Elementary CLASSES

An overview of the entire Bible.  Students study a survey of the entire Bible.  Students are taught Bible history beginning with Creation and the fall of Adam.  Stories continue through the Old Testament and include the theme of the promise of a Saviour.  The New Testament is taught showing the fulfillment of God’s promise in the person of Jesus Christ. 

Students expand their biblical knowledge by studying more in-depth the biblical history from creation to the building of the temple.

Grade 2 students study the history of the kingdoms of Israel and Judah from the reign of David until the captivity of each, and the events that follow until the end of the Old Testament.  

Students study the New Testament history, beginning with the birth of John the Baptist and ending with the missionary journeys of Paul.

Students acquire the basic knowledge of creation, man’s fall, and salvation in Jesus Christ.  Their focus is directed toward the personal and practical implications of a godly life for self and others, in relation to the selected Bible stories, beginning with Creation, and continuing through the time of King Saul. 

Students learn the history of the kings of Judah and Israel up to the return of the Jews to Jerusalem, concluding with a study of the major and minor prophets.   Study of the kings of Judah and Israel focuses on their manner of ruling – whether godly or ungodly, and significant incidents and lessons to be learned from the good as well as evil aspects of their reigns.

Systematic teaching of Bible doctrine begins in grade 5.

Students become familiar with the Apocryphal Period and the New Testament history by studying the four gospels, beginning with the history of the birth of John the Baptist, continuing with the missionary journeys of Paul, and concluding with the churches’ history from Pentecost to approximately 800 A.D.  This study includes the end of the Apostolic Age and the ‘Golden Roman Age’ during the reign of Constantine.  Students will learn to behave ‘wisely’ – Christian virtues of honesty, trustworthiness, kindness, and respect are emphasized.  Students learn God’s will for their daily lives, as revealed in His Word, and study how God reveals the plan of salvation through faith in Jesus Christ, as worked by the Holy Spirit.  Students become familiar with Reformed, Calvinistic doctrines regarding the way of salvation [TULIP] and our three Doctrinal Standards, when we consider the doctrinal portion of our course.  Students become aware of the church errors of the past and errors in modern-day churches, in reference to the doctrines discussed (Gnosticism, Marcionism, Arianism, Islam, Roman Catholicism).

In Kindergarten, students get a basic understanding of the computer as a God-given tool to be used by man in a responsible manner.  Students learn to identify parts of a computer, including keyboard, monitor, disc drive, printer, and special keys, such as Return and ESC. Students learn rules relating to proper use of the computer.  They learn how to log in using a password, log out, access programs on the network, and choose from a menu. 

In grade 1, we reinforce the identification of parts of a computer, including keyboard, monitor, USB, printer, and special keys, such as Return and ESC.  Students learn rules relating to proper use and care of the computer.  They learn how to log in using a password, log out, access programs on the network, and choose from a menu.  Word Processing is introduced in first grade.  Computers are used to reinforce and strengthen language and math skills.

Students review the computer curriculum of earlier years (parts of computer, special keys, logging in, passwords, basic word processing).  Word processing skills are reinforced by producing short stories, invitations, book reports and other short projects.

Students are able to:

1. Use software programs to reinforce and practice classroom instruction.
2. Use Word to write several reports for Social Studies and Science.
3. Use websites to glean information for reports within classroom subjects.

Grade 3 computer instruction includes the introduction to correct hand and finger positions to type using “All the Right Type” computer program.  No speed goals are set.  Throughout the year, students continue to use and expand basic Word processing functions – such as font, spacing, center text, align text, cut, copy, paste, insert clip art, and insert header to produce short stories with title pages.  Students use online encyclopedias to gather information. Computers are also used throughout the year to reinforce and complement classroom instruction.

Students are able to:

1. Use the math programs to reinforce addition, subtraction, multiplication, and division skills.
2. Use the application found in Google Docs, Slides, and the Internet.
3. Identify the home keys and know where all of the letters are located on the keyboard.
4. Apply the correct fingering and posture when typing with an optional goal of five WPM.

Upper elementary students focus on keyboarding and Word processing skills.  Students work on increasing their typing speed and utilizing the computer as a tool to enhance their writing skills.  This is the first computer course for which students receive grades.  Students practice correct hand and finger positions for all alphabetic keys and frequently used punctuation keys using the “All the Right Type” computer program. Students are graded on accurate completion of work, not on speed (later in assessment, if speed is included in the requirement, form/fingering must be weighted more than speed). Throughout the year, students learn and practice basic Word processing functions and use computers to reinforce and complement classroom instruction and develop their God-given talents of eye/hand coordination.

