kindergraten by GCCS Curriculum Grove City Christian

Grove City Christian School Subject Consensus Map:Kindergarten 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 Kindergarten Bible

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.”

Kindergarten Standards: What a GCCS Student will know and be able to do in English Language Arts

Reading Literature: RL.K.1. With prompting and support, ask and answer questions about key details in a text RL.K.2. With prompting and support, retell familiar stories, including key details. RL.K.3. With prompting and support, identify characters, settings, and major events in a story. RL.K.4. Ask and answer questions about unknown words in a text. RL.K.5. Recognize common types of texts (e.g., storybooks, poems). RL.K.6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

RL.K.7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). RL.K.8. (Not applicable to literature) RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.K.10. Actively engage in group reading activities with purpose and understanding.

Reading, Informational Text

RI.K.1. With prompting and support, ask and answer questions about key details in a text. RI.K.2. With prompting and support, identify the main topic and retell key details of a text. RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.K.4. With prompting and support, ask and answer questions about unknown words in a text. RI.K.5. Identify the front cover, back cover, and title page of a book. RI.K.6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. RI.K.7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). RI.K.8. With prompting and support, identify the reasons an author gives to support points in a text. RI.K.9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). RI.K.10. Actively engage in group reading activities with purpose and understanding.

Foundational Skills RF.K.1. Demonstrate understanding of the organization and basic features of print. Follow words from left to right, top to bottom, and page by page. Recognize that spoken words are represented in written language by specific sequences of letters. Understand that words are separated by spaces in print. Recognize and name all upper-‐ and lowercase letters of the alphabet. RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Recognize and produce rhyming words. Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of single-‐syllable spoken words. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-‐phoneme (consonant-‐vowel-‐ consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.) Add or substitute individual sounds (phonemes) in simple, one-‐syllable words to make new words. RF.K.3. Know and apply grade-‐level phonics and word analysis skills in decoding words. Demonstrate basic knowledge of letter-‐sound correspondences by producing the primary or most frequent sound for each consonant. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. Read common high-‐frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). Distinguish between similarly spelled words by identifying the sounds of the letters that differ. RF.K.4. Read emergent-‐reader texts with purpose and understanding.

Writing

W.K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W.K.3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. W.K.4. (Begins in grade 3) W.K.5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.K.6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. W.K.7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.K.9. (Begins in grade 4) W.K.10. (Begins in grade 3)

Speaking and Listening SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. Follow agreed-‐upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). Continue a conversation through multiple exchanges. SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Presentation of Knowledge and Ideas SL.K.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail. SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

Language Conventions of Standard English L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Print many upper-‐ and lowercase letters. Use frequently occurring nouns and verbs. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). Produce and expand complete sentences in shared language activities. L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize the first word in a sentence and the pronoun I. Recognize and name end punctuation. Write a letter or letters for most consonant and short-‐vowel sounds (phonemes). Spell simple words phonetically, drawing on knowledge of sound-‐letter relationships. Knowledge of Language L.K.3. (Begins in grade 2) Vocabulary Acquisition and Use L.K.4. Determine or clarify the meaning of unknown and multiple-‐meaning words and phrases based on kindergarten reading and content. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). Use the most frequently occurring inflections and affixes (e.g., -‐ed, -‐s, re-‐, un-‐, pre-‐, -‐ful, -‐less) as a clue to the meaning of an unknown word. L.K.5. With guidance and support from adults, explore word relationships and nuances in word meanings. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). Identify real-‐life connections between words and their use (e.g., note places at school that are colorful). Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. L.K.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Topic Statements for Social Studies By close of Kindergarten: This portion of map currently under development

Kindergarten Common Experiences: This portion of map currently under development K-‐12 Literature Lists (under development) and K-‐12 Writing experiences (see chart) K-‐8 Writing Experiences

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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Kindergarten Common Assessments:

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

Kindergarten Biblical Integration: This portion of map currently under development

Kindergarten Technology Integration ideas: This portion of map currently under development

Literature lists will be included as well 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 Kindergarten 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)

-‐Weather changes are long-‐term and short-‐ term through observation, measurement, classifying, comparing, identifying patterns, predicting, graphing. -‐The moon, sun and stars are visible at different times of the day or night.

Physical Science (PS) -‐Objects and materials can be sorted and described by their properties. -‐Some objects and materials can be made to vibrate to produce sound.

