Middle School Reading Programshepherdlutheranschool.com/.../i/mark_dl/u/1505066/5976663/Syllab… · assignments in his/her notebook. Each student will also complete vocabulary note

Shepherd Christian Lutheran School / 3900 Wyoming Blvd, NE / Albuquerque, NM 87111 Phone: 505.262.6622 / [email protected]

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Middle School Reading Program

Components

Literature Textbook – Literature and the language Arts, EMC/Paradigm A Novel

Vocabulary Workbook – Vocabulary for Achievement, Great Source Basic Goals – To take each child as far as he can go in the following areas and to enlighten each activity with the light of God’s Word.

Increase reading comprehension and understanding.

Understand literary elements and plot diagram.

Increase reading fluency, both silent and oral.

Expand vocabulary, both daily use and literary terminology.

Learn about the authors.

Evaluate reading selections in light of God’s Word and personal opinions.

Extend and apply stories to own lives.

Write essays concerning elements in each story.

Enhance reading skills with quarterly book reports. Teaching Methods

After the teacher introduces the story and literary elements of the story, the student will read the story completing guide questions. After reading the story, the student will complete questions about the selection and the literary elements. The teacher will lead a discussion of the story. Occasionally, the story will be read aloud. After each story, the student will take a test which will consist of basic story facts, vocabulary, literary understanding, and an essay. Each student is also to complete a unit from the vocabulary workbook each week. This unit is independent of the literature textbook. After two units, there will be a test. The students will be taught a book report guide at the beginning of the year. They will be assigned quarterly book reports.

Expectations – Use your gifts!

Each student will complete each assignment on time. They are expected to answer each question neatly, grammatically correct, with correct spelling, and, if applicable, in complete sentences. Each student will read each story and complete the story

Syllabus


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assignments in his/her notebook. Each student will also complete vocabulary note cards. The students will complete four book reports.

Grading For report card grading, the average daily work grade will count 15%, vocabulary tests will count 25%, and story tests and book reports 60%. Incomplete work will count as an F. If the student completes this work, it will be graded. However, the grade will be lowered due to being late.

Middle School Spelling Program Components

Rebecca Sitton’s Spelling Sourcebook – Egger Publishing, Inc.

Notebook and Folder

Spelling Bee Lists

Worksheets Basic Goals – To take each child as far as he can go in the following areas and to enlighten each activity with the light of God’s Word.

Learn to spell words for a lifetime – not just for a test.

Learn the core words – these words constitute 95% of the words students will ever use.

Build basic spelling concepts and rules.

Build proofreading skills.

Learn the origin of many words which will increase spelling and vocabulary knowledge.

Learn word patterns.

Learn homonyms.

Become better spellers in all subject areas. Teaching Methods

Each student will be given approximately twelve words, four times a week. The teacher will dictate a word, the student will spell the word in his/her notebook, and the teacher will spell the word with the student spelling the word letter for letter in his/her notebook. If the student spells the word correctly, great – he/she knows the word. If the student spells the word incorrectly, this word becomes a part of his/her spelling list for the next class period. Each student will have at least six words on his/her personal spelling list for testing the following class period. If the student has less than six words,


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he/she will add challenging words to the list from other spelling lists, other subjects, or the dictionary. Each class period will begin with the student taking a test on his/her personal list. As the words are given, the class will look for rules and patterns, study etymology, or study other spelling concepts. Generally, the words for each day are related in these ways. Periodically, the student will take other tests consisting of the core words only. Worksheets reinforcing spelling concepts are given occasionally. When the spelling bee lists are distributed in February, the words will be tested in groups of approximately twenty words.


The student is expected to study his/her personal word lists the night before a test. The spelling notebook and folder are essential tools. The student must keep all tests and worksheets in his/her folder. The student is expected to challenge himself/herself by choosing words which he/she does not already know in adding words to his/her personal list. Spelling is very important in all subjects areas. The student is expected to use the dictionary or teacher for difficult words in other subjects. These words could then be added to the personal spelling list. The student is expected to complete all worksheets on time.

Grading

For report card grading, the average worksheet grade will count 10%, core word review tests will count 30%, and personal spelling lists, 60%. Incomplete work will count as an F. If the student completes this work, it will be graded. However, the grade will be lowered due to being late.

Middle School American History Program Components

Videos

Historic Documents

Map skills sheets

Newspapers Basic Goals – To take each child as far as he can go in the following areas and to enlighten each activity with the light of God’s Word.


