knowledge and Ideas
- Describe familiar people, familiar places, things and events.
- Add drawings to descriptions and visual displays to descriptions.
- Express thoughts feelings and ideas clearly.
Language
Conventions of Standard English
- Print upper-and lowercase letters.
- Use nouns and verbs.
- Form plural nouns.
- Use question words.
- Use prepositions.
- Produce complete sentences and expand complete sentences.
- Capitalize the first word in a sentence and pronoun.
- Recognize and name end punctuation.
- Write letters for consonant and vowel sounds.
- Spell simple words.
Vocabulary Acquisition and Use
- Determine the meaning of multiple-meaning words.
- Identify new meanings for words.
- Use inflections and affixes to figure out the meaning of words.
- Sort objects into categories.
- Describe verbs and adjectives using opposites.
- Identify connections among words and their use.
- Distinguish shades of meaning between verbs.
- Use new words you hear and read.
EARTH'S SYSTEMS
Use and share observations of local weather conditions to describe patterns over time. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
EARTH AND HUMAN ACTIVITY
Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
FROM MOLECULES TO ORGANISMS: STRUCTURES AND PROCESSES
Use observations to describe patterns of what plants and animals (including humans) need to survive.
MOTION AND STABILITY: FORCES AND INTERACTIONS
Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.
ENERGY
Make observations to determine the effect of sunlight on Earth’s surface. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.
ENGINEERING DESIGN
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
The Six Tasks of Catechesis, as outlined in the United States Catholic Conference of Bishops' "National Directory for Catechesis," serve as a comprehensive guide for the faith formation of Catholics. Each task is essential in forming a mature Christian disciple. Based on these, here are learning goals and success criteria suitable for first graders:
|
KNOWLEDGE OF THE FAITH |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
| Understand basic stories from the Bible and the teachings of Jesus. |
Recalls and retells three key Bible stories. Identifies Jesus as the Son of God who loves and teaches us the story of Creation. |
|
LITURGICAL EDUCATION |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
| Recognize the significance of Mass and its main components. |
Lists the main parts of the Mass (e.g., Liturgy of the Word, Liturgy of the Eucharist).
|
|
MORAL FORMATION |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
| Understand basic concepts of right and wrong based on Jesus's teachings. |
Describes ways to show love and kindness to others. Recognizes the importance of saying sorry and seeking forgiveness. |
|
LEARNING TO PRAY |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
|
Know and recite basic prayers and understand the value of talking to God. |
Recites prayers such as the "Our Father" and "Hail Mary". Expresses personal feelings or wishes in a simple prayer. |
|
EDUCATION FOR COMMUNITY LIFE |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
| Understand the importance of community and working together in love and harmony. |
Names and describes roles of different members in the Church (e.g., priest, nun, parishioners).
|
|
MISSIONARY DISCIPLESHIP AND SERVICE |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
|
Recognize the importance of sharing God's love with others. |
Describes ways they can share God's love in their daily life (e.g., helping a friend, being kind to family members).
|
| Operations and Algebraic Thinking | |
|---|---|
| Learning Goal | Success Criteria |
| Students will understand addition and subtraction within 20 to solve word problems and to add and subtract within 10 with fluency. |
Students can use objects, drawings, and equations to represent a word problem. Students can solve word problems that involve adding and subtracting within 20. Students can demonstrate fluency for addition and subtraction within 10. |
| Number and Operations in Base Ten | |
|---|---|
| Learning Goal | Success Criteria |
| Students will understand place value and properties of operations to add and subtract. |
Students can count to 120, starting at any number. Students understand the two digits of a two-digit number represent tens and ones. Students can use strategies such as counting on and making ten to add and subtract within 100. |
| Measurement and Data | |
|---|---|
| Learning Goal | Success Criteria |
| Students will measure lengths indirectly and by iterating length units, and will organize and interpret data. |
Students can order three objects by length. Students can use non-standard units to measure the length of an object. Students can represent and interpret data using charts and graphs. |
| Geometry | |
|---|---|
| Learning Goal | Success Criteria |
| Students will identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). |
Students can identify and name shapes based on their characteristics. Students can describe differences between two-dimensional and three-dimensional shapes. Students can build and draw shapes to possess defining attributes. |
The Six Tasks of Catechesis, as outlined in the United States Catholic Conference of Bishops' "National Directory for Catechesis," serve as a comprehensive guide for the faith formation of Catholics. Each task is essential in forming a mature Christian disciple. Based on these, here are learning goals and success criteria suitable for second graders:
|
KNOWLEDGE OF THE FAITH |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
|
Students will understand foundational Christian beliefs. |
Students can name and describe key events in the life of Jesus. Students can identify major stories from the Old and New Testament. Students can explain the concept of the Holy Trinity. |
|
LITURGICAL EDUCATION |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
| Students will recognize the importance of Christian celebrations and liturgical events. |
Students can name and explain the significance of major Christian holidays (e.g., Easter, Christmas). Students understand the structure and purpose of the Mass. Students can demonstrate appropriate behavior and participation during liturgical celebrations. |
|
MORAL FORMATION |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
| Students will understand basic Christian morals and how they apply to daily life. |
Students can list the Ten Commandments and discuss their importance. Students can give examples of choices that align with Christian teachings. Students recognize the importance of confession and repentance. |
|
LEARNING TO PRAY |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
|
Students will understand the importance of prayer in the Christian life. |
Students can recite basic prayers (e.g., Our Father, Hail Mary). Students understand different forms of prayer (e.g., praise, thanksgiving, intercession). Students can articulate why Christians pray and demonstrate a personal habit of prayer. |
|
EDUCATION FOR COMMUNITY LIFE |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
| Students will understand the importance of community in the Christian life. |
Students can describe ways they can participate in their church or faith community. Students recognize the significance of being part of the Body of Christ. Students can name Christian values that support communal life (e.g., love, forgiveness, service). |
|
MISSIONARY DISCIPLESHIP AND SERVICE |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
| Students will understand the Christian call to evangelize and serve others. |
Students can share stories of Jesus and his teachings with peers. Students recognize the importance of showing love and kindness to all people, both in word and action. Students can name and describe basic Christian missionary figures or saints. |
| Operations and Algebraic Thinking | |
|---|---|
| Learning Goals | Success Criteria |
| Understand the concept of addition and subtraction. |
The student can fluently add and subtract within 20 using mental strategies. The student can demonstrate that addition and subtraction are related operations. The student can use addition to determine the total number of objects arranged in rectangular arrays. |
| Work with equal groups of objects to gain foundations for multiplication. |
The student can determine whether a group of objects (up to 20) has an odd or even number. The student can pair objects to demonstrate even numbers. The student understands that odd numbers have one unpaired object. |
