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ver 8

VERITAS

ACADEMYCURRICULUM GUIDE

1997-98 School Year

This guide is distributed free by Veritas Press, Inc. Veritas Press is a source to purchase virtually all the books and materials required to implement this guide. Veritas Press also offers telephonic consulting services for curriculum planning. We hope that you will allow us to provide you the materials you need.

Veritas Press, Inc.19 Funk St

Strasburg, PA 17579(tel) 717-687-5122(fax) [email protected]

http://members.aol.com/veritasprs

SECTION ONE: Curriculum by Grade

KINDERGARTENBibleEnglishHistory/Geography - LancasterMathReading

FIRST GRADEArtBibleEnglish GrammarHistory/Geography - PennsylvaniaMathMusic

Physical EducationReading - Includes Literature List

SECOND GRADEArtBible - A Survey of the Hexateuch (Genesis through Joshua)English Grammar & LinguisticsHistory/Geography - Old Testament and Ancient EgyptMath

MusicPhysical Education

Reading - Includes Literature List

THIRD GRADEArtBible - A Survey of Judges through Poets (Judges through Canticles &

Lamentations)English Grammar & LinguisticsHistory/Geography - Ancient Greece, Ancient Rome, and New

Testament EraLatin I (for third graders)Math



FOURTH GRADEArtBible - A Survey of the Prophets (Major & Minor, Isaiah through

Malachi)English Grammar & LinguisticsHistory/Geography - Middle Ages, Renaissance, and ReformationLatin I (for fourth graders)Math



FIFTH GRADEArtBible - A Survey of the Gospels and the Acts of the ApostlesEnglish Grammar & LinguisticsHistory/Geography - Early American and Contemporary WorldLatin I (for fifth and sixth graders)Math



SIXTH GRADEArtBible - A Survey of the New Testament Epistles and the RevelationEnglish Grammar & LinguisticsHistory/Geography - Post-Civil War to PresentLatin I (for fifth and sixth graders)Math



SECTION TWO: Curriculum by Subject

ARTFirst GradeSecond GradeThird GradeFourth GradeFifth GradeSixth Grade

BIBLEKindergartenFirstSecond - A Survey of the Hexateuch (Genesis through Joshua)Third - A Survey of Judges through Poets (Judges through Canticles &

Lamentations)Fourth - A Survey of the Prophets (Major & Minor, Isaiah through

Malachi)Fifth - A Survey of the Gospels and the Acts of the ApostlesSixth - A Survey of the New Testament Epistles and the Revelation

ENGLISH/ENGLISH GRAMMAR & LINGUISTICSKindergartenFirstSecondThirdFourthFifthSixth

HISTORY/GEOGRAPHYKindergarten - LancasterFirst - PennsylvaniaSecond - Old Testament and Ancient EgyptThird - Ancient Greece, Ancient Rome, and New Testament EraFourth - Middle Ages, Renaissance, and ReformationFifth - Early American and Contemporary WorldSixth - Post-Civil War to Present

LATINThird - Latin I (for third graders)Fourth - Latin I (for fourth graders)Fifth - Latin I (for fifth and sixth graders)

Sixth - Latin I (for fifth and sixth graders)

MATHKindergartenFirstSecondThirdFourthFifthSixth

MUSICFirstSecondThirdFourthFifthSixth

PHYSICAL EDUCATIONFirstSecondThirdFourthFifthSixth

READING (includes literature lists for all but kindergarten)KindergartenFirstSecondThirdFourthFifthSixth

SCIENCEFirstSecondThirdFourthFifth

KINDERGARTEN BIBLE A. PRIMARY TEXTS AND MATERIALS:

1. Bible (NKJV) 2. Illustrated Bible Story Book (large) 3. High quality Bible-related materials, videos, posters

B. PRIMARY OBJECTIVES: The student will be able to:

1. Understand that God gave us the Bible as His only written Word.

2. Correctly identify the two parts of the Bible; Old and New Testaments.

3. Recite the books of the Old Testament in sequence.

4. Correctly identify major characters in the Bible and for what they are

most remembered.

5. Describe the major biblical events discussed in class.

6. Consistently participate in daily praying.

7. Describe in his own words: the basic Gospel, what sin is, what

obedience is, God's love and forgiveness, God's creative and

sustaining power, His holiness, and unchanging character.

C. PRIMARY TEACHING METHODS:

1. Large group instruction - Using Bible reading, story telling, pictures,

drama, puppets, etc.

2. Large group participation - Using daily singing, prayer (teacher-led)

3. Projects, art work; integrated with other subject areas

D. APPROXIMATE TIME PER WEEK: 25-30 minutes/day

E. OBJECTIVES PROGRESS EVALUATION: (please use pencil)

1. DATE(S) PROGRESS CHECKED:

__________________/_________________

2. ADEQUATE PROGRESS ON OBJECTIVES YTD?*:

_________/___________

3. *IF NO, PLEASE EXPLAIN:

KINDERGARTEN ENGLISH

A. PRIMARY TEXTS AND MATERIALS:

1. Italics workbooks, manuscript 2. Penmanship paper w/illustration area 3. Sing, Spell materials, as appropriate for spelling and grammar4. Other worksheets


1. State in his own words that God gave us letters and language.

2. Accurately restate the story of the tower of Babel and God's using that

to begin the variety of languages in the world.

3. Properly hold a pencil for writing purposes.

4. Consistently and properly form the upper and lower case versions of

each letter of the alphabet (using the Italics model).

5. Properly write his own name in Italics form.

6. Regularly orally present information, using complete sentences, e.g. in

Show and Tell.

7. Consistently and correctly write his name on all worksheets and

papers.

8. After gaining adequate skills, copy displayed sentences on wide-lined,

illustration paper, and make an accompanying illustration.


1. Large group instruction - Using Italics modeling

2. Individual and small group instruction/work

3. Sensory practice of letter formation

4. Integration of other subjects in writing/oral presentations

D. APPROXIMATE TIME PER WEEK: Daily, 30 minutes



___________________/__________________


___________/___________


KINDERGARTEN HISTORY/GEOGRAPHY


1. Bible (NKJV)2. Lancaster city maps 3. Pictures, artifacts 4. Student-made maps, 3-D "city"5. Student family photos

B. PRIMARY OBJECTIVES: At the end of kindergarten students will be able to:

1. Explain in their own words that God is sovereign in their lives,

their families, and in the world. (Drawn from scriptural stories and

readings through the year.)

2. After hearing about scriptural examples, describe how God blessed

individuals, families, and nations that sought to honor Him.

(Examples: David, Noah, Abraham, Ruth, Shadrach, Meshach,

Abednego, Joshua.)

3. Describe their own family's structure, up to grandparents.

4. Recall the basic tasks done by Lancaster city service personnel

(e.g. firemen, police, hospital, mayor, etc.).

5. On a basic city map, possibly class-made, identify their homes.

6. Identify the major land features and uses of land in this area

7. Recall basic facts of Lancaster County history.

8. Recognize basic traffic signs.

9. Recall the state's name in which they live.

10. Recall their own address and telephone number.


1. Large group instruction using pictures, Bible stories, guest speakers,

and other visual aides.

2. Field trips to: City Hall, Police Station, Post Office, Hospital

3. Construction of city's map, own houses, unique features

studied and other facts.

4. Family photos, family-a-week ideas

5. Integrate with Bible, art, and science (geographical features)

D. APPROXIMATE TIME PER WEEK: One to one and a half hours



_________________/____________________


________/_________


KINDERGARTEN MATH


1. Saxon Math K & 12. Variety of manipulatives 3. Other math-related worksheets


1. State in his own words that God gave us numbers and systems of

math to help us.

DATE COMPLETED ________

% OF CLASS DISPLAYING MASTERY ________

2. Explore new new ways of manipulating materials, e.g. counting,

sorting, comparing sizes and shapes, and making designs/patterns.



3. Properly form written numbers.



4. Consistently arrange items to form predictable patterns.



5. Correctly organize items according to their distinctive properties or

characteristics; i.e. practice noticing small details and distinctions to

aid in classifying.



6. Consistently and correctly count forward and backward.



7. Make correct comparisons between items according to length,

quantity, weight, volume, and duration (more or less conception).



8. After gaining adequate knowledge through practice, graph basic

comparison information.



9. Correctly identify basic geometric shapes; e.g. triangle, square, circle,

etc.

DATE COMPLETED

________


10. Count by ones, twos, fives and tens to one hundred. (Grasp basic base

ten system.)



11. Correctly recall the days of the week and the months of the year.



12. Explore and correctly use basic (1-20) addition and subtraction

through repeated combinations of numbers.



13. Identify and state the values of a penny, a nickle, and a dime.



14. Identify the half-hour and hour markings on a clock.



15. Work independently to complete written and oral story problems.



16. Describe correctly fractions of 1/2, 1/3, 1/4, and 1/5.




1. Large group instruction - Using manipulatives, integration with other

subjects

2. Individual and small group attention

3. Sensory practice of number formation, value

D. APPROXIMATE TIME PER WEEK: Two - two and a half hours

KINDERGARTEN READING


1. Start Your Engine, Sing/Spell program 2. Checkered Flag, Sing/Spell Program3. Teacher materials, e.g. letter recognition, directions,etc. 4. Phonic worksheets and materials 5. Short/Long Vowel readers, MCP6. Literature Program books/materials from first grade list (for advanced

readers)


1. Understand that God gave us the gift of letters and He wrote a Book

for us to read.

2. Correctly identify upper and lower case letters of the alphabet.

3. Correctly identify consonants and vowels.

4. Correctly and consistently articulate the most frequently used sound

of each letter of the alphabet.

5. Demonstrate an acceptable level of ability in blending sounds

together to short vowel words.