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The students will be encouraged in their knowledge of our American heritage, civic responsibilities, love of our country, and a willingness to defend it. Our students will become knowledgeable and engaged citizens.

Learn about: the ancient peoples of New Mexico, the early explorers of North America, colonial life, the major battles and wars of our nation, the presidents who they were and highlights of each administration.

By using videos, history will come alive for the students. They will “see” history. They will also learn about history from primary sources: quotes and documents.

See the hand of God in history.

Understand the Christian heritage of our nation.

Realize that in a fallen world history at times was not pretty. However, much will be learned by examining the mistakes of the past.

By analyzing the past, students will better be able to analyze the present.

Learn the Declaration of Independence and the Constitution, in detail.

Learn map and graph skills.

Know what is happening in the world today.

Learn how to take notes on videos and documents. Teaching Methods

Each student will complete each assignment on time. They are expected to answer each question neatly, grammatically correct, with correct spelling, and, if applicable, in complete sentences. Much of our curriculum is video driven. The students will watch a video and take notes. The teacher and students will review the notes together, adjusting where necessary; discussing important events; and evaluating certain events. When we come to the end of a unit, we review and test. For a few topics, we have handout sheets and diagrams. We read through these, highlighting the important facts and again evaluating certain events. We also study historical documents. When doing this, we study the background, we study the documents themselves, and we examine the impact of the documents. The students are tested on the documents. Periodic quizzes may also be given. To keep current on what is happening in the world in which our students live, the teacher assigns a number of newspaper articles. The students read the articles and jot down a number of facts. The teacher guides them in this process. We also have Newscurrents – a slide presentation of newsworthy topics of the day. Discussion takes place with the students taking notes. The students are periodically quizzed on these topics. We also have map skill sheets. A particular skill is introduced or reinforced, and the students complete an assignment reinforcing that skill.


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Expectations – Use your Gifts!

Video Work – Each student will take notes on each particular video. The teacher will lead the class in a review of the material, highlighting what is important. The students are expected to study these adjusted notes for the tests at the end of a unit. Handouts/Documents – As the class reads through the documents, the students are expected to highlight and take notes, with teacher guidance. Each student is expected to study for tests. Map Work – Each student will complete a weekly map assignment. These are due each Wednesday. Newspapers – Each student will read a few newspaper articles daily. He/she will jot down a number of facts. The student will keep a daily record in his/her notebook. Memory Work – On occasion, the teacher will assign memory work of important quotes. The student will learn the quote and recite it to the teacher. Newscurrents – The student will take notes on the discussions. The student is expected to study for periodic quizzes.

Grading

For report card grading, the average map skill grade (memory work also) will count 20%, newspapers, 20%; Newscurrents, 10%; and tests, 50% Incomplete work will count as an F. If the student completes this work, it will be graded. However, the grade will be lowered due to being late.

Middle School Science Program Components

Textbook - Science Explorer, Prentice Hall

Worksheets/Note cards/Notebook Basic Goals – To take each child as far as he can go in the following areas and to enlighten each activity with the light of God’s Word.

Students will be amazed about God’s creation and how it all works together.

Learn the importance of taking care of God’s creation. Students will become good stewards of the earth.


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Learn the terms of science.

Gain understanding: weather & climate, sound & light, electricity & magnetism.

Understand and use the scientific method.

Students will ask questions about God’s creation and seek answers and knowledge.

Students will learn the skill of note taking. Teaching Methods

The teacher will guide the students through the lessons by teaching them how to take outline notes. As the year progresses, the students will become more independent in this skill. At the end of each unit, the students will review by completing worksheets, completing a book review, and making scientific terms note cards. These assignments will serve as a review along with a teacher guided review session. The unit will end with a test. Periodic quizzes may also be given.


Each student will complete each assignment on time. They are expected to answer each question neatly, grammatically correct, with correct spelling, and, if applicable, in complete sentences. The students are expected to study for the tests. Each student will complete a science fair project.

Grading

For report card grading, the average daily grades will count 40%, and the tests will count 60%. The science fair project will count as a test. Incomplete work will count as an F. If the student completes this work, it will be graded. However, the grade will be lowered due to being late.

Middle School Math Program Components

Textbook – McDougal Littell Middle School Math, McDougal Littell

Flash Cards

Competition Tests Basic Goals - To take each child as far as he can go in the following areas and to enlighten each activity with the light of God’s Word.

Read and interpret word problems and apply appropriate strategies to solve them.