Life Science (LS) -‐Living things are different from nonliving things. -‐Living things have physical traits and behaviors, which influence their survival.

Topic Statements for Science By close of Kindergarten: Year long connection of topics: Living and nonliving things have specific physical properties that can be used to sort and classify. The physical properties of air and water are presented as they apply to weather. Earth and Space Science Topic: Daily and Seasonal Changes :This topic focuses on observing, exploring, describing and comparing weather changes, patterns in the sky and changing seasons; Physical Science Topic: Properties of Everyday Objects and Materials :This topic focuses on the production of sound and on observing, exploring, describing and comparing the properties of objects and materials with which the student is familiar;Life Science Topic: Physical and Behavioral Traits of Living Things: This topic focuses on observing, exploring, describing and comparing living things in Ohio. Kindergarten Common Experiences : Calendar Time to include integration of science skills concerning weather/seasonal changes; Science Notebook/Journal; Class Research project based on students questions with presentation to other K classes; Creation & use of tools/instruments for measuring effects of weather/sun/environment on GCCS community

Informational Texts: (correlated to Elementary Literature List) under development Lab Experiences: under development Field Trips Kindergarten Common Assessments: Balanced, authentic assessment Kindergarten Biblical Integration: It is the intention of the science program to have students understand science with God as their foundation. Integrated into our K curriculum the following broad biblical principles will be of focus ( see science philosophy and guiding biblical principles above): 2. Of all life created, both plant and animal, man is God’s ultimate Creation, having been created in His image. (Genesis 2:7) 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), i.e. what types of patterns to we see in nature that God has created to give order 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 and becoming more orderly. But, in due season, all will be made whole again. (Romans 8:22; 2 Peter 3:4-‐9) i.e change of seasons is an example of God’s plan of death and resurrection throughout the natural world.

Kindergarten Technology Integration: Whole class research of Science Journal Questions with teacher using the internet, use of iPad during calendar time to look at moon phases

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.

Social Studies 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?

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

HISTORY Chronology -‐Recite days of the week -‐Use vocabulary to distinguish broad categories of time -‐Demonstrate understandings of one’s personal life history Heritage -‐Listen and discuss art, customs, traditions, family celebrations and talk about why they are important -‐Understand the importance of ideas, peoples, and events that have shaped the world as it is today. -‐Recognize the American flag and other symbols of the U.S. -‐Recite the Pledge of Allegiance and the National Anthem GEOGRAPHY -‐Show a foundational concept for spatial thinking is relative location (Location of a place relative to others) -‐Describe the relative location of familiar places -‐Identify terms related to direction and distance include up/down, over/under, here/there, front/back, behind/in front of. -‐Use, Identify, and Design symbols (letters, numbers, logos, addresses, hospital signs, schools, and fire departments) -‐Create a replica of familiar places by using models and maps. -‐Identify basic human needs such as food, clothing, and shelter -‐Identify natural resources such as water, trees, soil, and sunlight -‐Identify ways that individuals in the family, school, and community are unique and ways that they are the same GOVERNMENT -‐Demonstrate the ability to make choices and take responsibility for personal actions -‐Recognize and show how when individuals share responsibilities, group goals are more easily accomplished -‐Identify authority figures such as parents, principals, teachers and police officers and the use of rules for particular settings to provide order and safety ECONOMICS -‐Recognize that people have wants

-‐Explain how people make decisions in order to satisfy their wants -‐Identify goods and services

Kindergarten Topic Statements for Social Studies: World’s Fair, civil responsibilities, my community, basic needs, wants, symbols of America, personal heritage, customs, traditions, personal me collage/poster. Geography, heritage, customs, religion, traditions and holidays of South America. Famous Americans: George Washington, Abraham Lincoln, Martin Luther King Jr. , Ruby Bridges, Johnny Appleseed, Colonial Americans,/Native Americans –where they came from, holidays (and why) we celebrate them, basic time period from which they were known.