6. Identify basic biblical values/principles in the literature read (aloud or

on own) in class.

7. Correctly identify and use long vowel sounds to form and decode

words, after mastering the short vowels and blends (for advanced

students only).

8. Recall specific, important details from stories and books read aloud in

class.

9. Share favorite books with the rest of the class; either by reading them

aloud or just describing and showing them.


1. Large group instruction - Using phonetic instruction in letter

recognition, short/long vowel sounds, blends, etc.

2. Individual and small group instruction - After determining reading

aptitude. This is combined with completing phonetic activities.

3. Large group participation - Using daily Bible and story readings.

4. Regularly planned trips to the school and local libraries.

5. Use of art and drama to encourage a love of books.

D. APPROXIMATE TIME PER WEEK: 5 - 6 hours

E. OBJECTIVES PROGRESS EVALUATION (please use pencil)


____________/____________


_______/_______


FIRST GRADE ART


1. Drawing With Children 2. Various illustrations, photographs 3. Markers, crayons, pencils, pastels 4. Drawing paper, sketch paper, illustration paper (w/ half lines)5. Clay, construction paper, tissue paper, beads, buttons, other small

items6. Items for interesting still-lifes7. Containers for materials8. History of Art for Young People

B. PRIMARY OBJECTIVES: The students will be able to:

1. Describe the beauty, colors, textures, sizes, etc. in the Creation that

God gave us.

2. Correctly hold, use, clean-up, and store all tools and materials.

3. Use the entire space given for creating work (i.e. fill the paper).

4. Recreate, both on paper and in sculpture, the basic geometric shapes.

5. Identify those geometric shapes (sphere, cone, cube, etc) in real

objects.

6. Use the geometric shapes to create copies, 2-D and 3-D, of real

objects.

7. Describe a given color or shade as light or dark.

8. Manipulate a variety of lights and darks (color & B/W) in drawing.

9. Arrange items in drawings in front and behind; show size

relationships.

10. Copy from an illustration or photograph using above skills and tools.

11. Illustrate a story or theme using above skills and tools.

12. Identify the fundamentals of æsthetic philosophy, paying particular

attention to the definitions of the true, the good and the beautiful.


1. Large group instruction and demonstration

2. Individual attention to skill development

3. Copying from given materials, photographs, still-lifes

4. Integration with other subject areas (illustrate in science, Bible,

history, etc.)

5. Guest artists

D. APPROXIMATE TIME PER WEEK: At least one hour (not including time used to

integrate with other subjects)



__________________/__________________


___________/___________


FIRST GRADE BIBLE


1. Bible (NKJV) 2. Illustrated Bible Story Book (large) 3. High quality Bible-related materials, videos, posters


1. Understand that God gave us the Bible as His only written Word.

2. Correctly identify the two parts of the Bible; Old and New Testament.

3. Recite the books of the books of the Bible in sequence.

4. Have demonstrated the ability to consistently memorize a Bible verse

each week and recite it for the teacher (verses should come from

books being read) with 75% accuracy and state meaning in their own

words.

5. Consistently participate in the daily singing and praying.

6. Describe in his own words: the basic Gospel, what repentance is, and

God's characteristics, as revealed in the books read in class.


1. Large group instruction - Using Bible reading (by teacher and

students, as able), story telling, pictures, drama, puppets, etc.

2. Recitation of verses individually.


4. Projects, art work, integration with other subject areas




_________________/__________________


___________/___________


FIRST GRADE ENGLISH GRAMMAR


1. Italics worksheets, manuscript 2. Penmanship paper w/illustration area 3. Sing, Spell materials, as appropriate for spelling and grammar4. Shurley Method, Level 1


1. State in his own words that God gave us letters and language.

2. Accurately restate the story of the tower of Babel and God's using that

to begin the variety of languages in the world.

3. Satisfactorily and consistently spell assigned words.


each letter of the alphabet (using the Italics model).

5. Distinguish the difference among the eight parts of speech.


Show and Tell.

7. Consistently and correctly write his name on all worksheets and

papers.

8. Consistently use correct capitalization and punctuation in a written

sentence, e.g. beginning capitals, ending periods.

9. Write at least a three sentence story with a beginning, a middle, and

an end, using the above skills correctly. (Illustration may be included.)

10. Chant noun, adverb, adjective, sentence, capitalization and

punctuation rules, preposition, object on the preposition, and noun

jobs in Shurley Grammar.



2. Individual instruction/work

3. Weekly spelling lists, regular oral presentations, spelling bees


5. Frequent copying of weekly verses, dictation to older students

D. APPROXIMATE TIME PER WEEK: Four - four and one half hours



___________________/_________________


____________/_________


FIRST GRADE PENNSYLVANIA

HISTORY/GEOGRAPHY


1. Student Texts/Materialsa. Bible (NKJV)b. Student-made Pennsylvania History Notebook c. Pennsylvania State maps

2. Teacher Resource Materialsa. Atlases, maps, pictures, artifacts b. Bible (NKJV)

B. PRIMARY OBJECTIVES: At the end of the first grade, the student will be able

to:

1. Recognize the scriptures studied in class that demonstrate

God's sovereignty in the lives of individuals and families. (Examples:

Ps.32:8,33:11-22; Jer.29:11; Matt.29:33; Is.44:2; Ps.139:13-18;

Prov.3:5,6.)

2. After seeing scriptural examples, describe how God blessed

individuals, families, and nations that sought to honor Him.

(Examples: Daniel; Esther; David; Noah)

3. Recall in proper sequence basic Pennsylvania history, beginning with

first settlers to modern time. (Emphasis on changes, more than dates.)

4. Describe the basic lifestyle of the Indians prior to the European

settlers; their dress, food, shelters, celebrations, religion, language,

and how they affect Pennsylvania history.

5. Recall names and basic details of first white settlers in Pennsylvania.

(See Materials)

6. Describe how lifestyles (dress, jobs, entertainment, food) of people

living in this area have changed over the period studied.

7. Identify the God-made resources of the area, such as unique soil,

rivers, lakes, vegetation/crops, climate, etc.

8. Given a simple map of the city and state, locate the approximate

location of the student's home. Also, identify the cardinal directions of

N, S, E, W.

9. Correctly describe how cities, states, the U.S.A. and the world relate

(which makes up which).


1. Large group instruction using maps, pictures, guest speakers,

artifacts, stories/biographies, models, and other visual helps to

illustrate changes over time.

2. Construction of individual student "Pennsylvania Notebooks", made up

of city's map, state map, unique features studied and other facts.

(These are frequently turned in to the teacher for evaluation and

grading.)

3. Build models, make family trees, make foods, make local crafts, read

stories, listen to stories, do drama, make maps, make "time capsules."

4. Integrate with Bible, art, and science

5. Field trips to locations important to Pennsylvania

e.g. :Betsy Ross House, Philadelphia

:Ephrata Cloister

:Harrisburg

:Independence Hall, Philadelphia

:Landis Valley Museum

D. APPROXIMATE TIME PER WEEK: One and a half hours to two hours



_________________/_________________


________/_________


FIRST GRADE MATH


1. Saxon 2 worksheets, TE 2. Variety of manipulatives, incl. play money, clocks 3. Other math-related worksheets

B. PRIMARY OBJECTIVES: By the end of second grade the student should be able

to:


math to help us in life and they also help us understand His

unchangeable character.



2. Complete all assigned math work/worksheets satisfactorily (70%+).



3. Demonstrate ability to use number line concepts (numbers before and

after) and count to 1,000.



4. Work independently to complete written and oral story problems after

identifying correct function to use.

DATE COMPLETED _________

% OF CLASS DISPLAYING MASTERY _________

5. Correctly count by 2's, 3's, 4's, 5's, 10's, and 25's.



6. Skip count in order to count money. Recognize and count

denominations.



7. Correctly add and subtract numbers two digit numbers, with 70%

accuracy.



8. Describe and use correctly fractions 1/2 - 1/16; including comparing

sizes of fractions.



9. Correctly tell time to the quarter hour with 90% accuracy.



10. Comprehend the concept of multiplication and multiply 0 to 5 sums.



11. Correctly identify and use 1/2" and 1/4" markings on a ruler/yardstick.



12. Comprehend and decode simple graphs and scales with 70%

accuracy.




1. Large group instruction - Using manipulatives, integration with other

subjects

2. Individual and small group work using Saxon materials

3. Math centers, games

4. Use of play money, clocks, computer to reinforce skills/concepts

D. APPROXIMATE TIME PER WEEK: Four and a half to five hours

FIRST GRADE READING

A. PRIMARY TEXTS AND MATERIALS

1. The school's literature program and adopted titles (see current list)2. Teacher materials for literature program titles 3. Sing,Spell, Read & Write CBN publ, Raceway Book & materials 4. Other Teacher-Created materials, magazines w/ worksheets

B. PRIMARY OBJECTIVES:

1. PHONEME IDENTIFICATION - The student will be able to:

a. Recognize and use the beginning sounds of the alphabet

b. Recognize and use the short vowel sounds

c. Recognize and use the long vowel sounds

d. Recognize and use letter clusters (two-three letters)

e. Recognize and use the two-vowel rule

f. Recognize and use the silent e rule

g. Recognize and use the various uses of y

2. SING, SPELL WORK - The student will have reached at least Step 21 in

the Sing, Spell, Read & Write program.

3. The student will have successfully completed a 2-3 week review of all

beginning sounds of the alphabet.

4. The student will be able to begin reading Literature program titles

within the first grade year.

5. The student will be able to successfully comprehend the details and

the inferences in a given story/book.

6. The student's vocabulary will show noticeable improvement in the

number of words understood and used correctly.

7. The student will be able to consistently recognize and explain the

difference between fiction and non-fiction.


