Intermediate

Students will learn through stories, activities, Scripture, prayer, discussion, and reflection about the Catholic faith.  Catholic values are discussed and integrated into all subject areas.  Concepts include a study of:

• the church as a faith community;
• the mysteries of faith—the Creed;
• the Kingdom of God;
• service to others;
• prayer and the Rosary; and
• family life.

Students will develop skills to enhance their reading and writing.  Concepts include a study of:

• phonics, decoding and spelling;
• critical thinking;
• parts of speech and mechanics of writing including editing;
• vocabulary;
• handwriting—correct formation of letters;
• oral presentations;
• the writing process; and
• different types of writing (e.g. narrative, persuasive, expository, & descriptive).

Students will develop fluency, comprehension and interpretation of written information, use correct spelling and punctuation and communicate well in speech and in writing.  Concepts include a study of:

• vocabulary;
• drawing conclusions;
• making predictions;
• sequencing stories;
• using graphic organizers for information; and
• daily oral editing.

Students will acquire a knowledge of mathematics and applied mathematics to solve problems using textbooks, activities, technology and hands-on experiences.  Concepts include the study of:

• addition and subtraction of 2 and 3 digit numbers;
• multiplication and division;
• collection and organization of data;
• geometry;
• fractions; and
• measurements and decimals.

Students will develop an awareness and understanding of our nation and appreciate the cultural similarities and differences among various societies.  Concepts include a study of:

• communities in history;
• culture of Native Americans;
• study of ancient civilizations;
• Chicago history, economic development and architecture;
• map skills/geography;
• landforms;
• U.S. government; and
• research using technology.

Students will use hands-on experiences, technology and critical and analytical thinking skills to observe, question, predict and explain.  Concepts include a study of:

• life cycles and food chain;
• forces and machines;
• landforms, water and weather;
• plants and animals; and
• ecosystems.

Physical fitness and well being will continue to be encouraged by learning and exploring activities that affect a healthy lifestyle.  Concepts include a study of:

• change of direction and speed;
• kicking, throwing, walking, marching, balancing, jumping, etc.; and
• development of team sports skills; and
• simple games and small group activities which challenge students and foster creativity.

Units include:

• ball and agility games;
• manipulative skills (bean bags, kicking, throwing, trapping, rolling, etc.);
• movement (walking, marching, marking, hopping, etc.);
• parachute;
• long and short rope jumping;
• team sports; and
• and recreational games.

Students will draw and paint using a variety of materials such as pencils, crayons, chalk, oil pastels, marker, Tempera and watercolor.  Concepts include:

• understanding, recognizing and defining elements of design;
• working with techniques in printmaking, paper construction, patterning, and weaving;
• exploring and creating  Native American animal, environmental, and architectural art forms;
• being introduced to animation and film making; and
• using iPads.

Students will have the opportunity to participate in music activities and to develop an appreciation for music.  Concepts include a study of:

• singing in groups;
• demonstrating audience behavior;
• writing in standard music notation; and
• performing on classroom instruments.

Third graders study the parts of a book in depth, creating title pages and identifying features of index, table of contents and glossary. Dewey Decimal System and Destiny library catalog are introduced, along with online databases and encyclopedias. Students read and tally totals from the Bluestem book list. Students learn coding through use of Code.org curriculum. Students will:

• understand what is acceptable to share when using the internet;
• know where to find  sources using the library catalog & Dewey Decimal System;
• use and cite online encyclopedias for basic research;
• investigate and evaluate various websites, citing main idea and supporting information;
• read biographies and utilize other sources suggested in reference lists; and
• self-select books for checkout with emphasis on keyword searching for titles.

Students will experience practical applications that enhance the curriculum and encourage critical thinking skills in various subject areas to promote lifelong learning.  Applications include:

• gathering data on the internet using teacher directed websites;
• completing research on the internet using “kid-safe” search engines;
• keyboarding;
• graphic designing;
• art skills;
• desktop skills;
• graphing;
• visual story mapping; and
• use of curriculum related software.

