first grade consensus map by GCCS Curriculum Grove City Christian

Grove City Christian School Subject Consensus Map: First Grade Draft 2011/2012

Grove City Christian School Mission Statement “It The mission of Grove City Christian School to cultivate quality Christian leaders in a distinctively Christian atmosphere while providing a solid spiritual and academic foundation.”

Grove City Christian School K-‐12 Subject Consensus Map First Grade Biblical Studies

Vision Statement:

It is the mission of the Grove City Christian School Department of Biblical Studies to cultivate proactive followers of Jesus by teaching sound biblical principles, modeling an authentic faith walk and inspiring our students to advance God’s Kingdom in the world.

Philosophy and Guiding Biblical Principles: The Grove City Christian Department of Biblical Studies exists to inspire our students to a mature faith walk by engaging their minds, awakening their hearts and shaping their lives with the message of the Gospel. Students will be challenged through a curriculum that focuses on intensive biblical study, open discourse, and times of personal reflection and meditation, giving them the opportunity to both appreciate and experience God’s grace and holiness. Utilizing a variety of teaching methods, integrating relevant technology, giving students opportunities to use their unique gifts, and relying on the Holy Spirit’s guidance, we seek to cultivate proactive followers of Jesus who will take personal responsibility for their continued spiritual development as they carry out the mission of advancing God’s Kingdom in the world.

K-‐4th Grade under development English Language Arts Vision Statement The English Language Arts (ELA) Program at Grove City Christian School seeks to create a community of learners immersed in the process of reading, writing, speaking, and listening. We believe that these processes are essential tools for communication, self-discovery, and knowledge acquisition. Applying similar language skills and concepts, students enhance and refine their knowledge, gaining insight, confidence, and independence as they grow. Experiencing literature, they develop an awareness of the human condition, gain empathy, and discover a sense of personal empowerment that helps build Christian leaders, capable of successfully communicating in the 21st century.

Philosophy and Guiding Biblical Principles The ELA curriculum at Grove City Christian School weaves together concepts and skills to challenge and support student learning in all areas. A diverse learning approach is used in order to deepen understanding, communicate meaning, and apply learning to other contexts. We provide our students a rigorous, high quality curriculum in a safe yet motivating environment. Students examine and investigate works of literacy from a Biblical worldview, write and work with vocabulary, grammar and spelling, recognizing language as a gift from God, who is the Supreme Communicator. Our ultimate goal is to prepare Christian leaders who view, interpret, and share information both orally and written through the light of God’s Word. 1Peter 3:15: “But in your hearts revere Christ as Lord. Always be prepared to give an answer to everyone who asks you to give the reason for the hope that you have. But do this with gentleness and respect.” Roman 12:2a: “Do not conform to the pattern of this world, but be transformed by the renewing of your mind.”

First Grade: Standards: What a GCCS Student will know and be able to do in English Language Arts Reading Literature

RL.1.1. Ask and answer questions about key details in a text. RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3. Describe characters, settings, and major events in a story, using key details. RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. RL.1.5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. RL.1.6. Identify who is telling the story at various points in a text. RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.

RL.1.8. (Not applicable to literature) RL.1.9. Compare and contrast the adventures and experiences of characters in stories. RL.1.10. With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Reading Informational Text

RI.1.1. Ask and answer questions about key details in a text. RI.1.2. Identify the main topic and retell key details of a text. RI.1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.1.4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. RI.1.5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. RI.1.6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. RI.1.7. Use the illustrations and details in a text to describe its key ideas. RI.1.8. Identify the reasons an author gives to support points in a text. RI.1.9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). RI.1.10. With prompting and support, read informational texts appropriately complex for grade 1.

Foundational Skills RF.1.1. Demonstrate understanding of the organization and basic features of print. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Distinguish long from short vowel sounds in spoken single-‐syllable words. Orally produce single-‐syllable words by blending sounds (phonemes), including consonant blends. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-‐syllable words. Segment spoken single-‐syllable words into their complete sequence of individual sounds (phonemes). RF.1.3. Know and apply grade-‐level phonics and word analysis skills in decoding words. Know the spelling-‐sound correspondences for common consonant digraphs (two letters that represent one sound). Decode regularly spelled one-‐syllable words. Know final -‐e and common vowel team conventions for representing long vowel sounds. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. Decode two-‐syllable words following basic patterns by breaking the words into syllables. Read words with inflectional endings. Recognize and read grade-‐appropriate irregularly spelled words. RF.1.4. Read with sufficient accuracy and fluency to support comprehension. Read grade-‐level text with purpose and understanding. Read grade-‐level text orally with accuracy, appropriate rate, and expression. Use context to confirm or self-‐correct word recognition and understanding, rereading as necessary.

Writing

W.1.1.. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W.1.3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. W.1.4. (Begins in grade 3) W.1.5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. W.1.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W.1.7. Participate in shared research and writing projects (e.g., explore a number of “how-‐to” books on a given topic and use them to write a sequence of instructions). W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.1.9. (Begins in grade 4) W.1.10. (Begins in grade 3)

Speaking and Listening

SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Follow agreed-‐upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. Ask questions to clear up any confusion about the topics and texts under discussion. SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. SL.1.6. Produce complete sentences when appropriate to task and situation.

