Learning Goals by Grade Level
Saint Jeanne de Lestonnac School implements a mastery-based learning approach to the overall curriculum from Preschool through Eighth-grade ensuring that the current Schoolwide Learning Expectations (SLEs) align with the overall Learning Goals. The Learning Goals are based on National Standards, California State Standards, Diocesan Standards, as well as researched based standards including the California Preschool Learning Foundations, volume 1, 2, 3 for our Preschool and Prekindergarten levels. The curriculum is extensively articulated ensuring a continuum of content, backward oriented ensuring relevant assessments, and analyzed through a variety of components which allows for intervention on both a micro (learner) as well as macro (curricula-school) level.
The Six Tasks of Catechesis, as outlined in the United States Catholic Conference of Bishops' "National Directory for Catechesis," serve as a comprehensive guide for the faith formation of Catholics. Each task is essential in forming a mature Christian disciple. Based on these, here are learning goals and success criteria suitable for preschool:
| Domain | Learning Goals |
|---|---|
| Knowledge Of The Faith (Pre) | Introduction to basic Catholic beliefs about God's love, Jesus, the Holy Family, the Church, angels, saints, and the concept of Heaven. |
| Liturgical Education (Pre) | Demonstrate the ability to explain very basic levels of the Mass, Baptism, and Communion. |
| Moral Formation (Pre) | Compare and contrast the difference between right and wrong. They are taught about kindness, respect, honesty, and forgiveness. |
| Learning To Pray (Pre) | Demonstrate understanding that prayer is a way of talking to God reciting simple prayers like the Our Father and Hail Mary. |
| Education For Community Life (Pre) | Demonstrate how community can be fostered through participation in Mass, parish events, and simple service activities. |
| Missionary Discipleship And Service (Pre) | Understand the importance of sharing their faith with others, to pray for people around the world, and to understand the importance of love and kindness towards all people. |
The Early Childhood Development Program concentrates on preparing students for mathematics through an immersive experiential curriculum. Students are encouraged to observe their environment and connect counting principles as well as attributes of shapes to their learning.
| Domain | Learning Goals |
|---|---|
| Counting and Cardinality (Pre) | Demonstrate ability to count to five, understand the relationship between numbers and quantities, recognize written numerals from 0 to 5, and connect counting to cardinality. |
| Geometry (Pre) | Recognize and name basic shapes, understand their characteristics, and begin to understand spatial relationships and positional/directional concepts. |
| Measurement and Data (Pre) | Understand basic measurement concepts, understand how to compare sizes and quantities, identify attributes for comparison, and recognize basic shapes. |
| Operations and Algebraic Thinking (Pre) | Recognize numbers, count objects, identify patterns, and understand basic addition and subtraction concepts within the range of 0 to 5. |
Reading Literature
| Domain | Learning Golas |
|---|---|
| Comprehension (Pre) | Demonstrates age-level understanding and respond to questions about a text that is read aloud, drawing on their understanding of the world, the images in the book, and the words of the story. |
| Vocabulary (Pre) | Demonstrate age-level proficiency in recognizing and nameimg common objects, use a variety of words to describe the same object or person, and begin to use more complex sentences. |
| Phonological Awareness (Pre) | Recognizes and produces rhymes, as wells as segment sentences into individual words, and clap or tap to the rhythm of syllables in words. Build associations between sounds with their corresponding letters (A-Z). |
| Print Awareness and Alphabet Knowledge (Pre) | Demonstrates the ability to recognize that written language is related to oral language, understanding that print carries a message, identify labels and signs in their environment, and show progress in recognizing the alphabet, especially the letters in their own names. |
| Print Concepts (Pre) | Demonstrates the ability to understand basic concepts of print, like directionality and where a book starts and ends. Utilize writing tools to make letters, especially the ones in their name. |
The Six Tasks of Catechesis, as outlined in the United States Catholic Conference of Bishops' "National Directory for Catechesis," serve as a comprehensive guide for the faith formation of Catholics. Each task is essential in forming a mature Christian disciple. Based on these, here are learning goals and success criteria suitable for prekindergarten:
| Domain | Learning Goals |
|---|---|
| Knowledge Of The Faith (PK) | Introduction to basic Catholic beliefs about God's love, Jesus, the Holy Family, the Church, angels, saints, and the concept of Heaven. |
| Liturgical Education (PK) | Demonstrate the ability to explain very basic levels of the Mass, Baptism, and Communion. |
| Moral Formation (PK) | Compare and contrast the difference between right and wrong. They are taught about kindness, respect, honesty, and forgiveness. |
| Learning To Pray (PK) | Demonstrate understanding that prayer is a way of talking to God reciting simple prayers like the Our Father and Hail Mary. |
| Education For Community Life (PK) | Demonstrate how community can be fostered through participation in Mass, parish events, and simple service activities. |
| Missionary Discipleship And Service (PK) | Understand the importance of sharing their faith with others, to pray for people around the world, and to understand the importance of love and kindness towards all people. |
Prekindergarten builds on the skills mastered in Early Childhood (Preschool) continuing a concentration of preparing students for mathematics through an immersive experiential curriculum. Students are encouraged to observe their environment and connect counting principles as well as attributes of shapes to their learning.
| Domain | learning goals |
|---|---|
| Counting and Cardinality (PK) | Demonstrate ability to count to ten, understand the relationship between numbers and quantities, recognize written numerals from 0 to 10, and connect counting to cardinality. |
| Geometry (PK) | Recognize and name basic shapes, understand their characteristics, and begin to understand spatial relationships and positional/directional concepts. |
| Measurement and Data (PK) | Understand basic measurement concepts, understand how to compare sizes and quantities, identify attributes for comparison, and recognize basic shapes. |
| Operations and Algebraic Thinking (PK) | Recognize numbers, count objects, identify patterns, and understand basic addition and subtraction concepts within the range of 0 to 10. |
| domain | learning goals |
|---|---|
| Comprehension (PK) | Demonstrates age-level understanding and respond to questions about a text that is read aloud, drawing on their understanding of the world, the images in the book, and the words of the story. |
| Vocabulary (PK) | Demonstrate age-level proficiency in recognizing and nameimg common objects, use a variety of words to describe the same object or person, and begin to use more complex sentences. |
| Phonological Awareness (PK) | Recognizes and produces rhymes, as wells as segment sentences into individual words, and can clap or tap to the rhythm of syllables in words. They begin to associate sounds with their corresponding letters (A-Z). |
| Print Awareness and Alphabet Knowledge (PK) | Begins to recognize that written language is related to oral language, understanding that print carries a message, can identify labels and signs in their environment, and show progress in recognizing the alphabet, especially the letters in their own names. |
| Print Concepts (PK) | Demonstrates the ability to understand basic concepts of print, like directionality and where a book starts and ends. Utilize writing tools to make letters, especially the ones in their name. |
The Six Tasks of Catechesis, as outlined in the United States Catholic Conference of Bishops' "National Directory for Catechesis," serve as a comprehensive guide for the faith formation of Catholics. Each task is essential in forming a mature Christian disciple. Based on these, here are learning goals and success criteria suitable for kindergarten:
| domain | learning goals |
|---|---|
| Knowledge Of The Faith (K) | Introduction to basic Catholic beliefs about God's love, Jesus, the Holy Family, the Church, angels, saints, and the concept of Heaven. |
| Liturgical Education (K) | Demonstrate the ability to explain very basic levels of the Mass, Baptism, and Communion. |
| Moral Formation (K) | Compare and contrast the difference between right and wrong. They are taught about kindness, respect, honesty, and forgiveness. |
| Learning To Pray (K) | Demonstrate understanding that prayer is a way of talking to God reciting simple prayers like the Our Father and Hail Mary. |
| Education For Community Life (K) | Demonstrate how community can be fostered through participation in Mass, parish events, and simple service activities. |
| Missionary Discipleship And Service (K) | Understand the importance of sharing their faith with others, to pray for people around the world, and to understand the importance of love and kindness towards all people. |
| domain | learning goals |
|---|---|
| Geometry (K) | Identify, describe, and compare basic shapes, as well as understanding positional terms and the spatial relationships of objects in the environment. |
| Measurement and Data (K) | Understands basic concepts of measurement and categories of objects, as well as comparing measurable attributes of different objects and sorting objects into categories. |
| Number and Operations in Base Ten (K) | Ability to work with numbers up to 10, understand the concepts of counting, cardinality, and basic operations, and grasp the structure of our base-ten number system. |
| Operations and Algebraic Thinking (K) | Understands basic addition and subtraction and analyzing patterns and relationships. |
| Counting and Cardinality (K) | Ability to understand and use numbers, recognize the number of objects in a group, and compare quantities, ensuring foundational numerical competence for future math learning. |
| domain | learning goals |
|---|---|
| Presentation of Knowledge and Ideas (K) | Ability to ask and answer questions about key details in a text, actively engage in group reading activities, and describe the connection between two individuals, events, ideas, or pieces of information in a text. |
| Conventions of Language (K) | Demonstrate grade-level proficiency in rules and norms that guide the use of a language. This includes aspects such as vocabulary, grammar, punctuation, spelling, capitalization, and syntax. |
| Fluency (K) | Ability to read emergent-reader texts with purpose and understanding, demonstrating basic reading fluency. |
| Phonics and Word Recognition (K) | Demonstrates an understanding of basic features of letters and sounds, as well as the ability to associate the long and short sounds with common spellings for the five major vowels and decode regularly spelled one-syllable words. |
| Phonological Awareness (K) | Ability to identify and produce rhyming words, count syllables in spoken words, blend sounds to form words, and isolate and pronounce the initial, medial vowel, and final sounds in short-vowel words. |
| Integration of knowledge and ideas (K) | Ability to describe familiar people, places, things, and events and, with prompting and support, provide additional detail, express thoughts, feelings, and ideas clearly. |
