Fourth Grade Curriculum

In fourth grade, children take on new types of work and social experiences. Fourth graders will be required to follow the many directions and long-range planning that their school assignments require. They also have to learn to collaborate with their peers of group projects while navigating changing social dynamics. Students will be required to organize more books and materials, as well as multiple folders for each subject area. Fourth grade work gets harder, as students have separate teachers for more subjects. Students will need to manage their work more independently-that includes homework assignments in multiple subjects, as well as, keeping track of long-range assignments and tasks. Holy Cross Academy recognizes the additional organizational skills needed at this age and offers additional instruction in organizational and study skills for the fourth and fifth grades.

Your child's progress will be reported through conferences and Standard-Based report cards. The report cards will indicate progress on the objectives identified in the Fourth Grade curriculum.  Please find below a sampling of the Holy Cross Academy Fourth Grade curriculum.  For a complete list of the standards covered in Fourth Grade, please click on the Curriculum Map for Fourth Grade, located on the left side of this page.

  • Character Education

    Character Development The objective of character education at Holy Cross Academy is to shape, nurture, and develop the total child. Character development improves school and classroom climate by focusing on basic principles of character. This objective is achieved through daily actions and integration of the following principles of character education into the curriculum at all levels.

    Good Judgment - To choose worthy goals and set proper priorities; to think through the consequences of your actions; to base decisions on practical wisdom and good sense.

    Responsibility - To be dependable in carrying out obligations and duties; to show reliability and consistency in words and conduct; to be accountable for your own actions; to be committed to active involvement in your community.

    Respect - To show high regard for authority, for other people, for self, for property, and for country; to understand that all people have value as human beings.

    Good Citizenship - Obeying the laws of the nation and this State; abiding by school rules; and understanding the rights and responsibilities of a member of a republic.

    Service to Others / Kindness - To be considerate, courteous, helpful, and understanding of others; to show care, compassion, friendship, and generosity; to treat others as you would like to be treated.

    Courage - To have the determination to do the right thing even when others don't, and to have the strength to follow your conscience rather that the crowd.

    Self-Discipline - To demonstrate hard work and commitment to purpose; to regulate yourself for improvement; to refrain from inappropriate behaviors; to be in proper control of your words, actions, impulses, and desires; and to do your best in all situations.

    Perseverance - To be persistent in the pursuit of worthy objectives in spite of difficulty, opposition, or discouragement; to exhibit patience and be willing to try again when confronted with delays, mistakes, or failures
    Integrity- To have the inner strength to be truthful, trustworthy, and honest in all things; to act justly and honorably.

    Responsibility for School Safety - Helping to create a harmonious school atmosphere that is free from threats, weapons, and violent behavior; cultivate an orderly learning environment in which students and school personnel feel safe and secure; and encourage the resolution of disagreements through peaceful means including peer mediation.

  • Religion

    Religion Holy Cross Academy's religious education is an on-going process to provide spiritual formation and instruction for all children. We believe that we are called to respond to Christian witness throughout our lives. The children will act in accordance with the basic doctrines of the Catholic Church while experiencing the faith community within our school.

    The rosary will be prayed frequently throughout the year, but especially in October and May (the months of Mary). Students will attend Mass weekly, either as a class or with the entire school. Service projects are built into the overall curriculum for each grade level. A specialized focus will be given to Mission and Vocation Awareness.

    • Recognize Jesus as the center of our Faith and is both human and Divine
    • Recognize the need for Jesus as Our Savior
    • Identify and explain moral responsibility and respect as members of the family of God.
    • Identify the four parts of the Mass (Introductory Rites, Liturgy of the Word, Liturgy of the Eucharist, and Concluding Rites) and the articles and vestments used during Mass
    • Planning and implementation of the celebration of the Mass
    • Explain the concepts related to the resurrection and eternal life
    • Acknowledge the existence of their conscience and the need for the Sacrament of Reconciliation
    • Demonstrate knowledge of the two main parts of the Bible, and how to find a given scripture passage
    • Demonstrate responsibilities to self, as a family member, as a Church member, and as a member of the school community
    • Demonstrate an awareness of God and an appreciation for His creation
    • Participation in daily prayer both as a class and an individual
    • Demonstrate an appreciation for the daily 'life of the Saint'
    • Demonstrate knowledge of prayers (Prayer to the Holy Spirit, rosary, meditation, Apostles' Creed, Nicene Creed, spiritual adoption prayer)
    • Demonstrate respect for others in their classroom
    • Demonstrate knowledge of the Ten Commandments and the Beatitudes and how to live them
    • Demonstrate respect and proper behavior while at Mass
    • Exhibit behavior that demonstrates chastity, virtue, justice, and respect
    • Discuss and participate in seasonal events of the Church year and Holy days
    • Recognize different Church celebrations
    • Recognize the importance of saints as examples
    • Respond to opportunities for service in and out of school
    • Apply the Church teachings to their daily lives
  • Language Arts

