In third grade, children start putting the learning process together to take on more complicated assignments. As they continue to apply the basic skills they have learned in first and second grade, they begin to do some work independently rather than with the explicit directions given in earlier 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 Third Grade curriculum.  Please find below a sampling of the Holy Cross Academy Third Grade curriculum.  For a complete list of the standards covered in Third Grade, please click on the Curriculum Map for Third 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 God as Creator and Father
    • Demonstrate knowledge that we honor Mary because she is the Mother of Jesus, Our God, and a special intercessor for us
    • Identify and explain moral responsibility and respect as members of the family of God.
    • Identify the parts of the Mass 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
    • Participation in the Sacrament of Reconciliation
    • Express an understanding of Eucharist in terms of mean and a sacrifice, and experience the Real Presence of Jesus
    • Demonstrate knowledge of the two main parts of the Bible, and how to find a given scripture passage
    • 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 (Apostles' Creed, Nicene Creed, spiritual adoption prayer)
    • Demonstrate respect for others in their classroom
    • Retell, act out, and/or illustrate Biblical stories
    • Demonstrate knowledge of the Ten Commandments
    • Demonstrate respect and proper behavior while at Mass
    • Discuss and participate in seasonal events of the Church year and Holy days
    • Recognize different Church celebrations
    • Demonstrate knowledge of their patron saint and other saints
    • Apply the Church teachings to their daily lives
  • Language Arts

    Language Arts The third 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.

    Reading

    • Read and comprehend different types of stories appropriate for third grade (fantasy, realistic fiction, poetry, fable, legend, informational, recipe, play, charts, maps, and biographical)
    • Identify literary genre
    • Read fluently using the 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)
    • Monitor and self correct errors while reading
    • Choose appropriate level books and reads independently for 25 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, and point of view
    • Focus on detail to locate specific information and clarify meaning
    • Identify and generate antonyms, synonyms, and words with multiple meanings
    • Apply meaning of prefixes and suffixes to read unfamiliar words
    • Use reference materials for spelling , reading, and decoding (such as dictionary, thesaurus, glossary)
    • Identify main idea and topic 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
    • 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
    • Differentiate between fiction and non-fiction
    • Identify beginning, middle, and end of story
    • Compare and contrast two works (i.e. by different authors, the same author, and/or illustrator, genre, theme)

    Written and Oral Communication

    • Write for a variety of reasons to various audiences using different formats (stories, reports, friendly letters, advertisements, etc)
    • Plan and organize ideas before beginning to write
    • Stay on topic when writing
    • 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
    • Respond to text, in writing and verbally by making personal connections, looking at different points of view, making inferences, and reflecting
    • Create at least 30 written pieces throughout the year including narrative, informational, descriptive, explanatory, response to literature, and poetry
    • Correctly spell previously studied words and spelling patterns when writing
    • Use 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.)
    • 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)
    • 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)

    Word Study

    • Spell grade level words accurately
    • Change beginning, middle, and ending sounds to produce new words
    • Read compound words and contractions
    • Demonstrate knowledge and selects more precise words (synonyms, antonyms, adjectives, and descriptive words)
    • Recognize nouns (common and proper), verbs, verbs of being, articles, adverbs, conjunctions, possessives, and adjectives
    • Capitalize letters for the first words in sentences, names of people and animals, months, days, holidays, places, personal titles, and titles of works
    • Identify run-on sentences, sentence fragments, statements, questions, commands, and exclamatory sentences
    • Identify subjects and predicates
    • Identify parts of a business letter (letterhead, date, inside address, salutation, body, closing, signature, typed name)
    • Differentiate plurals and possessives
    • Apply knowledge of word study (phonics, spelling, word structure, word meaning, and grammar) to read text with understanding and to communicate effectively through writing
  • Mathematics

    Math Problem-solving is integrated throughout the third grade. The development of problem-solving skills 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 100,000
    • Read, write, and identify place and value of decimals expressed in tenths and hundreths
    • Read and write money amounts in dollars-and cents notation
    • Identify fractional parts of a whole, or a set from actual or pictured objects and record the corresponding fraction
    • Solve problems involving fractional parts of a region or a collection
    • Name multiples of 2,5, and 10
    • Write Roman numerals
    • Use numerical expressions to give equivalent names for whole numbers
    • Use manipulatives and drawings to find and represent equivalent names for fractions
    • Recognize the relationships between two sets of objects or two numbers
    • Compare and order numbers up to 100,000
    • Compare and order decimals through hundredths
    • Compare and order fractions
    • Round whole numbers 9,999 or less to the nearest ten, hundred, and thousand

