| Division: Junior |
Subject: Language |
Strand: Reading |
Overall Expectations
| Grade 4 |
Grade 5 |
Grade 6 |
- read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;
- recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
- use knowledge of words and cueing systems to read fluently;
- reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.
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- read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;
- recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
- use knowledge of words and cueing systems to read fluently;
- reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.
|
- read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;
- recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
- use knowledge of words and cueing systems to read fluently;
- reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.
|
Virtues & Themes: Possible Connections
Theological Virtue: Hope
Hope is about trusting in God’s promises, no matter what the obstacles. |
The Nativity of our Lord is a story of hope. Mary and Joseph trusted God and agreed to be His servants. An activity in reading for meaning could focus on the Nativity story as told in the Gospels of Matthew and Luke. After students read the nativity directly from the Gospels, teachers could ask “Whose voice/opinion is missing from this text? Which words could express the thoughts of Mary/Joseph/Elizabeth/Mary’s mother Ann/the shepherds who travelled. As students read the gospels for meaning, the hope that these biblical figures placed in God would be evident. |
Cardinal Virtue: Fortitude
A person of fortitude practices patience when meeting obstacles while working to do what is right... |
Learning to read is a process of building on skills and strategies learned from one day to the next. This requires fortitude - the ability to continue working patiently towards the goal of becoming a fluent reader, even when it is difficult. In this way, young disciples of Jesus develop their gifts to become all God has called them to be, to grow in service to others around them and build up the body of Christ. |
Catholic Character Theme:
Stewardship
Stewardship is about caring for the gifts God has entrusted to us. |
The gifts of the physical world are great. To nurture a generation of stewards a love for the gift of creation must be planted in individual hearts. The poetic Psalms (19, 24, 33 ) present text that can be read for the curriculum purpose of developing reading fluency, and instilling an awareness for the gifts of creation entrusted to us by God. |
Catholic Character Theme: Reverence
Reverence is a kind of holy respect. We have reverence for God and all that is holy. Reverence is visible in our Catholic schools whenever people are moved by their faith to a deep and holy respect. |
Use the Bible as a text to demonstrate understanding. Students can retell biblical stories. Use the Bible as a read-aloud text during Language, but handle it differently than other books. Students will grow to appreciate that the Bible is not reserved for just Religion class or Sunday morning. As the teacher handles the bible differently than other read-aloud stories (i.e. without characterized voices, introduced as ‘The word of the Lord”, kept on a special accessible, shelf) listeners will build a deep and holy respect for scripture. |
Support Resources
| Journey Activities |
| Grade 4 |
Grade 5 |
Grade 6 |
| CGE3b – A reflective, creative and holistic thinker who creates, adapts, evaluates new ideas in light of the common good. |
CGE5a –A collaborative contributor who works effectively as an interdependent team member.
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CGE3c – A reflective, creative and holistic thinker who thinks reflectively and creatively to evaluate situations and solve problems. |
Students will:
- Select some parables from the four Gospels.
- Read, in groups, the selected parable.
- Dramatize their parable with a brief lesson about what Jesus is trying to teach us at the end of the drama.
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Students will:
- Participate in a dramatic reading:
- Temptation of Jesus (Mt. 4.1-11; Mk1.12-13; Lk 4.1-13)
- Jesus Walks on Water (Mt. 14.22-33; Mk 6.45-52; Jn 6.15-21)
- Parable of the Unforgiving Servant (Mt. 18.23-35)
- Barabbas or Jesus? (Mt. 27.15-23; Mk 15.6-14; Lk 23.13-14; Jn 18.39-40)
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Students will:
- Read “The Conversion of Saul” (Acts 9.1-9) and provide a written description of the term ‘conversion’ as they understand it.
- Make a connection between the ‘scales’ that fall from Paul’s eyes and the term ‘conversion’.
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Curriculum Frameworks
http://www.eoccc.org/onlinefw/onlineframeworks.html |
Grade 3-4
Framework 1. Theme: Community and the Common Good
Framework 2. Theme: Peace
Framework 3. Theme: Mystery, Wonder and Awe
Framework 4. Theme: Stewardship for Creation
Framework 5: Theme: Love and Justice
Framework 6: Theme: Hope |
Grade 4
Framework 1. Theme: Love and Justice
Framework 2: Theme: Community and the Common Good
Framework 3. Theme: Mystery, Wonder and Awe
Framework 4. Theme: Stewardship for Creation
Framework 5: Theme: Human Rights and Responsibilities
Framework 6: Theme: Dignity of Work and Service |
Grade 4-5
Framework 1. Theme: Mystery, Wonder and Awe
Framework 2. Theme: Community and the Common Good
Framework 3. Theme: Peace
Framework 4. Theme: Dignity of Person
Framework 5: Theme: Human Rights and Responsibilities
Framework 6: Theme: Stewardship for Creation |
Grade 5
Framework 1. Theme: Peace
Framework 2. Theme: Dignity of Work and Service
Framework 3. Theme: Mystery, Wonder and Awe
Framework 4. Theme: Human Rights and Responsibilities
Framework 5: Theme: Stewardship for Creation
Framework 6: Theme: Community and the Common Good |
Grade 5-6
Framework 1. Theme: Dignity of the Human Person
Framework 2. Theme: Human Rights and Responsibilities
Framework 3. Theme: Community and Common Good
Framework 4. Theme: Stewardship for Creation
Framework 5: Theme: Mystery, Wonder and Awe
Framework 6: Theme: Dignity of Work and Service |
Grade 6
Framework 1. Theme: Mystery, Wonder and Awe
Framework 2. Theme: Dignity of Work and Service
Framework 3. Theme: Community and the Common Good
Framework 4. Theme: Human Rights and Responsibilities
Framework 5: Theme: Stewardship for Creation
Framework 6: Theme: Dignity of the Human Person |
Grade 6 -7
Framework 1. Theme: Mystery, Wonder and Awe
Framework 2. Theme: Dignity of Work and Service
Framework 3. Theme: Community and the Common Good |
Grade 6-7 Cont’d
Framework 4. Theme: Human Rights and Responsibilities
Framework 5: Theme: Stewardship for Creation
Framework 6: Theme: Dignity of the Human Person |
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