    Language Arts The fourth grade language arts program focuses on the broad areas of oral language, reading, writing, and word study. Students will be introduced to a wide variety of fiction and nonfiction literature which will serve as a basis for instruction and practice in phonics, vocabulary, comprehension, fluency, and writing.


    • Read and comprehend different types of stories appropriate for fourth grade (fantasy, realistic fiction, poetry, fable, legend, informational, recipe, play, charts, maps, autobiographies, journals, and biographical)
    • Identify literary genre
    • Read fluently using punctuation, appropriate expression, intonation, and an appropriate rate
    • Use a variety of reading comprehension strategies (i.e. predicting, inferring, making connections, drawing conclusions, reread, read ahead, question, paraphrase, using prior knowledge)
    • Monitor and self correct errors while reading
    • Use different strategies before, during, and after reading to set a purpose, make predictions, question, and make connections
    • Determine usefulness of information and ideas
    • Choose appropriate level books and reads independently for 30 minutes daily to increase vocabulary, concepts, and reading stamina
    • Read for a variety of purposes (such as information, pleasure, problem-solving)
    • Respond to literature orally and in writing.
    • Identify elements of fiction and nonfiction to determine author's purpose, plot, conflict, sequence, problem/solution, main idea, supporting details, cause and effect, fact and opinion, mood, author's use of figurative language, and point of view
    • Focus on detail to locate specific information and clarify meaning
    • Identify and generate antonyms, synonyms, homonyms, idioms, acronym, metaphors, similes, and multiple meaning words
    • Identify main idea and supporting details of a text
    • Identify story elements by recalling facts and details from the text
    • Compare and connect information across informational text
    • Describe causes and effects of actions or events
    • Identify first person and third person points of view
    • Summarize and record information from the story using characters (including main), setting, sequence of events, problem/solution, plot, and author's purpose, while relating the story to life experiences
    • Compare and contrast two works (i.e. by different authors, the same author, and/or illustrator, genre, theme)

    Word Study

    • Apply meaning of roots, prefixes and suffixes to read unfamiliar words 
    • Use reference materials for spelling , reading, and decoding (such as dictionary, thesaurus, glossary)
    • Demonstrates knowledge of parts of speech
    • Identifies, applies, and analyzes grade level vocabulary

    Written and Oral Communication

    • Write for a variety of reasons to various audiences using different formats (stories, reports, friendly letters, business letters, advertisements, interviews, news articles, etc)
    • Plan and organize ideas before beginning to write
    • Stay on topic when writing
    • Use writing informally for their own purposes
    • Compose a rough draft that focuses on major ideas and details, revises written work focusing on aspects of writing such as organization, word choice, and clarity, edits written work to use correct grammatical conventions, spelling, capitalization, and punctuation
    • Incorporate strategies and skills to enhance writing
    • Respond to text, in writing, and verbally by making personal connections, looking at different points of view, making inferences, and reflecting
    • Create at least 35 written pieces throughout the year including narrative, informational, descriptive, explanatory, response to literature, and poetry
    • Correctly spell previously studied words and spelling patterns
    • Uses writing as a tool for thinking, learning, and reflecting
    • Write to inform, to persuade, and to tell a personal or imaginative narrative
    • Write a variety of literary, informational, and practical texts (fairy tales, poetry, recipes, news articles, interviews, etc)
    • Generate and answer literal, inferential, interpretive, and evaluative questions based on text
    • Engage reader with the opening paragraph and provides a conclusion
    • Indent paragraphs
    • Create a setting and introduce characters through precise choice of detail
    • Develop a plot with a sequence of events
    • Describe the actions and emotions of the characters using descriptive details, actions, and dialogue
    • Add reflective comments in autobiographical narrative
    • Demonstrate effective oral communication (fluency and pace, punctuation skill, projection, enunciation, and expression)
    • Experiment using published authors' techniques in their own writing
    • Use diagrams, charts, and illustrations as appropriate to the text
    • Demonstrate attentive and responsive listening skills
    • Use media and technology as a tool to create a written product
    • Use cursive handwriting
    • Creation of a writing portfolio containing at least 4 pieces of independent student writing (one from each quarter of the school year)
  • Mathematics