Further development of  keyboarding skills using “All the Right Type” computer program and a speed goal of 15-20 words per minute occurs.  Students are checked for speed and accuracy.  Throughout the year, students use Word processing functions–including save, print, delete, boldface, underline, move text, change fonts and font sizes–to produce 1-2 page compositions. Students also use online library searches and encyclopedias to locate information.  Computers are used throughout the year to reinforce and complement classroom instruction, particularly higher level thinking skill, writing skills and problem solving.

Beginning in grade 5, students learn about basic principles of plagiarism and how to avoid stealing the work of others. Furthermore, when using the Internet and other sources of media technology, students will be taught to “avoid the appearance of evil” and not to search for wickedness.  When emailing and communicating with others, students will be taught to use language that is acceptable to God.

Students refine keyboarding skills for speed and accuracy with a speed goal of 20-25 words per minute using the “All the Right Type” computer program.  Students are graded on speed and accuracy.  Throughout the year students use Word processing, drawing, and presentation software to produce compositions and presentations.  Students are expected to produce multi-page, double-spaced reports and covers with proper form and spacing.  Drawings and illustrations for special projects are incorporated using paint/draw software.  Computers are used throughout the year to reinforce and complement classroom instruction, particularly higher level thinking skills and problem solving. The Internet, such as World Book Online and the .gov sites for each state, is used as a resource for State Reports and several smaller projects throughout the year.

Students develop phonetic fluency (including CVC) and accuracy, practice comprehension strategies, and utilize genres, fiction and non-fiction, and Daily 5. Students will also develop their ability to write and speak confidently, using discernment in both written and spoken forms of communication.

Our main goal for Writing is to develop interesting and clear writers.  Interesting writers develop the craft of writing (including voice, word choice, ideas, sentence fluency).  Clear writers incorporate appropriate organization, and mechanics.  Students will learn to write original and simple narrative, descriptive and explanatory sentences. 

Grammar instruction consists of basic parts of speech (noun and verb), simple sentence structure, and elementary mechanics. 

Speaking or presenting includes peer speaking (show and tell, story-telling).

Listening in K consists of guided reading, conversation, giving appropriate feedback and interaction.

Students develop, practice and utilize reading fluency, accuracy, literary techniques, and comprehension strategies using quality literature, leveled books, DOL, Daily Five, etc.

First grade is designed to create true independence in reading and to teach encoding skills parallel with decoding skills to identify and help at an early stage those children who have reading problems and to establish basic comprehension skills.  For the first six or seven months of the year, students review letter sounds and learn how to blend these sounds into words. This is reinforced using vocabulary lists of sight words, dictations, decodable reading books and Daily 5.  From March until the end of the year, students work on developing fluency, comprehension, and expression through the use of anthologies, silent reading, Bible reading, instructions on assignments, and tests.

Students learn to create personal narratives, friendly letters, short stories, fairy tales, descriptive essays, poetry, etc.   

Grammar consists of parts of speech (nouns, verbs, adjectives), sentence structure, and mechanics. 

Speaking or Presenting includes oral reading, project presentation, show and tell, etc.

Listening includes Bible stories, teacher instruction, peer reading, etc. 

Students read a variety of genres, while focusing on fluency, accuracy, comprehension and vocabulary.

Students learn to write to an audience, use various types of writing and incorporate steps of writing.   Composition will involve some of the following assignments: relating of a personal experience, storytelling, book reports, poetry, letter writing, making lists, summarizing stories and events, and journal writing. 

Grammar concepts include parts of speech (nouns, verbs, adjectives), sentence structure and mechanics. 

Speaking or Presenting includes oral presentations (eye contact, volume, visual aids and considering audience). 

Listening comprehension includes instruction in asking appropriate questions, clarification and vocabulary skills. 

Study Skills are also reinforced in the Language Arts and used across the curriculum.  The key areas of Study Skills in grade 2 are organization (filing papers) and test-taking strategies.

Students are exposed to various genres including informational text.  The students will develop fluency and accuracy with literary techniques.  Students develop comprehension with strategies, vocabulary, and critical thinking of the text.

For Writing, students learn how to complete their thoughts into complete sentences and into multiple paragraphs.  The students will expand their ability with steps of writing and types of writing. 

Grammar consists of parts of speech, sentence structure, and mechanics. DOL reinforces the student’s grammar knowledge.

Speaking or Presenting includes reading reports and projects which could include use of technology such as Google slides. 

Key areas of Study Skills are also reinforced: organizational, note-taking and test-taking skills.

Students engage with different genres, quality literature, leveled books, literary techniques, DOL, and CAFÉ (comprehension, accuracy, fluency, expression/expand vocabulary).

