To challenge and inspire learners by engaging each student in a rigorous,
content-rich education incorporating classical studies, languages, music,
and the arts while nurturing positive character development.
Paideia Academy
Curriculum Guide
2014-2015
July 31, 2014
To be approved at the August 19th Board Meeting
1
Table of Contents
The Paideia Academy Mission & Vision
Page 3
Our Charter
Page 3 - 4
Our School
Academic Calendar
Course Offerings
Bell Schedule
Assessments
Data-Driven Instruction (DDI) Assessments
MAP Assessments
MCAs
Page 4 - 8
Minnesota Department of Education Accountability
Page 8
Individualized Supports for Students
Child Study Team
504 Plans
Special Education Services
English as a Second Language Services
Counseling Services
Page 9 - 10
Lower Academy (K-4) Academic Programs & Schedules
Course Descriptions
Curriculum & Instructional Resources
Assessments
Classroom Norms, Procedures, & Policies
Page 11 - 38
Upper Academy (5-8) Academic Programs & Schedules
Course Descriptions
Curriculum & Instructional Resources
Assessments
Classroom Norms, Procedures, & Policies
Page 39 - 59
Content Area Specialist Academic Programs & Schedules
Course Descriptions
Curriculum & Instructional Resources
Assessments
Classroom Norms, Procedures, & Policies
Page 59 - 76
2
The Paideia Academy Mission & Vision
Our Mission
To challenge and inspire learners by engaging each student in a rigorous, content-rich education
incorporating classical studies, languages, music, and the arts
while nurturing positive character development.
Our Vision
We envision a new generation of engaged, productive global citizens.
Our Charter
Charter schools are public schools of choice. We employ licensed teachers, are required to take the same state
assessments as other Minnesota public schools, and are evaluated by the Minnesota Department of Education in
the same ways as other public schools. In addition, we are charged with meeting the requirements of our
charter by our authorizer, Friends of Education (http://www.improvek-12education.org/). Paideia Academy
was honored this year to receive a 5-year charter (2014-2019), which is the longest allowed by law. Each year,
our authorizer will assess our progress toward our charter goals then assess our overall performance at the end
of the charter contract. If the decision is made to reauthorize our charter once again, we work with the
authorizer to revise our goals and expectations for the next charter contract. Below is a summary of the
expectations of our 2014-2019 charter.
The Purposes of Paideia Academy
•
•
Improve All Pupil Learning & All Student Achievement
o Use Data Driven Instruction (DDI), Singapore math, and Latin to improve student achievement.
Innovative Forms of Measuring Outcomes
o Assess all K-2nd and 8th grade students at least annually with a nationally norm-referenced
assessment (MAP for K-2nd; ACT Explore for 8th). Use the Data Driven Instruction model of
interim assessments, item analysis, and collaboratively developed re-teaching plans to support
gains in student performance.
School Programs
•
•
•
•
90% implementation of the Core Knowledge Sequence (K-8)
Use of Singapore Math (K-4) and Holt Math (5-8)
Instructional models that support the Common Core English Language Arts Standards
Implementation of Spanish (K-8) and Latin (5-8)
Academic Outcomes/Goals
•
Goal #1 – State Assessments
o Absolutely Proficiency
 By the conclusion of the 2016-2017 school year, the school-wide proficiency rates on
MCA tests will be at least 81% for Math and 80% for Reading
o Comparative Proficiency
3

o
o
•
•
•
Each year, students who have been enrolled in Paideia Academy for at least three years
will demonstrate higher grade level and school-wide proficiency rates than the average of
the proficiency rates of three District 196 elementary schools and three District 196
middle schools.
Growth
 Each year, the school’s growth (z-score average), based on MCA Reading and Math
scores, will exceed zero.
 The percentage of non-proficient students achieving high growth will be at least 50% in
Reading and math.
Achievement Gap Reduction
 By the conclusion of the 2016-2017 school year, the achievement gap between subgroups
(White, Black, Hispanic, Asian/Pacific Islander, American Indian, Special Education,
Free or Reduced Price lunch) and their counterparts will decrease by half among students
who have been enrolled in Paideia Academy for at least three years.
 By the conclusion of the 2017-2018 school year, the difference between the MCA
Reading and Math proficiency rates of Free or Reduced Price (FRP) lunch students and
non-FRP students will be no greater than 5%.
Goal #2 – Nationally Normed Assessment
o More than 50% of the 8th grade students who have been at Paideia Academy for at least three
years will exceed the national average on the annually administered ACT Explore test.
Goal #3 – School Culture
o Paideia Academy will implement an Academic Governance Plan to critically evaluate and
strategically lead the School’s academic performance and improvement. A summary of the
findings will be included in the Board minutes no less than twice annually.
o Paideia Academy will continue to implement DDI summative assessments on a quarterly basis in
all grades in at least Reading, Math, and Science. Paideia teachers will review results with a
designated leader following the assessment and will re-teach necessary components. Friends of
Education will be invited to attend all quarterly meetings to review results.
Goal #4 – Additional Measures
o Each year, Paideia Academy will maintain at least a 95% student attendance rate.
o Each year, at least 80% of all parents and staff returning the annual survey will indicate overall
satisfaction with the school.
Our School
Paideia Academy is a public charter school with a private school feel. Some of the aspects of the school that
make it so special include:
o Small class sizes
o Caring, invested teachers and staff
o Core Knowledge Sequence
o School-wide music program (thanks to our partnership with MacPhail Music Center)
o Visual arts program
o Strong parent involvement
o Spanish and Latin language instruction
o Character development work
o Weekly Professional Learning Community collaboration for staff
4
Distributed leadership model
Technology integration (Smartboards in each classroom, Ipads, assistive technologies, etc.)