Language

Conventions of Standard English L.1.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Print all upper-‐ and lowercase letters. Use common, proper, and possessive nouns. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). Use frequently occurring adjectives. Use frequently occurring conjunctions (e.g., and, but, or, so, because). Use determiners (e.g., articles, demonstratives). Use frequently occurring prepositions (e.g., during, beyond, toward Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.) L.1.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize dates and names of people. Use end punctuation for sentences. Use commas in dates and to separate single words in a series. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. Knowledge of Language L.1.3. (Begins in grade 2) Vocabulary Acquisition and Use L.1.4. Determine or clarify the meaning of unknown and multiple-‐meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. Use sentence-‐level context as a clue to the meaning of a word or phrase. Use frequently occurring affixes as a clue to the meaning of a word. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). L.1.5. With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). Identify real-‐life connections between words and their use (e.g., note places at home that are cozy). Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. L.1.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

Topic Statements for English Language Arts By close of first grade: This portion of map currently under development

First Grade Common Experiences: This portion of map currently under development

K-‐12 Literature Lists (under development) Writing Experiences K-‐8

Forms of Writing

Narrative Sentences Paragraph Prompts Essay Autobiography Expository Sentences Paragraph Prompts Essay Cause and effect essay Comparison contrast essay Persuasive Sentences Paragraph Prompts Letter Essay Editorial Problem solution essay

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Personal commentary

Position essay Response to Literature

Sentences Paragraph Response to prompts

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Book Review Journal Response

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Response to literature

Letter to author Theme analysis Descriptive writing Sentences Paragraphs Descriptive essay Descriptive prompts Creative Writing Poetry Story Play Research Writing Research report Multimedia presentation Summary paragraph Tools of Learning Improving viewing skills Interviewing skills Giving speeches Journal writing Learning logs Note taking

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First Grade Common Assessments: Formative: Observations, practice, journals, check lists, reenacting, individual conferencing, running records, question/answer Summative: Check lists and charting, oral reading, oral and written tests, journals, rubrics, individual conferencing, DRA

First Grade Biblical Integration: This portion of map currently under development First Grade Technology Integration ideas: This portion of map currently under development

Science

Vision: Grove City Christian School science program seeks to foster our students innate curiosity about God's Creation to cultivate an ongoing desire to actively learn science. As students mature, critical thinking will be developed and reinforced to naturally lend itself to problem solving. GCCS students will learn to formulate questions to further their understanding, and then logically and creatively solve problems using the scientific method. Students will use technology and effective communication skills to demonstrate their understanding and application of science. We view science as a process, which will be developed in a continuum from kindergarten through twelfth grade. Learning science content and skills through active, inquiry based experiments and classroom activities are central to the GCCS science program.

Philosophy and Guiding Biblical Principles:

Beginning with our most curious of students, kindergarteners, our program seeks to develop independent learners, and support students in their application and understanding of science to fully develop graduates who use their curiosity to critically think and apply new ideas, knowledge and data in light of what they already know, both scientifically and Biblically. Throughout their years at GCCS students will explore the different areas of science, gaining scientific knowledge as their teachers guide them to discuss, analyze and evaluate their experiences in doing science. Students will have a keen awareness of the relevance of the science they are learning and how it applies to their lives, environment and ultimately to their service to God’s amazing creation and it’s inhabitants. We believe the following global biblical themes are essential for study in the GCCS science curriculum: 1. Time, space, and matter came into existence in an instant from nothing (ex nihilo). (Genesis 1:1; Colossians 1:16,17) 2. Of all life created, both plant and animal, man is God’s ultimate Creation, having been created in His image. (Genesis 2:7) 3. Mankind was designed to be responsible for nature and to function in stewardship over all living things. (Genesis 1:26,27) 4. The world that we live in (earth) is orderly and abides by laws that are designed for the good of mankind and all living things. (Romans 1:20; James 1:17) 5. Life only comes from life in God’s design and there is a genetic continuity to life. (Genesis 1:11-‐12, 1:20-‐22) 6. The universe as we know it has fallen into decay and, according to the Second Law of Thermodynamics, matter and life are devolving rather than improving and becoming more orderly. But, in due season, all will be made whole again. (Romans 8:22; 2 Peter 3:4-‐9) 7. Therefore, the earth and its resources are finite. (2 Peter 3:10-‐11a) 8. Mankind should be engaged in understanding and cooperating with the complexities of design that exist to achieve a balanced standard of living which does not sacrifice long-‐term environmental health. (Genesis 1:26)

Standards: What a GCCS Student will know and be able to do in Science Science Skills: • Observe and ask questions about the natural environment; • Plan and conduct simple investigations; • Employ simple equipment and tools to gather data and extend the senses; • Use appropriate mathematics with data to construct reasonable explanations; • Communicate about observations, investigations and explanations; and • Review and ask questions about the observations and explanations of others.