For Writing, students learn and practice various types of writing and complete the steps of writing.  Writing includes grammar instruction (parts of speech, sentence structure, mechanics). 

Speaking or Presenting includes types of presentation, tools/technology learned and used, and a consideration of audience. 

Listening includes active listening, note-taking, and providing constructive feedback.

The key areas of Study Skills reinforced are listening, textbook reading, note-taking and testing.

Students utilize genres, fluency, variety of quality literature, leveled books, nonfiction, literary techniques, comprehension strategies, DOL, critical thinking, and vocabulary. 

For Grade 5 Writing, students practice writing to specific audiences, citing various  types of writing, and the steps of writing.   Writing includes grammar instruction. 

Specific Grammar consists of demonstrating understanding of parts of speech, sentence structure, and mechanics. 

Speaking or Presenting includes small group presentations, whole group speeches, and Google slides.  

Listening includes constructive feedback and peer feedback.

The key areas of Study Skills are organization, listening, textbook reading, note-taking, studying for tests, and testing.

Students may utilize genres, fluency, accuracy, quality literature, leveled books, nonfiction, literary techniques, comprehension strategies, DOL, types of books, critical thinking, vocabulary, and more.

For Grade 6 Writing, students will utilize our writing program IEW – see rubrics for specific grade level skills, audience, citing, types of writing, steps of writing.   

Grammar consists of parts of speech, sentence structure, mechanics such as mastery work with adverbs, prepositions, and interjections. 

Speaking or Presenting includes types of presentation, tools/technology learned and used, considering audience. 

Listening includes oral reading and modeling during read-alouds.

The key areas of Study Skills goals are listening, note-taking, textbook reading, studying for tests, and testing.

Children are taught that God’s world is a world of order through numbers.  Each new skill is taught through the use of manipulatives/books/learning games. Students are taught to be aware that math is part of their everyday experience. Students are taught the basic strategies and tools they will need to apply math skills in a practical way.  Kindergarten teaches classification skills, basic counting and number recognition skills, and introduces students to addition and subtraction.

Kindergarten students must be able to  classify and compare objects and numbers; recognize and write numbers 0-20; recognize plain and solid figures – circles, square, triangle, rectangle; identify pennies, nickels and dimes; skip count by 10’s to 100, by 5’s to 50, by 2’s to 30; sequence count to 31. 

After reviewing the concepts learned in kindergarten and feeling confident that the students have firmly grasped these concepts, the first grade teacher moves on to teach the students more complex problems and how to increase their knowledge based on the concepts learned the previous year. 

First graders are introduced to using drawings or models to help solve mathematical problems and to identify odd and even numbers.  When working with whole number place value, the students learn how to compare and order digits in a number, identify numbers in expanded or standard form, and to round to the nearest multiple of ten.

First grade students must be able to complete addition and subtraction facts to 18.

At the beginning of the year, the skills that were taught in first grade are reviewed and then brought to a new level.  We increase their knowledge and build on previous background information.  We incorporate a Christian emphasis on patterns and how God has given everything order.  Students will recognize and directly apply math concepts to their daily lives.  Students are encouraged to develop problem-solving skills.

Second grade students must be able to do  addition and subtraction with one or two regroupings. 

Students in the third grade are taught basic math facts and skills that are needed in order for them to become effective in computational processes.  God’s design of the universe is explained through math’s patterns, measurements, and order. Students are taught to apply the skills they learn to solve realistic problems of daily life. Organizational skills are enforced through daily assignments. The major emphasis is on students mastering their addition, subtraction, multiplication and division facts.

Third grade students must be able to know multiplication and division facts through 10. 

Students in fourth grade are required to master the basic math facts (addition, subtraction, multiplication, and division) and be able to use them quickly and proficiently in their daily work.  Students are expected to use these computational skills in understanding and constructing data charts, graphs, and in solving story problems.  Students will appreciate the exactness of math as God’s given tool for dealing honestly in measurements and in working with resources given to man.  We stress homework responsibility and good use of God-given talents.

Fourth grade students will master dividing a 3-digit number by a 1 and 2-digit number and multiplying a 3-digit number by a 2-digit number.

Fifth grade students build on math concepts learned in fourth grade with more complexity and mathematical applications.  Some new concepts are introduced as students prepare for algebraic reasoning. 

Fifth grade students must be able to master adding, subtracting, multiplying, and dividing fractions. 

Estimation and mental math are an integral part of each unit of instruction.  There are many opportunities for students to work both individually as well as occasionally to work in small groups to brainstorm for problem solutions.