1. SMALL GROUP/ INDIVIDUAL INSTRUCTION - Focus is on every student

having daily opportunities in a small group (2-6) to read orally, with

gently guidance and correction. (No. of groups should not be more

than four.)

2. SMALL GROUP GAMES- Using Sing, Spell and other phonic games in

small groups.

3. LARGE GROUP-ORAL READING DAYS - Frequent oral readings in front

of the class, done by each student several times a year.

4. READING WITH OLDER STUDENTS - To be arranged with other

teachers. Includes dictating to and illustrating stories with the older

students.

5. DRAMA, WRITE/ILLUSTRATE OWN STORIES - Includes journals, plays,

etc.

6. LIBRARY VISITS - Includes regular visits to the school and local

libraries. Check out limited number of books.

7. LISTENING CENTER - Using taped stories or instructions and students

follow-along in books or using worksheets.

8. ASSESSMENT TIMES - Using the Macmillan Initial Placement Inventory

in the second half of the year.

D. APPROXIMATE TIME PER WEEK : 7 - 7 1/2 hours, not including reading

associated with other subject areas.



___________/______________


_________/__________


FIRST GRADE LITERATURE LIST

The following is the list of adopted titles used in the First Grade reading program.(Although certain titles are assigned to specific grades, when necessary, teachers may use titles from the list above or below their grades.) It is desired that, if a student completes his entire elementary experience at the school, he will have read a minimum of 60 of the books listed below, or an average of at least 10 adopted books each year. (Outside, recreational reading is highly encouraged for the students. However, that reading is not included in the numbers above.) The following literature list has been designed to be studied only with the close supervision and guidance of the teacher.

* = Series indicates that any title in that series would be acceptable.+ = Indicates have Teacher Guide for titleM = Mandatory reading in this grade

TITLE AUTHOR INVENTORY ORDER

Bedtime for Frances*+ Hoban _____ _____Blueberries for Sal McCloskey _____ _____Cat in the Hat, The(M) Suess _____ _____Cat in the Hat Comes Back, The Suess _____ _____Curious George* Rey _____ _____Corduroy(M) Freeman _____ _____Frederick* Lionni _____ _____Frog and Toad Are Friends Lobel _____ _____Frog and Toad Together Lobel _____ _____Green Eggs and Ham(M) Suess _____ _____Hop On Pop Suess _____ _____I Can Lick 30 Tigers Today Suess _____ _____Little Bear Minarik _____ _____Little Bear's Visit Minarik _____ _____Little Engine That Could(M) Piper _____ _____Little Rabbit Bate _____ _____Little Rabbit's Loose Tooth Bate _____ _____Madeline* Bemelman _____ _____Magic Fish, The Littledale _____ _____One Fish, Two Fish Suess _____ _____Stone Soup McGovern _____ _____Tale of Peter Rabbit Potter _____ _____There's a Wocket in My Pocket Suess _____ _____Where the Wild Things Are Sendak _____ _____Virginia Lee Burton _____ _____

SECOND GRADE ART A. PRIMARY TEXTS AND MATERIALS:

1. Drawing With Children 2. Various illustrations, photographs 3. Markers, crayons, pencils, pastels 4. Drawing paper, sketch paper, construction paper, tissue paper5. Clay, natural and man-made materials for sculptures/dioramas 6. Items for interesting still-lifes7. Containers for materials8. History of Art for Young People


1. Describe the beauty, colors, textures, sizes, etc. found in the Creation

that God gave to us.



4. Use basic geometric shapes to assist in recreating, both on paper and

in sculpture, copies of real objects.

5. Identify and recreate similar proportions in observed objects.

6. Manipulate a variety of lights and darks (color & B/W) in drawing.

7. Correctly use overlapping and size to illustrate size and

distance/depth in space.



10. Given theme, create own illustration/sculpture using above skills.



12. Identify important artists and works of art contemporary with the

historical period studied, paying particular attention to the

fundamental mechanical aspects of the work itself as well as to the

meaning conveyed by the artist through a given work and the

historical context of both the work and its creator, eg Paleolithics,

Cave Art, Neolithics, Ancient Egyptian art, Ancient Near Eastern art

and early Ægean art.



2. Individual attention to both the historical-appreciative aspects of art

and personal skill development

3. Copying from given materials, photographs, still-lifes


history, etc.)

5. Guest artists




1. DATE(S) PROGRESS CHECKED:__________________/_________________

2. ADEQUATE PROGRESS ON OBJECTIVES YTD?*:___________/___________


SECOND GRADE BIBLE; A SURVEY OF THE

HEXATEUCH

(Genesis through Joshua)


1. Bible (NKJV) 2. Illustrated Bible Story Book (large) 3. Calvin's Commentary4. Greenleaf Old Testament Guide5. Miscellaneous Biblical surveys and teaching aids6. Veritas Press Bible Flash Cards7. A Child’s Story Bible


1. Read, identify and describe the basic redemptive-historical events of

Genesis through Joshua as identified on the Bible Flash Cards #1 - 32;

2. Describe the major events/works of the lives of selected biblical saints,

such as: Adam, Noah, Abraham, Isaac, Jacob, Moses, Aaron and

Joshua;

3. Recite from memory the basic Creation- and Covenant sequences and

the [abbreviated] Ten Commandments.



students, as able), flash cards, story telling, pictures, drama, puppets,

etc.



4. Projects, art work, integration with other subject areas

5. Guest speakers



1. DATE(S) PROGRESS CHECKED:____________________/_________________

2. ADEQUATE PROGRESS ON OBJECTIVES YTD?*:__________/___________


SECOND GRADE ENGLISH GRAMMAR &

LINGUISTICS


1. Italics worksheets, manuscript & cursive2. Penmanship paper

3. Thesaurus4. Elementary Dictionaries5. Shurley Method, Level 26. How to Spell, Level 2


1. State in his own words that God gave us a written message (the Bible)

and why, therefore, we should seek to speak and write clearly.

2. Comprehend a basic sentence structure and recognize the use of

sentences and paragraphs in God's Word and other literature.

3. Satisfactorily (75% or more) and consistently spell assigned words,

and demonstrate adequate improvement in spelling skills, correct use

of spelling rules, e.g. adding s, es, ing, er, est, ed to words.


each letter of the alphabet using the Italics models: manuscript in the

first semester, cursive in the second semester.

5. Demonstrate a consistent, correct use of nouns, adjectives, adverbs,

prepositions, and verbs and be identify them in simple sentences.


regularly scheduled oral presentations.

7. Consistently and correctly write his name (and date) on all worksheets

and papers.


sentence.

9. Properly use a comma between series of words, in addresses, dates,

etc.

10. Demonstrate clear and correct understanding of past and present

tenses of simple verbs, in written and oral work.

11. Write at least a five sentence story with a beginning, a middle, and an

end, using the above skills correctly. (Illustration may be included.)

12. Demonstrate consistent neatness standards in writing assignments

and other work.

13. Chant noun, sentence, adverb, adjective, preposition, object of the

preposition, pronoun, subject pronoun, possessive pronoun, and

subject and verb must agree from Shurley Grammar.






5. Frequent copying of weekly verses, making original stories

6. Basic parsing/classifying practice

D. APPROXIMATE TIME PER WEEK: Four - five hours



____________________/_________________


___________/__________


SECOND GRADE OLD TESTAMENT AND ANCIENT

EGYPT

HISTORY/GEOGRAPHY


1. Student Texts/Materialsa. Pharaohs and Pyramidsb. Bible (NKJV)c. Mummies Made in Egyptd. Tut's Mummy; Lost and Founde. Cultural Atlas of Ancient Egyptf. Fun with Hieroglyphsg. Veritas Press History Flash Cards

2. Teacher Resource Materialsa. The Greenleaf Guide to Ancient Egyptb. The Pharaohs of Ancient Egyptc. Egyptian Artd. Ancient Egypt (ILU)e. A Coloring Book of Ancient Egyptf. Ancient Egypt (Thematic Unit)g. Ancient Egypth. Queen Nefertitii. Ancient Egypt (Theme Series)j. Archaeologyk. Pyramidl. The Pyramid Explorer's Kitm. History of Art for Young Peoplen. Survey of the Bibleo. Bible (NKJV)

B. PRIMARY OBJECTIVES: At the end of the second grade, the student will be

able to:

1. Identify the reason an individual is important, given the name of a

significant historical character in ancient Biblical times. Key

individuals include: Pharaoh Cheops, Queen Hatshepsut, Thutmose III,

Pharaoh Akhenaten, Pharaoh Tutankhamen, Pharaoh Ramses II.

2. Explain the importance of a significant date or event to the history of

the ancient near East. Key items include: 3100 BC (King Menes

establishes first dynasty), 1500 BC (Empire at height), 1380 BC (Reign

of Akhenaten), 1352 BC (death of King Tutankhamen), 1304 BC (reign

of Ramses II), 1000 BC (David bar Jesse enthroned), 586 BC (Israel

exiled to Babylon), 536 BC (Israel returns from Exile), 332 BC

(Alexander the Great conquers Egypt), 31 BC (Egypt conquered by

Rome).

3. Locate on a map of the world the key places where historical places

studied occurred.

4. Describe the basic life-styles of people during the major periods of

Ancient Near Eastern history, including dress, technology, vocations,

religious practices, education, housing, and entertainment.

5. Sequence Flash Cards in chronological order and briefly describe each

historic event represented.


1. Use of pictures, graphs, time-lines, maps, slides, films and learning

kits.

2. Research work by small groups and individuals on specific projects.

3. Integrate with art, geography, and music.

4. Build models, make drawings, write stories, play games and make

collections and displays.