Content standards: **See ODE 1st grade Model Curriculum for depth and explanation of standards. GCCS has taken careful steps to analyze and modify ODE standards where necessary to fit the mission of GCCS Earth & Space Science (ESS) The sun is the principal source of energy. The physical properties of water change.

Physical Science(PS)

Properties of objects and materials can change. Objects can be moved in a variety of ways, such as straight, zigzag, circular and back and forth.

Life Science(LS) Living things have basic needs, which are met by obtaining materials from the physical environment. Living things survive only in environments that meet their needs.

Topic Statements for Social Science By close of first grade: Year long connection of topics: Energy is observed through movement, heating, cooling and the needs of living organisms Earth and Space Science Topic: Sun, Energy and Weather :This topic focuses on the sun as a source of energy and energy changes that occur to land, air and water; Physical Science Topic: Motion and Materials :This topic focuses on the changes in properties that occur in objects and materials. Changes of position of an object are a result of pushing or pulling. Life Science Topic: Basic Needs of Living Things This topic focuses on the physical needs of living things in Ohio. Energy from the sun or food, nutrients, water, shelter and air are some of the physical needs of living things.

First Grade Common Experiences: Science Notebook/Journal ; Class Research Project based on student

questions with presentation to other 1st grade classes; Calendar Time to include integration of science skills related to appropriate content

Informational Texts: (correlated to Elementary Literature List) under development Lab Experiences: under development Field Trips: Lynd’s Fruit Farm, Butterflies and Blooms: Franklin Park Conservatory First Grade Common Assessments: Balanced, authentic assessment

First Grade Biblical Integration: It is the intention of the science program to have students understand science with God as their foundation. Integrated into our 1st grade curriculum the following broad biblical principles will be of focus ( see science philosophy and guiding biblical principles above): 1. Time, space, and matter came into existence in an instant from nothing (ex nihilo). (Genesis 1:1; Colossians 1:16,17), i.e. source of sun’s energy 2. Of all life created, both plant and animal, man is God’s ultimate Creation, having been created in His image. (Genesis 2:7) i.e. basic needs of living things provided by God’s design 3. Mankind was designed to be responsible for nature and to function in stewardship over all living things. (Genesis 1:26,27) i.e. how students interact with their environment can effect the availability of basic needs for other life. 5. Life only comes from life in God’s design and there is a genetic continuity to life. (Genesis 1:11-‐12, 1:20-‐22) i.e. monarch butterfly life cycle demonstrates the continuity of life when basic needs are met

First Grade Technology Integration ideas: Use of iPads to gather information and data; use of smart board

Social Studies Vision Statement Students will apply Biblical principles to examine the past and present, community, state, national, and global events, and the relationships between these events. Students will develop an appreciation for a personal heritage and for cultural differences as they evaluate their role and responsibility in God’s creation.

Philosophy and Guiding Biblical Principles We believe that students learn best through a balanced program of diverse assessments and experiences such as: small groups, research, class or group discussion, hands-‐on experiences, lecture and travel. By using collaborative and interactive teaching styles we plan to instill an appreciation for the world around them. With the use of technology in the classroom from kindergarten through high school, we will assist the students in connecting the past, present and future. We believe in presenting all material so that every student sees how God has moved through history, and we plan to inspire them to change history around them by leading through Christ’s example.

Overarching Essential Questions for GCCS Social Studies/History K-‐12 How did decisions of leaders and/or events that occurred affect the history of the United States of America? How are countries interdependent on one another through commerce, ideas of government, religion and ethnic groups? How do we see America's role throughout her existence in the world? What Biblical truths, events, and/or people can I relate to this historical time period, event, or person?

Standards: What a GCCS Student will know and be able to do in Social Studies

HISTORY Historical Thinking and Skills -‐Recite the months of the year -‐Place events from one’s life in chronological order -‐Distinguish among past, present, and future -‐Raise questions about families in the past -‐Use photographs, letters, artifacts, and books for the opportunity to interpret primary sources Heritage -‐Recall and explain the way basic human needs are met has changed over time GEOGRAPHY Spatial Thinking and Skills -‐Construct and use simple maps and models that have symbols to represent familiar places Places and Regions -‐Identify and describe physical features and human characteristics of places in the community (P.F.-‐ lakes, hills, forests ~ H.C.-‐ parks, cities, farms, playgrounds, traffic signs) Human Systems -‐Describe how families interact with the physical environment differently in different time and places -‐Describe and Identify similarities and differences among customs, daily life, and traditions in the ways different cultures on each continent meet common human needs and how that might change over time GOVERNMENT Civic Participation and Skills -‐Demonstrate accountability for actions, pride in personal accomplishments, self-‐direction, importance of fair play, and respect for the rights/opinions of others Rules and Laws -‐Recognize the need for rules in different settings and the need for fairness in such rules -‐Recognize that breaking rules leads to consequences for such actions ECONOMICS Scarcity -‐Explain that wants are unlimited and resources are scarce, thereby forcing individuals to make choices Production and Consumption -‐Describe the ways people produce, consume, and exchange goods and services in their community. -‐Recall and understand what goods and services are -‐Understand that people can be both producers and consumers Markets -‐Explain ways that people may obtain goods and services that they do not produce Financial Literacy -‐Describe how people use money and the barter system to obtain goods and services they cannot provide for themselves