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Understand and remember math vocabulary, formulas, and concepts.

Know the flash cards of basic operation facts.

Acquire the appropriate math knowledge and skills presented at each grade level.

Apply math in their daily lives.

Challenge the students with a number of math competitions. Teaching Methods

The teacher will teach each lesson. The students will read the text, take notes, and create vocabulary, concept, and formula note cards. After the students understand the lesson, they will complete an assignment which reinforces the lesson concept along with review material. Each student will correct his/her own work. If he/she does not understand why something is wrong, he/she will investigate why by: carefully reworking the problem, rechecking their notes, asking other students, or asking the teacher. After reviewing the unit, a test will be given. The student and teacher will work out the mistakes. If the student did poorly on the test, the student and teacher will review the concepts, and the student will take another test. Occasionally, quizzes will be given during the study of a particular unit. Periodically, the students will take a math competition test. We take these tests to challenge those who are strong in math. It also gives us an indication how our students are progressing in completing challenging problems. We will also drill the students in their knowledge of basic operation facts.


Each student will take notes using notebooks and note cards. The students are expected to ask for help if they do not understand a concept. They are expected to finish the assigned work. After correcting the assignment, the student will investigate why he/she made a mistake. It is very important that the student understand his/her mistakes. They will study for the tests, and if they do poorly, they will, with the teacher’s help, review the unit and retake the test. Each student will learn the basic operation facts.

Grading

For report card grading, the average daily work will count 20%, and the tests will count 80%. Incomplete work will count as an F. If the student completes this work, it will be graded. However, the grade will be lowered due to being late.


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Middle School Language Program Components

The Blue Book of Grammar and Punctuation.

The Shurley Method – English Made Easy.

Oral Language Daily.

WordMasters Challenge. Basic Goals – To take each child as far as he can go in the following areas and to enlighten each activity with the light of God’s Word.

Learn and apply the rules of capitalization and punctuation.

Learn and apply grammar rules which specifically apply to subject-verb. agreement, adjectives, adverbs, prepositions, and pronouns.

Understand compound and complex sentences.

Understand verbs and verbals – participles, gerunds, and infinitives.

Improve ability to speak publicly through speeches.

Learn and use strategies of good writing.

Learn and use a guide for writing paragraphs and essays. Teaching Methods

During the regular language class the teacher will teach the rules of language giving the students ample opportunity to memorize and practice these rules through a variety of assignments. The students will periodically take quizzes and tests on these rules. One unit is devoted to teaching a paragraph and essay writing procedure. The students will be given considerable practice opportunities. The students will use this procedure for their essays in other subjects. The students will be practicing their language skills on a daily basis using what we call “dailies.” The students will be given a number of sentences which contain language errors. They will correct these errors. The teacher and students will go through these daily assignments on Wednesday and a weekly grade will be given. Another unit deals with forensics. The students will be taught a speech guide called the S-Map. They will then give three speeches throughout the year – two to the student body and one to our school family. Finally, the students will compete in a word challenge competition. This competition increases vocabulary knowledge using analogies.


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The students are expected to complete all daily assignments when due. They are expected to learn the language rules and study for tests. They are expected to give their best effort in their speeches and writing assignments. They are expected to apply the language art skills in all subject areas.

Grading

For report card grading, the average daily work (worksheets, quizzes, writing) will count 20%; dailies, 20%; speeches, 20%; and the tests, 40%. Incomplete work will count as an F. If the student completes this work, it will be graded. However, the grade will be lowered due to being late.

Middle School Art Program Components

Katy Widger

Scholastic Art Magazine

Arts Attack Program

Colorado Art Fair Basic Goals – To take each child as far as he can go in the following areas and to enlighten each activity with the light of God’s Word.

To teach every student how to express himself/herself through art.

Understand the art elements and principles using these in art projects.

Study the art of other artists, cultures, and historical periods.

To teach students to see and understand the aesthetic elements of art.

Allow the students to be taught drawing by a professional artist.

Allow for art competition through the Colorado Art Fair. Teaching Methods

Arts Attack Curriculum – Arts Attack is a video-based art curriculum. Each taped lesson includes a picture and description of the materials. The entire lesson is taught and supported by classroom discussion, a demonstration of technique, observing students doing the lesson, and samples of finished artwork. Our students are then given an assignment to practice what they have been taught. We generally do these lessons twice a month.