    Math "Real-life Application" is integrated throughout the fourth grade and is an essential goal at this grade level. Students have many opportunities to use the skills involved with computation, estimation, time, money, measurement, geometry, graphing, probability, and algebra to solve a wide variety of everyday problems.

    Number and Numeration

    • Read, write, and identify place and value of whole numbers up to 1,000,000,000
    • Read, write, and identify place and value of decimals expressed through the thousandths
    • Read, write, compare, order, and model fractions
    • Solve problems involving fractional parts of a region or a collection
    • Demonstrate knowledge of GCF (greatest common factor) and LCM (least common multiple)
    • Name multiples of whole numbers less than 10
    • Identify prime and composite numbers
    • Find factors of numbers
    • Use numerical expressions and grouping symbols to give equivalent names for whole numbers
    • Use numerical expressions to find equivalent names for fractions and decimals
    • Rename fourths, fifths, tenths, and hundredths
    • Compare and order numbers up to 1,000,000,000
    • Compare and order decimals through thousandths

    Operations and Computation

    • Know all basic addition and subtraction facts and fact extensions quickly and accurately
    • Recall quickly and accurately multiplication facts and have a strategy to compute related division facts
    • Solve problems involving addition and subtraction of whole numbers and decimals through hundredths
    • Solve problems involving multiplication and division of whole numbers using mental arithmetic, paper and pencil, and calculators
    • Solve problems involving addition and subtraction of fractions with like and unlike denominators using manipulatives, literature, mental arithmetic, and calculators
    • Uses the basic properties (identity, commutative, associative, order of operations) for addition, subtraction, multiplication, and division
    • Make reasonable estimates for whole number and decimal addition and subtraction problems and explain how the estimates were made
    • Make reasonable estimates for whole number multiplication and division problems and explain how estimates were made
    • Use repeated addition, skip counting, arrays, area, and scaling to model multiplication and division

    Data and Chance

    • Collect and organize data to create tally charts, tables, line plots, Venn diagrams, pictographs, and bar graphs
    • Use graphs to answer simple questions and draw conclusions
    • Find the maximum, minimum, range, mode, and median of a data set
    • Describe events using certain, very likely, likely, unlikely, possible, impossible, and other basic probability terms and explain the choice
    • Use more likely, equally likely, same chance, 50-50, less likely, and other probability terms to compare events
    • Express the probability of an event as a fraction

    Measurement and Reference Frames

    • Estimate length with and without tools
    • Measure length to the nearest ¼ inch and ½ centimeter
    • Estimate the size of angles without tools using terms (acute, right, obtuse)
    • Describe and use strategies to measure the perimeter and area of polygons
    • Estimate the area of irregular shapes
    • Find the volume of rectangular prisms
    • Describe the relationships among U.S. customary units of length and among metric units of length
    • Use ordered pairs to name, locate, and plot points in the first quadrant of a coordinate grid
    • Estimate and measure volume/capacity and weight/mass using metric and English units


    • Identify and draw points, intersecting, perpendicular, and parallel line segments, and lines, rays, and right, acute, and obtuse angles
    • Describe, compare, classify plane and solid figures including circles, polygons, triangles, parallelogram, squares, rectangles, spheres, cylinders, rectangular prisms, pyramids, cones, and cubes using terms face, edge, vertex, congruent, and base
    • Identify, describe, and sketch examples of reflections, translations, and rotations

    Patterns, Functions, and Algebra

    • Extend, describe, and create numeric patterns
    • Describe rules for patterns and use them to solve problems
    • Read, write, and explain number sentences using the symbols +,-, =, x, /,<, and > (as well as congruent symbol )
    • Determine whether number sentences are true or Calculates elapsed time in a story problem
    • Solve open sentences and explain the solutions
    • Write number sentences to model number stories
  • Science

    Science The fourth grade science objectives stress the importance of a variety of hands-on investigations to study life, physical, and earth sciences. Students will continue to use science skills to explore the world around them. These skills include observing, asking questions, measuring, classifying, inferring, predicting, analyzing data, and validating experimental results.