Topic Statements for Social Studies By close of first grade: Civil responsibilities and rules of community, the National Anthem, Geographic physical features of my community, making choices about using resources God has provided in our world, producers and consumers, how people obtain goods through money or trade, personal heritage, customs, traditions, personal time line. Geography, heritage, customs, religion, traditions and holidays of Africa. Time period of Early America through exploration. Famous explorers and Native American individuals or groups they interacted with: Spain, France, England example, Jacque Cartier, Sieur De Lasalle, Christopher Columbus, Amerigo Vespucci, Ferdinand Magellan Why they explored, how they explored, where they are explored, and how this affected the establishment of the Colonial Americas.

First Grade Common Experiences

World’s Fair, Grandparent’s Day, children’s theater presentations, time lines , Election process during Presidential election year Field Trips: Lynd’s Fruit Farm-‐Agriculture Museum, Santa Maria, Columbus Zoo-‐Animal Covering Class/African Study Informational Texts: Correlated to ELA Literature Lists – under development

First Grade Common Assessments Research project to show an area’s government, history, economics, and geography Projects Oral and Written assessments

First Grade Biblical Integration

How were cultures in the Bible different from our cultures today? What are God’s rules? What are man’s rules? Whose rules are we to follow… when and why?

First Grade Technology Integration ideas: DVDs, Ipads, Internet, Skype classroom from Africa, working with maps digitally

Mathematics

Vision Statement The Grove City Christian School Mathematics Department seeks to teach students to view mathematics through a Christ-‐ centered lens, understanding that God in His very nature possesses order and created the earth with order. Our goal is that all students Kindergarten through twelfth grade will be able to make sense of problems and persevere in solving them, reason abstractly and quantitatively, construct viable arguments and critique the reasoning of others, model with mathematics, use appropriate tools strategically, attend to precision, look for and make use of structure, and look for and express regularity in repeated reasoning. Our goal is that students will exit each math course completely prepared for their next mathematical experience.

Philosophy and Guiding Biblical Principles Our teachers will guide students in uncovering traditionally valued mathematical subject matter including basic math skills, algebra, geometry, trigonometry, statistics, pre-‐calculus, and calculus, while encouraging students’ ability in critical and logical thinking in problem solving. In doing so, we believe this type of thinking is truly part of God’s nature, and He desires it for us also. Our ultimate goal in teaching math is that students would leave GCCS with an understanding of how mathematics is truly a part of God’s design in our world. And we pray this in order that you may live a life worthy of the Lord and may please Him in every way: bearing fruit in every good work, growing in the knowledge of God, Colossians 1:10

K-‐12 Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

First Grade Critical Areas:

(1) Addition, subtraction, and strategies for addition and subtraction within 20 (2) Whole number relationships and place value, including grouping in tens and ones (3) Linear measurement and measuring lengths as iterating length units (4) Attributes of, and composing and decomposing geometric shapes.

Standards and Topic Statements: What a GCCS Student will know and be able to do in Mathematics by close of Grade One: Operations and Algebraic Thinking • • • • • • •

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Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem

Understand and apply properties of operations and the relationship between addition and subtraction.

Apply properties of operations as strategies to add and subtract. (Commutative and associative property of addition.) Understand subtraction as an unknown-‐addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = � – 3, 6 + 6 = �.

Number and Operations in Base Ten • •

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Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand that the two digits of a two-‐digit number represent amounts of tens and ones. Understand the following as special cases: o a.10 can be thought of as a bundle of ten ones — called a “ten.” o b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. o c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Compare two two-‐digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Add within 100, including adding a two-‐digit number and a one-‐digit number, and adding a two-‐digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-‐digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Find (mentally) 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-‐90 from multiples of 10 in the range 10-‐90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Measurement and Data •

Order three objects by length; compare the lengths of two objects indirectly by using a third object.

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Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-‐size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Tell and write time in hours and half-‐hours using analog and digital clocks. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Geometry • •

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Distinguish between defining attributes (e.g., triangles are closed and three-‐sided) versus non-‐defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose two-‐dimensional shapes (rectangles, squares, trapezoids, triangles, half-‐circles, and quarter-‐circles) or three-‐ dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

Math section of map is currently under development First Grade Mathematics Common Experiences: First Grade Mathematics Common Assessments: First Grade Mathematics Biblical Integration:

Our ultimate goal in teaching math is that students would leave GCCS with an understanding of how mathematics is truly a part of God’s design in our world

First Grade Mathematics Technology Integration: Library Vision:

The GCCS K-‐6 Library exists to support and enrich curriculum as well as provide activities and resources that will assist students in becoming effective and discriminating users of information, developing a pattern of lifelong learning and in fostering a love a reading.