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Scholastic Art Magazine – Each issue places one featured artist or movement in a historical and cultural context. A renowned contemporary artist is linked to the issue’s theme. The class reads through and discusses the information. The students are assigned an art project linked to the theme. Katy Widger – Once a month Mrs. Widger teaches a lesson centering around drawing. Colorado Art Fair – The students will prepare a project to be entered into the fair.


The students are expected to finish all art projects. They are expected to study for quizzes given concerning art techniques and art history.

Grading

Letter grades are not given for art. We use Exceptional, Satisfactory, Needs Improvement, Unsatisfactory, and Incomplete. Art projects, quizzes, effort, and creativity all play a role in the final grade. Incomplete work will count as Incomplete. If the student completes this work, it will be graded. However, the grade will be lowered due to being late.

Middle School Religion Program

Components

The Bible – NIV ‘84

Hymnal

Catechism

Handouts

Videos Basic Goals - To take each child as far as he can go in the following areas.

Gain a growing knowledge of God – Father, Son, and Holy Spirit.

Learn the chief doctrines of Scripture so that they may apply the Scriptural truths to their lives.

Strive to lead lives in conformity to the will of God out of love for their Savior.


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Teaching Methods

The Bible is our textbook. The class will study the major stories of Scripture reading through the Bible and taking notes. This Bible study is done on Monday and Wednesday. On Tuesday and Thursday Catechism will be taught. Catechism deals with the chief doctrines. On Fridays we study topics which apply to the daily lives of the students. We also have a weekly Bible study which uses contemporary Christian songs. Two special units deal with the Reformation and life issues. We begin each day and afternoon with devotions. Memory work is an integral part of our curriculum.


The students are expected to be active participants in the Bible studies. They are expected to learn their memory work when assigned.

Grading

Letter grades are not given for religion. We use Exceptional, Satisfactory, Needs Improvement, Unsatisfactory, and Incomplete. Participation and attitude are important in the assessment of religion. There is a separate grade for memory work. Incomplete work will count as Incomplete. If the student completes this work, it will be graded. However, the grade will be lowered due to being late.

Middle School Handwriting Program Components

Zaner-Bloser Handwriting Textbook Basic Goals – To take each child as far as he can go in the following areas and to enlighten each activity with the light of God’s Word.

Write legible, print and cursive, so the student and others can easily read what is written.

Become more fluent in handwriting.

Allow for creativity as the student develops a personal writing style that is legible. Teaching Methods

The teacher will demonstrate the proper way to write each letter. The student will be given practice assignments.


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The students are expected to finish all assignments. They are also to apply good handwriting in all other subjects.

Grading

Letter grades are not given for handwriting. We use Exceptional, Satisfactory, Needs Improvement, Unsatisfactory, and Incomplete.

Middle School Keyboarding Program Components

Touch Typing Made Simple Textbook Basic Goals – To take each child as far as he can go in the following areas and to enlighten each activity with the light of God’s Word.

Master the keyboard using the touch type method.

Learn to automatically type accurately and rapidly while keeping eyes on the material. Teaching Methods

The students will follow the orderly, step-by-step, easy to follow lessons in the text. The teacher will demonstrate and monitor the activities. Practice assignments will be given.


The students are expected to complete all assignments. They are also to practice keyboarding on a regular time schedule. Practicing on a daily basis will enhance mastery of the keyboard.

Grading

Letter grades are not given for keyboarding. We use Exceptional, Satisfactory, Needs Improvement, Unsatisfactory, and Incomplete.


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1st and 2nd Grade Phonics Components

Modern Curriculum Press

Level A – 1st grade

Level B – 2nd grade

Pearson Learning Group Basic Goals – To take each child as far as he/she can go in Phonics and to enlighten each activity with the light of God’s Word.

Understand sound to letter instruction and move into associating the sounds with the letters in words.

Develop individual skills that focus on phonemic and phonological awareness.

Practice in phonemic and phonological awareness, sound to symbol relationship, blending, syllabication, and other phonics and word study skills.

Transition from phonics to reading, fiction and nonfiction, that encourage oral reading, independent reading, and develop comprehension.

Teaching Methods

One lesson is taught four days out of a week. (M-TH).

Each lesson is taught according to basic goals listed for the specific page. Students are assigned the front/back workbook page.

Any stories, fiction and or nonfiction, are read aloud to a partner then as a class. Expectations

Students are expected to complete assignments in allotted time. If not completed, the assignment is due the next day. Students are expected to use their best readable handwriting. Students are expected to read directions carefully. Students are expected to answer each question carefully with correct spelling and if applicable, in complete sentences.