Inclusive environment
Student uniforms
Data-driven instruction
o Strong communications with families
o
o
o
o
o
K – 2nd
3rd – 4th
5th – 6th
7th – 8th
Language Arts (10
periods/wk)
Math
(10 periods/wk)
Social Studies
(2 periods/wk)
Science
(2 periods/wk)
Spanish
(1 period/wk)
Art
(2 periods/wk)
Music
(2 periods/wk)
Technology
(1 period/wk)
Language Arts
(7 periods/wk)
Math
(7 periods/wk)
Social Studies
(4 periods/wk)
Science
(4 periods/wk)
Spanish
(1 period/wk)
Art
(2 periods/wk)
Music
(2 periods/wk)
Technology
(1 period/wk)
Language Arts
(5 periods/wk)
Math
(5 periods/wk)
Social Studies
(5 periods/wk)
Science
(5 periods/wk)
Spanish
(2 periods/wk)
Art
(2 periods/wk)
Music
(2 periods/wk)
Technology
(1 period/wk)
Language Arts
(5 periods/wk)
Math
(5 periods/wk)
Social Studies
(5 periods/wk)
Science
(5 period/wk)
Spanish
(2 periods/wk)
Art
(1 period/wk)
Music
(1 period/wk)
Technology
(1 period/wk)
Physical Education
(2 periods/wk)
Advisory
(1 period/wk)
Health
(1 period/wk)
Lunch
(25 mins/day)
Recess
(25 mins/day)
Physical Education
(2 periods/wk)
Advisory
(3 periods/wk)
Health
(1 period/wk)
Lunch
(25 mins/day)
Recess
(25 mins/day)
Physical Education
(2 periods/wk)
Advisory
(2 periods/wk)
Health
(1 period/wk)
Lunch
(25 mins/day)
Recess
(25 mins/day)
Latin
(1 period/wk)
Classical Studies
(1 period/wk)
Physical Education
(2 periods/wk)
Advisory
(2 periods/wk)
Health
(1 period/wk)
Lunch
(25 mins/day)
Enrichment classes
(25 mins/day)
Latin
(2 periods/wk)
Classical Studies
(2 periods/wk)
5
2014-2015 Academic Calendar
August
S M
28
3 4
10 11
17 18
24 25
31
T
29
5
12
19
26
W
30
6
13
20
27
T
31
7
14
21
28
=
School Open
=
=
Break/Holiday
=
=
Evening Events and Meetings
=
Staff Training
S
2
9
16
23
30
September
S M T
1 2
7 8 9
14 15 16
21 22 23
28 29 30
F
1
8
15
22
29
=
W
3
10
17
24
T
4
11
18
25
F
5
12
19
26
S
6
13
20
27
MMM (Morning Meeting and
Coffee with the Director)
Conferences
School Calendar
2014-2015
Paideia School Hours:
M,Tu,Th,F - 8:15 - 3:25
W - 8:15 - 2:32
No School for Students
October
S M T
W
1
5 6 7 8
12 13 14 15
19 20 21 22
26 27 28 29
T
2
9
16
23
30
F
3
10
17
24
31
S
4
11
18
25
November
S M T
W
T
F
S
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30
July 31, 5:30-8:30 Open House
Sept 1 - Labor Day
Oct 6 - 17 - Fall Break
Nov 3 - Open Enrollment Begins
Aug 4 - 1st Day of School
Sept 8 - MMM & Coffee w/Director
Oct 20 - 2nd Quarter Starts
Nov 3 - MMM & Coffee w/Director
Aug 4 - Parent Breakfast
Sept 16 - Board Meeting
Oct 21 - Board Meeting
Nov 6 - Family Night
Aug 6 - 10 Year Celebration
Sept 25 - Picture Retakes
Oct 22 - Report Cards Posted
Aug 7 - Information Night
Sept 29 - MMM & Coffee w/Director Oct 23 - Evening Conferences
Aug 12 - Picture Day
Nov 18 - Board Meeting
Nov 20 - Information Night
Oct 24 - Conferences 8am-12pm Nov 26-28 - Thanksgiving Break
Aug 19 - Board Meeting
December
S M T
1 2
7 8 9
14 15 16
21 22 23
28 29 30
W
3
10
17
24
31
T
4
11
18
25
F
5
12
19
26
S
6
13
20
27
January
S M T
W
T
1
4 5 6 7 8
11 12 13 14 15
18 19 20 21 22
25 26 27 28 29
F
2
9
16
23
30
S
3
10
17
24
31
February
S M T
1 2 3
8 9 10
15 16 17
22 23 24
W
4
11
18
25
T
5
12
19
26
F
6
13
20
27
S
7
14
21
28
March
S M
1 2
8 9
15 16
22 23
29 30
T
3
10
17
24
31
W
4
11
18
25
T
5
12
19
26
F
6
13
20
27
S
7
14
21
28
Dec 1 -MMM & Coffee w/Director
Jan 12 - 3rd Quarter Starts
Feb 9 - MMM & Coffee w/Director
Mar 2 - MMM & Coffee w/Director
Dec 11 - 5th-8th Music Concert
Jan 12 - MMM & Coffee w/Director
Feb 12 - K-2nd Music Concert
Mar 2 - Lottery for 2015-2016
Dec 16 - Board Meeting
Jan 14 - Report Cards Posted
Feb 16 - Presidents' Day
Mar 5 - Family Night
Dec 22-Jan 9 - Winter Break
Jan 15 - Evening Conferences
Feb 17 - Board Meeting
Mar 12 - 3rd-4th Music Concert
Dec 22 - Jan 1 - Office Closed
Jan 16 - Conferences 8am-12pm Feb 19 - Information Night
Mar 13 - Spring Picture Day
Jan 19 - MLK Day
Mar 17 - Board Meeting
Feb 27 - Open Enrollment Ends
Jan 20 - Board Meeting
April
S M
T
W
1
5 6 7 8
12 13 14 15
19 20 21 22
26 27 28 29
T
2
9
16
23
30
F
3
10
17
24
S
4
11
18
25
May
S M
T
W
T
F
1
3 4 5 6 7 8
10 11 12 13 14 15
17 18 19 20 21 22
24 25 26 27 28 29
31
Mar 23 - Apr 10 - Spring Break
S
2
9
16
23
30
June
S M
1
7 8
14 15
21 22
28 29
T
2
9
16
23
30
W
3
10
17
24
T
4
11
18
25
F
5
12
19
26
S
Please see our website
6
www.paideiaacademy.org
13
for updates, additions, and
20
more detailed information
27
including:
Apr 13 - 4th Quarter Starts
May 4 - MMM & Coffee w/Director