    Operations and Computation

    • Know all basic addition and subtraction facts through 10+10 quickly and accurately
    • Recall quickly and accurately multiplication facts with x0, x1, x2, x5, x10
    • Demonstrate knowledge of a strategy for multiplying facts through 10x10
    • Multiply a 2- and 3-digit number by a 1-digit number using arrays, mental arithmetic, paper-pencil, and calculators
    • Uses the basic properties (identity, commutative, associative, order of operations) for addition, subtraction, multiplication, and division
    • Make reasonable estimates for addition and subtraction problems and explain the strategy used
    • Demonstrate knowledge of regrouping 3- and 4-digit numbers
    • Use a variety of strategies to model multiplication 
    • Use equal sharing and equal grouping to model 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
    • Express the probability of an event by using "___out of ___" language
    • Measurement and Reference Frames
    • Estimate length with and without tools
    • Measure length to the nearest ½ inch and ½ centimeter
    • Draw and describe angles as records of rotation
    • Describe and use strategies to measure the perimeter of polygons
    • Estimate and measure weight/mass and volume/capacity using metric and English units
    • Count unit squares to find the area of rectangles
    • Describe the relationships among inches, feet, and yards
    • Describe the relationships between minutes in an hour, hours in a day, and days in a week
    • Count and compare the value of a collection of coins and bills and make change
    • Tell and show time to the nearest minute on an analog clock
    • Tell and write time in digital notation

    Geometry

    • Identify and draw points, intersecting and parallel line segments, and lines, rays, and right angles
    • Identify, describe, and compare plane and solid figures including circles, triangles, parallelogram, squares, rectangles, spheres, cylinders, rectangular prisms, pyramids, cones, and cubes using terms face, edge, vertex, and base
    • Create and complete two-dimensional symmetric shapes or designs
    • Locate multiple lines of symmetry in a two-dimensional figure
    • Identify congruent two-dimensional figures

    Patterns, Functions, and Algebra

    • Extend, describe, and create numeric patterns
    • Describe rules for patterns and use them to solve problems
    • Use the symbols +,-, =, x, /,<, and >
    • Use symbols to model number stories
    • Calculate elapsed time in a story problem
    • Solve story problems involving addition, subtraction, multiplication, and division
  • Science

    Science The third grade science objectives place increasing emphasis on conducting experiments. Students are expected to use the scientific method and the metric system with greater precision. Science skills include making detailed observations, asking questions, measuring, classifying, predicting, using information to make inferences, recording information, and drawing conclusions. In the area of physical science, the objectives focus on simple machines, energy, and a basic understanding of matter. Behavioral and physical adaptations are examined in relation to the life needs of animals. The notion of living systems is further explored in aquatic and terrestrial food chains and diversity in environments. Patterns in the natural world are demonstrated in terms of the phases of the moon, tides, seasonal changes, and animal life cycles. Geological concepts are introduced through the investigation of the components of soil.

    Matter

    • Define matter and identify its physical properties which stay the same when the material is reduced in size

    Simple Machines

    • Identify, differentiate, and explain the purpose of the six types of simple machines (lever, screw, pulley, wheel and axel, inclined plane, and wedge)
    • Analyze common household items and identify the simple and compound machines in them
    • Identify the types of compound machines (wheelbarrow, scissors, and bicycle)
    • Plan, design, and construct a device that contains a simple machine and show its effectiveness to do work

    Ecosystems, Food Chains, and Animal Adaptations

    • Investigate and demonstrate knowledge that habitats support a diversity of plants and animals
    • Investigate and demonstrate knowledge that behavioral and physical adaptations allow animals to respond to life needs
    • Investigate and demonstrate knowledge that natural events and human influences can affect the survival of species
    • Participate in a service project directed towards assisting animals
    • Differentiate between predator, prey, producers, consumers, decomposers, herbivore, carnivore, omnivores, and demonstrate knowledge of the food chain
    • Compare and contrast water related and dry land ecosystems

    Cycles in Nature

    • Investigate and demonstrate knowledge of basic sequences and cycles occurring in plants and animals
    • Recognize the relationships that exist between and among Earth, sun and moon that cause day and night, seasons, moon phases, and tides

    Soil, Water, and Energy Resources

    • Investigate and demonstrate knowledge of the major components of soil, its origin, and importance to plants, animals, and humans
    • Identify major water sources for people, the causes of pollution, and methods of conservation
    • Investigate and understand different sources of energy
    • Compare and contrast renewable and nonrenewable resources
    • Participate in a recycling project