Grading

Each assignment is graded at face value. (ex: 20 questions = 20 points). Half or more wrong on an assignment, the student corrects assignment immediately to learn from mistakes, to develop an understanding and to be more precise.


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1st & 2nd Grade Math Components

Harcourt Math Basic Goals – To take each child as far as he/she can go in Math and to enlighten each activity with the light of God’s Word. All goals are based on the National Council Teaching for Math Correlation Standards. (NCTM).

Understand numbers, ways of representing numbers, relationships among numbers and number systems. (”how many”, place value, fractions).

Understand meanings of operations and how they relate to one another (add, subtract, 2nd grade multiplication).

Compute fluently and make reasonable estimates.

Understand patterns, relations, and functions.

Analyze characteristics and properties of two-and-three dimensional geometric shapes.

Specify locations and describe spatial relationships.

Use visual, spatial reasoning, and geometric modeling to solve problems.

Understand measurement (units, systems, and process of measurement) and apply the appropriate tools to measure.

Develop and evaluate inferences and predictions that are based on data.

Apply and adapt a variety of appropriate strategies to solve problems. Teaching Methods

One-two lessons are taught per day. (M-F).

Lessons are combined when there is a review or lesson is similar.

Each lesson is taught according to basic goals listed for the specific page.

Students are assigned the workbook page(s). Expectations

Students are expected to complete assignments in allotted time. If not completed, the assignment is due the next day. Students are expected to use their best readable handwriting. Students are expected to read directions carefully. Students are expected to answer each question carefully with correct number writing and if applicable, correct spelling.


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Grading


1st, 2nd & 3rd Grade Geography

Components:

Daily Geography

Evan-Moor Basic Goals – To take each child as far as he/she can go in Geography and to enlighten each activity with the light of God’s Word. All goals are base on the National Geography Standards.

Study the relationship between people, places, and environment by mapping information about them into a spatial context.

Study the identities and lives of individuals and peoples are rooted in particular places and in those human constructs called regions.

Study the physical process of the earth’s surface and interact with plant and animal life to create, sustain, and modify the ecosystems.

Study human activities as it help shape the earth’s surface, human settlements and structures.

Study the physical environment as it is modified by human activities, in ways which human value and use the earth’s natural resources.

Develop an understanding of the relationships between people, places, and environments over time.

Teaching Methods

Two lessons are taught two days out of a week.


Students are assigned worksheet page.


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Expectations

Students are expected to complete assignments in allotted time.

If not completed, the assignment is due the next day.

Students are expected to use their best readable handwriting.

Students are expected to read the each direction carefully.

Students are expected to use skills learned in lesson and provide the best answer. Grading


1st & 2nd Grade Language Components:

The Shurley Method – English Made Easy Basic Goals – To take each child as far as he/she can go in Language and to enlighten each activity with the light of God’s Word.

Learn new vocabulary and analogies to expand writing ideas.

Recite jingles to learn dentitions of the parts of speech.

Use the Question and Answer Flow to classify, analyze, and expand the parts of a sentence.

Write Practice and Revised Sentences to make the connection between grammar and writing.

Identify and use the four kinds of sentences: declarative, interrogative, imperative, and exclamatory.

Identify and write sentences, using different sentence patterns. Teaching Methods

Two lessons are taught two days out of a week.


Students are assigned a worksheet page.


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Expectations




Students are expected to read directions carefully.

Students are expected to answer each question carefully with correct spelling and if applicable, in complete sentences.

Grading Each assignment is graded at face value. (ex: 20 questions = 20 points). Half or more wrong on an assignment, the student corrects assignment immediately to learn from mistakes, to develop an understanding and to be more precise.

2nd Grade Reading Components

Open Court Reading

SRA McGraw-Hill Basic Goals – To take each child as far as he/she can go in Reading and to enlighten each activity with the light of God’s Word.

To learn to read.

To have phonemic awareness, phonics, and word knowledge.

To develop vocabulary by reading independently, by discussing and listening to both familiar and challenging stories

To relate the experiences of story characters to their own experiences.

To use a variety of comprehension skills and strategies in reading.

To develop their skills in analyzing and discussing narratives: plot, theme, setting, and characterization.


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Teaching Methods

One story of the unit is taught per week (M-F).

Monday – Word Knowledge, Phonics and Fluency, and Vocabulary

Tuesday, Wednesday, Friday

Review Vocabulary

Oral reading as a class with each student taking a turn and discuss it as a class.