Jun 1 - MMM & Coffee w/Director
Apr 15 - Report Cards Posted
May 7 - Staff Talent Show
Jun 4 - 5th-8th Music Concert
Apr 20 - MMM & Coffee w/Director
May 19 - Board Meeting
Jun 10 - Last Day of School
Apr 21 - Board Meeting
May 21 - Information Night
May 25 - Memorial Day
and Report Cards Posted
Jun 10 - 8th Grade Graduation
...
Board Committee Meetings
PTO Meetings
PTO Events
Fundraising Events
Field Trips
& More
Jun 16 - Board Meeting
Revised and Approved 07/15/2014
July 21 - Board Meeting
6
2014-2015 Bell Schedule
Period
1st Period (53 mins)
2nd Period (53 mins)
3rd Period (53 mins)
4th (a) Period (28 mins)
4th (b) Period (28 mins)
5th (a ) Period (28 mins)
5th (b) Period (28 mins)
6th Period (53 mins)
7th Period (53 mins)
8th Period (53 mins)
Time
8:15 - 9:08
9:08 - 10:01
10:01 - 10:54
10:54 - 11:22
11:22 - 11:50
11:50 - 12:18
12:18 - 12:46
12:46 - 1:39
1:39 - 2:32
2:32 - 3:25
Monday
Tuesday
Wednesday
Thursday
Friday
Professional
Learning
Community
Collaboration
(Early Dismissal
for Students)
Assessments
Paideia teachers regularly assess students to determine their academic progress and performance. Classroom
assessments may include, but are not limited to: tests, quizzes, Running Records, projects, essays, science lab
reports, and presentations.
• Minnesota Comprehensive Assessments (MCAs)
o MCA tests are Minnesota’s standardized assessments for students in 3rd-8th grades. They
are given each spring in Math (yearly, 3rd-8th), Reading (yearly, 3rd-8th), and Science (5th
& 8th grades only).
o MCA tests are aligned to the Minnesota State Standards for each grade level.
o Beginning in 2014-2015, all MCA testing will be computerized.
o Scores from MCA assessments are used to determine our accountability as a school (see
State Accountability Measures below for more information).
• Data-Driven Instruction (DDI) Assessments
o Data-Driven Instruction Assessments are teacher-created, multiple-choice tests that are
designed to support student performance on MCA tests (in Reading, Math, and Science)
and to measure whether or not students are meeting grade-level, content-area standards in
all classes. In content areas in which MCA tests are given, DDI assessments mimic the
types and rigor of questions included in MCAs.
o DDI Assessments are given during the last week of each quarter.
o DDI Assessment data are analyzed, and re-teaching plans are developed in teacher teams
during professional development days at the end of each break between quarters.
o Re-teaching weeks occur during the first week of the 2nd, 3rd, and 4th quarters. During
these weeks, opportunities are provided for students to learn content in new ways and/or
extend their understandings through more challenging work.
o DDI assessments are used to develop and assess progress toward individual student
learning goals.
7
•
•
MAP Assessments
o MAP assessments are computer adaptive tests (subsequent questions depend on the
student’s response to the previous question) that are given each spring and measure
students’ progress in Math and Reading.
o Beginning this year, MAP assessments will be taken by students in grades K-2 only.
o Data from MAP assessments are used to measure individual student progress, a class’
progress, and a grade-level’s progress in a given year.
ACT EXPLORE Assessment
o The ACT EXPLORE assessment is designed to assess 8th graders’ knowledge and skills
in English, Math, Reading, and Science. The score report tells students how their scores
compare to other students across the nation.
o The score report also contains information about students’ educational and career plans,
high school academic plans, and needed supports.
State Accountability Measures
Paideia Academy, like all other schools in Minnesota, is measured by our students’ progress and performance
on MCA assessments. Each year, schools are provided with a Multiple Measures Rating (MMR) that reflects
the following:
•
Proficiency – Did the school meet the targets set for it by the State regarding the percentage of students
in each subgroup expected to demonstrate proficiency on the MCA math and reading tests?
• Growth – Did individual students make more progress than expected (based on statewide averages) on
MCA tests from year-to-year?
• Achievement Gap Reduction – How does the growth of students in certain subgroups compare to the
growth of students in traditionally higher-performing subgroups in the state?