Kindergarten Common Experiences World’s Fair, Compare and contrast American ways with those of South America. Bring in fire fighters, police officers, dental health, or others who provide services. Focus on the American flag, constitution, and the Pledge of Allegiance. Talk about the importance of the pledge to the Bible, why people came to America, Grandparents Day Field Trips: Visit nursing home Informational Texts: Correlated to ELA Literature Lists – under development

Kindergarten Common Assessments Small Projects, hands on activities, map readings, all about me posters, God Made Me book, Small research/report projects Oral and written authentic assessments

Kindergarten Biblical Integration

This portion of map currently under development

Kindergarten Technology Integration ideas: Smartboard, Ipads, Skype classroom in South America

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.

Kindergarten Critical Areas:

(1) Representing, relating, and operating on whole numbers, initially with sets of objects; (2) Describing shapes and space. More learning time in Kindergarten should be devoted to number than to other topics.

Standards and Topic Statements: What a GCCS Student will know and be able to do in Mathematics in by close of Kindergarten: Counting and Cardinality Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-‐20 (with 0 representing a count of no objects). Count to tell the number of objects. Understand the relationship between numbers and quantities; connect counting to cardinality. o When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. o Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. o Understand that each successive number name refers to a quantity that is one larger. • Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. • Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1 • Compare two numbers between 1 and 10 presented as written numerals. • • • • •

Operations and Algebraic Thinking

• Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. • Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. • Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). • For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. • Fluently add and subtract within 5. 1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Number and Operations in Base Ten

• Compose and decompose numbers from 11-‐19 into tens and some further ones

Measurement and Data

• Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. • Compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. • Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

Geometry

• Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. • Name shapes regardless of their orientations or overall size. • Identify shapes as two-‐dimensional (lying in a plane, “flat”) or three-‐ dimensional (“solid”). • Analyze and compare two-‐ and three-‐dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).

• Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

Mathematics section of map is currently under development Kindergarten Mathematics Common Experiences: Kindergarten Mathematics Common Assessments Kindergarten 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

Kindergarten 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 Kindergarten Kindergarten 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. 2. Identify items found in the library (e.g., books, magazines, computers). 3. Understand that many activities take place in the library (e.g., reading, movies, puppet plays, storytelling, studying, exploring). 4. Know that there is a library in the community—public library—that students may visit with their parents.

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. Explore areas of the library with assistance from library staff and classroom teachers (e.g., picture books, story area, listening centers). 2. Select books with guidance from the library staff and classroom teacher. 3. Checkout books with help from the library staff and classroom teacher. 4. Know that books may be taken home but must be returned. 5. Discuss proper care of library books. C. Understand that library books and materials are housed in specific areas of the library. 1. Know that storybooks are in the picture book section. 2. Know that the library catalog gives access to information about all of the books and materials in the school library. D. Read and listen to stories for schoolwork and personal enjoyment. 1. Listen to stories read by library staff. 2. Look at books and read for pleasure. 3. Use picture clues to help understand reading material. 4. Know that there are many types of books (e.g., story books, rhyming books, counting books). E. Understand what information is and use a process to find information. 1. Identify what information is and recognize that it can be represented in a variety of ways (e.g., numbers, words, pictures, sounds). 2. Decide what information is needed. 3. Find the information with the assistance of the teacher or librarian (e.g., using books or observations). 4. Use the information by sharing ideas and experiences.

Kindergarten 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. Know that the school library has technology-‐based resources (e.g., computer, television, sound devices). 2. View/listen to multi-‐media library resources (e.g., listening station, video, DVD). 3. Understand directions for using library technology.

Common Experiences:

-‐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

Art

Vision:

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

Kindergarten

Topic Statements for Visual Arts By close of Kindergarten: Topics -‐ Color, Color wheel, elements of art, painting, drawing, gluing, cutting, stenciling, collage, decoupage, the art museum, clay, musical art, finger painting, drawing animals, self-‐portraits, art careers, sculpture, different cultures, art show, imagination. Media -‐ Water Color, Oil Pastels, pencils, erasers, multi-‐colored paper, glue, glue sticks, chalk pastels, tissue paper, markers, clay, glaze, finger paint, chalk, printing sponges, Multi –Media. Cultural and Historical Context -‐ Collage, Pablo Picasso, Visit to the Art Museum video, art careers, art forms from different cultures game.

Kindergarten Common Experiences: Art show, color wheel, primary colors, wet paper chalk, collage, decoupage, clay tiles, imaginary art museum field trip, musical art, finger painting, wild animal oil pastel, printmaking, self portrait, art careers, art forms from different cultures game, imaginary creature group project, paper sculpture butterflies.

Kindergarten 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