The Project Lead The Way Launch Interdisciplinary Curriculum is designed for third grade students to apply STEM knowledge, creativity, skills, and habits of mind, and discover that trying different approaches and solutions is an essential part of the learning process. Engineering design in third grade engages students in more formalized problem solving. Students define a problem using criteria for success and constraints or limits of possible solutions.  The students research and consider multiple possible solutions to a given problem. Generating and testing solutions becomes more rigorous as the third grade students learn to optimize solutions by revising them several times to obtain the best possible design. The students apply newly acquired knowledge and skills as they work as part of a team and utilize the design process to define the problem, sketch, build using available materials, test, and reflect on their designs.
Elements and skills of our Project Lead The Way Launch curriculum for Third Grade include:

• The PLTW  Third Grade Curriculum includes four modules that bring learning to life: Stability and Motion: Science of Flight, Stability and Motion: Forces and Interactions, Variation of Traits, and Programming Patterns;
• The PLTW Curriculum is aligned with the Next Generation Learning Goals and Standards for Third Grade;
• team collaboration/Leadership skills;
• inquiry- rich content that links reading, communication,and science in every activity;
• problem-based-, project-based, and inquiry-based learning and team collaborative decision-making;
• academic concepts are coupled with real world problems;
• student explore simple machines as they investigate the effects of balanced and unbalanced forces on the motion of an object;
• students investigate the differences between inherited genetic traits and traits that are learned of influenced by the environment;
• students begin to move beyond basic sequential computer programs to discover the power of modularity and abstraction;
• students will start with computer- free activities and progress to programming in a blocks- based language on a tablet;
• students learn how to think computationally about problem;
• organize and maintain an engineering notebook;
• reason abstractly and quantitatively;
• use appropriate tools strategically;
• learning is measured through PLTW rubrics and assessments which use performance-based formative assessments and summative, content based specific assessments;
• STEM lab; and
• PLTW online curriculum, 1:1 iPads, and videography

St. Isaac Jogues School provides on site speech/language and resource services.  Curriculum is child specific and designed to meet needs in reading, math and communication skills.

Students will learn about the Catholic faith through stories, activities, scripture, prayer, discussion and reflection.  Values are integrated into all aspects of learning.  Concepts include a study of:

• virtues;
• God, Jesus Christ and the Holy Spirit;
• planning, assisting in liturgy and other forms of worship;
• Commandments;
• service;
• liturgical seasons;
• morality;
• church structure; and
• Beatitudes.

Students will work toward excellence in writing, speaking and listening.  Concepts include a study of:

• six traits of writing to compose personal narrative, narrative, expository, and argumentative pieces;
• grammar skills with emphasis on punctuation and the parts of speech;
• small and whole group novel studies focusing on specific higher level reading skills;
• cursive writing patterns with attention to correct formation of capital and lower case letters;
• Daily Oral Language practice; and
• written response utilizing ACE (answer, cite, explain) format.

The fourth grade program includes reading, writing, speaking, listening and literature study.  The program promotes fluency, comprehension, interpretation, communication, listening and speaking effectively.  Skills are reinforced in all content areas.  Students will experience authentic literature in poetry, nonfiction, and fiction. Concepts include a study of:

• inferencing and drawing conclusions;
• understanding cause and effect;
• understanding plot;
• identifying figurative language;
• sequencing events of a story;
• analyzing details;
• using context clues and other resources to enhance vocabulary;
• identifying the characteristics of fiction;
• stating the author’s purpose; and
• spelling skills including vocabulary enrichment and phonetic patterns.

Students will acquire a knowledge of mathematics and the ability to apply math skills to solve problems through the use of text, extended activities and hands-on experiences.  Concepts include the study of:

• identification of place value;
• types of lines and angles;
• multiplication of 2, 3 and 4 digit numbers;
• division utilizing one digit divisor;
• patterns;
• addition and subtraction of fractions;
• decimals;
• units of length, capacity and weight;
• geometric shapes;
• graphs and comparison of data;
• word problems with one variable; and
• problem solving strategies.

Students will acquire social and cultural understanding of the world around them.  Concepts include a study of:

• geography/map skills;
• government;
• immigration;
• regions of the U.S.;
• individual state research; and
• meeting needs through goods and services.