| Print Concepts (K) | Ability in understanding the basic conventions of written English, such as reading from left to right, top to bottom, and page by page as well as understanding the concept of a book and recognize that words are separated by spaces in print. |
| Domain | learning goals |
|---|---|
| Motion and Stability: Forces and Interactions (K) | Investigate how pushes and pulls can change the way objects move, and then use that knowledge to design solutions that control an object's motion. |
| Energy (K) | Demonstrate how sunlight warms Earth's surface and then use what they learned to design and build something that keeps an area cooler. |
| From Molecules to Organisms: Structures and Processes (K) | Use observations to describe patterns of what plants and animals (including humans) need to survive. |
| Earths Systems (K) | Use senses to explore the world around them and understand how living things (including themselves) interact with the environment over time. |
| Earth and Human Activity (K) | Use models and ask questions to understand how living things fit into their environment and how we can protect it. |
| Engineering Design (K) | Design and improve a solution to a real-world problem by understanding how form and function work together. |
| Domain | learning goals |
|---|---|
| Self and Others (K) | Recognize personal details: name, age, birthday, and address, understand the roles of different family members, and demonstrate understanding of being part of a diverse community. |
| National Symbols (K) | Recognize, discuss and explain the significance of the American flag, the Pledge of Aligiance and the significance of national holidays. |
| Community (K) | Identify community workers and their roles, the importance of rules and how they maintain a safe environment, both in local community and at school. |
| Geography (K) | Demonstrate understading of directional terms. basic landforms, and Laudato si'. |
| Domain | Learning Goals |
|---|---|
| Content | Develop intermediate proficiency in the target language through the understanding and use of basic grammar, vocabulary, and cultural practices, enabling them to communicate effectively in everyday situations and gain insights into the culture of the regions where the language is spoken relative to respective grade level. |
| Communication | Demonstrate ability to engage in meaningful conversations, interpret written and spoken language, and present information in the target language across a variety of contexts and topics for respective grade level. |
| Cultures | Understand and appreciate the cultural practices, products, and perspectives of countries where the target language is spoken, and demonstrate the ability to compare these cultural elements with their own. |
| Structure | Demonstrate proficiency in understanding and using the structural elements of the target language, including grammar, syntax, vocabulary, and sentence structure, to communicate effectively in both spoken and written forms. |
| Settings | Develop the ability to comprehend and use the target language appropriately in a variety of real-world settings, demonstrating an understanding of cultural norms and practices associated with these settings. |
The Six Tasks of Catechesis, as outlined in the United States Catholic Conference of Bishops' "National Directory for Catechesis," serve as a comprehensive guide for the faith formation of Catholics. Each task is essential in forming a mature Christian disciple. Based on these, here are learning goals and success criteria suitable for first graders:
| Domain | learning goals |
|---|---|
| Knowledge Of The Faith (1) | Introduction to basic Catholic beliefs and stories from the Bible relating to God as the Creator, Jesus as God's Son, and the Holy Spirit. |
| Liturgical Education (1) | Demonstrate understanding of sacraments and liturgical celebrations including elements of the Mass, namely, signs and symbols used in liturgical celebrations, like the cross, candles, and holy water, as well as the importance of Sunday, and the liturgical seasons like Advent and Lent. |
| Moral Formation (1) | Demonstrate biblically based moral principles, such as understanding right from wrong. |
| Learning To Pray (1) | Ability to recite prayers like the Our Father, Hail Mary, and Glory Be, along with demonstrating understanding that the concept of prayer is a way of talking to God and expressing our needs, thankfulness, and love for Him. |
| Education For Community Life (1) | Demonstrate understanding that the Church is a family and teaching the importance of helping others and sharing along with introducing the idea of the communion of saints and the idea that we are part of a bigger spiritual family. |
| Missionary Discipleship And Service (1) | Understand the importance of sharing their faith with others, to pray for people around the world, and to understand the importance of love and kindness towards all people. |
| domain | learning goals |
|---|---|
| Geometry (1) | Recognizes and draws shapes having specific attributes, and partitioning circles and rectangles into two and four equal shares. |
| Measurement and Data (1) | Ability to describe and compare measurable attributes of objects and to organize, represent, and interpret data. |
| Number and Operations in Base Ten (1) | Understands place value and the two-digit number system, as well as using this understanding to perform basic operations such as addition and subtraction within 100. |
| Operations and Algebraic Thinking (1) | Understanding and applying properties of operations and the relationship between addition and subtraction, as well as developing strategies for adding and subtracting within 20, as well as understanding place value concepts within two-digit numbers and using this knowledge to add and subtract. |
| domain | learning goals |
|---|---|
| Presentation of Knowledge and Ideas (1) | Ability to ask and answer questions about key details in a text, actively engage in group reading activities, and describe the connection between two individuals, events, ideas, or pieces of information in a text. |
| Conventions of Language (1) | Demonstrate grade-level proficiency in rules and norms that guide the use of a language. This includes aspects such as grammar, punctuation, spelling, capitalization, and syntax. |
| Craft and Structure (1) | With prompting demonstrate the ability to identify who is telling the story at various points in a text. Understands and uses words and phrases given context clues, and distinguish different types of texts. |
| Fluency (1) | Demonstrates grade-level proficiency to read with speed, accuracy, and proper expression. |
| Integration of Knowledge and Ideas (1) | Ability to use illustrations and details in a story to describe characters, setting, or events, as well as compare and contrast the experiences of different characters in stories. |
| Key Ideas and Details (1) | Able to identify key details in a story, retell stories, and recognize the lesson or moral of a fable or story. |
| Phonics and Word Recognition (1) | Demonstrates an understanding of basic features of letters and sounds, as well as the ability to associate the long and short sounds with common spellings for the five major vowels and decode regularly spelled one-syllable and two-syllable words. |
| Phonological Awareness (1) | Ability to identify and produce rhyming words, count syllables in spoken words, blend sounds to form words, and isolate and pronounce the initial, medial vowel, and final sounds in short-vowel words. |
| Range of Reading and Level of Text Complexity (1) | Ability to read and comprehend literature, including stories and poetry, at the high end of the grades 1-2 text complexity band independently and proficiently. |
| Writing (1) | Demonstrates grade-level proficiency to write opinion pieces, narratives, respond to questions and suggestions from peers, and participate in shared research and writing projects. |
| domain | learning goals |
|---|---|
| Waves and their Applications in Technologies for Information Transfer (1) | Understand and demonstrate the principles of light and sound, including how vibrating materials produce sound and vice versa, the necessity of illumination for visibility, the interaction of light with various materials, and the practical application of light or sound in communication devices. |
| From Molecules to Organisms: Structures and Processes (1) | Design solutions to human problems by mimicking plant and animal adaptations, and analyze patterns in parent-offspring behavior that support survival. |
| Heredity: Inheritance and Variation of Traits (1) | Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. |
| Earths Place in the Universe (1) | By observing the sun, moon and stars, students will demonstrate the ability to describe patterns in the sky that change with the seasons. |
| Engineering Design (1) | Identify and define a problem by asking questions and gathering information, create a model or drawing to demonstrate how an object's design aids in solving the problem, and compare the effectiveness of different solutions through analysis and testing. |
| domain | learning goals |
|---|---|
| Time, Continuity, and Change (1) | Understand the concepts of past, present, and future. Demonstrate and understanding of important events, figures and symbols related to American holidays. Describe family histories and ancestors. |
| People, Places, and Environments (1) | Identify and describe the physical and human features of the school, neighborhood, and community as well as some basic navigational attributes. |
| Power, Authority, and Governance (1) | Identify and describe the roles of school and community helpers (e.g., police officers, firefighters, teachers) and understand the importance of rules and why communities have them. |
| Culture (1) | Describe the human characteristics of familiar places and the varied backgrounds of American citizens and residents in those places. |
| Production, Distribution, and Consumption (1) | Understand basic economic concepts and the role of individual choice in a free-market economy. |
| domain | learning goals |
|---|---|
| Content | Develop intermediate proficiency in the target language through the understanding and use of basic grammar, vocabulary, and cultural practices, enabling them to communicate effectively in everyday situations and gain insights into the culture of the regions where the language is spoken relative to respective grade level. |
| Communication | Demonstrate ability to engage in meaningful conversations, interpret written and spoken language, and present information in the target language across a variety of contexts and topics for respective grade level. |
| Cultures | Understand and appreciate the cultural practices, products, and perspectives of countries where the target language is spoken, and demonstrate the ability to compare these cultural elements with their own. |
| Structure | Demonstrate proficiency in understanding and using the structural elements of the target language, including grammar, syntax, vocabulary, and sentence structure, to communicate effectively in both spoken and written forms. |
| Settings | Develop the ability to comprehend and use the target language appropriately in a variety of real-world settings, demonstrating an understanding of cultural norms and practices associated with these settings. |
The Six Tasks of Catechesis, as outlined in the United States Catholic Conference of Bishops' "National Directory for Catechesis," serve as a comprehensive guide for the faith formation of Catholics. Each task is essential in forming a mature Christian disciple. Based on these, here are learning goals and success criteria suitable for second graders:
| Domain | Learning Goals |
|---|---|
| Knowledge Of The Faith (2) | Demonstate understanding God as a loving Creator, the life and teachings of Jesus, the Holy Spirit, basic Bible stories, and the structure of the Mass |