| Number and Operations in Base Ten | |
|---|---|
| Learning Goal | Success Criteria |
| Understand place value. |
The student can read and write numbers to 1000 using base-ten numerals, number names, and expanded form. The student can compare two three-digit numbers based on the meanings of hundreds, tens, and ones digits. The student can use place value understanding to add and subtract within 1000. |
| Measurement and Data | |
|---|---|
| Learning Goals | Success Criteria |
| Measure and estimate lengths in standard units. |
The student can select appropriate tools (like rulers, yardsticks, meter sticks, and measuring tapes) to measure lengths. The student can measure the length of an object twice using different units and compare the measurements. The student can estimate lengths using different units. |
| Relate addition and subtraction to length |
The student can use addition and subtraction to solve word problems involving lengths. The student can represent whole numbers on a number line diagram and use it to solve problems. |
| Geometry | |
|---|---|
| Learning Goals | Success Criteria |
| Describe and analyze shapes. |
The student can identify and draw shapes having specified attributes, such as a given number of angles or sides. The student can partition a rectangle into rows and columns of same-size squares and count to find the total number. The student can partition circles and rectangles into two, three, or four equal shares and describe them using words like halves, thirds, and fourths. |
The Six Tasks of Catechesis, as outlined in the United States Catholic Conference of Bishops' "National Directory for Catechesis," serve as a comprehensive guide for the faith formation of Catholics. Each task is essential in forming a mature Christian disciple. Based on these, here are learning goals and success criteria suitable for third graders:
|
KNOWLEDGE OF THE FAITH |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
|
Students will understand the core beliefs and teachings of the Catholic faith. |
Students can list and explain the key components of the Apostles' Creed. Students can identify major biblical stories that are foundational to the faith. Students can explain why we believe in the Trinity. |
|
LITURGICAL EDUCATION |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
|
Students will understand the significance and purpose of the liturgy and sacraments. |
Students can name the seven sacraments and describe their purpose. Students can identify the primary parts of the Mass and explain their significance. Students participate reverently during prayer and liturgical celebrations. |
|
MORAL FORMATION |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
| Students will grasp the basic moral teachings of the Church and how they guide us in making good decisions. |
Students can differentiate between a venial and mortal sin. Students can name the Ten Commandments and provide examples of how they guide behavior. Students discuss and provide examples of how to practice virtues in daily life. |
|
LEARNING TO PRAY |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
| Students will develop a foundational understanding of Catholic prayers and the importance of personal and communal prayer in the life of a believer. |
Students can recite core Catholic prayers such as the Our Father, Hail Mary, and Glory Be. Students understand the purpose of and can participate in the Rosary. Students can explain the significance of personal and communal prayer. |
|
EDUCATION FOR COMMUNITY LIFE |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
| Students will recognize the importance of community within the Church and the call to serve others. |
Students can describe why being part of a community is essential in Catholic teaching. Students can give examples of how they can participate in and contribute to their parish community. Students understand and can provide examples of the Works of Mercy. |
|
MISSIONARY DISCIPLESHIP AND SERVICE |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
| Students will understand the Church's mission to evangelize and their role in spreading the Good News. |
Students can explain what it means to evangelize and why it's important. Students can give examples of saints who were great evangelizers. Students can discuss ways they can share their faith with others in their everyday lives. |
The Six Tasks of Catechesis, as outlined in the United States Catholic Conference of Bishops' "National Directory for Catechesis," serve as a comprehensive guide for the faith formation of Catholics. Each task is essential in forming a mature Christian disciple. Based on these, here are learning goals and success criteria suitable for fourth graders:
|
KNOWLEDGE OF THE FAITH |
|
|---|---|
|
Learning Goals Description |
Success Criteria |
| Students will understand key stories from the Bible and the basic tenets of the Catholic faith. |
Students can retell at least three Bible stories. Students can list the Ten Commandments. Students can describe the Holy Trinity. |
|
LITURGICAL EDUCATION |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
| Students will recognize the structure and significance of the Mass. |
Students can identify and explain the main parts of the Mass (Liturgy of the Word, Liturgy of the Eucharist). Students can describe the liturgical year and name its primary seasons. |
|
MORAL FORMATION |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
| Students will understand the importance of making moral decisions and living according to God's law. |
Students can differentiate between right and wrong using scenarios. Students can explain why it's essential to ask for forgiveness and the concept of reconciliation. |
|
LEARNING TO PRAY |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
| Students will deepen their relationship with God through personal and communal prayer. |
Students can recite key Catholic prayers (e.g., Our Father, Hail Mary). Students can explain why prayer is essential. Students demonstrate an understanding of different forms of prayer (e.g., praise, thanksgiving, petition). |
|
EDUCATION FOR COMMUNITY LIFE |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
| Students will understand the importance of community within the Church and how to be active participants. |
Students can explain the importance of the Church community. Students can describe ways they can contribute to their parish or school community. Students demonstrate understanding and respect for diverse roles within the Church (e.g., laity, clergy, religious). |
|
MISSIONARY DISCIPLESHIP AND SERVICE |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
| Students will recognize their role as young disciples called to share the Good News. |
Students can identify ways to be a good example of faith in their daily lives. Students can share stories of saints and missionaries as examples of faith in action. Students can describe ways to help others, both within their communities and globally. |
The Six Tasks of Catechesis, as outlined in the United States Catholic Conference of Bishops' "National Directory for Catechesis," serve as a comprehensive guide for the faith formation of Catholics. Each task is essential in forming a mature Christian disciple. Based on these, here are learning goals and success criteria suitable for fifth graders:
|
KNOWLEDGE OF THE FAITH |
|
|---|---|
|
Learning Goals Description |
Success Criteria |
| Understand the core beliefs of the Catholic faith. |
Can name and describe the three Persons of the Holy Trinity. Can explain the significance of the sacraments in Catholic life. Recognize key stories and figures from the Old and New Testaments. |
|
LITURGICAL EDUCATION |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
| Recognize the importance and structure of the Mass. |
Can explain the purpose of the main parts of the Mass (Liturgy of the Word and Liturgy of the Eucharist). Understands the Church's liturgical year, including major seasons like Advent, Lent, and Easter. Participates actively and reverently in liturgical celebrations. |
|
MORAL FORMATION |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
| Understand the importance of living a moral life guided by the Ten Commandments and the Beatitudes. |
Can list the Ten Commandments and give a basic understanding of each. Demonstrates understanding of right from wrong in various scenarios. Reflects on personal actions and seeks to make amends when having made wrong choices. |
|