D. APPROXIMATE TIME PER WEEK: 30 minutes per day, Monday-Friday.



________________/____________________


__________/__________


SECOND GRADE MATH


1. Saxon 3 worksheets, assessment tests, progress sheets, TE 2. Variety of manipulatives, incl. play money, clocks3. Other math-related worksheets 4. Computer, software

B. PRIMARY OBJECTIVES: By the end of second grade the student should be able

to:


math to help us in life and they also help us understand His logical,







3. Promptly and correctly, with at least 75% accuracy, mentally solve

math problems using 0 -12 with +, -, X.



4. Complete written story problems (using time, temperature, calendar,

etc.) involving 3 or 4 steps.



5. Solve beginning-level division, algebra, and geometry problems.



6. Use math skills to correctly recognize and use money.



7. Apply math skills to other subject areas, e.g. science, history, etc.



8. Correctly tell time to the minute with 90% accuracy.



9. Design, comprehend, and decode simple graphs and scales with 75%

accuracy.




1. Large group instruction - Using daily drills, manipulatives, integration

with other subjects

2. Individual and small group work using Saxon materials

3. Math board work, centers, games

4. Use of play money, clocks, computer to reinforce skills/concepts

D. APPROXIMATE TIME PER WEEK: Five and a half to six hours

SECOND GRADE READING


1. The school's literature program and adopted titles (see current list)2. Teacher materials for literature program titles3. Phonic worksheets and materials4. Student Progress Record -Reading, by George Canney


1. Demonstrate adequate knowledge and use of phonic fundamentals,

applied in his day-to-day reading (incl. decoding skills).

2. Demonstrate an adequate improvement in his reading skills through

the level of comprehension apparent in normal reading.

3. Apply a satisfactory number of new vocabulary words to his written

and oral presentations.

4. Gain understanding of the meaning of new words through the

application of contextual clues and frequent use of the dictionary.

5. Correctly comprehend the literal and inferential meaning in a written

work through group discussions and practicing contextual study.

6. Recall the qualities of the characters in stories and recognize those

that are worth admiring, e.g. God-fearing, generous, kind, etc.

7. Recognize and identify story types, e.g. fiction, non-fiction, mystery,

poetry, fantasy, by the style and pictures in the literature.

8. Show where to find the author, title, publisher, title page,

content page, and dedication page in a book.

9. Regularly participate in a schedule of oral reading and silent reading

of literature, including the Bible.

10. Gain a greater love of reading by completing the reading of a range of

high quality literature for children, with increasing levels of difficulty.


1. Small reading groups where students orally read, listen, and follow

along with other students.

2. Individual oral reading to the teacher or teacher's aide.

3. Discussion about the book, in large or small group, and answering oral

and written questions.

4. Using pictures, objects, projects, personal stories, guest speakers, and

field trips to increase comprehension and vocabulary, relating as

much as possible to the lives of the students.

5. Have students complete oral and written book reports.

6. Practice phonic instruction in small and large group settings, both oral

and written work.

7. Regular trips to the school library and local community libraries.

8. Provide time for silent reading and teacher or guest reading to

students.

D. APPROXIMATE TIME PER WEEK: 7 - 8 HOURS



_____________/_______________


__________/_________


SECOND GRADE LITERATURE LIST

The following is the list of adopted titles used in the Second Grade reading program. Although certain titles are assigned to specific grades, when necessary, teachers may use titles from the list above or below their grades. It is desired that, if a student completes his entire elementary experience at the school, he will have read a minimum of 60 of the books listed below, or an average of at least 10 adopted books each year. (Outside, recreational reading is highly encouraged for the students. However, that reading is not included in the numbers above.)



A Birthday for Francis* Hoban _____ _____Amelia Bedelia(M)*+ Parish _____ _____Anderson's Fairy Tales Anderson _____ _____Babar* DeBrunhoff _____ _____Biggest Bear, The+ Draw _____ _____Blaze and the Lost Quarry* Anderson _____ _____Caps for Sale+ Slobodkin _____ _____Curious George* Rey _____ _____Dr. DeSoto Stieg _____ _____Emperor's New Clothes Anderson _____ _____Encyclopedia Brown Sobol _____ _____Farmer Boy(M) Wilder _____ _____Frog and Toad Are Friends* Lobel _____ _____Little Bear* Minarik _____ _____Little House, The+ Burton _____ _____Little House In the Big Woods(M)+ Wilder _____ _____Little House on the Prairie+ Wilder _____ _____Madeline*+ Bemelman _____ _____Make Way for Ducklings+ McCloskey _____ _____Miss Nelson Is Missing+ Allard _____ _____Nate the Great and the Lost List* Sharmot _____ _____Oxcart Man, The Hall _____ _____Peter Rabbit Series(M)* Potter _____ _____Pinocchio(M) Collodi _____ _____Tut's Mummy Donnelly _____ _____Ugly Duckling, The Moore _____ _____Velveteen Rabbit, The(M)+ Williams _____ _____Winnie the Pooh(M) Milne _____ _____

THIRD GRADE ART A. PRIMARY TEXTS AND MATERIALS:

1. Drawing With Children 2. Various illustrations, photographs 3. Markers, crayons, pencils, pastels, tempera paint, watercolors 4. Drawing paper, sketch paper, construction paper, tissue paper5. Clay, natural and man-made materials for sculptures/dioramas 6. Items for interesting still-lifes7. Containers for materials8. History of Art for Young People


1. Describe the beauty, colors, textures, sizes, etc. found in the Creation

that God gave to us.




in sculpture, copies of real objects, including landscape elements.

5. Identify and recreate similar proportions in observed objects (e.g. still

lifes).

6. Manipulate a variety of lights and darks (values) in color & B/W

drawings, paintings.



8. Identify and draw details, proportions of faces.










historical context of both the work and its creator, eg Ancient Greek

art forms and Etruscan and Roman art.





3. Copying from given materials, photographs, still-lifes, outdoor

sketching


history, etc.)

5. Guest artists





___________________/_________________


___________/___________


THIRD GRADE BIBLE: A SURVEY OF JUDGES

THROUGH

THE KINGS OF ISRAEL AND JUDAH


1. Bibles (NKJV)2. Calvin's Commentary3. Greenleaf Guide to the Old Testament4. Miscellaneous biblical surveys and teaching aids5. Illustrated Bible Story Book (large)6. Veritas Press Bible Flash Cards7. A Child’s Story Bible


1. Read, identify and describe the basic redemptive-historical events of

Judges through the Kings of Israel and Judah as identified on the Bible

Flash Cards #33 - 64;

2. Describe the major events/works of the lives of selected Biblical saints

identified on the Bible Flash Cards.

3. Recite from memory selected representative Psalms and Proverbs.


1. Large group instruction - Using Bible reading (by students), flash

cards, story telling, pictures, drama, illustration, puppets, art projects,

etc.


3. Large group participation - Using daily prayer (teacher-led)

4. Integration with other subject areas .

5. Guest speakers




_____________________/_________________


___________/__________


THIRD GRADE ENGLISH GRAMMAR & LINGUISTICS


1. Italics cursive worksheets2. Penmanship paper 3. Thesaurus (student provided)4. Elementary Dictionaries5. Bible, literature books (from literature list)6. Shurley Method, Level 37. How to Spell, Level 3


1. State in his own words that God gave us a written message (the Bible)

and why, therefore, we should seek to speak and write clearly.


sentences and paragraphs in verbal communication.



of spelling rules.


each letter of the alphabet using the Italics cursive model.

5. Demonstrate a consistent, correct use of nouns, verbs, adjectives,

prepositions, pronouns, and adverbs; identify them in simple

sentences.


regularly scheduled oral presentations.

7. Consistently and correctly write his name and date on all worksheets

and papers.

8. Consistently use correct capitalization and punctuation (!,"?.) in a

written sentence.

9. Correctly identify the difference between a subject and a predicate in

a sentence.

10. Demonstrate clear and correct understanding of past and present

tenses of simple verbs, in written and oral work.

11. Write short stories, letters with a beginning, a middle, and an end,

using the above skills correctly. (Illustrations may be included.) Edit

own work.

12. Demonstrate consistent neatness standards in writing, assignments,

desk and locker storage.

13. Use a dictionary, thesaurus, and other basic research materials.


preposition, noun jobs, pronoun, subject pronoun, possessive

pronoun, and subject and verb must agree from Shurley Grammar.






5. Frequent copying of weekly sentences, making original stories





______________________/_______________


__________/___________


THIRD GRADE ANCIENT GREECE, ANCIENT ROME

AND NEW TESTAMENT ERA HISTORY/GEOGRAPHY


1. Student Texts/Materialsa. Bible (NKJV)b. The Greeksc. The Romansd. The Trojan Horsee. Pompeii...Buried Alivef. Cultural Atlas of Ancient Greeceg. Cultural Atlas of Ancient Romeh. Veritas Press History Flash Cards

2. Teacher Resource Materialsa. Greek Artb. Ancient Greece (Theme Series)c. Ancient Greece (ILU)d. A Coloring Book of the Olympicse. A Coloring Book of Ancient Greecef. Alexander the Greatg. The Greenleaf Guide to Famous Men of Greeceh. Famous Men of Greecei. Cityj. Ancient Rome (Cultural Atlas)k. Ancient Rome (ILU)l. A Coloring Book of Romem. Make This Roman Fortn. Make This Roman Villao Secrets of Vesuviusp. Bible (NKJV)q. The Golden Fleecer. The Bronze Bows. Rome and Romans (Usborne)t. Living History: Ancient Greeceu. How We Learned the Earth was Round

B. PRIMARY OBJECTIVES: At the end of the third grade history/geography, the

student will be able to:

1. Identify the reason that an individual is important, given the name of

a significant historical character in ancient Greco-Roman times. Key

individuals include: Alexander the Great, Socrates, Plato, Aristotle,

Euclid, Herodotus, Hippocrates, Homer, Pericles, Ptolemy I, Octavian,

Julius Caesar, Cicero, Constantine, Marcus Aurelius, Mark Antony,

Nero, Tacitus, Titus, Virgil, John the Baptist, Jesus, Saul of Tarsus (St

Paul), Pontius Pilate, St Luke.


ancient Greece or Rome. Key items include: 431-404 BC

(Peloponnesian War), 404 BC (Sparta defeats Athens), 336 BC

(Alexander crowned Emperor), 323 BC (Alexander dies), 147-6 BC

(Rome conquers Greece), 312 BC (Appian Way), 275 BC (Pyrrhic

Wars), 255 BC (First Punic War), 210 BC (Second Punic War), 145 BC

(fall of Carthage), 44 BC (Death of Julius Caesar), 27 BC (Octavian

crowned Emperor), AD 33 (death of Jesus), AD 64 (Rome burns), AD 70

(Jerusalem falls to Rome), 284 (division of Roman Empire), 324

(Constantine reunites Empire), 337 (Constantine converted to

Christianity).


studied occurred.