Where feasible, the importance of Biblical ethics will be stressed in class discussions when dealing with units such as statistics and probability.  In addition, the necessity for honesty and integrity in the use of numbers in business and personal life will be emphasized when appropriate. God’s order and design in math is stressed in each unit, as well as the real-life applications that present themselves in math. Math will be with them for the rest of their lives.

Sixth grade students must be able to  convert fractions to decimals to percents; memorize the common decimal, fractional and percent equivalents (quarters, thirds, fifths, and eighths). 

Kindergarten music centers on developing the human voice.  Group singing stresses the correct use of the human voice and distinguishes it from the speaking voice.  Matching given pitch, listening to the tune, responding to the rhythm heard, discerning the tempo and mood of the music are only some of the activities used to encourage student’s awareness of music.  Names of musical instruments and their sounds are included in Kindergarten music.   Classical musical selections with various instruments are used to help develop listening skills.

Students continue to develop their singing voice in the classroom and in music class.  First Grade students become more aware of musical notation, kinds of notes, musical symbols and treble clef notes.  The high and low placement of notes on a musical staff and the ability to follow a line of notes as an aid to learning to read music are introduced in this grade.  Students review names of instruments, hear instruments while being introduced to classical music and become aware of the concepts of pitch, rhythm, dynamics, melody and tempo.

Students review prior musical concepts as a preparation for reading notes on the treble clef.  Following notation on a staff and distinguishing kinds of rhythmic notation are constantly stressed throughout the year.  The human voice is the main instrument used in this grade along with the xylophone.  Students also look carefully at each instrument in the orchestra and how they are grouped together as families of instruments.  While learning about families of instruments, students are introduced to classical music selections

Students continue to emphasize the human voice through classroom singing.  In third grade, students are introduced to part singing through the use of rounds and action songs.  Throughout the year, classical musical selections using various instruments are used to help develop listening skills.  Third grade students continue their work of reading notes on the treble clef (and basic introduction to bass clef) and recognizing musical notations as they prepare to play an instrument.  Students continue to review musical concepts such as pitch, dynamics, and rhythm.  They learn to compose their own songs and play the xylophone.

Students spend their music class becoming acquainted with and mastering playing the recorder.  Reading notes on the treble clef, understanding practice techniques, working together as a group, hearing their own instrument as well as hearing others, and following a director are only some of the required skills to master. Music is taken from iconic folk songs, patriotic, classical and sacred selections by playing and preparing for class presentations in various programs as well as assessment.

Students choose between playing a band instrument and playing hand chimes. 

Those that choose to play with the hand chimes are instructed in technique of using the chime and in playing and singing in the group. 

Students also have the opportunity to play a woodwind, brass, or percussion instrument.  The fundamentals of music (tone, pitch, rhythm, balance, etc.) will be enhanced through the playing of these instruments.  Students learn how to play their instruments with the complete band as well as how to read music fluently.  Musical selections will include Psalters, Hymns, classical music, iconic folk songs and music from our American heritage.  Each ensemble participates in school assemblies, Christmas programs and evening programs.

All fifth grade students continue singing scriptural songs, Christmas carols, Psalters, and patriotic songs with their class.  Students also study and listen to classical music, learn the elements of choral music, and apply it through singing choral songs.

This class reviews the musical terminology that helps students identify instruments, families, form of music, and basic theory of music.  In addition, students learn the elements of choral music and study the life and music of Bach, Handel, Foster, and Sousa.  All sixth grade students continue singing scriptural songs, Christmas carols, Psalters, and patriotic songs with their class.

Sixth grade band students continue their study of sheet music, use harmony in the band, emphasize practice time, learn the Concert C, F, E flat, A flat major and concert G harmonic minor and C harmonic minor scales, the Chromatic scale, and continue to develop technique on their individual instrument.

Kindergarten and First Grade students work through each letter of the manuscript alphabet.  Neatness and correctness is emphasized in our forms of communication.  Penmanship should reflect God’s gifts of fine motor skills.

Grade 2 marks the transition to the use of the cursive alphabet.  The cursive style is added as a second writing style rather than as a replacement for manuscript writing.

Third grade students begin the year with in-depth studying and practicing of the lower-case letters in cursive.  In the second semester, students are reintroduced to learn the upper-case letters in cursive.  As the year progresses, students are given a sufficient amount of time to practice their cursive skills until they are able to write cursive fluently.

Fourth grade students review each letter of the cursive alphabet. 

Fifth grade students continue to practice the capital and small letters of the alphabet.  Writing neatly in all subjects is emphasized.

Sixth grade students are encouraged to strive for mastery of the Zaner-Bloser Handwriting series.