    Respect for Self

    • Demonstrate knowledge of the circulatory, respiratory, muscular, and skeletal systems of the human body
    • Identify basic nutrition and healthy eating habits
    • Demonstrate knowledge of methods of safety (fire, earthquake, tornado, strangers)
  • Social Studies

    Social Studies In third grade, students develop an understanding of people long ago and far away by studying about ancient Greece and Rome and the early West African empire of Ghana. The contributions of these places are investigated, along with their impact on our world today. Students also are introduced to the exploration, discovery, and colonization of America. Third graders apply the terms, hemisphere, equator, and prime meridian as they study the geography of the world. Maps, charts, tables, and graphs are also used to interpret geographic information. Economic studies continue within the context of times long ago and the present. Students learn about economic choices, specialization, and trade. In civics, students explain the importance of the basic principles that form the foundation of our government. Third graders also begin to look at the state of Missouri in relation to history, geography, economics, and civics.

    History

    • Explain how the contributions of ancient Greece and Rome have influenced the present in terms of architecture, government, and sports
    • Define the terms, contribution, direct democracy, and representative democracy
    • Identify examples of ancient Greek and Roman architecture and art
    • Identify the sporting events of the ancient Greeks
    • Describe the early West African empire of Ghana with emphasis on its oral tradition (storytelling), government (kings), and economic development (trade)

    Geography

    • Use map skills to learn about the geography of ancient Greece and Rome and the early West African Empire of Ghana
    • Locate the areas of ancient Greece, Rome and the empire of Ghana
    • Identify the physical and human characteristics of ancient Greece, Rome, and Ghana
    • Use map skills to locate places on maps and globes, simple letter-number grids, and the four hemispheres formed by the equator and prime meridian
    • Demonstrate knowledge of the terms, hemisphere, equator, prime meridian, and regions
    • Identify the location of the five oceans and seven continents
    • Interpret geographic information from maps, tables, graphs, and charts
    • Construct tables, graphs, and charts to show geographical data

    Economics

    • Demonstrate knowledge of how producers use natural resources , human resources, and capital resources to produce goods and services for consumers
    • Recognize why people and regions trade
    • Identify examples of making an economic choice and explain the idea of opportunity cost

    Civics

    • Recognize the importance of government in the community, Missouri, and the United States
    • Define government as a group of people who make and carry out rules and laws, and decide if rules and laws have been broken
    • Explain the basic principles that form the foundation of a republican form of government
    • Demonstrate knowledge that the basic principles of life, liberty, and the pursuit of happiness are privileges with which people are born and that cannot be taken away
    • Demonstrate that equality under the law means that all people are treated fairly
    • Identify the contributions made by George Washington, Thomas Jefferson, Abraham Lincoln, Rosa Parks, Thurgood Marshall, Cesar Chavez, and Martin Luther King Jr. in the formation of our government
    • Recognize we celebrate Veteran's Day as the day we show our respect for Americans who served in the military
    • Recognize we celebrate Memorial Day as the day we show our respect for Americans who died in wars while they were serving our country
    • Recognize that Americans are a people of diverse ethnic origins, customs, and traditions, who are united by the basic principles of a republican form of government and respect for individual rights and freedoms
    • Demonstrate knowledge of how people can serve the community, state, and nation
  • Art

    Art

    • Students will identify contrasts in visual qualities, analyze art, detect cultural origins and find patterns in art
    • Students will identify reasons for creating art, expression and inspiration and visual symbols
    • Students will be able to identify art as communication and self expression
    • Students will identify and create works of art that relate to the community
    • Students will be able to identify and work with a variety of media and style in art
    • Students will be able to perceive and respond to different works of art and describe mood, subject matter and details
    • Students will describe works of art using appropriate vocabulary of the elements and principles of design
    • Students will plan and organize elements and principles of design to demonstrate compositional techniques
    • Students will create works of art from imagination, personal experience, observation, and feelings
    • Students will create works of art that express line qualities and positive/negative space
    • Students will create paintings using dry brush, wet on wet,    and/or mixing intermediate colors with a variety of paints on different surfaces
    • Students will create collograph prints and prints using simple relief techniques
    • Students will create 3 dimensional works of art using additive objects and decorative finishes
    • Students will explore properties of clay by creating pinch forms, coils, slabs, and methods of basic glazing
    • Students will create works of art using mixed media and collage and recycle materials
    • Students will recognize architecture as art
    • Students will be able to create  works of art using fibers and weaving techniques
    • Students will recognize, use and assess good craftsmanship
    • Students will explain intentions in personal works of art
    • Students will view and respond to work of art in a variety of settings
    • Students will identify that creativity is a gift from God
    • Students will use art to praise God
    • Students will identify religious art as part of our Catholic culture  