    Defining variables in experimentation and interpreting data from picture, bar, and line graphs are emphasized. Questioning and hypothesizing become more detailed. Students are introduced to basic principles of electricity, energy, and to different activity levels of molecules. Interactions among the earth, moon, sun, and among plants and animals and their environments are investigated. In examining weather, students use meteorological tools and chart data to predict the various factors that produce weather conditions. The importance of natural resources of Missouri is also emphasized.

    Electricity, Energy, and Work

    • Identify and explain the forces which affect the motion of objects
    • State the relationship between kinetic and potential energy and provide examples
    • Create, diagram, and differentiate between different types of circuits (series, parallel, open, and closed)
    • Differentiate between a permanent magnet and electromagnet

    Ecosystems, Plant Anatomy, and Life Processes

    • Identify the parts of the plant and explain their function
    • Identify the parts of animal and plant cells
    • Create and explain a model/diagram illustrating the reproductive process of flowering plants, ferns, and mosses
    • Explain the process of photosynthesis
    • Analyze the components of different ecosystems: nonliving elements, plants, food webs, communities, and animal niches
    • Identify and describe fossils, fossil formation, and fossil fuels
    • Explain how organisms adapt to different environments through structural and behavioral adaptations in order to survive

    Earth, Moon, and Sun Systems

    • Create and describe a model of the sun and planets in the solar system including physical characteristics of each body and related movements (rotation, revolution, moon, phases, eclipses)
    • Describe how previous astronomers based their conclusions on their observations and how our understanding continues to change with new scientific discoveries


    • Explain and use key terminology such as humidity, high-low pressure, air masses, warm and cold fronts, cirrus, stratus, cumulus, and cumulonimbus
    • Compare and contrast the formation of different types of precipitation and describe the weather conditions associated with each one
    • Plan, design, and conduct an investigation where weather data are gathered using meteorological tools and charted to make weather predictions

    Respect for Self

    • Demonstrate knowledge of personal hygiene
    • Demonstrate knowledge of the skeletal, muscular, respiratory, digestive, nervous, circulatory, and excretory systems of the human body
    • Identify basic nutrition and healthy eating habits
    • Demonstrate knowledge of methods of safety (fire, earthquake, tornado, strangers)
    • Apply morally responsible scientific knowledge to daily life
  • Social Studies

    Social Studies In fourth grade, students will explore the history of the regions of the United States from the Ice Age to the American Revolution-specifically that of Missouri. Students will study the reasons why early settlers wanted to make the United States their home. They will become aware of how the geography of each region varies and its impact on each region's economy. The course of study will also examine the relationships between events in world history as it relates to United States history.


    • Analyze primary and secondary sources to acquire information about a region's history
    • Identify the Native Americans who were the original inhabitants in each region
    • Identify people of different ethnic groups who settled in each region
    • Summarize the reasons for people wanting to make a certain region their home
    • Identify the major historical events that occurred in each region and their impact on America
    • Demonstrate knowledge explaining the relationship between the Powhatan Indians and the English settlers at Jamestown focusing on the cultural interactions between the natives already living in the region and newly arriving colonists.
    • Compare and contrast the English colonies of Jamestown, Plymouth, and Roanoke
    • Explain the connection between Colonial America, England, and France
    • Identify the significance of the Columbian Exchange


    • Develop map skills as the continents, oceans, and hemispheres are investigated and identified
    • Locate the European countries of England, France, Scotland, Ireland, and Germany and identify their relative location to North America
    • Identify world geography significant to the creation of the United States
    • Use a map legend to interpret different maps
    • Demonstrate knowledge of longitude and latitude
    • Identify how the United States is shaped by the five themes of geography (location, movement, place, regions, human/environmental interaction)
    • Compare each region and the influences of geography on each
    • Identify and locate major physical features of each region
    • Describe the climate of each region and draw conclusions for the varied climates throughout the United States
    • Interpret the impact of geography on American Indians in Missouri
    • Locate three American Indian language groups ( the Osage, Chickasaw and Illini) on a map of Missouri and summarize their interaction with each other
    • Describe how Native American in Missouri related to the climate and their environment in order to secure food , clothing, and shelter
    • Analyze how Missouri's geography influenced its history and culture
    • Locate and identify the five geographic regions of Missouri (Dissected Till Plain, Ozark Highlands, Western Plain, Coastal Plain, Till Plain)
    • Recognize places in time are unique and differ in human characteristics
    • Identify similarities and differences between and among United States regions