| Liturgical Education (2) | Demonstrate understanding regarding the significance of Sunday Mass, the liturgical seasons (Advent, Christmas, Lent, Easter, Ordinary Time), and the signs, symbols, and rituals associated with the sacraments, especially Reconciliation and Eucharist. |
| Moral Formation (2) | Develop and demonstrate basic moral concepts (like right and wrong), learning about the Ten Commandments, Beatitudes, and understanding how to apply these teachings in their daily life (like being honest, kind, forgiving, and loving). |
| Learning To Pray (2) | Undertand different forms of prayer developing a personal relationship with God. |
| Education For Community Life (2) | Explain the importance of Christian community and loving our neighbors. |
| Missionary Discipleship And Service (2) | Understand the importance of sharing their faith with others, to pray for people around the world, and to understand the importance of love and kindness towards all people. |
| Domain | learning goals |
|---|---|
| Geometry (2) | Identifies and describes shapes, their attributes, and their relative positions, as well as partitioning rectangles and circles into equal parts to understand fractions. |
| Measurement and Data (2) | Measures and estimates lengths in standard units, relate addition and subtraction to length, work with time and money, and represent and interpret data. |
| Number and Operations in Base Ten (2) | Understands the structure of the base-ten numeral system, using this knowledge to add, subtract, and represent numbers, and comprehending place value to the thousands place. |
| Operations and Algebraic Thinking (2) | Understands addition and subtraction concepts, fluently adding and subtracting within 20, and working with equal groups of objects to gain foundations for multiplication. |
| Domain | learning Goals |
|---|---|
| Presentation of Knowledge and Ideas (2) | Ability to ask and answer questions about key details in a text, actively engage in group reading activities, and describe the connection between two individuals, events, ideas, or pieces of information in a text. |
| Conventions of Language (2) | Demonstrate grade-level proficiency in rules and norms that guide the use of a language. This includes aspects such as grammar, punctuation, spelling, capitalization, and syntax. |
| Craft and Structure (2) | Ability to identify who is telling a story at various points in a text. Understands and uses words and phrases given context clues, and distinguish different types of texts. |
| Fluency (2) | Demonstrates grade-level proficiency to read with speed, accuracy, and proper expression. |
| Integration of Knowledge and Ideas (2) | Ability to use illustrations and details in a story to describe characters, setting, or events, as well as compare and contrast the experiences of different characters in stories. |
| Key Ideas and Details (2) | Able to identify key details in a story, retell stories, and recognize the lesson or moral of a fable or story. |
| Phonics and Word Recognition (2) | Demonstrates mastery in understanding basic features of letters and sounds, as well as the ability to associate the long and short sounds with common spellings for the five major vowels and decode regularly spelled multiple-syllable words. |
| Phonological Awareness (2) | Ability to demonstrate mastery in identifying and producing rhyming words, count syllables in spoken words, blend sounds to form words, and isolate and pronounce the initial, medial vowel, and final sounds in short-vowel words. |
| Range of Reading and Level of Text Complexity (2) | Ability to read and comprehend literature, including stories and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. |
| Writing (2) | Demonstrates grade-level proficiency to write opinion pieces, narratives, respond to questions and suggestions from peers, and participate in shared research and writing projects. |
| domain | learning goals |
|---|---|
| Matter and its Interactions (2) | Investigate, classify materials based on properties, analyze data to select materials for specific purposes, construct explanations about object disassembly/reassembly, and argue based on evidence about reversible and irreversible changes due to heating/cooling. |
| Biological Evolution: Unity and Diversity (2) | Make observations of plants and animals to compare the diversity of life in different habitats. |
| Ecosystems: Interactions, Energy, and Dynamics (2) | Investigate the requirements for plant growth by planning and conducting experiments to determine the need for sunlight and water, and will develop simple models to understand how animals contribute to seed dispersal and pollination. |
| Earths Systems (2) | Understand how to prevent erosion, model different landforms and bodies of water, and identify the locations and states of water on Earth. |
| Engineering Design (2) | Identify a simple problem, gather information and make observations to understand it, create a basic design or model of a solution, and compare the effectiveness of different designs through testing and analysis. |
| Domain | learning goals |
|---|---|
| History (2) | Understand the lives of notable Americans who have impacted the country's history. Recognize cause and effect relationships in historical narratives. Describe the social, political, and economic life in early communities. |
| Geography (2) | Understand basic map symbols and their uses. Recognize the differences in urban, suburban, and rural regions. Describe how location, weather, and physical environment affect the way people live. |
| Civic Understanding (2) | Understand the significance of national symbols, icons, and holidays. Recognize the roles and responsibilities of citizenship. Understand the importance of rules and the basic structure of the U.S. government. |
| Economics (2) | Identify goods and services produced in the community. Understand basic economic concepts like trade, supply, and demand. Recognize the role of money in daily life and the basic idea of saving. |
| Culture (2) | Identify ways in which people from different cultural backgrounds have shaped American society and heritage. Understand the importance of folklore, myths, legends, and fables in American culture. Recognize the value of cultural diversity and its contributions to the community. |
| Domain | learning goals |
|---|---|
| Content | Develop intermediate proficiency in the target language through the understanding and use of basic grammar, vocabulary, and cultural practices, enabling them to communicate effectively in everyday situations and gain insights into the culture of the regions where the language is spoken relative to respective grade level. |
| Communication | Demonstrate ability to engage in meaningful conversations, interpret written and spoken language, and present information in the target language across a variety of contexts and topics for respective grade level. |
| Cultures | Understand and appreciate the cultural practices, products, and perspectives of countries where the target language is spoken, and demonstrate the ability to compare these cultural elements with their own. |
| Structure | Demonstrate proficiency in understanding and using the structural elements of the target language, including grammar, syntax, vocabulary, and sentence structure, to communicate effectively in both spoken and written forms. |
| Settings | Develop the ability to comprehend and use the target language appropriately in a variety of real-world settings, demonstrating an understanding of cultural norms and practices associated with these settings. |
The Six Tasks of Catechesis, as outlined in the United States Catholic Conference of Bishops' "National Directory for Catechesis," serve as a comprehensive guide for the faith formation of Catholics. Each task is essential in forming a mature Christian disciple. Based on these, here are learning goals and success criteria suitable for third graders:
| domain | learning goals |
|---|---|
| Knowledge Of The Faith (3) | Explain the basic truths about God, Jesus, the Holy Spirit, and the Church exploring the concepts of the Trinity, sacraments, and the Four Marks of the Church (One, Holy, Catholic, and Apostolic). |
| Liturgical Education (3) | Demonstrate and participate in the parts of the Mass, the liturgical year, and the importance of the sacraments. |
| Moral Formation (3) | Undertand the moral teachings of the Church, particularly the Ten Commandments and the Beatitudes |
| Learning To Pray (3) | Recite traditional Catholic prayers and develop a personal relationship with God through daily prayer. |
| Education For Community Life (3) | Recognize the importance of participating in the Church, caring for others, and using their talents to serve. |
| Missionary Discipleship And Service (3) | Understand the importance of sharing their faith with others, to pray for people around the world, and to understand the importance of love and kindness towards all people. |
| domain | learning goals |
|---|---|
| Geometry (3) | Understands shapes and their properties, including categorizing and partitioning shapes, and recognizing their attributes such as sides, angles, and symmetry. |
| Measurement and Data (3) | Applies concepts of time, liquid volumes, mass, length, area, and data representation using graphs, while solving real-world mathematical problems. |
| Number and Operations in Base Ten (3) | Understands the place value system, performing operations with multi-digit whole numbers, and using properties of operations to perform multi-digit arithmetic. |
| Operations and Algebraic Thinking (3) | Understands multiplication and division within 100, solving problems using these operations, and exploring properties of operations and the relationship between multiplication and division. |
| Number and Operations: Fractions (3) | Understands fraction equivalence, addition and subtraction of fractions with like denominators, and multiplying fractions by whole numbers. |
| Domain | learning goals |
|---|---|
| Presentation of Knowledge and Ideas (3) | Ability to ask and answer questions about key details in a text, actively engage in group reading activities, and describe the connection between two individuals, events, ideas, or pieces of information in a text. |
| Conventions of Language (3) | Demonstrate grade-level proficiency in rules and norms that guide the use of a language. This includes aspects such as grammar, punctuation, spelling, capitalization, and syntax. |
| Craft and Structure (3) | Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. |
| Fluency (3) | Demonstrates grade-level proficiency to read with speed, accuracy, and proper expression. |
| Integration of Knowledge and Ideas (3) | Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. |
| Key Ideas and Details (3) | Demonstrate ability to ask and answer questions to demonstrate understanding of a text and recount stories, including fables, folktales, and myths from diverse cultures, and determine the central message, lesson, or moral. |
| domain | learning goals |
|---|---|
| Motion and Stability: Forces and Interactions (3) | Create and conduct investigations to understand the effects of balanced and unbalanced forces on object motion, make predictions based on observed patterns of motion, explore cause-and-effect relationships in electric or magnetic interactions between objects, and design solutions using scientific principles related to magnets. |
| Heredity: Inheritance and Variation of Traits (3) | Understand and apply the concepts of inheritance and environmental influence on traits in plants and animals, including analyzing data to demonstrate variation within a group of similar organisms. |
| Ecosystems: Interactions, Energy, and Dynamics (3) | Construct an argument that some animals form groups that help members survive. |