Greco-Roman history, including dress, technology, vocations, religious

practices, education, housing, and entertainment.

5. Sequence Flash Cards (including second grade) in chronological order

and describe each historic event represented.




kits.




D. APPROXIMATE TIME PER WEEK: 30 minutes per day, Monday-Friday



__________________/________________


__________/__________


THIRD GRADE LATIN (LATIN I)


1. Student Texts/Materialsa. Latin Primer Book I

2. Teacher Resource Materialsa. Latin Primer Book I (TE)b. Vulgate

B. PRIMARY OBJECTIVES: At the end of the third grade Latin, the student will be

able to:

1. Pronounce correctly Latin letters and words.

2. Translate bilaterally many of the more important members of the Latin

vocabulary (circa 350 words), recognising their employment (if at all)

in English.

3. Identify and generate the more common of nominal declensions and

verbal conjugations by use of paradigms-memorisation and -

manipulation.


1. Chant, sing and write Latin paradigms, passages, phonemes and

vocabulary.

2. Contextualize the study of Latin by means of integration with Art,

Mythology, History, Philosophy and Science.

3. Make drawings, play games and write stories pertinent to material

covered.




__________________/________________


__________/__________


THIRD GRADE MATH


1. Saxon 5/4 text, assessment tests, progress sheets, TE 2. Other math-related worksheets 3. Computer, software

B. PRIMARY OBJECTIVES: By the end of third grade the student should be able

to:





3. Promptly and correctly, with at least 75% accuracy, mentally solve

math problems using 0 - 12 with +, -, X.

4. Complete written story problems (using a variety of subjects)

involving 3 or 4 steps.

5. Solve beginning-level division, algebra, and geometry problems.

6. Use math skills to correctly recognize and use money.

7. Apply math skills to other subject areas, e.g. science, history, etc.

8. Correctly add and subtract simple fractions.

9. Accurately describe and use standard and metric measurements.

10. Accurately estimate numbers to solve and check problems.

11. Recall all twelve months of year and cardinal directions.


1. Large group instruction - Using daily drills, integration with other

subjects, problems on board

2. Small group work and individual instruction, work stations, flash cards

3. Games, creating/solving story problems

4. Set individual goals for accuracy/speed

5. Timed tests, various worksheets for enhancement

D. APPROXIMATE TIME PER WEEK: Six to six and a half hours



___________/____________


______/______


THIRD GRADE READING


1. The school's literature program and adopted titles (see current list) 2. Teacher materials for literature program titles 3. Phonic worksheets and materials 4. Student Progress Record -Reading, by George Canney (if necessary)5. Bible (selected readings)6. Honey For a Child's Heart, Gladys Hunt (Teacher resource)7. Library books (when approved)


1. Consistently use correct phonetic word attack skills and knowledge in

his reading.

2. Fluently read a given selection from scripture. (Read silently or orally

with ease and understanding.)

3. Show an increased desire for reading and identify authors and titles

he finds particularly enjoyable.

4. Explain the differences between and identify examples of synonyms,

homophones, and similes.

5. Demonstrate an increased vocabulary through exposure to new

vocabulary words in literature, Latin, and other lists.

6. Identify basic biblical values/principles in the literature read in class.

7. Demonstrate comprehension of literal and inferential information in

the literature read in class.

8. Successfully complete a number of oral presentations (e.g. book

reports, drama related to a book, oral reading) in front of the class.

9. Identify various story types including: myths, poems, legends,

mysteries, ballads, humorous, fiction, and non-fiction.


1. Small group instruction - Providing many, regular opportunities for

students to read aloud, with corrections by teacher. This is combined

with completing comprehension activities and worksheets.

2. Large group instruction - Using phonetic reviews and general reading

methods/training in comprehension skills. Story types, particulars to

understand.

3. Large group participation - Using daily Bible readings.

4. Encourage and track individual reading records through in-class and

commercially sponsored reading-incentive programs.


6. Use of art, drama, and oral presentations to demonstrate

understanding and encourage others to enjoy the same books.

D. APPROXIMATE TIME PER WEEK: 7 - 8 hours (not including the reading done in

other subject areas)



________________/________________


___________/___________


THIRD GRADE LITERATURE LIST The following is the list of adopted titles used in the Third Grade reading program. Although certain titles are assigned to specific grades, when necessary, teachers may use titles from the list above or below their grades. It is desired that, if a student completes his entire elementary experience at the school, he will have read a minimum of 60 of the books listed below, or an average of at least 10 adopted books each year. (Outside, recreational reading is highly encouraged for the students. However, that reading is not included in the numbers above.)



Alice in Wonderland(M) Carroll _____ _____Book of Greek Myths(select readings)(M) d'Aulaire _____ _____By the Shores of Silver Lake Wilder _____ _____Charlotte's Web(M)+ White _____ _____Children's Homer, The Colum _____ _____Fables+ Lobel _____ _____Grimm's Fairy Tales Grimm _____ _____Lion, Witch,and the Wardrobe,The(M)+ Lewis _____ _____Long Winter, The+ Wilder _____ _____Misty of Chincoteague Henry _____ _____On the Banks of Plum Creek Wilder _____ _____Paul Bunyan(M)+ Kellogg _____ _____Pilgrim's Progress (Illustrated) Bun./Wat. _____ _____Prince Caspian Lewis _____ _____Stuart Little White _____ _____

FOURTH GRADE ART A. PRIMARY TEXTS AND MATERIALS:

1. Drawing With Children and other resource books,texts 2. Various illustrations, photographs 3. Markers, crayons, pencils, pastels, tempera paint, watercolors 4. Drawing paper, sketch paper, construction paper, tissue paper5. Clay, natural and man-made materials for sculptures/dioramas 6. Items for interesting still-lifes7. Containers for materials8. History of Art for Young People


1. Describe, with good detail, samples of the beauty, colors, textures,

sizes, etc. found in the Creation that God gave to us .




in sculpture, copies of real objects, including landscape elements.

5. Identify and recreate similar proportions and details in observed

objects (e.g. still lifes, outdoor scenes).

6. Manipulate a variety (5-7) of lights and darks (values) in color & B/W




8. Identify and draw details, proportions of faces/bodies.

9. Construct line drawings, using a variety of line widths, implied

textures.


11. Identify and correct an unbalanced drawing/painting (i.e. see how

picture is constructed with shapes of negative and positive space.)









historical context of both the work and its creator, eg Early Christian

and Byzantine art, Early Mediæval art, Gothic and Late Gothic art,

Early and High Renaissance art and Mannerism.






sketching


history, etc.)

5. Guest artists





_____________________/_________________


___________/___________


FOURTH GRADE BIBLE: ELIJAH THROUGH MALACHI

AND JOB


1. Bibles (NKJV)2. Illustrated Bible Story Book3. Calvin's Commentary4. Miscellaneous Biblical surveys and teaching aids5. Veritas Press Bible Flash Cards6. A Child’s Story Bible


1. Read, identify and describe the basic redemptive-historical events as

described in the Bible Flash Cards #65 - 96;

2. Describe the major events/works of the lives of selected Biblical saints

as identified on the Bible Flash Cards;

3. Recite from memory selected representative prophecies.


1. Large group instruction - Using Bible reading (by students), Children’s

Bibles, Bible Flash Cards, story telling, pictures, drama, illustration, art

projects, etc.

2. Recitation of verses and passages individually.



5. Guest speakers.




____________________/__________________


__________/__________


FOURTH GRADE ENGLISH GRAMMAR &

LINGUISTCS


1. Shurley Method, Level 42. How to Spell, Level 3

3. Thesaurus (student provided)4. Intermediate Dictionaries (student provided)5. Bible, literature books (from literature list)6. Italics cursive workbooks



sentences and paragraphs in verbal communication.



of spelling rules.

3. Consistently and neatly use either the Italics cursive or manuscript

model, whichever can be used to produce the neatest work in all

writing.

4. Demonstrate a consistent, correct use of nouns, verbs, adjectives,

prepositions, pronouns, and adverbs; identify them in complete

sentences.


regularly scheduled oral presentations. (Bible, literature, and other

materials should be used in a set schedule. Memorization and oral

reading may be alternated.)


sentence.

7. Correctly identify the difference between a subject and a predicate in

a sentence.

8. Demonstrate correct use of grammar elements through proofing and

editing his own and others' written work.

10. Write short stories, book reports, letters with a beginning, a middle,

and an end, using the above skills correctly. (Illustrations may be

included.)

11. Demonstrate consistent neatness standards in writing assignments.

(For example: all final drafts of writing assignments should be hand-

written, not word-processed.)