    • Identify the major resources of each region
    • Demonstrate knowledge that economic decisions are based on needs and have consequences.
    • Demonstrate knowledge of the terms; productivity, scarcity, supply &demand, import, export
    • Identify the importance of the economic factors during Colonial America
    • Demonstrate knowledge of the triangular trade system


    • Identify the three branches of state and federal governments
    • Identify the titles of major position in state and federal governments
    • Identify the citizen's rights to petition the government for changes in the law during Colonial America
    • Identify the purpose , functions, and powers of the local, state, and national government during Colonial America
    • Use technology (such as websites, electronic encyclopedias, almanacs, and atlases, newspapers, and magazines) to connect past and current events in government
    • Identify early American political groups :Tories, Whigs, Federalists, Anti-Federalists, Loyalists, and Separatists
    • Explain the factors that helped unite us as one country (patriotism and participation in democratic government) during Colonial times
    • Define a person's responsibilities as a state resident and a citizen of the United States during Colonial times
  • Art


    • Students will compare and contrast works of art    
    • Students will discuss how artists’ styles influence everyday life  
    • Students will describe, analyze, interpret and judge works of art using appropriate vocabulary
    • Students will identify reasons for creating art and visual symbols
    • Students will plan and organize elements and principles of design into a composition to communicate ideas and emotions
    • Students will plan and create works of art from imagination, observation, personal experience and to create a mood
    • Students will create preliminary sketches of artwork
    • Students will create works of art that use gesture, shading, contour and movement
    • Students will create visual rhythms, patterns that create movement and repetition
    • Students will identify foreground and background and vantage points
    • Students will create works of art that demonstrate color schemes and visual texture
    • Students will create prints by exploring with color, paper and placement
    • Students will create 3 dimensional works of art using assemblage techniques
    • Students will create ceramic pieces that use additive and subtractive techniques
    • Students will create works of art using mixed media and collage
    • Students will create works of art based on weaving, fabrics, fibers
    • Students will create works of art using recycled materials
    • Students will create conceptual works of art and problem solve through art
    • Students will identify culture, history and environment in art
    • Students will participate in critiques in art
    • Students will recognize, use and assess good craftsmanship
    • Students will explain intentions in personal works of art
    • Students will view and respond to works of art in a variety of settings
    • Students will use artwork to praise God
    • Students will identify religious art as part of our Catholic culture
  • Music

    ArtProduct Performance

    1. SINGING
      • Sing in tune, rhythmically accurate, with a steady beat, clear diction, and proper posture in an extended range (octave).
      • Sing using dynamics (p, f, crescendo, descrescendo/ diminuendo), and tempi (fast, slow, ritardando) appropriate to the song.
      • Sing interpreting expressive markings (accent and fermata).
      • Sing a varied repertoire of songs including: patriotic (The Star Spangled Banner), folk, seasonal, spirituals, multicultural, and sacred in an extended range (octave).
      • Sing ostinati, rounds, canons, and partner songs.
      • Sing together while demonstrating characteristic timbre, dynamics and rhythm accuracy in time while following the cues of the conductor.
      • Perform simple rhythmic patterns consisting of the following rhythms on melodic and rhythmic instruments: whole note/rest, half note/rest, quarter note/rest, eighth note pairs, four- sixteenths, and dotted half note.
      • Echo play simple rhythmic and melodic patterns on classroom instruments.
      • Read and perform at least five pitches on a melodic instrument, using proper technique, while maintaining a steady tempo.
      • Perform material following accents and fermatas while also demonstrating dynamics (p, f, crescendo, decrescendo/ diminuendo) and tempi (fast, slow and ritardando).
      • Perform together, blending instrumental timbres, matching dynamic levels, and varying tempo while responding to the conductor.
      • Perform independently in a group, on classroom instruments (to accompany a song during a school performance or a school worship assembly) demonstrating characteristic timbre, tempo, and dynamics, following cues of the conductor.
      • Improvise simple rhythmic and melodic ostinati simple accompaniments.
      • Learning Target
        • Compose rhythmic or melodic motives within given parameters.
        • Create rhythmic and/or melodic ostinati and soundscapes.
        • Compose a theme and variations using a known melody.