(*Subgroups are based on race, special education status, limited English proficiency, and free/reduced price
lunch)
Paideia Academy earned a total MMR score of 85.4% for the 2012-2013 school year. (Data for 2013-2014 are
not yet available.) Our scores were:
◊ Proficiency – 24.99 out of 25
◊ Growth – 23.08 out of 25
◊ Achievement Gap Reduction – 15.98 out of 25
(If you are interested, you can find more detailed information about our school’s data at
http://rc.education.state.mn.us/#mySchool/orgId--414107010__p--1)
8
Individualized Supports for Students
Child Study Team
Paideia Academy’s Child Study Team (CST) meets weekly to analyze student referral data and develop
interventions aimed at supporting students who are struggling academically and/or socially. The CST is made
up of the Director, Dean of Students, Special Education Coordinator, and School Counselors. Parents/guardians
and teachers are also welcome to participate in the CST process.
The child study process is a screening activity to identify students experiencing learning and adjustment
problems. The process involves administrative, instructional, and support personnel in providing alternatives
and interventions within the regular education programs. The following are the objectives of the child study
process:
• Analyze student’s learning and behavioral characteristics and needs
• Assess aspects of curriculum, teaching methods and materials, and school and home environmental
factors that influence the student’s learning and adjustment
• Develop, implement, and monitor written instructional modifications in the regular education program to
improve the student’s performance
• Determine and justify the need for formal assessment, with documentation of unsuccessful results of the
Child Study interventions, implemented systematically in the regular program.
504 Plans
Section 504 of the Rehabilitation Act and the Americans with Disabilities Act specifies that students identified
as having a disability that impacts their education receive accommodations and/or modifications to ensure
equitable access to public education services and learning environments so that they are able to perform at the
same level as their peers. “Disability” refers to any physical or mental health impairment which substantially
limits a major life activity, such as learning. This definition includes physical impairments, illness and injury,
communicable diseases, chronic health conditions, and learning problems. All 504 Plans are reviewed annually
with the Dean of Students, teachers, and parents/guardians.
Special Education Services
The Paideia Academy special education program provides an individualized educational opportunity to meet all
learners’ unique needs in the least restrictive environment to ensure a Free Appropriate Public Education
(FAPE) for all students. To meet these individualized needs we use a variety of models to provide students with
specialized instruction in and/or out of the general education setting, as appropriate. Related services, including
speech, Developmentally Adaptive Physical Education, occupational therapy, etc. and/or the support of an
instructional assistant may also be included in a child’s individualized education program. The education of
students with disabilities is enhanced through the collaboration between the general education teachers, special
education teacher and input from families and students. Instruction is based on our belief in helping students
reach their full potential by identifying their individual academic, social/emotional, and health needs, then
developing a plan that meets those needs. We want all students to have the opportunity to have an inclusive
educational experience. Some students may need direct instruction in a special education setting, while others
may receive all services in the general education setting. Our goal is to work as a team to determine appropriate
strategies and opportunities for all students to learn, socialize, problem solve, and become independent
productive global citizens.
9
English as a Second Language (ESL) Services
The ESL Program at Paideia provides support for students who have a primary language other than English and
whose first language contributes to their success in the classroom. Our ESL Program at Paideia is designed to
help each student attain English language proficiency at a level where they can perform as highly in rigorous
academia as their English-only peers. In addition, our ESL services are implemented in a variety of ways
depending on the individual student’s needs.
One type of service we provide is push-in support, also known as the “Inclusion Model”, which is when the
ESL teacher works closely with the content area teachers to help reinforcement language skills and academic
concepts needed for the specific content areas being taught (Reading, Writing, Spelling, Mathematics, Science
and Social Studies). Another type of service offered at Paideia is pull-out support, which is given to students
with more complex language needs. In this setting, students work one-on-one or in a small group to practice
oral communication and comprehension, as well as writing skills. In these settings, the EL teacher continues to
work collaboratively with the classroom teacher to ensure that the student is being held accountable for the
same rigorous content, classroom goals. Both these models help ensure that each student at Paideia is able to
reach his or her fullest, academic potential.
Two resources that we currently use are:
• Dr. Kate Kinsella, “Academic Vocabulary Toolkit, Grades 6-12”
• Shanti Bruce and Ben Rafoth, “ESL Writers”, Journaling support
Counseling Services
The School Counselors at Paideia Academy work with teachers, students, administrators, parents and the
community to help make school a successful experience for all children. School Counselors support the
academic, personal, social and career interest development of all students, and they help students transition
between grades and on to high school and beyond. A variety of services are provided to meet the needs of
individual and groups of students. Some of these services provided by our School Counselors include:
• Classroom Advisory Support: Counselors work with the classroom teachers to support students’ social
skill and character development.
• Individual Counseling: Students have the opportunity to work one-on-one with counselors on specific
issues or concerns.
• Crisis Intervention: Counselors work with students and families to help them deal with stressful events
that may occur such as family problems, loss of a loved one, or conflicts with friends.
• Group Counseling: Groups consist of 4-8 students and a counselor. The main purpose for groups is to
let students know that they are not alone with their thoughts and feelings. Some groups that may be
offered at Paideia Academy include:
o New Student Group
o Anger/Anxiety Management Group
o Family Change Group
o Friendship Group
o Social Skills Group
o Grief Group
• Transition Services: The Upper Academy Counselor works with staff, students, and families to educate
the community about high school options and help students transition from middle to high school and
beyond.
• Parent Education: Parent involvement in school activities helps to make students more successful.
School Counselors can provide you with information regarding family relationships and ways to help
your child.