12. Use a dictionary, thesaurus, and other basic research materials.





1. Large group instruction/assignments

2. Individual instruction

3. Weekly Linguistics lists, regular oral presentations, spelling bees,

journals

4. Integration with other subjects in writing/oral presentations

5. Frequent original stories, other writing assignments





___________________/__________________


__________/__________


FOURTH GRADE MIDDLE AGES, RENAISSANCE AND

REFORMATION HISTORY/GEOGRAPHY


1. Student Texts/Materialsa. Kingfisher Illustrated History of the Worldb. The Truth About Castlesc. Cultural Atlas of the Middle Ages

2. Teacher Resource Materialsa. Sketches from Church Historyb. History of Art for Young Peoplec. Musicd. Early Medieval Arte. Gothic Artf. Renaissance Reformationg. Medieval Europeh. The Greenleaf Guide to Famous Men of the Middle Agesi. Famous Men of the Middle Agesj. The Story of King Arthurk. The Greenleaf Guide to Famous Men of the Renaissance and

Reformationl. Famous Men of the Renaissance and Reformationm. The Door in the Walln. The Minstrel in the Towero. The Beggars Biblep. Ink on His Fingersq. Thunderstorm in Churchr. Bard of Avons. The Renaissancet. Foxe's Book of Martyrsu. Reformation Thoughtv. The Children of Odinw. The Vikingsx. Viking Raidersy. Living in Castle Timesz. A Medieval Feastaa. Cathedralbb. The Truth About Castlescc. Castledd. Medieval Timesee. The Middle Ages (ILU)ff. Knights and Castlesgg. A Medieval Castlehh. The Man Who Laid the Eggii. Botticellijj. Da Vincikk. Michelangelo

ll. What Makes a Leonardo a Leonardo?

B. PRIMARY OBJECTIVES: By the end of the fourth grade, the student should be

able to:


the Middle Ages, the Renaissance or the Reformation. Key items

include: AD 430 (St Augustine dies), 535 (Hagia Sophia christened),

622 (Hijrah of Muhammad), 800 (Charlemagne crowned emperor), 732

(Charles Martel defeats Moors), 795 (Vikings invade England), 985

(Beowulf written), 1215 (Magna Carta), 1378 (Papal Schism), 1453

(Muslims capture Constantinople), 1431 (Joan of Arc dies), 1483

(Henry Tudor enthroned), 1492 (Columbus' voyage), 1517 (Luther's 95

Theses), 1520 (Luther excommunicated by Rome), 1554 (Calvin's

Institutes of the Christian Religion), 1545 (Council of Trent).


significant historical character in Medieval, Renaissance or

Reformation history. Key individuals include: Attila the Hun, Clovis,

Muhammad, Charlemagne, Rollo the Viking, William the Conqueror, St

Francis, St Thomas Aquinas, Marco Polo, Joan of Arc, Johannes

Gutenberg, Dante Alighieri, Geoffrey Chaucer, Leonardo Da Vinci,

Raphael, Filippo Brunelleschi, John Wycliffe, John Huss, Erasmus,

Martin Luther, Ulrich Zwingli, John Calvin, Henry VIII, William Tyndale,

Thomas Cranmer, Elizabeth I, Christopher Columbus.


studied occurred.


Medieval, Renaissance and Reformation history, including dress,

technology, vocations, religious practices, education, housing, and

entertainment.

5. Sequence Flash Cards (beginning with second grade) in chronological

order and describe orally and in writing each historical event

represented.



kits.


3. Integrate with art and music.






__________________/____________________


_________/____________


FOURTH GRADE LATIN (LATIN I)


1. Student Texts/Materials

a. Latin Primer Book Ib. Latin Primer Book II

2. Teacher Resource Materials

a. Latin Primer Book I (TE)b. Latin Primer Book II (TE)c. Vulgate

B. PRIMARY OBJECTIVES: At the end of fourth grade Latin, the student will be

able to:



vocabulary (circa 500 words), recognizing their employment (if at all)

in English.

3. Identify and generate the more common of nominal declensions and

verbal conjugations by use of paradigms-memorization and -

manipulation.

4. Demonstrate a fundamental understanding of basic Latin grammar.

5. Translate relatively facile sentences and passages from Latin into

English and vice versa.



vocabulary.




covered.




__________________/________________


__________/__________


FOURTH GRADE MATH



B. PRIMARY OBJECTIVES: By the end of fourth grade the student should be able

to:





3. Promptly and correctly (97% accuracy on 100 problems in three

minutes) solve math problems all four functions.


involving 1-4 steps.

5. Solve at least 75% of all given addition, subtraction, multiplication (3

digits), division (two digits) problems using whole numbers and

decimal numbers.

6. Use math skills to correctly solve money problems.

7. Apply math skills to other subject areas, e.g. science, history, etc. as

required.

8. Correctly add and subtract fractions with identical and different

denominations.

9. Accurately describe and use standard and metric measurements.

10. Accurately estimate (round) numbers to solve and check problems.

11. Recall all twelve months of year and cardinal directions.

12. Correctly identify basic geometric figures and calculate perimeter/area

of rectangles.

13. Correctly add and subtract mixed numbers.




2. Games, creating/solving story problems


D. APPROXIMATE TIME PER WEEK: Six hours



___________/____________


______/______


FOURTH GRADE READING


1. The school's literature program and adopted titles (see current list) 2. Teacher materials for literature program titles 3. Phonic worksheets and materials (as needed)4. Student Progress Record -Reading, by George Canney (if necessary)5. Bible (selected readings)6. Library books (as approved)




2. Consistently use correct phonetic word attack skills and knowledge in

his reading



4. Show comprehension on a literal and inferential level by constructing

a workbook that contains various quizzes and projects from at least 10

books and earning at least 80% average on each project. (See

Comprehension projects list.)

5. Demonstrate an increased vocabulary through exposure to new



7. Demonstrate predictive skills through various activities, such as

writing a brief sequel to the book or predicting what will happen in the

next chapter/after the written story.

8. Successfully complete at least 12 individual or group oral

presentations (e.g. book reports, drama related to a book, oral

reading) in front of the class.

9. Identify various story types including: myths, poems, fantasy novels,

plays ballads, humorous, fiction, and non-fiction.

10. Out of the required 10 books per year, the student will read and do a

report on two historical biographies or novels.




with completing comprehension activities and projects.

2. Large group instruction - Using general reading methods/training in

comprehension skills. Story types, particulars to understand.


4. Large group - Encourage participation in A.C.S.I. and local Young

Authors' Conferences.










_______________/________________


_________/__________


FOURTH GRADE LITERATURE LIST

The following is the list of adopted titles used in the Fourth Grade reading program. Although certain titles are assigned to specific grades, when necessary, teachers may use titles from the list above or below their grades. It is desired that, if a student completes his entire elementary experience at the school, he will have read a minimum of 60 of the books listed below, or an average of at least 10 adopted books each year. (Outside, recreational reading is highly encouraged for the students. However, that reading is not included in the numbers above.)



Adam of the Road Gray _____ _____Beowolf(M) _____ _____ _____Black Beauty Sewell _____ _____Charlie and the Chocolate Factory(M) Roald _____ _____Door in the Wall, The DeAngeli _____ _____Hobbit, The(M) Tolkien _____ _____Ink on His Fingers Vernon _____ _____King Arthur(M) _____ _____ _____Robin Hood(M) Rhead _____ _____Story of Rolf and the Viking Bow, The French _____ _____Thunderstorm in the Church(M) Vernon _____ _____Tom Sawyer(M) Twain _____ _____Wind in the Willows Grahame _____ _____

FIFTH GRADE ART A. PRIMARY TEXTS AND MATERIALS:

1. Drawing With Children and other resource books, texts 2. Various illustrations, photographs 3. Markers, crayons, pencils, pastels, tempera paint, watercolors 4. Drawing paper, sketch paper, construction paper, tissue paper5. Clay, paper mache, natural and man-made materials for

sculptures/dioramas 6. Items for interesting still-lifes7. Containers for materials8. History of Art for Young People


1. Describe, with good detail, samples of variety in beauty, colors,

textures, sizes, etc. found in the Creation that God gave to us .



4. Use one and two-point perspective in observations and from

imagination.

5. Render an outdoor landscape using correct perspective.



7. Identify and draw details of faces/bodies using proper

proportions.

8. Construct contour drawings, using a variety of line widths, implied

textures, shading (values).

9. Draw/paint a given mammal or bird with correct proportions and using

above skills.


11. Identify and correct an unbalanced drawing/painting (i.e. see how

picture is constructed with shapes of negative and positive space.)



14. Create and explain an etching.







historical context of both the work and its creator, eg Baroque and

Rococo art, Neoclassicism and the Romantic Movement.






sketching


history, etc.)

5. Guest artists

D. APPROXIMATE TIME PER WEEK: At least one hour

(not including time used to integrate with other subjects)



___________________/___________________


__________/_____________


FIFTH GRADE BIBLE: A Survey of the Gospels


1. Bibles (NKJV) for teacher and students 2. High quality Bible-related materials, videos, posters3. Concordances, handbooks, Bible dictionary4. Veritas Press Bible Flash Cards5. A Child’s Story Bible


1. Read, identify and describe the major events/works of the lives of

selected biblical saints and the basic redemptive-historical events of

the Gospels of Sts Matthew through John as identified in Bible Flash

Cards #97 - 128.


1. Large group instruction - Using Bible reading (by students), Children’s

Bibles, Bible Flash Cards, story telling, pictures, drama, illustration, art

projects, etc.