Philosophy and Guiding Biblical Principles: The GCCS K-‐6 Library seeks to promote a culture of literacy by creating a community of readers through encouraging and challenging literary activities and programs. We will teach students to be good users of information by equipping students with the skills needed to locate, analyze and apply information to a given task. While we have library materials that support a Christian worldview, there are some literary resources that might contradict Biblical truth. We encourage parents and teachers to support an open dialog with students, building up their knowledge of God’s Truth, as we develop Christian leaders who can minister to the world around them. Psalm 46:10a Be still, and know that I am God… John 17:15-‐17 My prayer is not that you take them out of the world but that you protect them from the evil one. They are not of the world, even as I am not of it. Sanctify them by the truth; your word is truth.

Standards: What a GCCS Student will know and be able to do in Library

First Grade Information Literacy: A. Locate the school library, recognize library staff members and participate in library activities. 1. Locate the school library and recognize library staff members by name. 2. Discuss the roles of the library staff members and compare them to classroom teachers (e.g., The librarian helps me find books and information.). 3. Understand that the library has materials that everyone may use. 4. Participate in library activities (e.g., story time, readers theatre). 5. Know that the public library has books and materials that students may use and borrow. B. Recognize that the school library has a variety of books and materials that may be used and borrowed, and understand the importance of proper care of these materials. 1. Browse areas of the library with assistance from library staff and classroom teachers (e.g., picture books, story area, listening centers). 2. Look at picture books and select books to checkout. 3. Know how to checkout books. 4. Know when to return books and where to put them. 5. Discuss proper care of library books and materials. C. Understand that library books and materials are housed in specific areas of the library. 1. Know that books are placed in order on the bookshelves. 2. Know that some books are true and others are make-‐believe (e.g., nonfiction and fiction). 3. Use the library catalog to find books, with teacher or librarian assistance. D. Read and listen to stories for schoolwork and personal enjoyment. 1. Listen to stories, look at books and read for pleasure. 2. Ask questions to help understand information found in reading material. 3. Participate in literary-‐enrichment activities (e.g., story time, puppet theatre, draw and tell stories). 4. Know that authors write books and illustrators draw pictures in books. E. Understand what information is and use a process to find information. 1. Talk about the difference between factual information and fiction (e.g., what is real and what is pretend or make-‐ believe). 2. Decide what information is needed (e.g., brainstorm needs by deciding what you already know, what you need to know, and what you want to learn). 3. Find information about the topic by using library materials. 4. Use the information and communicate findings orally, visually or in writing. 5. Check work by discussing the process used to find the information. First Grade Technology Literacy: Understand that school library materials may be provided in electronic formats that are organized in a system and that access to the system may be provided electronically. 1. Use library computers, software and multi-‐media materials with assistance. 2. Know that information about library resources is stored in the online public access catalog.

Common Experiences for First Grade students:

-‐Caldecott Project -‐Dr. Seuss Birthday Celebration -‐Right to Read Week Activities/Celebration -‐Author Visit -‐Family Reading Festival -‐Summer Reading Program Assembly

Common Assessment: This section of map currently under development Biblical Integration: A. Understand that some picture books are based on Biblical principles and/or Bible verses.

B. Apply a Biblical Worldview to literature. 1. Discuss character choices/actions based on what Jesus would want us to do. 2. Compare and contrast character traits in regards to the fruit of the spirit – love, joy, peace, patience, kindness, goodness, faithfulness, gentleness & self-‐control C. Participate in Missionary Literature Study 1. Listen to missionary hero stories read by librarian. 2. Understand missionaries follow God’s lead in their lives, no matter where it may take them.

Technology Integration: See Technology Literacy

Music

Vision: The Grove City Christian Fine Arts Department seeks to teach, model, and encourage our students in the Fine Arts to study, use and explore their God given talents and abilities. Students are encouraged to develop a lifelong love of music and art through participation in both study and performance.

Philosophy and Guiding Biblical Principles: We believe students should be exposed to a variety of artistic forms, evaluated through the Word of God. We believe that our role is to prepare our students to develop and use those talents to the best of their ability so they may reach out into their church, community and school sharing their gifts and the message of God’s love to all. “Each one should use whatever gift he has received, to serve others faithfully administering God’s grace in its various forms.” I Peter 4:10

Kindergarten-‐ 4th Grade Music Education Standards The students are expected to follow the previous achievement standards, demonstrating higher levels of skills, dealing with more complex examples, and responding to works of art in increasingly more sophisticated ways. Content Standard Singing, alone and with others, a varied repertoire of music Achievement Standard • • • • •

Students sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintain a steady tempo Students sing expressively, with appropriate dynamics, phrasing, and interpretation Students sing from memory a varied repertoire of songs representing genres and styles from diverse cultures Students sing ostinatos, partner songs, and rounds Students sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor

Content Standard Performing on instruments, alone and with others, a varied repertoire of music Achievement Standard • • • • • •

Students perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo Students perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments Students perform expressively a varied repertoire of music representing diverse genres and styles Students echo short rhythms and melodic patterns Students perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor Students perform independent instrumental parts (e.g., simple rhythmic or melodic ostinatos, contrasting rhythmic lines, harmonic progressions, and chords) while other students sing or play contrasting parts