| Earths Systems (3) | Develop the ability to collect, organize, and present data effectively to describe and compare weather patterns and climates across various geographic regions. |
| Engineering Design (3) | Develop the ability to define, generate, compare, and improve solutions for design problems by setting criteria, considering constraints, conducting fair tests, and identifying areas for improvement in models or prototypes. |
| domain | learning goals |
|---|---|
| Understand the Concepts of Citizenship and Culture (3) | Demonstrate proficiency in identifying the elements of citizenship and culture. |
| Local History and Geography (3) | Demonstrate proficiency in understanding the physical and human characteristics of their local region, appreciating the historical significance of local landmarks, and understanding how their community has changed over time. |
| Basic Economics (3) | Demonstrate proficiency in basic economic concepts like supply and demand, barter and trade, and the concept of money. |
| Government and Citizenship (3) | Understand and recognize the importance of rules and laws, identify local government leaders and their roles, and understand how decisions are made within the local, state and federal government. |
| California History (3) | Demonstrate proficiency in understanding California's history, the indigenous peoples who first inhabited the region, the arrival of explorers and settlers, and significant events and individuals in the state's history. |
| domain | learning goals |
|---|---|
| Content | Develop intermediate proficiency in the target language through the understanding and use of basic grammar, vocabulary, and cultural practices, enabling them to communicate effectively in everyday situations and gain insights into the culture of the regions where the language is spoken relative to respective grade level. |
| Communication | Demonstrate ability to engage in meaningful conversations, interpret written and spoken language, and present information in the target language across a variety of contexts and topics for respective grade level. |
| Cultures | Understand and appreciate the cultural practices, products, and perspectives of countries where the target language is spoken, and demonstrate the ability to compare these cultural elements with their own. |
| Structure | Demonstrate proficiency in understanding and using the structural elements of the target language, including grammar, syntax, vocabulary, and sentence structure, to communicate effectively in both spoken and written forms. |
| Settings | Develop the ability to comprehend and use the target language appropriately in a variety of real-world settings, demonstrating an understanding of cultural norms and practices associated with these settings. |
The Six Tasks of Catechesis, as outlined in the United States Catholic Conference of Bishops' "National Directory for Catechesis," serve as a comprehensive guide for the faith formation of Catholics. Each task is essential in forming a mature Christian disciple. Based on these, here are learning goals and success criteria suitable for fourth graders:
| domain | learning goals |
|---|---|
| Knowledge Of The Faith (4) | Explain the basic truths about God, Jesus, the Holy Spirit, and the Church exploring the concepts of the Trinity, sacraments, and the Four Marks of the Church (One, Holy, Catholic, and Apostolic). |
| Liturgical Education (4) | Demonstrate and participate in the parts of the Mass, the liturgical year, and the importance of the sacraments. |
| Moral Formation (4) | Undertand the moral teachings of the Church, particularly the Ten Commandments and the Beatitudes |
| Learning To Pray (4) | Recite traditional Catholic prayers and develop a personal relationship with God through daily prayer. |
| Education For Community Life (4) | Recognize the importance of participating in the Church, caring for others, and using their talents to serve. |
| Missionary Discipleship And Service (4) | Understand the importance of sharing their faith with others, to pray for people around the world, and to understand the importance of love and kindness towards all people. |
| domain | learning goals |
|---|---|
| Geometry (4) | Understands and analyzes two-dimensional shapes, their properties, and classification, as well as exploring symmetry, and the concepts of lines, angles, and measurement. |
| Measurement and Data (4) | Understands concepts of metric and customary units of measure, representing and interpreting data, and understanding geometric measurement. Solves problems involving distance, intervals of time, liquid volumes, masses, angles, and area and perimeter of two-dimensional shapes |
| Number and Operations: Fractions (4) | Understands fraction equivalence, addition and subtraction of fractions with like denominators, and multiplying fractions by whole numbers. |
| Operations and Algebraic Thinking (4) | Understands and solves multi-step word problems using the four operations, analyzing patterns, and exploring basic algebraic concepts. |
| Number and Operations in Base Ten (4) | Understands place value, performing multi-digit arithmetic, and gaining familiarity with factors and multiples to lay the groundwork for fraction understanding. |
| Domain | learning goals |
|---|---|
| Presentation of Knowledge and Ideas (4) | Demonstrate ability to ask and answer questions about key details in a text, actively engage in group reading activities, and describe the connection between two individuals, events, ideas, or pieces of information in a text. |
| Conventions of Language (4) | Demonstrate grade-level proficiency in rules and norms that guide the use of a language. This includes aspects such as grammar, punctuation, spelling, capitalization, and syntax. |
| Craft and Structure (4) | Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. |
| Fluency (4) | Demonstrates grade-level proficiency to read with speed, accuracy, and proper expression. |
| Integration of Knowledge and Ideas (4) | Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. |
| Key Ideas and Details (4) | Demonstrate ability to ask and answer questions to demonstrate understanding of a text and recount stories, including fables, folktales, and myths from diverse cultures, and determine the central message, lesson, or moral. |
| Range of Reading and Level of Text Complexity (4) | Ability to read and comprehend literature, including stories and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently. |
| Writing (4) | Demonstrates grade-level proficiency to write fact-based opinion pieces, narratives, respond to questions and suggestions from peers, and participate in shared research and writing projects. |
| domain | learning goals |
|---|---|
| Waves and their Applications in Technologies for Information Transfer (4) | Develop a comprehensive understanding of waves, light reflection, and information transfer patterns to describe how they impact movement, visibility, and communication. |
| Energy (4) | Develop a comprehensive understanding of energy transfer and transformation, including the relationship between speed and energy, the transfer of energy through various mediums, changes in energy during collisions, and designing devices for energy conversion. |
| From Molecules to Organisms: Structures and Processes (4) | Develop a comprehensive understanding of how living organisms' internal and external structures support survival, growth, behavior, and reproduction, and how animals receive, process, and respond to various types of sensory information. |
| Earth and Human Activity (4) | Develop a comprehensive understanding of how energy and fuels sourced from natural resources impact the environment, and generate and evaluate solutions to minimize the effects of natural Earth processes on human activities. |
| Earths Systems (4) | Demonstrate the ability to observe, measure, and gather evidence of weathering and erosion effects, as well as analyze maps to describe Earth's feature patterns. |
| Earths Place in the Universe (4) | Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
| Engineering Design (4) | Create and refine design solutions by defining problems, generating multiple solutions, and testing them fairly to improve prototypes. |
| domain | learning goals |
|---|---|
| California: A Changing State (4) | Demonstrate understanding of California from the time of the first indigenous people to the present and how geography influenced the development of California's economy and society. |
| Native Californians (4) | Understand the impact of European contact on the Native Californians and explore the diversity of Native Californian tribes and their cultural contributions. |
| California's Mission System (4) | Demonstrate understanding regarding the establishment of Spanish missions in California, the effects of the mission system on California's indigenous people and the legacy of the mission system in modern California. |
| California Gold Rush (4) | Demonstrate understanding regarding how the discovery of gold in California impacted the development of the state, describe the concept of Maifest Destiny" and its effects on westward expansion |
| California's Development (4) | Describe and be able to discuss the changes in California's economy, from an agricultural to an industrial state, the role of various forms of transportation and its effects on the state's growth as well as the effects of the Great Depresion and World War II. |
| domain | learning goals |
|---|---|
| Content | Develop intermediate proficiency in the target language through the understanding and use of basic grammar, vocabulary, and cultural practices, enabling them to communicate effectively in everyday situations and gain insights into the culture of the regions where the language is spoken relative to respective grade level. |
| Communication | Demonstrate ability to engage in meaningful conversations, interpret written and spoken language, and present information in the target language across a variety of contexts and topics for respective grade level. |
| Cultures | Understand and appreciate the cultural practices, products, and perspectives of countries where the target language is spoken, and demonstrate the ability to compare these cultural elements with their own. |
| Structure | Demonstrate proficiency in understanding and using the structural elements of the target language, including grammar, syntax, vocabulary, and sentence structure, to communicate effectively in both spoken and written forms. |
| Settings | Develop the ability to comprehend and use the target language appropriately in a variety of real-world settings, demonstrating an understanding of cultural norms and practices associated with these settings. |
The Six Tasks of Catechesis, as outlined in the United States Catholic Conference of Bishops' "National Directory for Catechesis," serve as a comprehensive guide for the faith formation of Catholics. Each task is essential in forming a mature Christian disciple. Based on these, here are learning goals and success criteria suitable for fifth graders:
| domain | learning goals |
|---|---|
| Knowledge Of The Faith (5) | Demonstrate a deeper understanding of the Sacraments, the Bible and its relevance, the lives of the Saints, the history of the Church, the Creed, and the Church's moral teachings. |
| Liturgical Education (5) | Demonstrate grade-level proficiency regarding the liturgical calendar, the importance of Mass, the roles within a Mass, and the significance of sacraments like Baptism, Confirmation, Eucharist, and Reconciliation. |
| Moral Formation (5) | Conduct and participate in discussions on social justice, the ten commandments, beatitudes, virtue ethics, and real-life scenarios where they can apply Catholic moral principles. |