2. Individual oral presentations using portions of scripture.

3. Large group participation - Using singing, prayer (teacher-led)


5. Guest speakers, etc.

D. APPROXIMATE TIME PER WEEK: Two and one half hours (25-30 minutes/day)



___________________/___________________


___________/___________


FIFTH GRADE ENGLISH GRAMMAR & LINGUISTICS


1. Shurley Method, Level 52. How to Spell, Level 4

3. Thesaurus (student provided)4. Intermediate Dictionaries (student provided)


1. Recognize and consistently compose a complete sentence; identify

and avoid sentence fragments.



of spelling rules.

3. Consistently and neatly use the Italics cursive model, in order to

produce the neatest work in all writing.

4. Demonstrate a consistent, correct identification and use of nouns,

verbs, adjectives, adverbs, prepositions, subjects, and direct objects in

complete sentences.






sentence.

7. Correctly parse/classify a simple sentence.


editing his own and others' written work. Correct own spelling and

grammatical errors.

9. Write creative short stories, book reports, and letters, using the above

skills correctly. (Illustrations may be included.)

10. Take basic notes from a speaker's presentation.


(For example: all final drafts of writing assignments should be in ink;

hand-written, not word-processed.)

12. Confidently use a dictionary, thesaurus, and other basic research

materials.

13. Demonstrate satisfactory completion of all assigned work from the

texts.





1. Large group instruction/assignments



journals


5. Frequent original stories, other writing assignments


D. APPROXIMATE TIME PER WEEK: Five hours



_________________/_________________


__________/___________


FIFTH GRADE EARLY AMERICAN AND

CONTEMPORARY

WORLD HISTORY/GEOGRAPHY


1. Student text/materials

a. Kingfisher Illustrated History of the Worldb. A Child's Story of Americac. The Light and the Glory


a. History of Art for Young Peopleb. Musicc. Meet Abraham Lincolnd. The Landing of the Pilgrimse. Abe Lincolnf. Paul Revereg. Mr. Revere and Ih. George Washingtoni. Abraham Lincolnj. Ben and Mek. Benjamin Franklinl. Christopher Columbusm. Colonial American. Columbuso. Explorersp. The Light and the Gloryq. From Sea to Shining Sear. Christianity and the Constitutions. Peter the Greatt. Misc American time lines (Federal America, Washington to

Jackson, and America Divided)u. Civil Warv. Founding Fathers

B. PRIMARY OBJECTIVES: By the end of the fifth grade, the student should be

able to:

1. Explain the importance of a specific date or event to the history of

early America. Key items include: 1492 (Columbus' voyage), 1607

(Founding of Jamestown), 1620 (Pilgrims settle in America), 1630

(Puritans settle Massachusetts Bay Colony), 1755 (French and Indian

War), 1730 (The Great Awakening), 1774 (First Continental Congress),

1776 (Declaration of Independence and subsequent war), 1783 (Peace

of Paris), 1787 (Constitutional Convention), 1789 (French Revolution),

1812 (Second War for American Independence), 1846 (Spanish-

American War), 1861 (Civil War), 1863 (Emancipation Proclamation),

1865 (treaty of Appomattox Courthouse).


significant historical character in early American and contemporary

world history. Key individuals include: Henry the Navigator,

Christopher Columbus, Sir Walter Raleigh, Roger Williams, William

Penn, Ben Franklin, Abraham Lincoln, George Washington, Paul

Revere, John Winthrop, Thomas Jefferson, Patrick Henry, James

Madison, John Witherspoon, John Jay, Samuel and John Adams,

Jonathan Edwards, John Wesley, George Whitfield.

3. Locate on a map of the world the key places where events studied

occurred.

4. Describe the basic life-styles of people during the major periods of the

early American history, including dress, technology, vocations,

religious practices, education, housing, and entertainment.



represented.



kits.








__________________/____________________


__________/__________


FIFTH GRADE LATIN (LATIN I)


1. Student Texts/Materialsa. Latin Primer Book Ib. Latin Primer Book IIc. Latin Grammar Book I

2. Teacher Resource Materialsa. Latin Primer Book I (TE)b. Latin Primer Book II (TE)c. Latin Grammar Book I (TE)c. Vulgate

B. PRIMARY OBJECTIVES: At the end of fifth/sixth grade Latin, the student will be

able to:




in English.

3. Identify and generate all pronominal and adjectival declensions and


manipulation.

4. Demonstrate a substantial understanding of relatively complex Latin

grammar.

5. Translate relatively difficult sentences and passages from Latin into




vocabulary.




covered.




__________________/________________


__________/__________


FIFTH GRADE MATH



B. PRIMARY OBJECTIVES: By the end of fifth grade the student should be able to:


math to help us in life and they also help us to understand His logical,




involving 1-4 steps.

4. Solve at least 75% of all given addition, subtraction, multiplication (3

digits), division (two digits) problems using whole numbers and

decimal numbers.

5. Use math skills to correctly solve money problems.

6. Apply math skills to other subject areas, e.g. science, history, etc. as

required.

7. Correctly add and subtract three fractions with identical and different

denominations.

8. Correctly use four operations on fractions.

9. Identify reciprocals of fractions and make improper fractions.

10. Accurately estimate (round) numbers to solve and check problems.

11. Correctly reduce fractions to lowest terms, write decimals as fractions

and write decimals as percentages, and fractions as percentages.

12. Correctly identify basic geometric figures and calculate perimeter/area

of same.

13. Correctly add, subtract, multiply and divide mixed numbers.

14. Correctly determine Greatest Common Factor (GFC) and Least

Common Multiple (LCM) when given two numbers.

15. Correctly average whole numbers.

16. Solve at least 75% of all given problems.




2. Games/applications, creating/solving story problems





___________/____________


______/______


FIFTH GRADE READING


1. The school's literature program and adopted titles (see current list) 2. Teacher materials for literature program titles 3. Phonic worksheets and materials (as needed)4. Student Progress Record -Reading, by George Canney (if necessary)5. Bible (NKJV version, selected readings)6. Library books (as approved)




2. Show an increased desire for and pleasure in reading.

3. Demonstrate comprehension on a literal, inferential, and evaluative

level (with stress on the latter levels).

4. Paraphrase and summarize, with a high degree of accuracy, a given

passage.

5. Demonstrate an increased vocabulary by correct usage in writing and

speaking.

6. Correctly use the four steps for learning a new word. (New words may

be obtained through exposure to new vocabulary words in literature,

Latin, and other lists.


This includes being able to determine whether a character is worthy of

imitation by the student.

8. Demonstrate the ability to skim and skan a given passage or text.

9. Identify the setting, characters, and basic plot of a given story or book.

10. Successfully complete 6-8 individual or group oral presentations (incl.

book reports, a biography, performing a play, oral reading) in front of

the class.

11. Identify the characteristics of the following: myths, poems, fantasy

novels, plays humorous, fiction,non-fiction, fact and opinion.


report on two historical biographies or novels.

13. Give specific reasons for liking or disliking a book.


1. Provide many, regular opportunities for students to read aloud, with

corrections by teacher. This is combined with completing

comprehension activities and projects. (Individual files illustrating

each student's reading accomplishments should be kept by the

teacher.)


comprehension skills. Story types, particulars to understand. This

includes the teacher reading stories, poems, books aloud to the

students.









D. APPROXIMATE TIME PER WEEK: 5 hours (not including the reading done in




_________________/__________________


___________/___________


FIFTH GRADE LITERATURE LIST

The following is the list of adopted titles used in the Fifth Grade reading program. Although certain titles are assigned to specific grades, when necessary, teachers may use titles from the list above or below their grades. It is desired that, if a student completes his entire elementary experience at the school, he will have read a minimum of 60 of the books listed below, or an average of at least 10 adopted books each year. (Outside, recreational reading is highly encouraged for the students. However, that reading is not included in the numbers above.)

* = Series indicates that any title in that series would be acceptable.+ = Indicates have Teacher Guide for title.M = Mandatory reading in this grade


Anne of Green Gables* Montgomery _____ _____Cricket in Times Square, The+ Selden _____ _____Gulliver's Travels(M) Swift _____ _____Heidi Spyri _____ _____Huckelberry Finn Twain _____ _____Johnny Tremain+ Forbes _____ _____Landing of the Pilgrims Daugherty _____ _____Little Men Alcott _____ _____Little Women(M) Alcott _____ _____Old Yeller Gipson _____ _____Robinson Crusoe Defoe _____ _____Secret Garden, The(M) Burnett _____ _____Swiss Family Robinson(M) Wyss _____ _____Traitor;The Case of Benedict Arnold Fritz _____ _____Treasure Island(M)+ Stevenson _____ _____Where the Red Fern Grows+ Rawls _____ _____Witch of Blackbird Pond, The+ Speare _____ _____

SIXTH GRADE ART A. PRIMARY TEXTS AND MATERIALS:

1. Drawing With Children and other resource books, texts 2. Various illustrations, photographs and paintings 3. Markers, colored pencils, pastels, tempera paint, watercolors, ink 4. Drawing paper, sketch paper, construction paper, tissue paper5. Clay, papier mache, natural and man-made materials for

sculptures/dioramas 6. History of Art for Young People


1. Describe, with good detail, samples of variety in beauty, colors,

textures, sizes, etc. found in Creation.


3. Use the entire space given for creating work (i.e. fill the paper) with

proper balance (negative/positive space, shapes).

4. Use one, two, multi-point perspectives in renderings and imaginative

works.

5. Render an outdoor landscape using correct perspective.



7. Identify and draw details of faces/bodies using proper

proportions.

8. Construct drawings, using a variety of line widths, implied textures,

shading (values).

9. Draw/paint a given mammal or bird with correct proportions and using

above skills.


11. Suggest a given/selected mood in a work using the above skills.









historical context of both the work and its creator, eg Realism and

Impressionism, Post-Impressionism and various Modern Art forms.






sketching


history, etc.)