Relate personal experiences.

Build comprehension.

Discuss difficult words.

Thursday

Review story.

Assessment.

Each lesson is taught according to basic goals needed for each story.

Students are assigned a worksheet page. Expectations




Students are expected to read directions carefully.

Students are expected to answer each question carefully with correct spelling and if applicable, in complete sentences.

Grading Each assignment is graded at face value. (ex: 20 questions = 20 points). Half or more wrong on an assignment, the student corrects assignment immediately to learn from mistakes, to develop an understanding and to be more precise.

Elementary Reading – Grade 4 Curriculum

Basal Reader – used for instructional and independent readers.

Accelerated Reader – used for independent reading.

Teacher selected literature (read to students) – used for the frustration level reader


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Goals

Reinforce word recognition skills developed in primary grades using phonics.

Expose students to new vocabulary.

Develop depth and breadth of new vocabulary through reading, writing, speaking, and social interaction.

Improve oral fluency through analyzing present reading levels and setting fluency goals for appropriate grade levels.

Apply critical thinking skills to reading to develop understanding of text.

Use a variety of genres of literature in order to build an enjoyment of reading.

Search out the interests of children in order to locate enjoyable reading materials for students.

Use literature to learn themes about life in accordance with God’s Plan.

Teacher chooses a novel. The novel is above the reading levels of the students chosen based on their interests. The teacher reads the story approximately 15-20 minutes per day.

Develop a positive experience of independent reading through assisting students in their choice of literature based on their independent reading levels in relation with their interests.

Weekly Plan 1. Vocabulary introduction – Use basal reader glossary to find meaning. Use a thesaurus or dictionary to locate synonyms that find words related in meaning (breadth). Write a sentence that uses the new word in a sentence or use a cloze sentence where the student uses the word correctly (depth). 2. Read story to class. Since some students may find difficulty with reading at this level, this helps students understand the story ideas and theme. 3. Oral reading in groups with an element of the story. The literary element is taught with examples of the element. Using the suggested literary element of the basal reader, class is divided into groups to discuss where they would find examples in the story. A guideline is provided to record answers. 4. Students are expected to choose reading materials that are in their interests and independent reading levels. They are to practice reading and test their understanding using the Accelerated Reading program. They will have a certain amount of reading points to accumulate per month. This aspect of the reading strengthens the independent reading part of their improvement. The students need at least 90% correct on tests to continue on. 5. Students will summarize the story demonstrating their understanding of the story.


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6. On Friday, the students will take a test on the story. They will be allowed to use their books. Expectations

Students are to be completed with assignments on time. Deadlines are important!

Students are to write using complete sentences, correct capitalization and punctuation, and correct appropriate spelling.

Parents are to practice oral reading with their child at home for 15 minutes per night.

Students are to independently read for at least 15 minutes per night. Grading Daily assignments are graded at face value (example – assignments can range from 15 points to 50 points). Tests are worth 100 points.

Elementary Reading – Grade 4/5 Curriculum

Basal Reader – used for instructional and independent readers

Accelerated Reader – used for independent reading

Teacher selected literature (read to students) – used for the frustration level reader Goals

Reinforce word recognition skills developed in primary grades using phonics.

Expose students to new vocabulary.

Develop depth and breadth of new vocabulary through reading, writing, speaking, and social interaction.

Improve oral fluency through analyzing present reading levels and setting fluency goals for appropriate grade levels.

Apply critical thinking skills to reading to develop understanding of text.

Use a variety of genres of literature in order to build an enjoyment of reading.

Search out the interests of children in order to locate enjoyable reading materials for students.

Use literature to learn themes about life in accordance with God’s Plan.


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Teacher chooses a novel. The novel is above the reading levels of the students chosen based on their interests. The teacher reads the story approximately 15-20 minutes per day.

Develop a positive experience of independent reading through assisting students in their choice of literature based on their independent reading levels in relation with their interests.