| Learning To Pray (5) | Learn about different forms of prayer (e.g., contemplative, adoration, intercession, thanksgiving), the importance of personal prayer, and how to integrate prayer into their daily lives. |
| Education For Community Life (5) | Demonstrate an understanding of the global Catholic community, the importance of service and charity, Christian leadership, and how to engage respectfully with others who have different beliefs. |
| Missionary Discipleship And Service (5) | Identify the significance of Catholic missions around the world, the Church's evangelizing mission, the call to share their faith with others, and how they can serve others in their daily lives. |
| domain | learning goals |
|---|---|
| Measurement and Data (5) | Understands concepts of volume and recognizing attributes of geometric figures, as well as representing and interpreting data. |
| The Number System (5) | Understands the place value system, performing operations with multi-digit whole numbers and with decimals to hundredths, and recognizing patterns and relationships between numbers. |
| Number and Operations in Base Ten (5) |
Demonstrates proficiency in multi-digit arithmetic skills (order of operations, attention to precision and consistency in calculating accurately and efficiently) gaining familiarity with factors and multiples to lay the groundwork for fraction understanding. |
| Number and Operations: Fractions (5) | Understands fraction equivalence, addition and subtraction of fractions with like denominators, and multiplying fractions by whole numbers. |
| Operations and Algebraic Thinking (5) | Understands and solves multi-step word problems using the four operations, analyzing patterns, and exploring basic algebraic concepts. |
| domain | learning goals |
|---|---|
| Presentation of Knowledge and Ideas (5) | Demonstrate ability to ask and answer questions about key details in a text, actively engage in group reading activities, and describe the connection between two individuals, events, ideas, or pieces of information in a text. |
| Conventions of Language (5) | Use grade-appropriate roots (vocabulary) and context clues to determine word meanings, demonstrating understanding of figurative language and connotation, as well as demonstrating conventions of grammar, capitalization, punctuation and spelling when writing. |
| Craft and Structure (5) | Demonstrate grade-level proficiency identifing words and phrases that suggest feelings or appeal to the senses. They should also understand the role of both literal and non-literal language. They will learn to distinguish their own point of view from that of the narrator or characters. |
| Fluency (5) | Demonstrates grade-level proficiency to read with speed, accuracy, and proper expression. |
| Integration of Knowledge and Ideas (5) | Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. |
| Key Ideas and Details (5) | Demonstrate ability to ask and answer questions to demonstrate understanding of a text and recount stories, including fables, folktales, and myths from diverse cultures, and determine the central message, lesson, or moral. |
| Range of Reading and Level of Text Complexity (5) | Ability to read and comprehend literature, including stories and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently. |
| Writing (5) | Demonstrates grade-level proficiency to write fact-based opinion pieces, narratives, respond to questions and suggestions from peers, and participate in shared research and writing projects. |
| domain | learning goals |
|---|---|
| Matter and Its Interactions (5) | Develop a comprehensive understanding of matter by learning about its composition at the particle level, investigating its conservation during physical changes like heating, cooling, or mixing, and exploring the potential for the formation of new substances through mixing. |
| Ecosystems: Interactions, Energy, and Dynamics (5) | Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| From Molecules to Organisms: Structures and Processes (5) | Demonstrate the ability to describe how plants get the materials they need for growth chiefly from air and water. |
| Motion and Stability: Forces and Interaction (5) | Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Energy (5) | Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. |
| Earths Systems (5) | Create a comprehensive understanding of Earth's systems and their interactions by developing a model that illustrates the interplay between the geosphere, biosphere, hydrosphere, and atmosphere, while also describing and graphing the distribution of water and fresh water across different Earth reservoirs. |
| Earth and Human Activity (5) | Demonstrate the ability to obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. |
| Engineering Design (5) | Demonstrate the ability to create and refine design solutions by defining problems, generating multiple solutions, and conducting fair tests to improve prototypes. |
| domain | learning goals |
|---|---|
| Early American History and Geography (5) | Understand the significant events leading up to and during the Revolutionary War. Recognize the foundations of the American political system and the ways the Constitution has been amended over time. Map and locate the original thirteen colonies, major battles of the Revolutionary War, and important historical American sites. |
| Building a New Nation (5) | Understand the drafting of the Constitution, including the debates and compromises reached. Describe the principles of federalism, separation of powers, checks and balances, and popular sovereignty. Recognize key leaders and figures that influenced the new nation. |
| Life and Westward Expansion in the Young Republic (5) | Analyze the impact of Manifest Destiny on the settlement patterns and cultural interactions among diverse peoples in the West during the Young Republic era. |
| Cooperation and Conflict in North America (5) | Analyze the dynamics of cooperation and conflict among early English settlements, the diverse colonies, and the institution of slavery in the Americas, while exploring daily life in Colonial Williamsburg to understand the complexities of social interactions and cultural exchanges in North America. |
| The Land and People Before Columbus (5) | Analyze the geography of the United States and explore the diverse cultural regions of American Indians, examining their relationship with the land and the impact of their traditions on the environment before the arrival of Columbus. |
| Economic Understanding (5) | Describe the development of industries and the impact of industrialization on society. Understand basic economic concepts such as supply, demand, trade, and the development of the American market economy. |
| The American Revolution (5) | Understand the motivations and circumstances that led to the American Revolution and describe the political, social, and economic impact it had on the colonies, England and the world. |
| The Development and Significance of the U. S. Constitution (5) | Analyze the development and significance of the U.S. Constitution and the Bill of Rights, exploring their impact on our role in government and the shaping of America's economy. |
| The Road to War (5) | Analyze the escalating tensions between the colonies and Great Britain, evaluate the debates surrounding the decision to declare independence, and examine the significance and impact of the Declaration of Independence on American identity. |
| From the Civil War to Today (5) | Analyze the interconnected causes and consequences of the Civil War, the subsequent American Industrial Revolution, and their lasting impact on the development of the modern United States. |
| History/Social Studies Writing (5 -8) | Write arguments focused on discipline-specific content as well as Write informative/explanatory texts, including the narration of historical events. |
| domain | learning goals |
|---|---|
| Content | Develop intermediate proficiency in the target language through the understanding and use of basic grammar, vocabulary, and cultural practices, enabling them to communicate effectively in everyday situations and gain insights into the culture of the regions where the language is spoken relative to respective grade level. |
| Communication | Demonstrate ability to engage in meaningful conversations, interpret written and spoken language, and present information in the target language across a variety of contexts and topics for respective grade level. |
| Cultures | Understand and appreciate the cultural practices, products, and perspectives of countries where the target language is spoken, and demonstrate the ability to compare these cultural elements with their own. |
| Structure | Demonstrate proficiency in understanding and using the structural elements of the target language, including grammar, syntax, vocabulary, and sentence structure, to communicate effectively in both spoken and written forms. |
| Settings | Develop the ability to comprehend and use the target language appropriately in a variety of real-world settings, demonstrating an understanding of cultural norms and practices associated with these settings. |
The Six Tasks of Catechesis, as outlined in the United States Catholic Conference of Bishops' "National Directory for Catechesis," serve as a comprehensive guide for the faith formation of Catholics. Each task is essential in forming a mature Christian disciple. Based on these, here are learning goals and success criteria suitable for sixth graders:
| domain | learning goals |
|---|---|
| Knowledge Of The Faith (6) | Demonstrate a deeper understanding of the Sacraments, the Bible and its relevance, the lives of the Saints, the history of the Church, the Creed, and the Church's moral teachings. |
| Liturgical Education (6) | Demonstrate grade-level proficiency regarding the liturgical calendar, the importance of Mass, the roles within a Mass, and the significance of sacraments like Baptism, Confirmation, Eucharist, and Reconciliation. |
| Moral Formation (6) | Conduct and participate in discussions on social justice, the ten commandments, beatitudes, virtue ethics, and real-life scenarios where they can apply Catholic moral principles. |
| Learning To Pray (6) | Learn about different forms of prayer (e.g., contemplative, adoration, intercession, thanksgiving), the importance of personal prayer, and how to integrate prayer into their daily lives. |
| Education For Community Life (6) | Demonstrate an understanding of the global Catholic community, the importance of service and charity, Christian leadership, and how to engage respectfully with others who have different beliefs. |
| Missionary Discipleship And Service (6) | Identify the significance of Catholic missions around the world, the Church's evangelizing mission, the call to share their faith with others, and how they can serve others in their daily lives. |
| domain | learning goals |
|---|---|
| Expressions and Equations (6) | Understands and uses numerical expressions and algebraic expressions, interpreting numerical expressions without evaluating them, and understanding the concept of an equation as well as the use of parentheses, brackets, or braces in numerical expressions. |
| Number and Operations in Base Ten (6) | Demonstrates mastery of arithmetic skills (order of operations, attention to precision and consistency in calculating accurately and efficiently) with the set of Rational Numbers. |
| Geometry (6) | Understands and classifies two-dimensional figures based on their properties, understanding concepts of volume, and measuring volumes of three-dimensional figures. |
| Ratios and Proportional Relationships (6) | Understands and compares ratios, using them to solve real-world problems, and exploring the concept of proportionality in various contexts. |
| Statistics and Probability (6) | Collecting, organizing, and interpreting data to answer questions and make predictions, as well as understanding and applying basic concepts of probability to everyday situations. |