Students will use hands-on experiences to understand science in the physical and natural world.  They learn through observing, predicting, questioning and explaining.  Concepts include a study of:

• energy;
• living things and their environment;
• light and sound;
• electricity;
• rocks and minerals;
• water and rock cycles;
• ecosystems;
• force and motion; and
• healthy body systems.

Physical fitness and well being will continue to be encouraged by  focusing on fundamental movement and skills for a lifelong appreciation of a healthy life style.  Concepts include a study of:

• change of direction and speed;
• kicking, throwing, walking, marching, balancing, jumping, etc.; and
• development of team sports skills; and
• simple games and small group activities which challenge students and foster creativity.

Units include:

• ball and agility games;
• manipulative skills (bean bags, kicking, throwing, trapping, rolling, etc.);
• movement (walking, marching, marking, hopping, etc.);
• parachute;
• long and short rope jumping;
• team sports; and
• and recreational games.

Students will be able to use all of the elements of design to create various art forms.  Concepts include:

• creating a color wheel and distinguishing color families, such as complimentary;
• exploring techniques in printmaking, 3-D relief and silhouette art forms;
• demonstrating an understanding of atmospheric perspective;
• starting to use appropriate vocabulary to critically analyze their own art work and art work in their environment; and
• being introduced to feature artist Edward Munch, Yosemite artist Chiura Obata; and
• using iPads.

Students will have the opportunity to participate in music activities and to develop an appreciation for music.  Concepts include a study of:

• analyzing musical performances using musical terms;
• singing in groups;
• composing using proper musical notation; and
• playing pitched and non-pitched instruments.

Information skills curriculum includes use of online encyclopedias, Common Sense Media lessons for internet usage, Destiny catalog advance searches and reading books from the Bluestem lists.  Students utilize Code.org curriculum to execute basic coding functions.  Students will:

• practice locating materials in the library using advanced features of the Destiny catalog;
• compare/contrast information provided by different sources;
• identify traits of various genres and read widely across variety of book types;
• identify elements of poetic texts, including simile, metaphor, personification and allusion; and
• self-select books for checkout.

Students will experience practical applications that enhance the curriculum and encourage critical thinking skills in various subject areas to communicate information, increase productivity and promote lifelong learning.  Applications include:

• word processing;
• online encyclopedia and database searching;
• online research of specific topics;
• utilizing apps that align with curriculum;
• guided Internet activities;
• file management;
• multi-media introduction;
• visual story mapping; and
• curriculum related software.

The Project Lead The Way Launch Interdisciplinary Curriculum is designed for fourth grade students to become problem solvers. Students use structured approaches, like the engineering design process, through compelling activities, projects, and problems that build upon each other and relate to the world around them. They apply STEM knowledge, emphasize creativity, skills, and habits of mind, and discover that trying different approaches and solutions is an essential part of the learning process.  Students apply newly acquired knowledge and skills as they work as part of a team and utilize the design process to define the problem, sketch, build using available materials, test, and reflect on their designs. Student learning is centered on strong literacy and communication skills while building students’ understanding of challenging content in the areas of mathematics, science, technology, and engineering.
Elements and skills of our Project Lead The Way Launch curriculum for Fourth Grade include:

• The PLTW  Fourth Grade Curriculum includes four modules that bring learning to life: Energy: Collisions, Energy:Conversion, Input/Output: Human Brain, Input/Output Computer System;
• The PLTW Curriculum is aligned with the Next Generation Learning Goals and Standards for Fourth Grade;
• team collaboration/Leadership skills;
• inquiry- rich content that links reading, communication,and science in every activity;
• problem-based-, project-based, and inquiry-based learning and team collaborative decision-making;
• academic concepts are coupled with real world problems;
• student explorations of mechanisms includes investigations of how mechanisms change energy by transferring direction, speed, type of movement, and force;
• students investigate how we take in information through the senses and where the information is processed in the brain;
• students discover powerful ideas about computing as they investigate how computers work;
• identify specific criteria and constraints of a specific design problem;
• plan and perform fair tests with controlled variables;
• students will learn the critical thinking and technical skills they will need to complete in jobs of the future;
• organize and maintain an engineering notebook;
• model with mathematics;
• reason abstractly and quantitatively;
• use appropriate tools strategically;
• learning is measured through PLTW rubrics and assessments which use performance-based formative assessments and summative, content based specific assessments;
• STEM lab; and
• PLTW online curriculum, 1:1 iPads, videography, and podcasts.