LEARNING TO PRAY |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
| Understand and participate in various forms of Catholic prayer. |
Can recite common Catholic prayers (e.g., Our Father, Hail Mary, Glory Be). Understands the value of personal prayer and takes time for reflection. Participates in group prayers and liturgical celebrations with reverence. |
|
EDUCATION FOR COMMUNITY LIFE |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
| Appreciate the importance of community in the Church and its role in our faith life. |
Engages in class or parish activities and projects. Shows respect and kindness to peers, understanding the value of each person as part of God's family. Recognizes the importance of the Church community in supporting one's faith journey. |
|
MISSIONARY DISCIPLESHIP AND SERVICE |
|
|---|---|
|
Learning Goals Description |
Success Criteria |
| Understand the call to be a missionary disciple and spread the Good News. |
Can explain in simple terms what it means to be a disciple of Jesus. Demonstrates kindness and love to others, reflecting Jesus's teachings. Participates in activities or projects that help spread the love of God to others (e.g., service projects, acts of kindness). |
The Six Tasks of Catechesis, as outlined in the United States Catholic Conference of Bishops' "National Directory for Catechesis," serve as a comprehensive guide for the faith formation of Catholics. Each task is essential in forming a mature Christian disciple. Based on these, here are learning goals and success criteria suitable for sixth graders:
|
KNOWLEDGE OF THE FAITH |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
| Students will deepen their understanding of the core beliefs of the Catholic faith. |
Students can recount major Biblical stories and their significance. Students can list and explain the main articles of the Apostles’ Creed. Students recognize the connection between Scripture and Tradition in the Church. |
|
LITURGICAL EDUCATION |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
| Students will grasp the significance of the sacraments and the liturgical life of the Church. |
Students can explain the meaning and importance of each of the seven sacraments. Students recognize the liturgical calendar and can describe the significance of different liturgical seasons. Students can actively participate in the Mass, recognizing its main parts and their meanings. |
|
MORAL FORMATION |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
| Students will understand the moral teachings of the Church and its implications for daily life. |
Students can explain the Ten Commandments and the Beatitudes and how they guide moral living. Students recognize the importance of conscience formation and can give examples of how to make moral choices. Students can discuss real-life scenarios and identify morally right actions based on Church teachings. |
|
LEARNING TO PRAY |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
| Students will develop a personal and communal relationship with God through various forms of prayer. |
Students can list and practice different forms of prayer (e.g., petition, thanksgiving, adoration, and contrition). Students recognize the importance of personal and communal prayer in the life of a Catholic. Students can recite traditional Catholic prayers, such as the Our Father, Hail Mary, and the Rosary. |
|
EDUCATION FOR COMMUNITY LIFE |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
| Students will understand and appreciate the value of community within the Church and society. |
Students can explain the concept of the "Body of Christ" and how each member contributes to the community. Students recognize the importance of service and can list ways they can contribute to their parish or local community. Students understand the concept of unity and diversity within the Catholic Church. |
|
MISSIONARY DISCIPLESHIP AND SERVICE |
|
|---|---|
|
Learning Goals Description |
Success Criteria |
| Students will recognize their call to evangelize and share the Good News of Jesus Christ with others. |
Students can articulate the Gospel message in their own words. Students recognize their role as disciples and can discuss ways they can be witnesses of the faith in their daily lives. Students understand the concept of missions and can list ways the Church reaches out to evangelize. |
| Ratios and Proportional Relationships (RP) - Understand ratio concepts and use ratio reasoning to solve problems. | |
|---|---|
| Learning Goals | Success Criteria |
| Interpret ratios of two quantities. | |
| Calculate unit rates. | |
| Use ratio and rate reasoning to solve real-world and mathematical problems | |
| Solve problems involving proportional relationships. | |
| Solve unit rate problems. | |
| Find a percent of a quantity. | |
| Use proportion to convert units. |
| The Number System (NS) - Apply and extend previous understandings of multiplication and division to divide fractions by fractions. | |
|---|---|
| Learning Goal | Success Criteria |
| Divide fractions. Solve fraction word problems using division. |
| The Number System (NS) - Compute fluently with multi-digit numbers and find common factors and multiples. | |
|---|---|
| Learning Goals | Success Criteria |
| Divide multi-digit numbers. | |
| Add and subtract, multiply and divide multi-digit decimals. | |
| Find the greatest common factor of two whole numbers. Find the least common multiple of two whole numbers. Express a sum of two whole numbers using the distributive property. |
| The Number System (NS) - Apply and extend previous understandings of numbers to the systems of rational numbers. | |
|---|---|
| Learning Goals | Success Criteria |
| Represent quantities using positive and negative numbers. | |
| Understand a rational number as a point on the number line. | |
| Identify opposite numbers on the number line | |
| Identify the location of an ordered pair. | |
| Plot ordered pairs | |
| Demonstrate ordering and absolute value of rational numbers. | |
| Interpret inequalities using a number line. | |
| Interpret absolute values. | |
| Compare absolute values. | |
| Solve problems by graphing ordered pairs in four quadrants. |
| Expressions and Equations (EE) - Apply and extend previous understanding of arithmetic to algebraic expressions. | |
|---|---|
| Lerning Goals | Success Criteria |
| Write numerical expressions involving exponents. Evaluate numerical expressions involving exponents. | |
| Write algebraic expressions. | |
| Identify the parts of an expression. | |
| Evaluate algebraic expressions. | |
| Generate equivalent expressions by applying the properties of operations. | |
| Identify equivalent expressions. |
| Expressions and Equations (EE) - Reason about and solve one-variable equations or inequalities. | |
|---|---|
| Learning Goals | Success Criteria |
| Verify the solution to an equation and an inequality. | |
| Write algebraic expressions from word problems. | |
| Solve equations. | |
| Write an inequality. |
| Expressions and Equations (EE) - Represent and analyze quantitative relations between dependent and independent variables. | |
|---|---|
| Learning Goal | Success Criteria |
| Write equations with independent and dependent variables. |
| Geometry (G) - Solve real-world and mathematical problems involving area, surface area, and volume. | |
|---|---|
| Learning Goals | Success Criteria |
| Calculate area by decomposing a polygon. Calculate area by composing a polygon | |
| Find the volume of a rectangular prism. | |
| Draw polygons in the coordinate plane. | |
| Calculate surface area using nets. |
| Statistics and Probability (SP) - Develop understanding of statistical variability. | |
|---|---|
| Identify statistical questions | |
| Describe the distribution of a data set. | |
| Recognize a measure of center and a measure of variation for a numerical data set. |
| Statistics and Probability (SP) - Summarize and describe distributions. | |
|---|---|
| Learning Goals | Success Criteria |
| Graph numerical data on a number line. | |
| Summarize numerical data sets in relation to their context. |
| Key Ideas and Details (Literature) | |
|---|---|
| Learning Goals | Success Criteria |
| Cite textual evidence to support analysis of what the text says explicitly. Cite textual evidence to support inferences. | Find examples from the story to support an anlaysis of what is happening., Present or explain your understanding of the story with examples of what is happening., Write examples from the story as text evidence to support what is happening. |