Weekly Plan 1. Vocabulary introduction – Use basal reader glossary to find meaning. Use a thesaurus or dictionary to locate synonyms that find words related in meaning (breadth). Write a sentence that uses the new word in a sentence or use a cloze sentence where the student uses the word correctly (depth). 2. Read story to class. Since some students may find difficulty with reading at this level, this helps students understand the story ideas and theme. 3. Oral reading in groups with an element of the story. The literary element is taught with examples of the element. Using the suggested literary element of the basal reader, class is divided into groups to discuss where they would find examples in the story. A guideline is provided to record answers. 4. Students are expected to choose reading materials that are in their interests and independent reading levels. They are to practice reading and test their understanding using the Accelerated Reading program. They will have a certain amount of reading points to accumulate per month. This aspect of the reading strengthens the independent reading part of their improvement. The students need at least 90% correct on tests to continue on. 5. Students will summarize the story demonstrating their understanding of the story. 6. On Friday, the students will take a test on the story. They will be allowed to use their books. Expectations

Students are to be completed with assignments on time. Deadlines are important!

Students are to write using complete sentences, correct capitalization and punctuation, and correct appropriate spelling.

Parents are to practice oral reading with their child at home for 15 minutes per night.

Students are to independently read for at least 15 minutes per night.


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Grading Daily assignments are graded at face value (example – assignments can range from 15 points to 50 points). Tests are worth 100 points.

Geography – Elementary Components

Geography Book

US maps

Maps Globes and Graphs Workbook Goals – All goals are taught in the light of God’s Word.

Read and discuss the history of each section of the United States.

Identify the political locations of all 50 states.

Learn of the social, cultural, economic and political backgrounds of each US region.

Learn how to read maps.

Identify the physical regions of the US.

Learn about New Mexico – history, culture, political, physical, economic, and social. Teaching Methods

Use the curriculum to read for content and learn about each region of the US. Student activities include map work, answer questions, draw pictures, and create comparison charts. Due to the amount of information, the curriculum takes 2 years to complete.

Student are handed maps of each section of US to color and correctly place state names to learn for tests. For physical maps, they are modeled and students copy for learning. First, the land features are presented, then the water features.

Every 3 week, a lesson from Maps, Globes, and Graphs is presented and practiced.

At the end of year, the class studies New Mexico. A city report generally is given. Evaluation Assignments are face value. Tests are based on 100 points.


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History – Elementary Component

History Book

US Maps

Maps Globes and Graphs Goals – All goals are taught in the light of God’s Word.

Student are taught History that includes reasons for world exploration to Revolutionary War.

Students are introduced to outlining.

Students will know the states and capitals of the US.

Students develop map skills using Maps, Globes, and Graphs. Teaching

Students will learn the states and capitals of the US.

Students will research information and categorize and classify such information.

Students will identify main ideas and details from the text.

Students will draw conclusions from the text.

Student will compare and contrast ideas from history with present day.

Students will infer about famous explorers and Americans and their motives.

Students will use appropriate vocabulary from the text in explaining historical ideas.

Students will learn about their present day leaders in the state of New Mexico and the United States.

Evaluation Assignments are face value. Outlines are based from 50 points. Tests are based on 100 points.

Language/Writing – Elementary Level Components

Shurley Method Teacher’s Guide

Writers’ Workshop


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Goals – All goals are taught in the light of God’s Word.

Teach and deepen the understanding of the parts of speech (nouns, verbs, adjectives, adverbs, pronouns, prepositions, injections, conjunctions).

Teach and use the rules of capitalization and punctuation.

Teach and use synonyms, antonyms, and homonyms.

Teach the variety of sentence structures – simple, compound, and complex.

Teach and use Writers’ Workshop to teach the following types of writing:

opinion topics

informative

narratives

short research topics

Teach writing to be clear and coherent which are appropriate to task, purpose, and audience.

Teach students to develop and strengthen writing from peer and adult support.

Use technology to publish students’ writings.

Write from evidence in literary and informational texts. Teaching Methods

Transparencies are used to model parts of speech recognition from the Shurley Method.

Teach sentence parts (subjects and predicates; simple and compound) using the Shurley Method and various worksheets for independent practice.

Teach each part of speech.

Use Writers’ Workshop guidelines to teach writing the different genres noted above.

Use cooperative groups to help peers develop a habit that good writing will evolve from classmates and teacher.

Evaluation Daily assignments are face value. Tests are worth 100 points.


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Math 4/5 Component

Harcourt Math

Flashcards/Worksheets Goals – All goals are taught in the light of God’s Word. All goals are based on the National Council for Teaching Math (NCTM) standards grades 3-5.

Numbers and Operations

Understand numbers, ways of representing numbers, relationships among numbers, and number systems.

Understand the meanings of operations and how they relate to one another.

Compute fluently and make reasonable estimates.

Algebra

Understand patterns, relations, and functions.

Represent and analyze mathematical situations and structures using algebraic symbols.