10
LOWER ACADEMY ACADEMICS & GUIDELINES
CURRICULUM & INSTRUCTION
The Paideia Lower Academy, Grades K-4, supports the Paideia mission and vision by using the Core
Knowledge Sequence and other research-based curricula to help Kindergarten through Fourth Grade students
meet the required Minnesota State Standards and develop the foundational knowledge and skills they need to be
successful in the upper grades and as adults. Arts, Music, Technology, and Spanish are all included in each
child’s program, and a variety of teaching models are utilized to support students with diverse strengths and
challenges. For more information on the Minnesota State Standards, please visit:
http://education.state.mn.us/MDE/EdExc/StanCurri/K-12AcademicStandards/index.htm
The curricula and instructional techniques in the Lower Academy include:
•
CORE KNOWLEDGE - Paideia provides an academically rigorous, content-based education through
the use of E.D. Hirsch’s Core Knowledge Sequence, a knowledge-based method of education that ensures equal
access to the basic skills and content needed for future mastery. The Core Knowledge Sequence emphasizes
mastery in all subject areas and the importance of learning a broad, contextual body of knowledge. The Core
Knowledge Sequence assumes a specific, sequenced, shared, and solid body of knowledge at each grade level.
The specificity of the curriculum ensures consistency within each grade level and prevents repetition and gaps
in content from year to year. Each level develops a shared base of background knowledge from which to build
future learning. You can learn more about the Core Knowledge Sequence at
http://www.coreknowledge.org/sequence.
•
SINGAPORE MATH (MATH IN FOCUS) - Math in Focus combines the Singapore approach to math
with a configuration that is easy to use and understand. Available for Kindergarten through 5th grade, Math in
Focus: The Singapore Approach is the United States edition of Singapore’s most widely used program.
Singapore Math is a unique approach to teaching math that focuses on building students’ problem-solving,
mental math, and high-level thinking skills. By starting with the concrete then moving to the pictorial, and
finishing with the abstract, Singapore Math adds greater depth to math instruction and improves students’
mastery of basic math concepts. As a result, children are able to learn at their own level and progress at their
own pace. Flexible grouping according to student performance levels will enable teachers to work more closely
with each individual student, and students will be accountable for their own success. For a short summary on
Singapore Math, see http://www.pbs.org/parents/education/math/math-tips-for-parents/whats-singapore-math/.
•
GUIDED READING & DAILY 5 - Paideia implements instructional models that support the Common
Core English Language Arts Standards. The Daily 5 model of instruction fosters literacy independence and is
used to help students develop reading and writing skills across content areas. Running Records and a Guided
Reading program are used to assess students’ reading progress and performance throughout the year. Guided
Reading levels are reported for each student on quarterly report cards. Students work both individually and in
small groups to develop their fluency, comprehension, decoding strategies, and writing skills.
•
MUSIC - Paideia has a strong partnership with the renowned MacPhail Center for Music. MacPhail’s
experienced faculty helps Paideia students discover the joy of playing music so they’re motivated to learn. They
offer a range of musical offerings to captivate your child. Classes and group lessons provide a social setting for
all students to interact and learn from their peers, while individual lessons offer personalized attention from
instructors who are flexible and creative in working with your child’s unique needs and musical interests.
Paideia students K-8 receive general music instruction and are introduced to musical instruments in 5th grade.
You can learn more about MacPhail Center for Music at www.macphail.org.
•
SPANISH - Paideia Academy students receive Spanish instruction K-8. K-4 students are given an
“orally based” program that is reinforced through books, songs, games, and activities. A strong focus of the
Spanish program is the development of listening and speaking skills and on cultural awareness. The Spanish
program is content-rich and draws from the cultural influences, texts, and history which shaped them.
11
•
ARTS - The nature of the Core Knowledge Sequence is such that art is incorporated into all content
areas. In addition, all Paideia students have an Arts class that provides them with opportunities to participate in
art-making, develop their arts literacy skills, and strengthen their understanding of their other content areas and
themselves through collaborative arts projects.
•
PHYSICAL EDUCATION – All Paideia students are encouraged to include fitness and wellness into
their daily lives. Our Physical Education course gives Lower Academy students the opportunity to learn new
games and skills, and to strengthen their knowledge and abilities to participate in both individual and team
activities.
•
HEALTH – Students in grades K-4 receive Health instruction one time per week. Instruction focuses
on the National Health Education Standards, including health promotion, social and cultural factors on health
behaviors, access to valid health information and services, interpersonal communication skills, healthy decisionmaking skills, goal-setting, and the ability to advocate for self, family, and community.
•
TECHNOLOGY – Lower Academy students will receive computer technology instruction once per
week. The instruction will follow ISTE Standards, which include the teaching of research & information
fluency, presentation, communication and digital citizenship. The overall goal is for the student to acquire
technology fluency which supports their learning on into high school and beyond and prepares them for the
changing technology landscape of the 21st century.
GRADING POLICY
Lower Academy students (Grades K-4) will receive grades according to the following scale for core academic
classes. Grades are determined based on the following three categories: Progress, Process, and Performance.
Each category will be weighted differently in grades K-4, per the chart below. Items graded under the Progress
category may include, but are not limited to – homework, journals, rough drafts, graphic organizers, exit tickets,
independent practice activities, and lecture notes. Items graded under the Process category may include, but are
not limited to – group work, participation, prepared response, academic behaviors, warm-ups, productive use of
class time, and peer or self-evaluations. Items graded under the Performance category may include, but are not
limited to – quizzes, tests, projects, and reports.