Content Standard Improvising melodies, variations, and accompaniments

Achievement Standard • • • •

Students improvise "answers" in the same style to given rhythmic and melodic phrases Students improvise simple rhythmic and melodic ostinato accompaniments Students improvise simple rhythmic variations and simple melodic embellishments on familiar melodies Students improvise short songs and instrumental pieces, using a variety of sound sources, including traditional sounds (e.g., voices, instruments), nontraditional sounds available in the classroom (e.g., paper tearing, pencil tapping), body sounds (e.g., hands clapping, fingers snapping), and sounds produced by electronic means (e.g., personal computers and basic MIDI devices, including keyboards, sequencers, synthesizers, and drum machines)

Content Standard Composing and arranging music within specified guidelines Achievement Standard • • •

Students create and arrange music to accompany readings or dramatizations Students create and arrange short songs and instrumental pieces within specified guidelines (e.g., a particular style, form, instrumentation, compositional technique) Students use a variety of sound sources when composing

Content Standard Reading and notating music Achievement Standard • • • •

Students read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures Students use a system (that is, syllables, numbers, or letters) to read simple pitch notation in the treble clef in major keys Students identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing Students use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher

Content Standard Listening to, analyzing, and describing music Achievement Standard • • • • •

Students identify simple music forms when presented aurally Students demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures Students use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances Students identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children's voices and male and female adult voice Students respond through purposeful movement (e.g., swaying, skipping, dramatic play) to selected prominent music characteristics or to specific music events (e.g., meter changes, dynamic changes, same/different sections) while listening to music

Content Standard Evaluating music and music performances Achievement Standard • •

Students devise criteria for evaluating performances and compositions Students explain, using appropriate music terminology, their personal preferences for specific musical works and styles

Content Standard Understanding relationships between music, the other arts, and disciplines outside the arts

Achievement Standard • •

Students identify similarities and differences in the meanings of common terms (e.g., form, line, contrast) used in the various arts Students identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music (e.g., foreign languages: singing songs in various languages; language arts: using the expressive elements of music in interpretive readings; mathematics: mathematical basis of values of notes, rests, and time signatures; science: vibration of strings, drum heads, or air columns generating sounds used in music; geography: songs associated with various countries or regions)

Content Standard Understanding music in relation to history and culture Achievement Standard • • • • •

Students identify by genre or style aural examples of music from various historical periods and cultures Students describe in simple terms how elements of music are used in music examples from various cultures of the world Students identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use Students identify and describe roles of musicians (e.g., orchestra conductor, folksinger, church organist) in various music settings and cultures Students demonstrate audience behavior appropriate for the context and style of music performed

K-‐4 Music Topic Statements: Identify types of notation, Distinguish between types of notation , Recite, recall music terminology, Apply concepts of basic music terminology, Develop and use performance skills, Identify, categorize and connect ideas about cultural music, various genres, composers and musical instruments

K-‐4 Music Common Experiences:

Chapel worship times, Playing recorders (3rd and 4th) , opportunity to play violins (4th), *programs such as: Grandparents' Day Program, Night of the Fine Arts program, Christmas Program.

K-‐4 Music Common Assessments: Kindergarten Common Assessments -‐ Students are judges on effort, following directions, knowledge of material and information taught, participation in performances and music classes First and Second Grade Common Assessments -‐ Students are graded on participation in class and performances, knowledge of material and information taught -‐ done both orally and through written worksheets, following directions Third and Fourth Grade Common Assessments -‐ Students are graded on participation in class and performances, knowledge of material and information taught -‐ done both orally and through written worksheets, following directions, ability to play notes and songs on their recorders

K-‐4 Music Biblical Integration: Biblical concepts and principles are integrated through the songs chosen and performed. Biblical values are taught in encouraging the students to use their God-‐given talents and to strive to do their best in all we do in class. In our performances, the students are urged to do all for the glory of our God.

K-‐4 Music Technology Integration: Use of cds, dvds, powerpoints, overhead projectors, internet programs and songs

*Performance programs are subject to change

Vision:

Art

The Grove City Christian Fine Arts Department seeks to teach, model, and encourage our students in the Fine Arts to study, use and explore their God given talents and abilities. Students are encouraged to develop a lifelong love of music and art through participation in both study and performance.

Philosophy and Guiding Biblical Principles:

We believe students should be exposed to a variety of artistic forms, evaluated through the Word of God. We believe that our role is to prepare our students to develop and use those talents to the best of their ability so they may reach out into their church, community and school sharing their gifts and the message of God’s love to all. “Each one should use whatever gift he has received, to serve others faithfully administering God’s grace in its various forms.” I Peter 4:1

Kindergarten-‐ 5th Grade Visual Art: The students are expected to follow the previous achievement standards, demonstrating higher levels of skills, dealing with more complex examples, and responding to works of art in increasingly more sophisticated ways.