| domain | learning goals |
|---|---|
| Presentation of Knowledge and Ideas (6) | Demonstrate ability to ask and answer questions about key details in a text, actively engage in group reading activities, and describe the connection between two individuals, events, ideas, or pieces of information in a text. |
| Conventions of Language (6) | Use grade-appropriate roots (vocabulary) and context clues to determine word meanings, demonstrating understanding of figurative language and connotation, as well as demonstrating conventions of grammar, capitalization, punctuation and spelling when writing. |
| Craft and Structure (6) | Demonstrate grade-level proficiency identifing words and phrases that suggest feelings or appeal to the senses. They should also understand the role of both literal and non-literal language. They will learn to distinguish their own point of view from that of the narrator or characters. |
| Integration of Knowledge and Ideas (6) | Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. |
| Key Ideas and Details (6) | Demonstrate ability to ask and answer questions to demonstrate understanding of a text and recount stories, including fables, folktales, and myths from diverse cultures, and determine the central message, lesson, or moral. |
| Range of Reading and Level of Text Complexity (6) | Ability to read and comprehend literature, including stories and poetry, at the high end of the grades 5-7 text complexity band independently and proficiently. |
| Writing (6) | Demonstrates grade-level proficiency to write fact-based opinion pieces, narratives, respond to questions and suggestions from peers, and participate in shared research and writing projects. |
| Domain | learning goals |
|---|---|
| Energy (6) | Understanding of how energy transfers and transforms, with emphasis on the relationships between an object's motion (kinetic energy), position (potential energy), and thermal energy. Students develop models to explain these concepts and design solutions that minimize or maximize thermal energy transfer. |
| From Molecules to Organisms: Structures and Processes (6) | Investigate and model the cellular structure and function of living organisms, understand how cells form systems within the body, explain how behaviors and structures affect reproduction, and evaluate the influence of genetic and environmental factors on growth, while exploring how sensory receptors process stimuli. |
| Heredity: Inheritance and Variation of Traits (6) | Develop and use models to explain how mutations in genes can impact an organism's traits and how different modes of reproduction affect genetic diversity in offspring. |
| Biological Evolution: Unity and Diversity (6) | Demonstrate the ability to gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. |
| Earths Systems (6) | Develop a comprehensive understanding of Earth's systems by creating models, collecting data, and analyzing complex interactions to explain the cycling of water, changes in weather conditions due to air mass motions, and the influence of unequal heating and rotation on atmospheric and oceanic circulation patterns, which collectively determine regional climates. |
| Earth and Human Activity (6) | Develop a comprehensive understanding of human impact on the environment, including monitoring methods, global temperature rise factors, and the effects of population growth and resource consumption on Earth's systems. |
| Engineering Design (6) | Demonstrate the ability to develop and evaluate design solutions by systematically analyzing test data and models to optimize designs that meet specified criteria and constraints. |
| Scientific Writing (6-8) | Students will develop and write scientific explanations and arguments based on evidence, while integrating crosscutting concepts and practices outlined in the Next Generation Science Standards. |
| Earths Place in the Universe (6) | Use models to explain patterns in the Earth-Sun-Moon system, explore the concept of gravity's role in space, analyze data to understand the solar system's scale, and use evidence from rocks to build an understanding of Earth's immense history. |
| Matter and Its Interactions (6) | Demonstrate ability to use scientific practices to investigate how properties of matter distinguish substances, explore how chemical reactions change matter, and design solutions involving thermal energy transfer through chemical processes. |
| domain | learning goals |
|---|---|
| Ancient Egypt and the Middle East (6) | Demonstrate proficiency in understanding and describing the significance of ancient Egypt, Kush kingdom, and the origins of Judaism. |
| Ancient India (6) | Demonstrate proficiency in understanding and describing geographical aspects of India, the major religions of India and their significance, leading to the unification of the India and the Gupta empire. |
| Early Humans and the Rise of Civilization (6) | Investigate the transition of early hominins from hunter-gatherer societies to settled agricultural communities, examining the emergence of Sumerian city-states and the cultural contributions of ancient Sumer and the four empires of Mesopotamia. |
| Ancient Greece (6) | Demonstrate proficiency in understanding and describing the geographical aspects of Ancient greece, the rise of democracy, attributes of Sparta and Athens, aspects of the Greco-Persian wars, and the legacy of Ancient Greece on modern societies. |
| Ancient Rome (6) | Demonstrate proficiency in understanding and describing the geographical aspects of Ancient Rome, the rise of the Republic, origins and spread of Christianity, and the legacy of Rome on modern societies. |
| Ancient China (6) | Explore the geographical factors influencing the early settlement of China, the cultural and political developments during the Shang Dynasty, the foundational philosophies of Confucianism, Daoism, and Legalism, the unification and achievements under the First Emperor, as well as the advancements and trade dynamics during the Han Dynasty and the Silk Road. |
| History/Social Studies Writing (5 -8) | Write arguments focused on discipline-specific content as well as Write informative/explanatory texts, including the narration of historical events. |
| domain | learning goals |
|---|---|
| Content | Develop intermediate proficiency in the target language through the understanding and use of basic grammar, vocabulary, and cultural practices, enabling them to communicate effectively in everyday situations and gain insights into the culture of the regions where the language is spoken relative to respective grade level. |
| Communication | Demonstrate ability to engage in meaningful conversations, interpret written and spoken language, and present information in the target language across a variety of contexts and topics for respective grade level. |
| Cultures | Understand and appreciate the cultural practices, products, and perspectives of countries where the target language is spoken, and demonstrate the ability to compare these cultural elements with their own. |
| Structure | Demonstrate proficiency in understanding and using the structural elements of the target language, including grammar, syntax, vocabulary, and sentence structure, to communicate effectively in both spoken and written forms. |
| Settings | Develop the ability to comprehend and use the target language appropriately in a variety of real-world settings, demonstrating an understanding of cultural norms and practices associated with these settings. |
The Six Tasks of Catechesis, as established by the General Directory for Catechesis and reaffirmed in the National Directory for Catechesis (NDC) for Catholics, serve as a foundational framework for religious education. Here are the learning goals and success criteria for seventh-grade students based on the Six Tasks of Catechesis:
| domain | learning goals |
|---|---|
| Knowledge Of The Faith (7) | Demonstrate a deeper understanding of the Sacraments, the Bible and its relevance, the lives of the Saints, the history of the Church, the Creed, and the Church's moral teachings. |
| Liturgical Education (7) | Demonstrate grade-level proficiency regarding the liturgical calendar, the importance of Mass, the roles within a Mass, and the significance of sacraments like Baptism, Confirmation, Eucharist, and Reconciliation. |
| Moral Formation (7) | Conduct and participate in discussions on social justice, the ten commandments, beatitudes, virtue ethics, and real-life scenarios where they can apply Catholic moral principles. |
| Learning To Pray (7) | Learn about different forms of prayer (e.g., contemplative, adoration, intercession, thanksgiving), the importance of personal prayer, and how to integrate prayer into their daily lives. |
| Education For Community Life (7) | Demonstrate an understanding of the global Catholic community, the importance of service and charity, Christian leadership, and how to engage respectfully with others who have different beliefs. |
| Missionary Discipleship And Service (7) | Identify the significance of Catholic missions around the world, the Church's evangelizing mission, the call to share their faith with others, and how they can serve others in their daily lives. |
| domain | learning goals |
|---|---|
| Functions (7) | Understands that functions are mathematical relationships where each input has a unique output, often represented using tables, graphs, and equations. |
| Expressions and Equations (7) | Understands, interprets, and analyzes algebraic expressions, applying properties of operations to generate equivalent expressions, and solving real-life mathematical problems using numerical and algebraic expressions and equations. |
| Geometry (7) | Understanding of the relationships between angles, explore the concept of surface area and volume for two- and three-dimensional objects, and apply these concepts to solve real-world mathematical problems. |
| Ratios and Proportional Relationships (7) | Uses ratios and proportions to represent quantitative relationships, solve real-world problems, and analyze proportional relationships through multiple representations. |
| Statistics and Probability (7) | Ability to analyze and interpret data, make predictions, and understand the principles of chance. Students gather, display, and analyze data in various formats, like histograms and box plots, while exploring concepts such as probability, random sampling, and making inferences. |
| The Number System (7) | Understands multi-digit numbers, decimals, and fractions, and applying concepts of factors and multiples, while ensuring students comprehend the relationship between fractions, decimals, and percentages, and can compute fluently using them. |
| domain | learning goals |
|---|---|
| Presentation of Knowledge and Ideas (7) | Demonstrate ability to ask and answer questions about key details in a text, actively engage in group reading activities, and describe the connection between two individuals, events, ideas, or pieces of information in a text. |
| Conventions of Language (7) | Use grade-appropriate roots (vocabulary) and context clues to determine word meanings, demonstrating understanding of figurative language and connotation, as well as demonstrating conventions of grammar, capitalization, punctuation and spelling when writing. |
| Craft and Structure (7) | Demonstrate grade-level proficiency identifing words and phrases that suggest feelings or appeal to the senses. They should also understand the role of both literal and non-literal language. They will learn to distinguish their own point of view from that of the narrator or characters. |
| Integration of Knowledge and Ideas (7) | Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. |