  • Music

    ArtProduct Performance

    1. SINGING
      • Sing in tune, matching pitch in a limited range (la-sol-mi, sol-mi-re-do) with appropriate singing posture.
      • Sing using dynamics (p, f, crescendo, decrescendo/ 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, and sacred music.
      • Sing melodic ostinati and do and la centered pentatonic rounds canons.
      • Sing in groups matching tempo and dynamic changes, following cues of the conductor.
    2. INSTRUMENTAL PERFORMANCE
      • Perform the following rhythmic patterns using standard or iconic notation: whole note/rest, quarter note/rest, half note, and eighth note pairs.
      • Echo play simple rhythmic and melodic patterns on classroom instruments.
      • Read and perform at least three pitches on classroom instruments, using proper technique, while maintaining a steady tempo.
      • Perform material following accents and fermatas while also demonstrating dynamics (p, f) and tempi (fast, slow).
      • Perform in groups, matching tempo and dynamic changes, and following the cues of the conductor.
    3. IMPROVISATION
      • Improvise simple rhythmic and melodic ostinati accompaniments.
    4. COMPOSITION AND ARRANGEMENT
      • Compose rhythmic or melodic motives with given parameters.

    Elements of Music

    1. READ AND NOTATE MUSIC
      • Read simple rhythm patterns (using iconic or standard notation) consisting of: whole note/rest, half note/rest, quarter note/rest, eighth note pairs, and dotted half note.
      • Identify do, re, mi, sol, and la scale tones and hand signs.
      • Identify the notes B-A-G on the treble clef.
      • Read, notate and transcribe from dictation rhythmic patterns and dynamic presented by the teacher: quarter note/rest, half note/rest, eighth note pairs, p for piano, and f for forte.
      • Read, notate, and transcribe from dictation short melodic patterns using pitches from a do-re-mi-sol-la tone set on the staff using the treble clef.
    2. SYMBOLS OF EXPRESSION
      • Identify standard music symbols: p for piano, f for forte, cresc or < for crescendo, decres or > for decrescendo, dim for diminuendo, fast, slow, ritardando, and accent >.

    Artistic Perceptions

    1. LISTEN, ANALYZE AND DESCRIBE MUSIC AND MUSICAL PERFORMANCES
      • Identify basic forms and composition techniques including:
        • question/answer
        • call/response
        • AB
        • repeated patterns (ostinati)
        • verse/refrain
        • repeat sign
        • introduction/interlude
        • Demonstrate and/or respond through movement to aural examples of music: music forms and expressive elements
      • Visually and aurally identify instruments and instrumental families (including folk instruments).
      • Differentiate between ensemble and groupings (solo vs. group).
    2. EVALUATE MUSIC AND MUSICAL PERFORMANCES
      • Develop criteria to distinguish between quality and non-quality performances through listening and self-assessment with regard to the following musical elements: tone quality, expression/phrasing, rhythmic accuracy, pitch accuracy, blend/balance, and posture/stage presence.
      • Describe personal reaction to a selected work using grade level terminology (tone, timbre).

    Interdisciplinary Connections

    1. CONNECTIONS BETWEEN MUSIC AND OTHER DISCIPLINES
      • Identify ways ideas are used differently in music, art, dance, or theatre.

    Historical & Cultural Concepts

    1. GENRES, STYLES AND STYLISTIC PRACTICES
      • Identify characteristics of teacher-selected genres or styles and how elements of music are used:
        • Play party
        • Folk dances/folk music
        • National Anthem
      • Listen to, analyze, and identify the story line and characters of Tchaikovsky’s The Nutcracker Suite.
      • Describe the function of music in various settings and cultural events including patriotic, Native American, and African American music and singing games.
      • Identify "The Star-Spangled Banner" as the National Anthem and the appropriate etiquette to follow when singing at a ball game.
    2. FUNCTION AND ROLE OF MUSIC IN VARIOUS CULTURES
      • Describe the function of music in various settings and cultural events:
        • Play party
        • Folk dance/folk music
        • National Anthem
      • Discuss and demonstrate appropriate listening behavior for school assemblies, concerts, and school worship assemblies both as a performer and an audience member.
    3. CAREERS IN MUSIC
      • Identify responsibilities of a composer and conductor.

     

  • 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.

    Typing

    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