Standards: What a GCCS Student will know and be able to do in K-‐5th Grade Visual Arts: 1. Content Standard: Understanding and applying media, techniques, and processes Achievement Standard: • • • •

Know the differences between materials, techniques, and processes Describe how different materials, techniques, and processes cause different responses Use different media, techniques, and processes to communicate ideas, experiences, and stories Use art materials and tools in a safe and responsible manner

2. Content Standard: Using knowledge of structures and functions Achievement Standard: • • •

Know the differences among visual characteristics and purposes of art in order to convey ideas Describe how different expressive features and organizational principles cause different responses Use visual structures and functions of art to communicate ideas

3. Content Standard: Choosing and evaluating a range of subject matter, symbols, and ideas Achievement Standard: • •

Explore and understand prospective content for works of art Select and use subject matter, symbols, and ideas to communicate meaning

4. Content Standard: Understanding the visual arts in relation to history and cultures Achievement Standard: • • •

Know that the visual arts have both a history and specific relationships to various cultures Identify specific works of art as belonging to particular cultures, times, and places Demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art

5. Content Standard: Reflecting upon and assessing the characteristics and merits of their work and the work of others Achievement Standard: • •

Understand there are various purposes for creating works of visual art Describe how people’s experiences influence the development of specific artworks

•

Understand there are different responses to specific artworks

6. Content Standard: Making connections between visual arts and other disciplines Achievement Standard: • •

Understand and use similarities and differences between characteristics of the visual arts and other arts disciplines Identify connections between the visual arts and other disciplines in the curriculum

Topic Statements for Visual Arts By close of First Grade:

Topics -‐ Color, Color wheel, elements of art, painting, drawing, gluing, cutting, stenciling, collage, clay, sculpture, art show, weaving, crayon-‐resist, glazing, animals, critique, days of creation, winter trees, African village, the purposes of artwork, secondary colors, handprint flowers, visual symbols of the U.S. Media -‐ Water Color, Oil Pastels, pencils, erasers, multi-‐colored paper, glue, glue sticks, chalk pastels, tissue paper, clay, glaze, chalk, tempera paint, markers, Multi –Media. Cultural and Historical Context -‐ Africa, art of different cultures, visual symbols of the U.S., Grant Wood, days of Creation

First Grade Common Experiences: Art show, days of creation projects, weaving, collage, crayon resist, sun, moon and stars multi-‐media project, bird sculpture, animal drawings, critiquing artwork, winter tree, African village, purposes of artwork, color wheel with an emphasis on the secondary colors, handprint flowers.

First Grade Common Assessments: Rubrics Participation Grade

K-‐5 Biblical Integration: GCCS Art department gives special attention to integrating Biblical truths throughout all creative experiences. God shares His love for beauty and detail through His creation. Mankind possesses God-‐given creativity. Mankind, abounding with expression, leaves behind a legacy with each passing generation. Prayer-‐1Cor. 7:5 Do your best for God-‐ Col. 3:17 Use your time wisely-‐Eph. 5:16 God looks on the heart and not the appearance -‐1 Sam. 16:7 Godly conversation-‐Col. 4:6 God’s creation-‐ Ps. 19:1 We are wondrously made –Ps. 139:14 The Art we create about and do should be pleasing to God – Phil. 4:8 Consider others better than yourself –Phil. 2:3-‐4

K-‐5 Technology Integration: Power Point, Internet, Movies

Physical Education Vision Statement

The Grove City Christian School Physical Education and Health Department’s desire is to teach students the skills necessary to develop a lifetime of physical activity, wellness and fitness. We seek to use the teaching of sports, wellness, and movement concepts to complete the total education process. It is our goal that Physical Education and Health will be viewed equally as important as all other subject matter. As Christians in the physical education department, we desire to make Christ the reason and focus behind our goals and objectives.

Philosophy and Guiding Biblical Principles We believe, a “physically-‐educated” person is one who has learned the skills necessary to develop a lifetime of physical activity, wellness and fitness. Physical education and wellness education enables us to keep our bodies in good condition so that we can glorify God in all we do (I Corinthians 10:31). Each student should also develop Christ-‐like attitudes and actions by having the opportunities to interact with other students while feeling the emotions of “success” (winning) and “failure” (losing). Finally, each student should develop an awareness and appreciation for the human body, which was created by God, in the image of God and for God.

Standards: What a GCCS Student will know and be able to do in K-‐12th Grade Physical Education: Standard 1: Demonstrates competency in motor skill and movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 3: Participates regularly in physical activity.EDUCATION STANDARDS Standard 4: Achieves and maintains a health-‐enhancing level of physical fitness. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.EDUCATION STANDARDS Standard 6: Values physical activity for health, enjoyment, challenge, self-‐expression, and/or social interaction.

Kindergarten-‐4th Grade PE Topic Statements: Development of the physical skills needed to enjoy participation in physical activities, mastering movement fundamentals, establish a foundation to facilitate continued motor skill acquisition, develop maturity and versatility in the use of fundamental motor skills (e.g., running, skipping, throwing, striking) that are further refined, combined, and varied during the middle school years.