| Determine a theme through details in the text. Provide a summary of a text. | Identify the theme of a story with details from the text., Reenact or illustrate the theme of the story with a skit or pictures that represent what has happened., Comment on the theme of the story based on details that support it. |
| Describe plot and how characters respond or change. | Paraphrase the plot and how characters respond or change., Break down/act out/sketch the plot and how characters respond or change., Criticize or defend what happens in the plot and how characters respond or change. |
| Craft and Structure (literature) | |
|---|---|
| Learning Goals | Success Criteria |
| Determine the figurative amd connotative meaning of words and phrases. Analyze the impact of a specific word choice on meaning and on tone. | Locate words and phrases that have multiple meanings., Determine the figurative meaning of words, as well as what other messages might be hinted at, based on how they are used in the selection., Break down the author's choice of words, and analyze the impact they have on the overall meaning, as well as the tone that comes across as a result of their use. |
| Analyze how a particular sentence or chapter contributes to the development of theme, setting, or plot. Analyze how a particular scene contributes to the development of theme, setting, or plot. Analyze how a particular stanza contributes to the development of theme, setting, or plot. | Find significant/important sentences, scenes, or stanzas that contribute to the development of theme, setting, or plot., Chart the examples, according to when they appear in the selection, and explain how their placement contributes to the theme, setting, or plot., Compose a piece of writing that validates how examples from the text contibute to the theme, setting, and plot. |
| Explain how an author develops the point of view of the narrator or speaker in a text. | Identify the point of view of the story., Chart how the author develops the point of view, by organizing events in sequential order., Defend or criticize the author's point of view with personal examples or examples from the text. |
| Integration of knowledge and ideas (Literature) | |
|---|---|
| Learning Goals | Success Criteria |
| Compare and contrast the experience of reading a story to the audio or video version. | Compare and contrast the experience of reading a story to the audio or video version., Reenact a similar version of the story and compare/contrast it to what is seen or heard when watched or listened to., Create your own version of the story by writing and directing it, then compare/contrast it to what is seen or heard when reading, listening to, or watching another version. |
| Compare and contrast texts in different genres. | Identify different genres of different texts and compare/contrast their approach to similar themes and topics., Interview classmates to gather information and opinions about the different themes and topics and how these are revealed to an audience., Write a compare and contrast essay that comments on the similarities and differences of texts in different genres and how similar themes and topics are presented. |
| Key Ideas and Details (Informational Text) | |
|---|---|
| Learning Goals | Success Criteria |
| Cite textual evidence to support analysis of what the text says explicitly. Cite textual evidence to support inferences. | Find examples from the story to support an analysis of what is happening., Present/Explain your understanding of the story with examples of what is happening., Write examples from the story as text evidence to support what is happening. |
| Determine the central idea of a text. Provide an accurate summary of the text. | Identify the main idea of the selection and summarize events that occur., Act out, illustrate, or present the main idea of the selection and events that occur. 3) Predict what will occur as a result of the main idea and collaborate with classmates to solve potential problems posed in the selection. |
| Analyze how an individual an event and an idea is introduced, illustrated, and elaborated in text. | Locate key individuals, events, and ideas in the selection., Explain strategies used for how the individuals, events, and ideas are introduced to the reader and developed as the story continues., Comment on the author's strategies as effective or ineffective and devise suggestions of your own. |
| Craft and Structure (informational Text) | |
|---|---|
| Learning Goals | Success Criteria |
| Determine the figurative, connotative and technical meanings of words and phrases. | Locate words and phrases that might have multiple meanings., Determine the figurative and technical meanings of words as well as what might be hinted at, based on how they are used in the selection., Defend your position with evidence from the text. |
| Analyze how a particular sentence, paragraph, chapter, or section fits into the structure of a text. Analyze how the overall structure contributes to the developmentof the ideas. | 1) Identify important sentences, paragraphs, or chapters of a text. 2) Chart the placement of these sentences, paragraphs, and chapters according to the development of the story, and explain how their placement affects what occurs. 3) Collaborate with peers to compose an argument that defends how the overall srtucture contributes to the development of the ideas. |
| Determine an author’s point of view and purpose. | 1) Identify the author's opinion or point of view. 2) Choose examples from the text that support the author's opinion or point of view. 3) Reflect and write about the author's purpose, based on examples presented in the text. |
| Integration of knowledge and ideas (Informational TExt) | |
|---|---|
| Learning Goals | Success Criteria |
| Integrate information presented in different media or formats. | 1) Find two different forms of media (like a book and a video) to work with that represent the same topic with similar information. 2) Prepare and present your findings in visual format to show your understanding of the topic. 3) Create your own version of the information, using both visual and written elements for your audience, in order to show your understanding of the topic. |
| Evaluate an author’s argument and claim. | 1) Identify specific claims made by the author and evidence that supports those claims. 2) Distinguish which claims are supported by reason and which ones are not. 3) Evaluate and write a review/editorial that validates or crticizes the author's claim. |
| Compare and contrast presentations of events by two authors. | 1) Compare and contrast (brainstorm) one author's presentation of events with another author's presentation of the same events. 2) Choose two different styles (like memoir and biography) written about the same event or person by two different people and mind-map/distinguish your findings. 3) Create a compare and contrast activity that measures your research against your peers. |
| Writing - Text Type and Purpose | |
|---|---|
| Learning Goals | Success Criteria |
| Write an argument. | 1) Google a list of arguments. 2) Choose an argument that appeals to you. 3) Write your own argument, with similar characteristics of the example you chose. |
| Introduce claim(s) and organize the evidence that supports the claims. | 1) Search for different claims on an assigned topic. 2) Organize the evidence found about the topic that supports the claims. 3) Write an essay that intorduces nad supports the claims. |
| Support claim(s) with relevant evidence. | 1) Find evidence that supports your claim. 2) Sructure your evidence, according to its strength. 3) Write evidence that supports your claim. |
| Clarify the relationships between the claim(s) and the evidence. | 1) Identify and memorize transitional words and phrases. 2) Integrate those words and phrases into a paragraph that needs them. 3) Write your own paragraph that includes transitional words and phrases. |
| Write in a formal style. | 1) Memorize the characteristics of a formal writing style. 2) Draft or prepare a piece of writing that integrates characteristics of a formal writing style. 3) Compose a piece, written completely in formal style. |
| Provide a conclusion. | 1) Compare/contrast peer examples of conclusions with your own. 2) Explain your conclusion to the class. 3) Write your own conclusion that supports the argument presented. |
| Write informative and explanatory text. | 1) Search for a topic that is informative and/or explanatory and paraphrase it. 2) Choose a topic that appeals to you, and gather/list information that you find on that topic. 3) Write your own informative or explanatory piece that gives general information or explains how something is organized. |