St. Isaac Jogues School provides on site speech/language and resource services.  Curriculum is child specific and designed to meet needs in reading, math and communication skills.

Students will learn about the Catholic faith through stories, activities, scripture, prayer, discussion and reflection.  Values are integrated into all aspects of learning.  Concepts include a study of:

• Worship of God as Catholic Christians;
• Baptism, Reconciliation, Eucharist, Confirmation;
• celebrating God’s healing love;
• Anointing of the Sick;
• special ways to holiness; Christian Marriage, Holy Orders;
• worship of God by living in love;
• seasons of Advent, Lent, Easter; and
• the Bible.

Our Language Arts program includes an integrated reading, writing, speaking, listening, study of grammar, and vocabulary.  These subjects are taught over two consecutive class periods with the same instructor in an effort to build continuity throughout the grade and the building.

Students read and comprehends literary and informational texts independently while proficiently noting details, text structure, and integration of ideas.  This includes short stories, 3 novel studies, poetry, informational print text and Newsela differentiated articles which focus on current events and cross-curricular topics.

Students research topics using print and digital tools to locate, analyze, and evaluate information. Students engage with research and analyze the author’s purpose, specific word choice and intended audience.  Research always has a connection to the writing and speaking portion of the curriculum.

Classrooms have a focus to develop a lifelong love of reading through exposure to a wide variety of current & classic literature, nonfiction text, and self selected books.

Students attend an integrated weekly library class with ample opportunity to select books and magazines.

Students learn how to produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.  Instruction in this area focuses on teacher led examples, face to face conferencing and the integration of electronic feedback loops to increase teacher/student collaborations.

Students will demonstrate a command of conventions of standard English grammar and usage when writing and speaking.

Students engage in a range of collaborative discussions building on listening to others’ ideas and clearly expressing their own.

Students acquire and use vocabulary based on grade level reading, content, and study of Latin and Greek roots.

Classrooms use a 1:1 digital tool initiative to produce and publish writing as appropriate.

Students will acquire a knowledge of mathematics and the ability to solve problems through the use of text, extended activities and hands-on experiences.  Concepts include a study of:

• decimals and place value;
• estimation, addition and subtraction of whole numbers;
• collection of data and comparing;
• mean, median, mode and range;
• geometric figures, polygons and formulas;
• estimation and multiplication of two and three digit factors;
• estimation and division of two, three and four digits by one and two digits;
• estimation, multiplication and division of decimals;
• addition, subtraction, multiplication and division of fractions with like and unlike denominators;
• measurement, ratios, percents and probability; and
• analyzing problems using skill and strategies.

Students will study American history and geography from the first appearance of the Native Americans.  Concepts include a study of:

• The Land and Early People;
• Native Americans;
• Age of Exploration;
• The Thirteen Colonies;
• The American Revolution;
• The Constitution;
• Exploring the West;
• The Civil War; and
• Geography: oceans, continents, landforms, rivers and lakes, North America and South America.

Through the lense of Catholic teaching, students will use a variety of sources including hands-on experiences and 1:1 technology to understand science in the physical and natural world under the Next Generation Science Standards (NGSS). Students will also apply the Scientific Method through lab experiences and ongoing inquiry. Students will utilize the STEMScopes online resource as well as participate in weekly STEM pre-engineering lessons. In addition, students will incorporate critical thinking skills into reading informational texts. Concepts include a study of:

• energy movement through ecosystems;
• structure, properties, and changes in matter;
• forces, motion, and simple machines;
• Sun and other stars;
• Earth systems, water, and weather; and
• Earth and human activity

Students will learn basic concepts of Spanish by reading, writing, listening and speaking.  Concepts include a study of:

• learning basic conversational skills;
• use of numbers to tell age, phone number and dates;
• describing themselves and others;
• talking about likes and dislikes;
• differentiating between masculine and feminine words; and
• exploring Hispanic cultures.