Kindergarten-‐4th Grade PE Common Experiences: Spatial awareness; general space; personal space; playing by specific rules; teamwork; collaboration; benefits of peer teaching; individual responsibility; participation; fitness; teamwork; hand-‐eye coordination and motor skills; classroom safety

Kindergarten-‐4th Grade PE Common Assessments Visual, oral, written (quizzes/tests for 3rd and 4th….Fitness Gram)

Kindergarten-‐12th Grade PE Biblical Integration: Standard 1: Demonstrates competency in motor skill and movement patterns needed to perform a variety of physical activities. and

Standard 3: Participates regularly in physical activity. Philippians 3:12-‐14 Not that I have already obtained all this, or have already arrived at my goal, but I press on to take hold of that for which Christ Jesus took hold of me. Brothers and sisters, I do not consider myself yet to have taken hold of it. But one thing I do: Forgetting what is behind and straining toward what is ahead, I press on toward the goal to win the prize for which God has called me heavenward in Christ Jesus. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. I Corinthians 9:24-‐27 Do you not know that in a race all the runners run, but only one gets the prize? Run in such a way as to get the prize. Everyone who competes in the games goes into strict training. They do it to get a crown that will not last, but we do it to get a crown that will last forever. Therefore I do not run like someone running aimlessly; I do not fight like a boxer beating the air. No, I strike a blow to my body and make it my slave so that after I have preached to others, I myself will not be disqualified for the prize. Standard 4: Achieves and maintains a health-‐enhancing level of physical fitness. Isaiah 40:28-‐31 Do you not know? Have you not heard? The Lord is the everlasting God, the Creator of the ends of the earth. He will not grow tired or weary, and his understanding no one can fathom. He gives strength to the weary and increases the power of the weak. Even youths grow tired and weary, and young men stumble and fall; but those who hope in the Lord will renew their strength. They will soar on wings like eagles; they will run and not grow weary, they will walk and not be faint. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Matthew 18 “If your brother or sister sins, go and point out their fault, just between the two of you. If they listen to you, you have won them over. But if they will not listen, take one or two others along, so that ‘every matter may be established by the testimony of two or three witnesses.’ If they still refuse to listen, tell it to the church; and if they refuse to listen even to the church, treat them as you would a pagan or a tax collector. Standard 6: Values physical activity for health, enjoyment, challenge, self expression, and/or social interaction. I Corinthians 6:20 You were bought at a price. Therefore honor God with your bodies.

Kindergarten-‐4th Grade PE Technology Integration: Stop watches, calculators, heart rate monitors, pedometers, iPad (Pacer Test)

Technology Vision:

The Grove City Christian School Technology Department seeks to facilitate the development of students who will become committed and professionally competent Christian leaders and workers that will impact their chosen organizations, professions, and the society in which they live with their biblical example of work and purpose. Students will use technology to help them achieve success in their work, whatever that may be.

Philosophy and Guiding Biblical Principles: Teachers, as active Biblical role models, who exhibit and teach the character traits of responsibility, honesty, integrity, diligence, and loyalty, (Proverbs 15:2 “the tongue of the wise commends knowledge.”) integrate these Biblical principles in each area of technology. (I Timothy 4:7 “train yourself to be Godly.”) We provide opportunities for student involvement with leading edge technology and instruction in information technology. Students receive instruction in developing excellent oral and written communication skills, using technology to enhance especially the area of written communication practice. (Colossians 4:6 “Let your speech always be with grace, seasoned with salt, that you may know how you ought to answer each one.”). Guidance in the ethical use of computer technology and information allows students to develop the understanding of the importance of discerning right from wrong in school life, at home, and when faced with challenges in the workplace. (Psalm 37:27 “Depart from evil, and do good; And dwell forevermore.”)

K-‐12 Technology Standards The students are expected to follow the previous achievement standards, demonstrating higher levels of skills, dealing with more complex examples, and responding to works of art in increasingly more sophisticated ways. 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. • • • •

Apply existing knowledge to generate new ideas, products, or processes Create original works as a means of personal or group expression Use models and simulations to explore complex systems and issues Identify trends and forecast possibilities

2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. • • • •

Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media Communicate information and ideas effectively to multiple audiences using a variety of media and formats Develop cultural understanding and global awareness by engaging with learners of other cultures Contribute to project teams to produce original works or solve problems

3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. • • • •

Plan strategies to guide inquiry Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media Evaluate and select information sources and digital tools based on the appropriateness to specific tasks Process data and report results

4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. • • • •

Identify and define authentic problems and significant questions for investigation Plan and manage activities to develop a solution or complete a project Collect and analyze data to identify solutions and/or make informed decisions Use multiple processes and diverse perspectives to explore alternative solutions

5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. • • • •

Advocate and practice safe, legal, and responsible use of information and technology Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity Demonstrate personal responsibility for lifelong learning Exhibit leadership for digital citizenship

6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. •

Understand and use technology systems

• • •

Select and use applications effectively and productively Troubleshoot systems and applications Transfer current knowledge to learning of new technologies

K-‐8 Mapping in process Updated 6/8/12