| Introduce a topic and organize the ideas that support the topic. | 1) Search for a topic. 2) Organize ideas and information through defining, classifying, comparing/contrasting, and showing cause/effect. Include formatting (like headings and charts). 3) Write about your topic, composing an introduction that leads to supporting ideas. |
| Develop the topic with relevant information. | 1) Search for a topic of interest and retrieve information about the topic. 2) Examine and build on the topic with facts, concrete details, quotes and other examples that apply to it. 3) Write about the topic, using information gathered. |
| Use transitions to clarify the relationships between the topic and the ideas. | 1) Identify and memorize transitional words and phrases. 2) Integrate those words and phrases into a paragraph that needs them. 3) Write your own paragraph that includes transitional words and phrases. |
| Use precise language. | 1) Find words specific to the topic. 2) Explain the meaning of specific words, using them correctly to further inform the reader. 3) Write pieces that include specific words, related to the topic. |
| Write in a formal style. | 1) Memorize the characteristics of a formal writing style. 2) Draft or prepare a piece of writing that integrates characteristics of a formal writing style. 3) Compose a piece, written completely in formal style. |
| Provide a conclusion. | 1) Compare/contrast peer examples of conclusions with your own. 2) Explain your conclusion to the class. 3) Write your own conclusion that supports the argument presented. |
| Write a narrative. | 1) Brainstorm about narratives and their characteristics, using classroom examples or researched ones. 2) Use graphic organizers to chart sequence of events, characters, plot, setting (and possibly theme), including some details important to the story. 3) Write a narrative that develops a real or imagined experience, including characters, setting, plot, and theme (if possible). |
| Establish a context. Introduce a narrator and characters. Sequence the events. | 1) Define context and give examples from prior knowledge, research. or classroom examples. 2) Determine the context of your narrative by mind mapping a narrator and characters. Use a graphic organizer to chart the plot with a sequence of events (including begiining, middle, and end (rising action, turning point, falling action...?) 3)Write a narrative that includes characters and plot in a certain context and also flows realistically. |
| Use narrative techniques to develop events and characters. | 1) Define narrative techniques like dialogue, pacing, and description and find examples from personal or classroom experience. 2) Draft your own examples of these techniques and explain your thinking to a classmate. 3) Collaborate with peers to review each other's examples, and comment on the effectiveness of the techniques on developing events and characters. |
| Use transition words and phrases to convey sequence and time frame. | 1) Identify and memorize transitional words and phrases. 2) Integrate those words and phrases into a paragraph that needs them. 3) Write your own paragraph that includes transitional words and phrases. |
| Use precise, relevant, and sensory language. | 1) List and define words and phrases that are considered descriptive and use the sesnses. 2) Integrate those words and phrases into examples that present sensory experiences or events. 3) Write a narrative piece that uses precise, relevant, and sensory language to enhance specific experiences and events. |
| Provide a conclusion. | 1) List examples of narrated conclusions. 2) Explain your reasoning for choosing certain conclusions. 3) Write your own conclusion that flows from narrated experiences or events. |
| Writing - Production and Distribution of Writing | |
|---|---|
| Learning Goals | Success Criteria |
| Produce clear and coherent writing. | 1) Find examples of clear and coherent writing, with development, organization, and style that fit appropriate task, purpose and audience. 2) Present your findings to classmates. 3) Write your own piece that models clear and coherent examples of development, organization, and style and is also appropriate to task, purpose, and audience. |
| Plan, revise, edit and rewrite written text. | 3) Collaborate with peers and adults to strengthen writing by planning, revising, editing, and rewriting your piece. |
| Produce and publish writing using technology. Use keyboarding skills on various devices. | 1) Brainstorm ideas for writing using technology. 2) Present your ideas to classmates. 3) Collaborate with classmates and use keyboarding skills on various devices to type required amount in a single sitting. (???) |
| Writing - Research to Build and Present Knowledge | |
|---|---|
| Learning Goals | Success Criteria |
| Conduct short research projects to answer a question. | 1) Google information about various topics that ask specific questions. 2) Choose a topic, research and present your findings to classmates, along with interating sources into the process. 3) Write about your topic, following resarch to answer a question. |
| Gather relevant information from multiple sources. Provide basic bibliographic information for sources. | 1) Gather / bullet point information that applies to your topic from several sources. 2) Paraphrase or quote the information, avoiding plagiarism. 3) Post bibliographic information for your sources. |
| Draw evidence from literary or informational texts to support analysis, reflection, and research. | 1) Define evidence, analysis, reflection, and research. 2) Chart examples of each from literary or informational texts. 3) Create your own examples that show your understanding of the terms. |
| Speaking and Listening - Comprehension and Collaboration | |
|---|---|
| Learning Goals | Success Criteria |
| Prepare for a discussion. | 1) Come prepared to class ready to participate in discussion about the topic, by reading and referrning to examples that show evidence of your belief. 2) Present / share your ideas with classmates. 3) Reflect on and respond to ideas through collaboration and evaluation of responses. |
| Follow rules for discussions. | 1) Acknowledge and define rules for discussions and roles of the participants. 2) Determine specific goals and deadlines. 3) Reflect on decisions made. |
| Pose and respond to specific questions to contribute to a discussion. | 1) List specific questions that need to be answered about the topic. 2) Question classmates about the topic to contribute to the discussion. 3) Comment on your results. |
| Review the key ideas expressed by reflection and paraphrasing. | 1) Repeat key ideas. 2) Articulate / paraphrase ideas to classmates. 3) Reflect on your findings. |
| Interpret information presented in diverse media and formats. | 1) Find a written passage on a given topic. 2) Examine other sources (like charts and videos) on the same topic) and explain how those sources contribute to the topic. 3) Intepret inforamtion found as it is presented in different formats or media and review how its presentaion contribution to the topic.-- effectively or ineffectively, for example. |
| Delineate a speaker’s argument. | 1) Locate a speaker's argument and claims. 2) Break down the argument and the claims that support it--some supported by reason and others not-- using specific evidence from the selection. 3) Evaluate the effectiveness of claims supported by reason and claims that are not. |
| Speaking and Listening - Presentation of Knowledge and Ideas | |
|---|---|
| Learning Goals | Success Criteria |
| Use effective oral presentation techniques. | 1) Find and watch effective pressentations and point out their techniques. 2) Present your own claims and findings orally, using important information to support your ideas, along with maintaing appropriate eye contact, volume, and pronunciation clarity. 3) Evaluate or review the effectiveness of your presentation and/or a classmate's. |
| Clarify information in oral presentations using multimedia components and visual displays. | Incorporate / Integrate multimedia and visual displays into your presentaion for further clarification about your topic. |
| Adapt speech to a variety of contexts and tasks. | 1) Find examples that demonstrate proper use of formal English language when speaking to specific audiences. 2) Practice speaking and present a topic to a specific audience, adjusting your speech to the task assigned (eg, report of information vs. persuasion vs. addressing an adult or authority figure). 3) Evaluate the effectiveness of your speaking. |