    Elements of Music

      • Read standard rhythmic notation in 2$, 3$, 4$ meter signatures with bar lines consisting of: whole note/rest, quarter note/rest, half note/rest, eighth note pairs, dotted half note, and sixteenth notes.
      • Identify low sol, low la, do, re, mi, sol, la, and do’ scale tones and hand signs.
      • Identify and label treble clef lines and spaces with absolute pitches.
      • Read, notate and transcribe rhythmic patterns and dynamics presented by the teacher: quarter note/rest, half note/rest, eighth note pairs, whole note/rest, sixteenth notes, p for piano, f for forte, cresc for crescendo, decresc for decrescendo, and dim for diminuendo.
      • Notate and transcribe from dictation, short patterns of solfa and staff notation.
    2. SYMBOLS OF EXPRESSION: (Develop and apply the knowledge and skills to read and notate music.)
      • Identify standard music symbols: p for piano, f for forte, mp for mezzo piano, mf for mezzo forte, cresc or < for crescendo, decres or > for decrescendo, dim for diminuendo, fast, slow, ritardando, fermata, ties, slurs, and accent.

    Artistic Perceptions

      • Identify basic forms and composition techniques including:
        • AB
        • ABA
        • Canon
        • Ostinati
        • verse/refrain
        • repeat sign
        • partner songs
        • rondo
        • first and second endings
        • coda
        • theme and variation
      • Listen to, move to, and describe various musical styles, including folk and composed music.
      • Visually and aurally identify different instrument families and specific instruments.
      • Distinguish between vocal and instrumental ensemble groupings.
      • Identify the different “sung” parts of a Mass.
      • Select music as a class for school Masses.
      • Develop criteria to distinguish between quality and non-quality performance through listening and self-assessment with regard to the following musical elements: tone quality, expression/ phrasing, rhythmic accuracy, pitch accuracy, blend/balance, dictation/articulation, and posture/stage presence.
      • Describe personal reaction to a selected work using grade level terminology (function/style).

    Interdisciplinary Connections

      • Identify ways ideas are used differently in music, art, dance, or theatre.
      • Compare and contrast the importance and role of music in the culture of Native Americans.

    Historical & Cultural Concepts

      • Identify characteristics of teacher-selected genres or styles and how elements of music are used:
        • Work songs
        • Cowboy songs
        • Square dances
        • Spirituals
      • Listen to, analyze, and identify selections from Benjamin Britten’s, “The Young Person’s Guide to the Orchestra”.
      • Identify “The Star-Spangled Banner” as the National Anthem and the appropriate etiquette to follow when singing at a ball game.
      • Describe the function of music in various settings and cultural events:
        • Work songs
        • Cowboy songs
        • Square dances
        • Spirituals
      • Discuss and demonstrate appropriate listening behavior for school assemblies, concerts, and school worship assemblies both as a performer and an audience member.
      • Identify available music-related careers in a given setting in the community.
      • Identify available music involvement opportunities in the school setting such as band, orchestra, choir, musical theatre, etc.


  • PE

    PEPhysical activity is critical to the development and maintenance of good health. At Holy Cross Academy the goal of the Physical Education and Health program is to develop physically educated individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity.

    The Physical Education and Health program at Holy Cross Academy will be aligned with state requirements and guided by the six national standards for physical education. They are:

      1. Demonstrates competency in motor skills and movement patterns to perform a variety of physical activities.
      2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
      3. Participates regularly in physical activity.
      4. Achieves and maintains a health-enhancing level of physical fitness.
      5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
      6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

    A variety of activities will be provided, including team and individual games and fitness training/testing, which promote mental, social, and physical well-being. Areas that the program will be concentrating on include:

      • Skill Development - Students will engage in activities that help to improve movement concepts, body management, loco motor movement and manipulative skills.
      • Health Education - Students will address the intellectual, social, emotional, and physical dimensions of a healthy lifestyle.
      • Fitness Education - Impart knowledge of physical fitness concepts, such as flexibility, muscular strength and agility and help students understand the importance of fitness in everyday life.
      • Social Development - Students will exhibit perseverance, respect, responsible behavior and concern for others. Students will develop strategies to react to various situations, solve problems and make decisions.