Grades for specialist classes (Physical Education, Music, Spanish, Technology, and Art) will also be determined
according to the grading scale below and will only consist of one overall grade for the class; students’ specials
grades will not be weighted according to Progress, Process, and Performance. In Health and Advisory class,
students will be graded on a pass/fail basis. Passing grades are awarded for scores above 70%.
Grade
E
M
P
N
Grade
K-4
Mastery Level
Exceeds Standards
Meets Standards
Partially Meets Standards
Not Meeting Standards
Progress
40%
Process
20%
Performance
40%
***Please check Schoolview frequently to view grades for your child.
REPORT CARDS
Report cards will be issued for all students at the end of each quarter on Schoolview – the Academy’s student
information reporting system. Parents/guardians are expected to carefully review the report card and contact the
teacher with any questions or concerns. Report cards have been specifically designed to reflect competencies in
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state standards Sections for behavior and classroom participation are also included. Formal conferences will
be conducted with each family at least twice per year and informal conferences can be conducted throughout the
year as initiated by either the teacher, family or both.
HOMEWORK POLICIES (Grades K-4)
Homework contributes toward building responsibility, self-discipline and lifelong learning habits. It is the
intention of the Paideia Lower Academy staff to assign relevant, challenging and meaningful homework
assignments that reinforce classroom learning objectives. Homework should provide students with the
opportunity to apply information they have learned, complete unfinished class assignments, and develop
independence. Homework grades may be modified based on students’ individual needs (i.e. IEP, 504 Plans).
In Lower Academy, weekly homework will be assigned to support core content knowledge and skill
development. Students in grades K-2 should expect to spend up to 2 hours each week working on homework.
Students in grades 3-4 should expect to spend up to 3 hours each week working on homework. Students
requiring remedial support may be provided with additional work to do at home. Students may also be provided
with optional enrichment activities and assignments to complete at home.
Homework assignments may include:
•
Practice exercises to reinforce classroom instruction
•
Preview assignments to prepare/develop background for subsequent lessons
•
Extension activities to transfer new skills or concepts to new situations
•
Creative tasks to integrate skills toward the production of a response or product
Students are expected to:
1.
Complete assignments neatly and on time.
2.
Schedule time wisely to meet assignment deadlines.
3.
Attend school regularly and come prepared.
4.
Get assignments when absent and complete them for the following day.
5.
Always complete homework assignments, even if late.
6.
Seek assistance from teachers, parents/guardians or caregivers if necessary.
Parents/guardians or guardians can help in the following ways:
1.
Show an interest in your child’s work.
2.
Provide a place and time for quiet study.
3.
Assist in practicing with homework concepts, such as spelling words and number combinations.
4.
Encourage reading at home, and listen to your child read.
5.
Review the homework for neatness and completeness.
6.
Refrain from doing the work for your child; encourage responsibility.
7.
Discuss problems related to home study with your child’s teacher.
8.
Encourage and support student to complete homework at a high standard.
Teachers will help in the following ways:
1.
Provide checkpoints for long-term assignments.
2.
Give no more than two major tests in one day.
4.
Provide clear directions for assignments, format, and due date.
5.
Keep daily records of homework assignments.
6.
Provide feedback on homework appropriately and promptly.
7.
Alert parents/guardians of any developing problems concerning their student’s homework and suggest
strategies parents/guardians can use to assist their children with work at home.
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CLASSROOM MANAGEMENT & BEHAVIOR STRATEGIES
Grades K-4 will use a clip chart to monitor behavior. A clip chart is a great tool that allows students to be
rewarded for positive behavior, while discouraging negative behavior. Each student has a clothespin, or “clip”,
with his or her name on it. There are seven levels on the clip chart:
• Star Student (Pink)
• Great Job (Purple)
• Good Choices (Blue)
• Ready to Learn (Green)
• Think About It (Yellow)
• Teacher’s Choice (Orange)
• Parent Contact (Red)
Each student will start each day on Ready to Learn, and clips can be moved up and down throughout the day
based on both positive and negative demonstrated behavior. A student who ends his/her day at the top of the
chart will earn a sticker or marks on his/her clip. After five stickers/marks, clips will be “retired” to the Hall of
Fame and a new clip will be given.
If a student demonstrates undesired behaviors, he/she will be given one warning. If he/she continues to display
poor behavior he/she may have his/her clip moved down one or more levels. A student on Think About It will
not have a consequence, but will be asked to reflect on his/her behavior. A student on Teacher’s Choice will
need to take a break inside the classroom. The student will go to the designated spot in the classroom and fill
out a reflection form with the following questions:
• What classroom rule did you break?
• Why did you break the rule?
• How were you feeling?
• What could you do next time to make a better choice?
• What can you do to move your clip back up?
Students in grades K-2 on Parent Contact will go to a buddy room and complete a reflection form. The
reflection will be sent home and a parent/guardian will be contacted by the teacher. The incident will also be
documented in school records. Students in Grades 3-4 on Parent Contact will miss recess and complete a
reflection form during that time. The reflection will be sent home and a parent/guardian will be contacted by
the teacher. The incident will also be documented in school records. If a student demonstrates an extreme or
harmful behavior, he/she will go directly to the office to speak with the Dean of Students. Any consequences
will be determined according to the Paideia Academy Discipline Code.
GRADE PROMOTION POLICIES (Grades 1-4)
Students at Paideia Academy are promoted from one grade to the next when they have demonstrated that they
have adequately met the required standards and benchmarks at their current grade level. If a student has not
demonstrated adequate progress, his/her teacher and the Dean of Students will request a meeting to develop a
plan that may include options such as: attending Title I services, completing additional work/assignments at
home, repeating a grade level, etc.