Physical fitness and well being will continue to be encouraged by focusing on refining movement and manipulative skills that encourage a lifelong appreciation for a healthy life style.  Concepts include:

• introduction to lead-up games and its rules, team sport skills are reinforced; and
• complex activities which require cooperative behavior are encouraged.
  
  

Units include:

• ball and agility games;
• manipulative skills;
• fitnessgram;
• volleyball;
• long and short jump roping;
• basketball;
• soccer;
• Frisbee games; and
• team challenges.

Students will be able to use all of the elements of design to create various art forms.  Concepts include a study of:

• exploring the color principles at a more advanced level;
• introduced to cartography as an art form;
• being able to distinguish between abstract and realistic art;
• building upon their art vocabulary and ability to critiquing art work;
• drawing and painting in a variety of materials;
• patterning through string art;
• artists from around the world such as Vincent Van Gogh and Paul Klee; and
• using iPads.

Students will learn and develop the concepts of:

• singing in groups;
• identifying instruments and musical styles through listening;
• singing, hearing and analyzing world music; and
• using iPads to practice rhythms.

Sixth graders evaluate various sources for information, using established standards for credibility and currency.  Students interview local professionals to obtain information.  Students continue to develop coding skills.  Students read from the Caudill list, identifying personal preferences in author and genre.  Students write Letters about Literature, developing and supporting thesis statements about their reading choices.

Students will:

• understand the concept of plagiarism and cite sources properly;
• recognize point of view and opinion in various texts;
• understand scope and depth of different sources and utilize them appropriately for research;
• design and draw medals for the SIJ Book Award; and
• self-select books for checkout, developing preferences and stamina for reading independently.

Students create and innovate via the use of educational Apps in a 1:1 iPad to student environment.

Using the Google Suite for Education (GSFE), students create documents, spreadsheets and presentations.  They are introduced to Google add-ons which allow students to incorporate graphics and other multimedia tools into their documents.

Students learn to collaborate through GSFE.  This technology in our 1:1 environment teaches students group dynamics, encourages leadership and personal accountability.

Online resources are used to support the research projects across all content areas.  This includes World Book, Britannica School, Novelist, and Infoplease.

Critical thinking and problem solving are supported via the use of STEMscopes and the STEM lab which meets once a week.

Digital Citizenship includes lessons from Common Sense Media.  These lessons focus on internet safety, cyberbullying & creating a positive digital footprint.

The Project Lead The Way Launch Interdisciplinary Curriculum is designed for fifth grade students to become problem solvers. Students use structured approaches, like the engineering design process, through compelling activities, projects, and problems that build upon each other and relate to the world around them. They apply STEM knowledge, emphasize creativity, skills, and habits of mind, and discover that trying different approaches and solutions is an essential part of the learning process.  Students apply newly acquired knowledge and skills as they collaborate and utilize the design process to define the problem, sketch, build using available materials, test, and reflect on their designs. Student learning is centered on strong literacy and communication skills while building students’ understanding of challenging content in the areas of mathematics, science, technology, and engineering.

Elements and skills of our Project Lead The Way Launch curriculum for Fifth Grade include:

• The PLTW Fifth Grade Curriculum includes four modules that bring learning to life: Infection: Detection, Infection: Modeling and Simulation, Robotics and Automation, and Robotics and Automation: Challenge;
• The PLTW Curriculum is aligned with the Next Generation Learning Goals and Standards for Fifth Grade;
• leadership skills;
• inquiry- rich content that links reading, communication and science in every activity;
• problem-based-, project-based, and inquiry-based learning and team collaborative decision-making;
• academic concepts are coupled with real world problems;
• students’ exploration of robotics includes ways robots are used in today’s world and impact of their use in society;
• learn about a variety of robotic components as they build, test, and remotely control mobile robots;
• discover powerful ideas about computing as they investigate models and simulations;
• Engineering notebook organization and documentation;
• model with mathematics;
• reason abstractly and quantitatively;
• use appropriate tools strategically;
• learning is measured through PLTW rubrics and assessments which use performance-based formative assessments and summative, content based specific assessments;
• STEM lab;
• PLTW online curriculum; and
• extensive use of technology: 1:1 iPads.

St. Isaac Jogues School provides on site speech/language and resource services.  Curriculum is child specific and designed to meet needs in reading, math and communication skills.