| Key Ideas and Details (7) | Demonstrate ability to ask and answer questions to demonstrate understanding of a text and recount stories, including fables, folktales, and myths from diverse cultures, and determine the central message, lesson, or moral. |
| Range of Reading and Level of Text Complexity (7) | Ability to read and comprehend literature, including stories and poetry, at the high end of the grades 7-9 text complexity band independently and proficiently. |
| Writing (7) | Demonstrates grade-level proficiency to write fact-based opinion pieces, narratives, respond to questions and suggestions from peers, and participate in shared research and writing projects. |
| domain | learning goals |
|---|---|
| Matter and Its Interactions (7) | Demonstrate understanding how matter's properties can change through interactions, with emphasis on analyzing data to differentiate physical from chemical changes and recognizing that during chemical reactions, atoms rearrange to form new substances while total mass remains constant. |
| Energy (7) | Demonstrate understanding how energy transfers and transforms within systems, with an emphasis on relationships between energy, motion, and living things. |
| From Molecules to Organisms: Structures and Processes (7) | Demonstrate understanding how living things, whether composed of one cell or many, are built from molecules and how these molecules interact through processes to enable organisms to function and survive. |
| Ecosystems: Interactions, Energy, and Dynamics (7) | Demonstrate understanding how living organisms interact with each other and their environment, emphasizing the flow of energy and the importance of resource availability for populations within an ecosystem. |
| Earth's Systems (7) | Describe Earth as a dynamic system where energy from the sun and Earth's interior drives the cycling of materials and the flow of energy within and between its different spheres, shaping its surface over various timescales. |
| Earth and Human Activity (7) | Describe how Earth's resources are distributed, the impact of human activities on these resources and natural processes, and how scientific knowledge can be used to minimize negative impacts and develop solutions. |
| Engineering Design (7) | Use scientific principles to define and solve problems through designing solutions that consider constraints, criteria, and potential impacts. |
| Scientific Writing (6-8) | Students will develop and write scientific explanations and arguments based on evidence, while integrating crosscutting concepts and practices outlined in the Next Generation Science Standards. |
| domain | learning goals |
|---|---|
| Europe During Medieval Times (7) | Demonstrate proficiency in understanding and describing the legacy of the Roman Empire, the origins of Christianity and how it initally spread through the empire, as well as the development of Feudalism in Western Europe and attribute of the Medieval era. |
| Islam in Medieval Times (7) | Demonstrate proficiency in understanding and describing the origins and spread of Islam, Muslim inovations and adaptations from the Crusades to New Muslim Empires. |
| The Culture and Kingdoms of West Africa (7) | Demonstrate proficiency in understanding and describing early societies and trading in West Africa, as well as the influence of Islam and the cultural legacy it has had on West Africa. |
| Imperial China (7) | Demonstrate proficiency in understanding and describing the political and ecomomic development, of Imperial China, as well as significant discoveries and inventions associated with Imperial China. |
| Japan During Medieval Times (7) | Demonstrate proficiency in understanding and describing how neighboring cultures influenced Japan leading to the Golden Age of Japan and the rise of its Warrior Class. |
| Civilizations of the Americas (7) | Demonstrate proficiency in understanding and describing the development and influece of major cultures in the Americas, namely, the Maya, Aztec, and Incas. |
| Europe's Renaissance and Reformation (7) | Demonstrate proficiency in understanding and describing the Renaisance period, the significance of Florence during the Renaissance, attributes and impacts of the Reformation. |
| Europe Enters the Modern Age (7) | Demonstrate proficiency in understanding and describing the Age of Exploration, the Scientific Revolution and the Enlightenment periods and their impact son modern societies. |
| History/Social Studies Writing (5 -8) | Write arguments focused on discipline-specific content as well as Write informative/explanatory texts, including the narration of historical events. |
| domain | learning goals |
|---|---|
| Content | Develop intermediate proficiency in the target language through the understanding and use of basic grammar, vocabulary, and cultural practices, enabling them to communicate effectively in everyday situations and gain insights into the culture of the regions where the language is spoken relative to respective grade level. |
| Communication | Demonstrate ability to engage in meaningful conversations, interpret written and spoken language, and present information in the target language across a variety of contexts and topics for respective grade level. |
| Cultures | Understand and appreciate the cultural practices, products, and perspectives of countries where the target language is spoken, and demonstrate the ability to compare these cultural elements with their own. |
| Structure | Demonstrate proficiency in understanding and using the structural elements of the target language, including grammar, syntax, vocabulary, and sentence structure, to communicate effectively in both spoken and written forms. |
| Settings | Develop the ability to comprehend and use the target language appropriately in a variety of real-world settings, demonstrating an understanding of cultural norms and practices associated with these settings. |
The Six Tasks of Catechesis, as established by the General Directory for Catechesis and reaffirmed in the National Directory for Catechesis (NDC) for Catholics, serve as a foundational framework for religious education. Here are the learning goals and success criteria for eighth-grade students based on the Six Tasks of Catechesis:
| domain | learning goals |
|---|---|
| Knowledge Of The Faith (8) | Demonstrate a deeper understanding of the Sacraments, the Bible and its relevance, the lives of the Saints, the history of the Church, the Creed, and the Church's moral teachings. |
| Liturgical Education (8) | Demonstrate grade-level proficiency regarding the liturgical calendar, the importance of Mass, the roles within a Mass, and the significance of sacraments like Baptism, Confirmation, Eucharist, and Reconciliation. |
| Moral Formation (8) | Conduct and participate in discussions on social justice, the ten commandments, beatitudes, virtue ethics, and real-life scenarios where they can apply Catholic moral principles. |
| Learning To Pray (8) | Learn about different forms of prayer (e.g., contemplative, adoration, intercession, thanksgiving), the importance of personal prayer, and how to integrate prayer into their daily lives. |
| Education For Community Life (8) | Demonstrate an understanding of the global Catholic community, the importance of service and charity, Christian leadership, and how to engage respectfully with others who have different beliefs. |
| Missionary Discipleship And Service (8) | Identify the significance of Catholic missions around the world, the Church's evangelizing mission, the call to share their faith with others, and how they can serve others in their daily lives. |
| Domain | Learning Goals |
|---|---|
| The Number System - Rational and Irrational | Identify irrational numbers, understand and convert repeating decimal expansions of rational numbers, and use rational approximations to compare, locate, and estimate the size of irrational numbers on a number line. |
| Expressions and Equations - Radicals and Integer Exponents | Apply integer exponent properties to simplify expressions, use square and cube roots to solve equations involving positive rational numbers, evaluate square and cube roots of small perfect squares and cubes, estimate and compare large or small quantities using scientific notation, and perform operations with numbers in scientific notation while choosing appropriate units for measurements. |
| Expressions and Equations - Proportional Relationships, Lines, and Linear Equations | Graph proportional relationships and interpret the unit rate as the slope, compare different proportional relationships, use similar triangles to explain why the slope is consistent between any two points on a line, and derive the equations y=mx for lines through the origin and y=mx+b for lines intercepting the vertical axis at b. |
| Expressions and Equations - Linear Equations and Systems of Linear Equations | Solve linear equations in one variable, identify cases with one solution, infinitely many solutions, or no solutions by simplifying the equations, solve linear equations with rational coefficients including those requiring distribution and combining like terms, analyze and solve systems of linear equations in two variables, understand that solutions to these systems are intersection points of their graphs, and solve real-world and mathematical problems involving such systems. |
| Functions - Properties and Interpretation | Understand that a function assigns exactly one output to each input, recognize that the graph of a function is a set of ordered pairs, compare functions represented algebraically, graphically, numerically, or verbally, interpret the equation y=mx+b as defining a linear function with a straight-line graph, and provide examples of non-linear functions. |
| Functions - Relationships between Quantities | Construct a function modeling a linear relationship between two quantities, determine the rate of change and initial value from various representations (description, table, graph), interpret these values in the context of the situation and the graph or table, describe the functional relationship qualitatively by analyzing a graph, and sketch a graph that reflects the qualitative features of a verbally described function. |
| Geometry - Congruence and Similarity | Verify properties of rotations, reflections, and translations experimentally, understand and describe congruence and similarity between two-dimensional figures through sequences of transformations, describe the effects of dilations, translations, rotations, and reflections on figures using coordinates, and use informal arguments to establish facts about triangle angle sums, exterior angles, and the angle-angle criterion for similarity. |
| Geometry - Pythagorean Theorem | Explain a proof of the Pythagorean Theorem and its converse, apply the theorem to find unknown side lengths in right triangles in real-world and mathematical problems, and use it to calculate distances between points in a coordinate system. |
| Geometry - Cones, Cylinders, and Spheres | Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems. |
| Statistics and Probability - Patterns in Bivariate Data | Construct and interpret scatter plots to explore patterns of association between two quantities, describe patterns such as clustering, outliers, and various types of associations, fit and assess linear models for scatter plots suggesting linear relationships, use linear equations to solve problems, and analyze bivariate categorical data by constructing and interpreting two-way tables to describe associations between categorical variables. |
| Domain | Learning Goals |
|---|---|
| Number and Quantity - The Real Number System | Extend the properties of exponents to include rational exponents, explain how these properties apply to rational exponents and relate to radical notation, and rewrite expressions involving radicals and rational exponents using exponent properties; and explain why the sum or product of two rational numbers is rational, why the sum of a rational number and an irrational number is irrational, and why the product of a nonzero rational number and an irrational number is irrational. |