STUDENT GROUPINGS
Paideia Academy staff members work hard to ensure that all classes are heterogeneous and that all students are
poised for success. Each spring, the K-4 teachers and Dean of Students meet to place students into classes for
the following school year and grade level based upon a number of factors: students’ individual academic and
social-emotional needs, gender balance, classroom behavior, etc. Paideia Academy does not honor requests
from families for placement with a specific teacher or with or away from another student. Family members are
certainly welcome to share concerns with administration, but we cannot guarantee any specific placement.
14
Please keep in mind that even after classes are created, things change over the summer—families move,
parents/guardians decide to move to a different school, new families enroll, staff changes are made, etc., so
information about classroom placements are not provided for families until Back-to-School Night.
PERFECT ATTENDANCE
Paideia Academy celebrates our school’s high attendance rate quarterly by recognizing students who have been
in attendance every day of the school year. Perfect attendance awards are cumulative throughout the year.
Awards will be communicated via the school newsletter and through certificate presentations at Monday
Morning Meeting.
15
Kindergarten
•
Course descriptions (per subject) – By the end of the school year, students will be able to meet gradelevel standards and do/understand the following:
o Quarter 1:
 Math: all topics are covered in both standards and the Core Knowledge Sequence.
Students will be assessed through weekly check-ins, exit tickets and formal unit
assessments.
• Read, write and recognize numbers to 10
• Count with and without objects forward to 10
• Compare and order whole numbers to 10
• Recognize basic two-dimensional shapes
 Language Arts: all topics are covered in both standards and the Core Knowledge
Sequence. Students will be assessed through weekly check-ins, running records, highfrequency word recognition (Dolch word lists), and quarterly formal assessments
• Concepts of print
• Identify beginning sounds
• Recognize pairs of rhyming words
• Identify 52 uppercase/lowercase letters
• Identify letters in print
• Identify 26 letter sounds (short-vowels only)
• Recognize first and last name in print
• Read and recognize assigned sight words
• Read and recognize color words
• Listen attentively to a story when being read to
• Retell a story including a detail from the beginning, middle and end of the story
• Identify characters and setting of a story
 Writing: All topics are covered in both standards and the Core Knowledge Sequence.
Students will be informally assessed on their writing for first quarter.
• Write first name using upper/lowercase letters
• Apply concepts of print to writing
• Form letters correctly
• Draw three pictures depicting beginning, middle and end in sequence
• Write at least one sentence on a topic using phonetic spelling
 Social Studies: Students will be assessed through observations, participation and formal
unit assessments.
• Demonstrate civic skills including listening to others, participating in classroom
discussions and taking turns (standard)
• Identify examples of rules in the school community (standard)
• Describe a map and globe as a representation of space (standard/Core
Knowledge)
 Science: Students will be assessed through observations, participation and formal unit
assessments.
• Monitor daily and seasonal changes in weather (standard/Core Knowledge)
• Identify the sun as a source of heat and light (standard)
• Identify the five senses (Core Knowledge)
• Apples – Johnny Appleseed (Core Knowledge)
16

Advisory: Students will be assessed through daily observations and participation.
• Social Skills:
o Following instructions
o Disagreeing appropriately
o Making an apology
o Asking for help
o Sharing something
o Working with others
o Listening
o Following classroom routines/norms
• Character Development:
o Kindness
o Love of Learning
o Citizenship
o Curiosity
o Open mindedness
o Cross grade-level buddies
• Olweus: Bullying prevention program
o Building a positive classroom environment
o Identifying feelings
o Communication
o Peer relationships
o Respecting differences and promoting acceptance
o Quarter 2:
 Math: all topics are covered in both standards and the Core Knowledge Sequence.
Students will be assessed through weekly check-ins, exit tickets and formal unit
assessments.
• Read, write and recognize numbers to 20
• Count with and without objects forward to 20
• Compare and order whole numbers to 20
• Find a number that is one-more or one-less than a given number
• Identify, create, complete and extend simple patterns
 Language Arts: all topics are covered in both standards and the Core Knowledge
Sequence. Students will be assessed through weekly check-ins, running records, highfrequency word recognition (Dolch word lists), and quarterly formal assessments
• Concepts of print
• Identify beginning and ending sounds
• Blend consonant-vowel-consonant (CVC) words
• Produce a pair of rhyming words
• Segment individual sounds in a word
• Identify 52 uppercase/lowercase letters
• Identify 26 letter sounds (short-vowels only)
• Identify word-families
• Recognize first and last name in print
• Read and recognize assigned sight words
• Read and recognize number words
• Sequence a story including a detail from the beginning, middle and end of the
story
• Identify characters, setting and a problem in a story
17
• Make predictions about a story based on illustrations
• Identify the main topic of a story
• Ask and answer questions about unknown words in a text
• Recognize a non-fiction/fiction text
 Writing: - all topics are covered in both standards and the Core Knowledge Sequence.
Students will be informally assessed on their writing, as well as through the use of a
rubric.
• Write first and last name on lined paper using correct letter size
• Apply concepts of print to writing
• Form all 52 letters correctly
• Group research writing
 Social Studies: Students will be assessed through observations, participation and formal
unit assessments.
• Distinguish between needs and wants (standard)
• Identify goods and services (standard)
• Use a variety of words to reference time in the past, present and future (standard)
• Describe ways people learn about the past (standard)
• Compare/contrast family traditions (standard)
• Native American peoples past and present (Core Knowledge)
• Early explorations and settlement – pilgrims, Christopher Columbus (Core
Knowledge)
 Science: Students will be assessed through observations, participation and formal unit
assessments.