5. Guest artists





__________________/___________________


___________/___________


SIXTH GRADE BIBLE: A Survey of the Acts of the

Apostles, New Testament Epistles, and the

Revelation


1. Bibles (NKJV) for teacher and students 2. High quality Bible-related materials, videos, posters3. Concordances, handbooks, Bible dictionary4. Veritas Press Bible Flash Cards5. A Child’s Story Bible


1. Read, identify and describe the major events/works of the lives of

selected biblical saints and the basic redemptive-historical context

and foundation of the Acts, New Testament Epistles and the

Revelation as found in the Bible Flash Cards #129 - 160;

2. Recite from memory the basic sequences of the Pauline missionary

journeys, the War of 70 and the four prominent views held by

Christians of the Second Advent, viz Historic Premillennialism,

Dispensational Premillennialism, Amillennialism and

Postmillennialism.

3. Recite from memory the various controversies concerning the natures

of and relationship between Law and Grace, Church leadership and

Apostleship, and the War of AD 70.



students), Children’s Bibles, Bible Flash Cards, story telling, pictures,

drama, illustration, art projects, etc.

2. Individual oral presentations using portions of Scripture.



5. Guest speakers, etc.

D. APPROXIMATE TIME PER WEEK: Two and one half hours (25-30 minutes/day)


1. DATE(S) PROGRESS CHECKED:__________________/__________________

2. ADEQUATE PROGRESS ON OBJECTIVES YTD?*:__________/___________


SIXTH GRADE ENGLISH GRAMMAR & LINGUISTICS


1. Shurley Method, Level 6 2. Thesaurus (student provided)

3. Intermediate Dictionaries (student provided)4. How to Spell, Level 4


1. Recognize and consistently compose a complete sentence; identify

and avoid sentence fragments.



of spelling rules.

3. Consistently and neatly use the Italics cursive model, in order to

produce the neatest work in all writing.

4. Demonstrate a consistent, correct identification of the eight principle

parts of speech and their corresponding functions in sentences.






sentence.

7. Correctly parse/classify a relatively complex sentence.


editing his own and others' written work. Correct own spelling errors.

9. Write creative short stories, book reports, 5-part essays, and letters,

using the above skills correctly. Describe and use introduction, body,

conclusion.(Illustrations may be included.)

10. Take legible and accurate notes from a speaker's presentation.


(For example: all final drafts of writing assignments should be in ink;

hand-written, not word-processed.)

12. Confidently use a dictionary, thesaurus, and other basic research

materials.

13. Increase vocabulary knowledge through regularly seeking definitions

for unknown words in literature read in class and vocabulary

exercises.





1. Large group instruction/assignments/parsing-classifying instruction

2. Review of all basic grammar instruction



journals


6. Frequent creative writing exercises


D. APPROXIMATE TIME PER WEEK: Five hours



__________________/__________________


__________/___________


SIXTH GRADE POST-CIVIL WAR TO PRESENT

HISTORY/GEOGRAPHY


1. Student texts/materialsa. Kingfisher Illustrated History of the World


a. The History of Art for Young Peopleb. Musicc. Misc American time lines (Industrial America, Entering the

Twentieth Century, World War II to the Eighties)d. newspaperse. periodicals

B. PRIMARY OBJECTIVES: By the end of the sixth grade, the student should be

able to:


the modern world. Key items include: 1865 (Lincoln assassinated),

1898 (Spanish-American War), World War I, 1917 (Russian

Revolution), 1929 (The Great [Stock Market] Crash), World War II,

1941 (Japanese bomb Pearl Harbor), 1945 (End of World War II),

Korean War, 1963 (Kennedy assassinated), 1969 (Americans land on

Moon), 1973 (American withdrawal from Vietnam), 1980 (election of

Reagan), 1991 (Gulf War).


significant historical character in modern American history. Key

individuals include: Thomas Edison, Theodore Roosevelt, Woodrow

Wilson, Franklin D Roosevelt, Dwight Eisenhower, Douglas McArthur,

John F Kennedy, Billy Graham, Ronald Reagan, George Bush, Bill

Clinton, Albert Einstein, Winston Churchill, Adolph Hitler, Benito

Mussolini, Emperor Hirohito, Neville Chamberlain, Ho Chi Minh,

(Vladimir) N Lenin, Josef Stalin, Mao Tse Tung, Ayatollah Khomeni,

Harry Truman, Nikita Kruschev, Henry Ford, Alexander Graham Bell.


studied occurred.


modern world history, including dress, technology, vocations, religious

practices, education, housing, and entertainment.



represented.



kits.


3. Integrate with art and music.

4. Build models, make drawings, write stories, play games and

make collections and displays.




___________________/__________________


___________/___________


SIXTH GRADE LATIN (LATIN I)


1. Student Texts/Materialsa. Latin Primer Book Ib. Latin Primer Book IIc. Latin Grammar Book I

2. Teacher Resource Materialsa. Latin Primer Book I (TE)b. Latin Primer Book II (TE)c. Latin Grammar Book I (TE)c. Vulgate

B. PRIMARY OBJECTIVES: At the end of fifth/sixth grade Latin, the student will be

able to:




in English.

3. Identify and generate all pronominal and adjectival declensions and


manipulation.

4. Demonstrate a substantial understanding of relatively complex Latin

grammar.

5. Translate relatively difficult sentences and passages from Latin into




vocabulary.




covered.




__________________/________________


__________/__________


SIXTH GRADE MATH


1. Saxon Math 8/7, assessment tests, progress sheets, TE 2. Other math-related worksheets 3. Computer, software

B. PRIMARY OBJECTIVES: By the end of sixth grade the student should be able

to:

1. Understand and use formulas for perimeter, area, and volume of

various geometric figures and shapes (e.g., triangles, parallelograms,

circles, etc.).

2. Convert decimals to fractions and percents, fractions to decimals and

percents, and percents to fractions and decimals, understanding the

equivalency among the three.

3. Measure angles in degrees, understanding the relationships among

the three angles in a triangle, and complementary angles.

4. Define the statistical terms mean, median, mode and range.

5. Solve equations and transform formulas by performing the same

operation on both sides of an equation.

6. Plot points in rectangular coordinates and graph simple linear

functions.

7. Solve simple proportions by cross-multiplication.

8. Solve complex word problems involving ratios.

9. Calculate simple interest and sales tax.

10. Perform basic operations on signed numbers.

11. Understand and use the Pythagorean theorem.

12. Calculate simple and compound probabilities.

13. Classify various polygons according to distinguishing characteristics

(e.g., quadrilaterals, triangles, etc.).

14. Find fractions/percents of whole numbers and whole numbers when

fractions/percents are known.

15. Demonstrate improving mental computation abilities.




2. Games/applications, creating/solving story problems





___________/____________


______/______


SIXTH GRADE READING


1. The school literature program and adopted titles (see attached list) 2. Teacher and publisher materials for Literature program titles 3. Student Progress Record -Reading, by George Canney (for reference)4. Bible (selected readings)5. Library books (as approved)6. Teacher-made materials






3. Demonstrate comprehension of a book on literal, inferential, and

evaluative levels through answering questions, paraphrasing,

summarizing, skimming and scanning.(Should also include

constructing a notebook/folder that contains various quizzes and

projects from at least 10 books and earning at least 80% average on

each project. See Comprehension projects list.)

4. Demonstrate an increased vocabulary by correct usage in writing and

speaking. (New words may be obtained through exposure to new



This includes being able to determine whether a character is worthy of

imitation by the student.

6. Demonstrate predictive skills through various activities, such as

writing a brief sequel to the book or predicting what will happen in the

next chapter/after the written story.

7. Successfully complete 6 - 8 individual or group oral presentations (e.g.

book reports, drama related to a book, oral reading) in front of the

class.

8. Identify various story types including: myths, poems, fantasy novels,

plays ballads, humorous, fiction, and non-fiction.

9. Identify setting, major and minor characters, introduction, conflict,

climax, and resolution.


report on two historical biographies or novels related to a period of

time studied in class.

11. Differentiate fact from opinion and be able to give specific reasons for

liking or disliking a book (e.g. agree/disagree with author's message

and/or style, characters' qualities/believability, etc.) (May use current

event articles, newspapers for practice in this.)




with completing comprehension activities and projects. (Individual

files illustrating each student's reading accomplishments should be

kept by the teacher.)


comprehension skills. Story types, particulars to understand. This

includes the teacher reading stories, poems, books aloud to the

students.










other subject areas, unless it is integrated)



___________________/__________________


___________/___________


SIXTH GRADE LITERATURE LIST

The following is the list of adopted titles used in the Sixth Grade reading program. Although certain titles are assigned to specific grades, when necessary, teachers may use titles from the list above or below their grades. It is desired that, if a student completes his entire elementary experience at the school, he will have read a minimum of 60 of the books listed below, or an average of at least 10 adopted books each year. (Outside, recreational reading is highly encouraged for the students. However, that reading is not included in the numbers above.)



Animal Farm Orwell _____ _____Call of the Wild, The London _____ _____Christmas Carol, A(M) Dickens _____ _____Diary of Anne Frank, The(M) Frank _____ _____Farenheit 451(M)+ Bradbury _____ _____Fellowship of the Ring, The*+ Tolkien _____ _____Great Expectations Dickens _____ _____Journey to America Levitin _____ _____Jungle Book, The Kipling _____ _____Martian Chronicles, The Bradbury _____ _____My Antonia Cather _____ _____Pioneers Go West, The Stewart _____ _____Return of the King, The*+ Tolkien _____ _____Two Towers, The* Tolkien _____ _____Watership Down(M)+ Adams _____ _____

(biographies need to be added, some should be M)

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