| Number and Quantity - Quantities | Reason quantitatively and use units effectively to solve problems, understand and guide solutions using units in multi-step problems, consistently interpret units in formulas and graphs, define appropriate quantities for descriptive modeling, and select an appropriate level of accuracy based on measurement limitations. |
| Algebra - Seeing Structure in Expressions | Interpret the structure of expressions, understand how expressions represent quantities in context, analyze parts of expressions (such as terms, factors, and coefficients), view complex expressions as combinations of simpler parts, and use the structure to identify methods for rewriting expressions; and write expressions in equivalent forms to solve problems, choose and produce equivalent expressions to explain properties, factor quadratic expressions to find zeros, complete the square to determine maximum or minimum values of quadratic functions, and use exponent properties to transform expressions for exponential functions. |
| Algebra - Arithmetic with Polynomials and Rational Expressions | Perform arithmetic operations on polynomials and rational expressions, including addition, subtraction, multiplication, and division, and understand that polynomials are closed under these operations, similar to integers. |
| Algebra - Creating Equations | Create and solve equations and inequalities in one variable, including those with absolute value, as well as equations from linear, quadratic, rational, and exponential functions; create equations in two or more variables to represent relationships, graph these equations with appropriate labels and scales, represent constraints through equations or systems of equations and inequalities, and interpret solutions within a modeling context; and rearrange formulas to emphasize specific quantities of interest using similar reasoning as in solving equations. |
| Algebra - Reasoning with Equations and Inequalities | Understand and explain the reasoning process behind solving equations, justify solution methods, and solve equations and inequalities in one variable, including linear equations, inequalities with absolute values, and quadratic equations; use methods such as completing the square, the quadratic formula, and factoring, and recognize complex solutions; and solve systems of linear equations and inequalities exactly and approximately, solve systems involving both linear and quadratic equations, represent and solve equations graphically, and explain the relationship between the graphs of equations and their solutions, including representing and interpreting solutions to linear inequalities and systems of inequalities on the coordinate plane. |
| Functions - Interpreting Functions | Understand and use function notation, evaluate functions and interpret them in context, and recognize sequences as functions with integer domains; interpret functions from graphs and tables, sketch graphs based on verbal descriptions, relate function domains to their graphs, and calculate and interpret average rates of change; analyze functions using various representations, including graphing linear, quadratic, square root, cube root, piecewise, and exponential functions, and use factoring and completing the square to reveal properties of quadratic functions; and use properties of exponents to interpret and classify exponential functions, and compare properties of functions represented in different forms. |
| Functions - Building Functions | Build and write functions modeling relationships between two quantities, determine explicit or recursive expressions from contexts, and combine standard function types using arithmetic operations; write and use arithmetic and geometric sequences in both recursive and explicit forms, build new functions from existing ones, and identify the effects of transformations on graphs; and find inverse functions, and write expressions for these inverse functions. |
| Functions - Linear, Quadratic, and Exponential Models | Construct and compare linear, quadratic, and exponential models to solve problems, distinguish between linear and exponential growth, and recognize situations of constant rate of change or constant percent rate of change; prove the growth patterns of linear and exponential functions, construct functions from graphs, descriptions, or data pairs, and observe that exponential growth eventually surpasses linear or polynomial growth; and interpret function expressions and parameters in the context of the situations they model. |
| Statistics and Probability - Interpreting Categorical and Quantitative Data | Summarize, represent, and interpret data for single count or measurement variables, using plots and statistics to compare center and spread, and interpret differences in data shape, center, and spread, considering outliers; for two variables, summarize and interpret data in two-way frequency tables, recognize associations in categorical data, represent and analyze relationships between two quantitative variables using scatter plots, and fit and interpret functions, including linear models; and understand the distinction between correlation and causation. |
| domain | learning goals |
|---|---|
| Presentation of Knowledge and Ideas (8) | Demonstrate ability to ask and answer questions about key details in a text, actively engage in group reading activities, and describe the connection between two individuals, events, ideas, or pieces of information in a text. |
| Conventions of Language (8) | Use grade-appropriate roots (vocabulary) and context clues to determine word meanings, demonstrating understanding of figurative language and connotation, as well as demonstrating conventions of grammar, capitalization, punctuation and spelling when writing. |
| Craft and Structure (8) | Demonstrate grade-level proficiency identifing words and phrases that suggest feelings or appeal to the senses. They should also understand the role of both literal and non-literal language. They will learn to distinguish their own point of view from that of the narrator or characters. |
| Integration of Knowledge and Ideas (8) | Explain how specific aspects of a text contribute to its interpretation. Analyze and evaluate varying adaptations, source materials, media, and conflicting information. |
| Key Ideas and Details (8) | Demonstrate ability to ask and answer questions to demonstrate understanding of a text and recount stories, including fables, folktales, and myths from diverse cultures, and determine the central message, lesson, or moral. |
| Range of Reading and Level of Text Complexity (8) | Ability to read and comprehend literature, including stories and poetry, at the high end of the grades 9-10 text complexity band independently and proficiently. |
| Writing (8) | Demonstrates grade-level proficiency to write fact-based opinion pieces, narratives, respond to questions and suggestions from peers, and participate in shared research and writing projects. |
| domain | learning goals |
|---|---|
| Motion and Stability: Forces and Interactions (8) | Use investigations and evidence to explain how forces, including gravitational, electrical, and magnetic, affect the motion of objects and design solutions based on Newton's Third Law. |
| Energy (8) | Demonstrate understanding regarding energy through investigations and applying scientific concepts to explain how energy transfers and how its forms relate to mass, motion, and interactions between objects. |
| Waves and Their Applications in Technologies for Information Transfer (8) | Use mathematical models to describe basic wave properties and connect those properties to the way information transfer technologies function. |
| Heredity: Inheritance and Variation of Traits (8) | Demonstrate understanding of how traits are influenced by genes located on chromosomes, with variations arising from the specific combination of genes inherited and occasional changes in the genes themselves. |
| Biological Evolution: Unity and Diversity (8) | Use fossil evidence, anatomical similarities, embryological development, and genetic variations to understand how living things share a common ancestor and how natural selection drives the process of adaptation over generations. |
| Earths Place in the Universe (8) | Use observations and models to understand Earth's position within the solar system, Milky Way galaxy, and the vast universe, explaining patterns of motion and the influence of gravity. |
| Engineering Design (8) | Precisely define and solve engineering problems by considering criteria, constraints, and scientific principles, while evaluating potential solutions and their impact on the environment. |
| Scientific Writing (6-8) | Students will develop and write scientific explanations and arguments based on evidence, while integrating crosscutting concepts and practices outlined in the Next Generation Science Standards. |
| domain | learning goals |
|---|---|
| Our Colonial Heritage (8) | Demonstrate proficiency in understanding and describing the first American, early European colonists, and life in the colonies. |
| Revolution in the Colonies (8) | Demonstrate proficiency in understanding and describing how and why the American Revolution happened. |
| Forming a New Nation (8) | Demonstrate proficiency in understanding and describing how America's early leaders created the documents that guide the government and protect the people. |
| Launching the New Republic (8) | Demonstrate proficiency in understanding and describing the people, events, and ideas that shaped America in the late 18th and early 19th centuries. |
| An Expanding Nation (8) | Demonstrate proficiency in understanding and describing the causes and effects of U.S. western expansion. |
| Americans in the Mid-1800s (8) | Demonstrate proficiency in understanding and describing the Era of Reform, the worlds of North and South, and African Americans in the mid-1800s. |
| The Union Challenged (8) | Demonstrate proficiency in understanding and describing the causes, course, and consequences of the Civil War. |
| Migration and Industry (8) | Demonstrate proficiency in understanding and describing how modern America came to be. |
| History/Social Studies Writing (5-8) | Write arguments focused on discipline-specific content as well as Write informative/explanatory texts, including the narration of historical events. |
| domain | learning goals |
|---|---|
| Content | Develop intermediate proficiency in the target language through the understanding and use of basic grammar, vocabulary, and cultural practices, enabling them to communicate effectively in everyday situations and gain insights into the culture of the regions where the language is spoken relative to respective grade level. |
| Communication | Demonstrate ability to engage in meaningful conversations, interpret written and spoken language, and present information in the target language across a variety of contexts and topics for respective grade level. |
| Cultures | Understand and appreciate the cultural practices, products, and perspectives of countries where the target language is spoken, and demonstrate the ability to compare these cultural elements with their own. |
| Structure | Demonstrate proficiency in understanding and using the structural elements of the target language, including grammar, syntax, vocabulary, and sentence structure, to communicate effectively in both spoken and written forms. |
| Settings | Develop the ability to comprehend and use the target language appropriately in a variety of real-world settings, demonstrating an understanding of cultural norms and practices associated with these settings. |
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