| Language - Conventions of Standard English | |
|---|---|
| Learning Goals | Success Criteria |
| Ensure that pronouns are in the proper case. | 1) Define pronoun and find examples in both subjective, objective, and possessive cases. 2) Distinguish the differences between examples and explain how you know. 3) Write sentences using pronouns in each proper case. |
| Use intensive pronouns. | 1) Define intensive pronouns and give exxamples. 2) Choose your own examples. 3) Write sentences using intensive pronouns correctly. |
| Correct inappropriate shifts in pronoun number and person. | 1) Gather information about inappropriate shifts in pronoun number and person. 2) Choose specific examples that represent inappropriate shifts in pronoun number and person. 3) Proofread and write your own examples of appropriate shifts in pronoun number and person. |
| Correct vague pronouns. | 1) Define the terms"vague pronouns and their antecedents." 2) Choose examples that you find and explain why they are vague. 3) Prooffread and write your own eamples of pronouns with clear antecedents. |
| Use conventional language to improve non-standard language. | 1) Recognize and identify the various ways that people write and speak that are different fron standard, conventional English. 2) Deconstruct the similarities and differences between various forms of English and standard, conventional English. 3) Assess your examples and write / use conventional language to improve non-standard language. |
| Use commas, parentheses, and dashes. | 1) Define commas, parentheses, and dashes. 2) Explain the purpose for their use, with regard to nonrestrictive parts of a sentence. 3) Write examples that set off nonrestrictive/ parenthetical elements. |
| Spell correctly. | 1) Memorize specific rules of spelling. 2) Explain your understanding of why words are spelled in specific ways. 3) Proofread and correct examples of misspelled words, as well as spelling your own correctly to begin with. |
| language - Knowledge of Language | |
|---|---|
| Learning Goals | Success Criteria |
| Vary sentence patterns. | 1) Identify different types of sentence patterns. 2) Explain how to vary or adjust patterns according to your reader, listener interest, and style. 3) Write your examples of varied sentence patterns. |
| Maintain consistency in style and tone. | 1) Define style and tone, and find examples of technical, slang, and academic language for the same idea. 2) Distinguish the differences between ways the same idea is presented. 3) Write and maintain a consistent style and tone. |
| Language - Vocabulary Aquistion and Use | |
|---|---|
| Learning Goals | Success Criteria |
| Determine the meaning of multiple-meaning words. | 1) Identify and define words that are unclear. 2) Determine the multiple meanings of the words. 3) Write your own definitions, using multiple meanings. |
| Determine the meaning of unknown words usingcontext clues. | 1) Identify and define words that are unknown or unclear. Define the term "context clues" and find examples in a phrase or sentence. 2) Explain the context clue and how it assists in the overall meaning of the unknown word. 3) Write your own ssentences, using context clues to aide in determining the meanong of a word. |
| Determine the meaning of words using Greek and Latin affixes and roots. | 1- Memorize Greek and Latin affixes and roots and find examples of words that use them. 2) Break down the words into parts, charting how the meanng of the root contributes to the overall meaning of the word. 3) Create your own words, incorporating affixes and roots into each word that help your reader clue into their meaning. |
| Determine the meaning and pronunciation of unknown words by consulting reference materials. | 1) Google information from reference materials (dictionaries etc...) to find the proper pronunciation or part of speech of a word to help clarify its meaning. 2) Present your findings to the class. 3) Compose your own examples of words that need to be pronunciation practice, in order to determine their meaning. |
| Interpret figures of speech. | 1) Define specific terms that represent figurative language (eg, personification, simile, metaphor) and find examples of each. 2) Explain why / interpret why they are figures of speech. Interpret their meanings, based on context or how they are used ??? 3) Write /create/devise your own examples that represent specific figures of speech (eg, personification, similes, and metaphors). |
| Use the relationship between particular words to better understand words. | 1) Define different types of analogies that are examples of relationships between words (eg, cause/effect, part/whole, item/category) anf find examples of each. 2) Explain how your examples support the definition of different types of word relationships. 3) Compose your own examples of specfic word relationships (like cause/effect, part/whole. and item/category) to help your reader better understand the words. |
| Distinguish among the connotations of words with similar denotations. | 1) Define the terms "connotation and denotation" and find examples of each. (eg, wealthy/spoiled). 2) Explain why your examples support the definitions of the terms. 3) Create your own connotations of specific words, based on given denotations. |
| Use academic and domain-speific words and phrases. | 1) Find and define words that are unknown or unclear in a given selection. 2) Gather information about how those words are used, specific to domain or academics. 3) Write your grade-appropriate sentences that enhance comprehension or expression of specific words and phrases. |
| Physical Science - Matter and Its Interactions | |
|---|---|
| Learning Goals | Success Criteria |
| Describe changes in particles when thermal energy is added or removed. | Identify if thermal energy has been added or removed based on molecular movement Describe the movement of molecules based on the amount of thermal energy added or removed Illustrate the difference in molecular movement of particles based on the thermal energy in a substance |
| Predict changes in particles when thermal energy is added or removed. | Explain how and why thermal energy affects molecular movement Articulate what changes occur in particles where thermal energy has been added or removed Evaluate if molecular movement is consistent with the amount of thermal energy |
| Physical Science - Energy | |
|---|---|
| Learning Goals | Success Criteria |
| Construct a device that minimizes or maximizes thermal energy transfer. | Create an experiment/device to determine energy transference Describe how to accelerate/prohibit energy transfers Identify materials that cause or prohibit energy transfers |
| Determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of particles. | Articulate how mass, state of matter affect energy in molecules. Explain how energy transference is related to characteristics of matter Illustrate how matter, mass and a change in energy affect how it is transferred. |
| Support the claim that when kinetic energy changes, energy is transferred. | Create an energy transfer with a change in kinetic energy. Identify energy changes within a system Provide an example of an energy change and explain how is transferred. |
| Life Science - From Molecules to Organisms: Structures and Processes | |
|---|---|
| Learning Goals | Success Criteria |
| Provide evidence that living things are made of cells. | |
| Describe the function of a cell and its parts. | |
| Explain how the body is a system of interacting subsystems. |
| Earth & Space Sciences - Earth’s Systems | |
|---|---|
| Learning Goals | Success Criteria |
| Describe the water cycle. | Identify the key components of the water cycle. Explain the role of thermal energy in the water cycle. Illustrate how energy from the sun and the force of gravity drive the water cycle. |
| Analyze weather patterns. | Identify various weather patterns. Describe how air masses cause changes in weather. Predict weather changes based on data of air masses. |
| Describe how unequal heating and rotation of the Earth determine regional climates. | Explain why the unequal heating and rotation of the earth caused regional climates. |
| Earth & Space Sciences - Earth and Human Activity | |
|---|---|
| Learning Goal | Success Criteria |
