Religion is taught as a way of life rather than a subject. Gospel values are integrated through monthly activities with and/or for members of the North Ridgeville Senior Center. Studies also include God our Father, Baptism, prayer, the life of Jesus, and the saints.
STRAND I – MESSAGE:
God is our Father and the Creator of all things. God is good, kind and loving, and blesses us with many gifts. God sent His Son, Jesus, to teach us to love. Jesus is both human and divine. He is our Savior, Friend, Teacher and Brother. Jesus sent the Holy Spirit to give love and strength to all of us. The Spirit helps us to live out our lives following Jesus’ two great Commandments.
STRAND II – WORSHIP:
The 1st grade children will joyfully celebrate the presence of God and Jesus in their lives. They will learn that they become a child of God through Baptism. They will understand that the Mass is a gathering of God’s people: listening to God’s Holy Word, celebrating Jesus’ presence in the Eucharist, and thanking God for all gifts. The children will learn the meaning of prayer, be introduced to the five kinds of prayer and participate in meaningful prayer experiences. They will learn about the Bible and develop a sense of reverence for the Bible and prayer. They will read the Bible to see how Jesus showed us how to live. Discussions of the Lives of the Saints and Mary as the Mother of Jesus, the Church, and us, will introduce the children to their religious heritage.
STRAND III – COMMUNITY:
The children will develop a concept of membership in community through discussion of the Holy Family and their family. They will broaden ideas of community to include the classroom, parish, and local community. The Church is a community of God’s people. We become members of God’s Church at Baptism. Through Eucharist, we receive Jesus, who gives us the strength and help to love and serve others.
STRAND IV – SERVICE:
Loving God means caring and showing responsibility to family, friends, parish, local and world communities. The children will practice appropriate skills of respect, kindness and inclusiveness to friends, family and members of local community. They will discuss the meaning of and learn ways of showing peace, justice, and love to others. They will deepen their understanding of what is right and wrong and learn the steps of making correct choices and decisions.
There is a strong focus on developing reading skills including phonics, vocabulary, comprehension, fluency, expressive oral reading, and evidence-based reading. First graders also work hard developing their penmanship and writing skills.
The Common Core Standards in Literature offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and to discern when particular children or activities warrant more or less attention.
The Writing standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples.
*Speaking and Listening:
The Speaking and Listening Standards for K–5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
The Language Standards for grades K–5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, there are many skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.
This is the year students learn addition and subtraction facts to 18, number sense, place value, problem solving skills, data interpretation, and units of measure.
In Grade 1, instructional time should focus on four critical areas:
Overviews: These are the science disciplines: Earth and space sciences, physical sciences, and life science. Overlaying all the content standards and embedded in each discipline are science inquiry and applications. These are the overarching ideas that connect the strands and the topics within the grades. Themes illustrate a progression of increasing complexity from grade to grade that is applicable to all the strands.
The Common Core Standards and Model Curriculum for Science Education serve as a basis for what all students should know and be able to do in order to become scientifically literate citizens equipped with knowledge and skills for the 21st century workforce and higher education. Ohio educators are provided with the content and expectations for learning upon which to base science curriculum at each grade level. The PreK-8 documents are designed to provide guidance for educators who have the responsibility to teach science to Ohio students.
Strands :The four disciplines within the social studies: History, Geography, Government and Economics
Themes: The focus for a particular grade level or the descriptive narrative of a high school course syllabus
Example in Grade Two: People Working Together
Topics: The different aspects of content within a strand
Example in Geography: Human Systems
Content Statements: The essential knowledge to be learned at each grade level or within each course
Example from Grade Eight: 20.The U.S. Constitution established a federal system of government, a representative democracy and a framework with separation of powers and checks and balances.