  • Spanish

    Spanish Students of Holy Cross Academy are preparing for a world that is becoming smaller each day. Parents and educators understand the broad benefits received by learning a second language. By beginning early, the K-5 students of Holy Cross Academy will be prepared for the middle school curriculum, and later for the curriculum of the high school of their choice.

    Students will learn communication through three modes: listening and speaking, reading and listening, and speaking and writing. They will learn about the practices and perspectives of culture. They will learn to make comparisons among cultures and languages. Eventually they will make connections that reinforce and further their knowledge of the disciplines taught through the HCA curriculum. All of these will help them develop as members of a shrinking world.


  • Technology

    TechnologyEmpowered Learner

    Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.

    1. Students develop learning goals in collaboration with an educator, select the technology tools to achieve them,  and reflect on and revise the learning process as needed to achieve goals.
    2. With the oversight and support of an educator Students build a network of experts and peers within school  policy and customize their environments to enhance their learning.
    3. Students seek from feedback from both people and features embedded in digital tools, and use age-appropriate  technology to share learning.
    4. Students explore age-appropriate technologies and begin to transfer their learning to different tools or learning  environments.

    Digital Citizen

    Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act in ways that are safe, legal and ethical.

    1. Students demonstrate an understanding of the role an online identity plays in the digital world and learn the  permanence of their decisions when interacting online.
    2. Students practice and encourage others in safe, legal and ethical behavior when using technology and  interacting online, with guidance from an educator.
    3. Students learn about, demonstrate and encourage respect for intellectual property with both print and digital  media when using and sharing the work of others.
    4. Students demonstrate an understanding of what personal data is, how to keep it private and how it might be  shared online.

    Knowledge Constructor

    Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

    1. Students collaborate with a teacher to employ appropriate research techniques to locate digital resources that  will help them in their learning process.
    2. Students learn how to evaluate sources for accuracy, perspective, credibility and relevance.
    3. Using a variety of strategies, students organize information and make meaningful connections between  resources.
    4. Students explore real-world problems and issues and collaborate with others to find answers or solutions.

    Innovative Designer

    Students use a variety of technologies within a design process to solve problems by creating new, useful or
    imaginative solutions.

    1. Students explore and practice how a design process works to generate ideas, consider solutions, plan to solve a  problem or create innovative products that are shared with others.
    2. Students use digital and non-digital tools to plan and manage a design process.
    3. Students engage in a cyclical design process to develop prototypes and reflect on the role that trial and error  plays.
    4. Students demonstrate perseverance when working with open-ended problems.

    Computational Thinker

    Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.

    1. Students explore or solve problems by selecting technology for data analysis, modeling and algorithmic  thinking, with guidance from an educator.
    2. Students select effective technology to represent data.
    3. Students break down problems into smaller parts, identify key information and propose solutions.
    4. Students understand and explore basic concepts related to automation, patterns and algorithmic thinking.

    Creative Communicator

    Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

    1. Students recognize and utilize the features and functions of a variety of creation or communication tools.
    2. Student create original works and learn strategies for remixing or re-purposing to create new artifacts.
    3. Students create digital artifacts to communicate ideas visually and graphically.
    4. Students learn about audience and consider their expected audience when creating digital artifacts and  presentations.

    Global Collaborator

    Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

    1. Students use digital tools to work with friends and people from different backgrounds or cultures.
    2. Students use collaborative technologies to connect with others, including peers, experts and community  members, to explore different points of view on various topics.
    3. Students perform a variety of roles within a team using age-appropriate technology to complete a project or  solve a problem.
    4. Students work with others using collaborative technologies to explore local and global issues.


    3rd Grade- Students will type with a speed of 15 words per minute and 90% accuracy.

    4th Grade- Students will type with a speed of 20 words per minute and 90% accuracy.

    5th Grade- Students will type with a speed of 25 words per minute and 90% accuracy.

  • Curriculum Map