| Describe factors that have caused the rise in global temperatures over the past century. | Indentify factors that cause a rise in global temperature. Explain and provide evidence for the rise in global temperatures. |
| Engineering, Technology & Applications of Science - Engineering Design | |
|---|---|
| Learning Goals | Success Criteria |
| Define the criteria and constraints of a design problem. | Identify the parameters of a problem. Create new constraints and criteria for a design problem. |
| Evaluate competing design solutions. | |
| Determine similarities and differences among several design solutions. | |
| Develop a model to achieve an optimal design. |
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describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution. |
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|---|---|
| Learning Goals | Success Criteria |
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Describe the hunter-gatherer societies, including the development of tools and the use of fire. |
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Identify the locations of human communities that populated the major regions of the world and describe how humans adapted to a variety of environments. |
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Discuss the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter. |
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analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush. |
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|---|---|
| Learning Goals | Success Criteria |
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Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations. |
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Trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power. |
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Understand the relationship between religion and the social and political order in Mesopotamia and Egypt. |
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Know the significance of Hammurabi’s Code. |
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Discuss the main features of Egyptian art and architecture. |
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Describe the role of Egyptian trade in the eastern Mediterranean and Nile valley. |
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Understand the significance of Queen Hatshepsut and Ramses the Great. |
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Identify the location of the Kush civilization and describe its political, commercial, and cultural relations with Egypt. |
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Trace the evolution of language and its written forms. |
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analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews. |
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|---|---|
| Learning Goals | Success Criteria |
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Describe the origins and significance of Judaism as the first monotheistic religion based on the concept of one God who sets down moral laws for humanity. |
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Identify the sources of the ethical teachings and central beliefs of Judaism (the Hebrew Bible, the Commentaries): belief in God, observance of law, practice of the concepts of righteousness and justice, and importance of study; and describe how the ideas of the Hebrew traditions are reflected in the moral and ethical traditions of Western civiliza tion. |
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Explain the significance of Abraham, Moses, Naomi, Ruth, David, and Yohanan ben Zaccai in the development of the Jewish religion. |
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Discuss the locations of the settlements and movements of Hebrew peoples, including the Exodus and their movement to and from Egypt, and outline the significance of the Exodus to the Jewish and other people. |
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Discuss how Judaism survived and developed despite the continuing dispersion of much of the Jewish population from Jerusalem and the rest of Israel after the destruc tion of the second Temple in A.D. 70 |
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analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece. |
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|---|---|
| Learning Goals | Success Criteria |
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Discuss the connections between geography and the development of city-states in the region of the Aegean Sea, including patterns of trade and commerce among Greek city-states and within the wider Mediterranean region. |
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Trace the transition from tyranny and oligarchy to early democratic forms of govern ment and back to dictatorship in ancient Greece, including the significance of the invention of the idea of citizenship (e.g., from Pericles’ Funeral Oration). |
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State the key differences between Athenian, or direct, democracy and representative democracy. |
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Explain the significance of Greek mythology to the everyday life of people in the region and how Greek literature continues to permeate our literature and language today, drawing from Greek mythology and epics, such as Homer’s Iliad and Odyssey, and from Aesop’s Fables. |
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Outline the founding, expansion, and political organization of the Persian Empire. |
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Compare and contrast life in Athens and Sparta, with emphasis on their roles in the Persian and Peloponnesian Wars. |
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Trace the rise of Alexander the Great and the spread of Greek culture eastward and into Egypt. |
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Describe the enduring contributions of important Greek figures in the arts and sci ences (e.g., Hypatia, Socrates, Plato, Aristotle, Euclid, Thucydides). |
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analyze the geographic, political, economic, religious, and social structures of the early civilizations of India. |
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|---|---|
| Learning Goals | Success Criteria |
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Locate and describe the major river system and discuss the physical setting that sup ported the rise of this civilization. |
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Discuss the significance of the Aryan invasions. |
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Explain the major beliefs and practices of Brahmanism in India and how they evolved into early Hinduism. |
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Outline the social structure of the caste system. |
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Know the life and moral teachings of Buddha and how Buddhism spread in India, Ceylon, and Central Asia. |
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Describe the growth of the Maurya empire and the political and moral achievements of the emperor Asoka. |
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Discuss important aesthetic and intellectual traditions (e.g., Sanskrit literature, includ ing the Bhagavad Gita; medicine; metallurgy; and mathematics, including Hindu- Arabic numerals and the zero). |
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analyze the geographic, political, economic, religious, and social structures of the early civilizations of China |
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|---|---|
| Learning Goals | Success Criteria |
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Locate and describe the origins of Chinese civilization in the Huang-He Valley during the Shang Dynasty. |
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Explain the geographic features of China that made governance and the spread of ideas and goods difficult and served to isolate the country from the rest of the world. |
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Know about the life of Confucius and the fundamental teachings of Confucianism and Taoism. |
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Identify the political and cultural problems prevalent in the time of Confucius and how he sought to solve them. |
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List the policies and achievements of the emperor Shi Huangdi in unifying northern China under the Qin Dynasty. |