Use mathematical models to represent and understand quantitative relationships.

Analyze change in various contexts.

Geometry

Analyze characteristics and properties of 2 and 3 dimensional geometric shapes and develop arguments about their relationships.

Describe spatial relationships using coordinate geometry and other representational systems.

Apply transformations and use symmetry.

Use visualization, spatial reasoning, and geometric modeling to solve problems.

Measurement

Understand measurable attributes of objects and the units, systems, and processes of measurement.

Apply appropriate techniques, tools, and formulas to determine measurements.

Data Analysis and Probability

Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them.


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Select and use appropriate statistical methods to analyze data.

Develop and evaluate inferences and predictions.

Understand the basics of probability.

Problem Solving – Word problems

Reasoning and Proof – make and investigate mathematical conjectures

Communication – interact individually to enhance mathematical achievement.

Connections – connect ideas of math together and realize the interconnections of mathematical ideas

Representation – apply math to organize, record, and communicate ideas. Teaching Methods

Assignments are used as assessment tools to demonstrate understanding of mathematical concept. They are recorded as completed, but not as a grade.

Tests are assessments used to analyze understanding by student. These are graded based on 100 points.

Each student is individually taught each concept. They are expected to complete the assignment at 90% - 95% understanding to continue. They must master the concept.

Students are encouraged to construct the new knowledge. The teacher will teach using hands-on materials and/or visuals allowing students to see and construct new knowledge. The teacher will connect the new concept to previous concepts to engage, develop, deepen, and broaden understanding.

Each day the student is evaluated for understanding the previous concept. Each individual student is taught at his/her present level.

Short term and long term goals for completion are given to students to keep pace in Math.

Evaluation

Daily assignments are evaluated for student understanding at a 90-95% level. The assignment is recorded as complete, but not graded.

Chapter Tests are graded using 100 - point scale. Students must pass at 90 %.

Unit Tests are used to evaluate a broader area of understanding. Teacher identifies and records weaknesses and continues to practice them.

A written log is recorded to evaluate effort by students (asking for help, redoing assignments), strength and weakness of understanding, and willing participation.


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Science – Elementary Components

Science Kits (Grades 4 and 5)

Science Supplements Goals – All goals are taught in the light of God’s Word. These guidelines follow the National Science Education Standards (NSES).

Use the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting, and validating to think critically in light of God’s plan. (Scientific Thinking and Practice)

Understand the structure of the Earth, the solar system, the universe, the interconnections of them, and the processes and interactions of the Earth’s system. (Earth and Space Science)

Understand the properties, structures, and processes of living things and the interdependence of living things and their environments. (Life Science).

Understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy. (Physical Science)

Use of technology to enhance science knowledge using virtual field trips.

Relating science to God’s omniscience. Teaching Methods

Main focus of science is for students to discover new ideas from experimentation.

Information for each topic will be presented to students and discussed. Students will do some study about forthcoming activity.

Experiments are presented as teacher demonstrations or student directed activities. The goal is to connect the results of the experiment to the information presented.

Student will record their understandings on a piece of paper for evaluation. Evaluation

Evaluation is based on the understanding of the lesson. Use of new science vocabulary in the students’ writings would be a vital part of the understanding.


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Spelling – Elementary Components

Evan-Moor Building Spelling Skills Grades 4/5

Prufrock Press Inc. Red Hot Root Words Grades 3-5 Book 1

100 high frequency word list

Area Lutheran schools Spelling Bee List (February, March, April)

Vocabulary Workbook Goals – All goals are taught in the light of God’s Word.

Enable students to analyze words correctly by teaching them strategies such as:

phonics.

learning prefixes, base or root words, and suffixes.

identifying the syllables of a word.

word patterns.

Teach students the origins of age appropriate words.

Expose students to synonyms, antonyms, and homonyms.

Deepen understanding of words through word patterns and meaning. Teaching Methods

Have each student read the weekly word list fluently. Assist students as necessary. Practice until fluent.

Students practice writing each word twice.

Each unit has a word study, word comprehension, and editing worksheet to complete.

Each week a prefix, root, or suffix is introduced with origin. The students learn to read the words, identify a meaning from the origin, and practice using the word in a sentence of their own.

Last day of unit is a written test. Each wrong word is written 10 times.

Vocabulary workbooks are used for independent work. Students are encouraged to do a page a day. They are encouraged to ask for help.

Grading Daily work is graded at face value. Tests are graded at 100 points. Corrections are graded at 100 points.