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Detail the political contributions of the Han Dynasty to the development of the impe rial bureaucratic state and the expansion of the empire. |
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Cite the significance of the trans-Eurasian “silk roads” in the period of the Han Dy nasty and Roman Empire and their locations. |
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Describe the diffusion of Buddhism northward to China during the Han Dynasty. |
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analyze the geographic, political, economic, religious, and social structures during the development of Rome. |
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|---|---|
| Learning Goals |
Success Criteria |
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Identify the location and describe the rise of the Roman Republic, including the impor tance of such mythical and historical figures as Aeneas, Romulus and Remus, Cincinnatus, Julius Caesar, and Cicero. |
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Describe the government of the Roman Republic and its significance (e.g., written constitution and tripartite government, checks and balances, civic duty). |
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Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes. |
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Discuss the influence of Julius Caesar and Augustus in Rome’s transition from republic to empire. |
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Trace the migration of Jews around the Mediterranean region and the effects of their conflict with the Romans, including the Romans’ restrictions on their right to live in Jerusalem. |
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Note the origins of Christianity in the Jewish Messianic prophecies, the life and teach ings of Jesus of Nazareth as described in the New Testament, and the contribution of St. Paul the Apostle to the definition and spread of Christian beliefs (e.g., belief in the Trinity, resurrection, salvation). |
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Describe the circumstances that led to the spread of Christianity in Europe and other Roman territories. |
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Discuss the legacies of Roman art and architecture, technology and science, literature, language, and law. |
The Six Tasks of Catechesis, as established by the General Directory for Catechesis and reaffirmed in the National Directory for Catechesis (NDC) for Catholics, serve as a foundational framework for religious education. Here are the learning goals and success criteria for seventh-grade students based on the Six Tasks of Catechesis:
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KNOWLEDGE OF THE FAITH |
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|---|---|
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Learning Goal Description |
Success Criteria |
| Understand core teachings of the Catholic Church as articulated in the Apostles' and Nicene Creeds. |
Students can explain the main tenets of the Creeds. Students can articulate how the teachings of the Church connect to their daily lives. |
|
MORAL FORMATION |
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|---|---|
|
Learning Goal Description |
Success Criteria |
| Recognize the importance of living a moral life guided by the Ten Commandments and the Beatitudes. |
Students can provide an example from their own lives where they made a moral decision based on Church teachings. Students can explain the connection between the Ten Commandments and the Beatitudes. |
|
LITURGICAL EDUCATION |
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|---|---|
|
Learning Goal Description |
Success Criteria |
| Understand the significance and structure of the liturgical year and the sacraments. |
Students can name and explain the importance of the major liturgical seasons. Students can describe the signs, symbols, and significance of at least three sacraments. |
|
LEARNING TO PRAY |
|
|---|---|
|
Learning Goals Description |
Success Criteria |
| Develop a personal relationship with God through various forms of prayer. |
Students can identify and practice at least three different types of prayer (e.g., contemplative, intercessory, thanksgiving). Students demonstrate a regular practice of personal prayer and can reflect on its significance in their lives. |
|
EDUCATION FOR COMMUNITY LIFE |
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|---|---|
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Learning Goals Description |
Success Criteria |
| Understand the importance of community in the Catholic Church and the call to participate actively. |
Students can name at least two ways in which they can serve their parish or local community. Students can articulate the importance of communal worship and fellowship in the Catholic tradition. |
|
MISSIONARY DISCIPLESHIP AND SERVICE |
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|---|---|
|
Learning Goals Description |
Success Criteria |
| Recognize the call to evangelize and share the Gospel message with others. |
Students can provide examples of how they have shared their faith with others. Students demonstrate an understanding of the missionary aspect of the Church and can articulate why it's essential to evangelize. |
The Six Tasks of Catechesis, as established by the General Directory for Catechesis and reaffirmed in the National Directory for Catechesis (NDC) for Catholics, serve as a foundational framework for religious education. Here are the learning goals and success criteria for eighth-grade students based on the Six Tasks of Catechesis:
|
KNOWLEDGE OF THE FAITH |
|
|---|---|
|
Learning Goals Description |
Success Criteria |
| Understand the key elements and teachings of the Catholic faith and its roots in Sacred Scripture and Sacred Tradition. |
Students can explain the structure and significance of the Nicene Creed. Students can identify and describe key events in the life of Christ. Students demonstrate an understanding of the importance of Sacred Scripture and Tradition in the Catholic faith. |
|
MORAL FORMATION |
|
|---|---|
|
Learning Goals Description |
Success Criteria |
| Develop a moral conscience informed by Catholic teachings and principles. |
Students can differentiate between mortal and venial sins. Students can articulate the importance of the Ten Commandments and the Beatitudes in guiding moral decisions. Students can provide examples of moral dilemmas and discuss them in light of Catholic teachings. |
|
LITURGICAL EDUCATION |
|
|---|---|
|
Learning Goal Description |
Success Criteria |
| Appreciate the richness of the liturgical life and sacraments of the Church. |
Students can describe the liturgical seasons and their significance. Students understand the importance and the meaning of each of the seven sacraments. Students can explain the parts of the Mass and their significance. |
|
LEARNING TO PRAY |
|
|---|---|
|
Learning Goals Description |
Success Criteria |
|
Understand and participate in the Catholic tradition of prayer. |
Students can describe different forms of Catholic prayers (e.g., petition, thanksgiving, intercession, and praise). Students demonstrate the ability to participate in the Rosary, the Stations of the Cross, and other traditional Catholic devotions. Students understand the importance of personal and communal prayer in their faith journey. |
| Life in Christ | |
|---|---|
|
Learning Goals Description |
Success Criteria |
| Understand the call to holiness and the mission to evangelize, rooted in our Baptism. |
Students can articulate the importance of the virtues in leading a life in Christ. Students understand the concept of vocation and its forms: marriage, holy orders, and religious life. Students can provide examples of how they can be witnesses of Christ in their everyday lives. |
|
MISSIONARY DISCIPLESHIP AND SERVICE |
|
|---|---|
|
Learning Goals Description |
Success Criteria |
| Recognize the call to be missionary disciples, actively participating in the evangelizing mission of the Church. |
Students can explain the Great Commission (Matthew 28:19-20) and its significance for Catholics. Students recognize the importance of interreligious dialogue and respect for all people. Students can identify ways they can participate in the missionary work of the Church, both locally and globally. |
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