• Monitor daily and seasonal changes in weather (standard/Core Knowledge)
• Use observations to describe and compare with others (standard)
• Animals and their needs (Core Knowledge)
 Advisory: Students will be assessed through daily observations and participation.
• Social Skills:
o Following instructions
o Disagreeing appropriately
o Making an apology
o Asking for help
o Sharing something
o Working with others
o Listening
o Following classroom routines/norms
• Character Development:
o Kindness
o Love of Learning
o Citizenship
o Curiosity
o Open mindedness
o Cross grade-level buddies
• Olweus: Bullying prevention program
o Building a positive classroom environment
o Identifying feelings
o Communication
o Peer relationships
o Respecting differences and promoting acceptance
18
o Quarter 3:
 Math: all topics are covered in both standards and the Core Knowledge Sequence.
Students will be assessed through weekly check-ins, exit tickets and formal unit
assessments.
• Read, write and recognize numbers to 31
• Count with and without objects forward to 31
• Compare and order whole numbers to 31
• Recognize objects in a set
• Identify, create, complete and extend simple patterns
• Recognize basic three-dimensional shapes
• Sort objects by size, shape, color and thickness
• Use basic shapes to compare to real-world objects
• Compare objects according to size, length, weigh and position
• Order two or three objects using measurable attributes
 Language Arts: all topics are covered in both standards and the Core Knowledge
Sequence. Students will be assessed through weekly check-ins, running records, highfrequency word recognition (Dolch word lists), and quarterly formal assessments
• Concepts of print
• Identify beginning, middle and ending sounds
• Blend consonant-vowel-consonant (CVC) words
• Decode consonant-vowel-consonant (CVC) words
• Identify 52 uppercase/lowercase letters
• Identify 26 letter sounds
• Identify word-families
• Read simple phrases and/or sentences
• Read and recognize assigned sight words
• Retell a story sequentially without missing important details
• Identify characters, setting and a problem/solution (plot) in a story
• Identify author’s purpose
• Name and define the role of an author/illustrator
• Recognize and name different types of text
• Use common prefixes and suffixes
• Ask and answer questions about unknown words in a text
 Writing: All topics are covered in both standards and the Core Knowledge Sequence.
Students will be informally assessed on their writing, as well as through the use of a
rubric.
• Write first and last name on lined paper using correct letter size
• Apply concepts of print to writing
• Consistently use phonemic spelling of words
• Form all 52 letters correctly
• Identify and incorporate a title of a book in writing
• Understand the difference between fact/opinion and develop own opinions
• Draw and label a matching picture to support writing
 Social Studies: Students will be assessed through observations, participation and formal
unit assessments.
• Describe American symbols, songs and traditions (standard/Core Knowledge)
• Presidents past and present (Core Knowledge)
19
• Overview of the seven continents (Core Knowledge)
 Science: Students will be assessed through observations, participation and formal unit
assessments.
• Monitor daily and seasonal changes in weather (standard/Core Knowledge)
• Nature and man-made objects (standard)
• Sort objects by color, size, shape and texture (standard)
• Introduction to magnetism (Core Knowledge)
 Advisory: Students will be assessed through daily observations and participation.
• Social Skills:
o Following instructions
o Disagreeing appropriately
o Making an apology
o Asking for help
o Sharing something
o Working with others
o Listening
o Following classroom routines/norms
• Character Development:
o Kindness
o Love of Learning
o Citizenship
o Curiosity
o Open mindedness
o Cross grade-level buddies
• Olweus: Bullying prevention program
o Building a positive classroom environment
o Identifying feelings
o Communication
o Peer relationships
o Respecting differences and promoting acceptance
o Quarter 4:
 Math: all topics are covered in both standards and the Core Knowledge Sequence.
Students will be assessed through weekly check-ins, exit tickets and formal unit
assessments.
• Read, write and recognize numbers to 31
• Count with and without objects forward to 31
• Compare and order whole numbers to 31
• Sums and differences to 10
• Compose and decompose numbers to 10
 Language Arts: all topics are covered in both standards and the Core Knowledge
Sequence. Students will be assessed through weekly check-ins, running records, highfrequency word recognition (Dolch word lists), and quarterly formal assessments
• Concepts of print
• Identify beginning, middle and ending sounds
• Blend consonant-vowel-consonant (CVC) words
• Decode consonant-vowel-consonant (CVC) words
• Add and substitute individual sounds in CVC words
• Identify 52 uppercase/lowercase letters
• Identify 26 letter sounds (long-vowels too)
20
• Identify word-families
• Read at a minimum guided reading level of D
• Read and recognize all assigned sight words
• Compare/contrast familiar stories
• Identify multiple meanings for a familiar word
• Identify and use synonyms and antonyms
 Writing: All topics are covered in both standards and the Core Knowledge Sequence.
Students will be informally assessed on their writing, as well as through the use of a
rubric.
• Apply concepts of print to writing consistently
• Consistently use phonemic spelling of words
• Form all 52 letters correctly
• Understand and use ‘s’ and ‘es’ to make nouns plural
• Voice a personal opinion about a book or topic
• Narrative writing
• Differentiate between fiction/nonfiction writing
• Draw and label a matching picture to support and add details to writing
 Social Studies: Students will be assessed through observations, participation and formal
unit assessments.
• Describe spatial information- beside, in front of, etc.. (standard)
• Identify physical and human characteristics of places (standard)
• Overview of the seven continents (Core Knowledge)
 Science: Students will be assessed through observations, participation and formal unit
assessments.
• Monitor daily and seasonal changes in weather (standard/Core Knowledge)
• Observe and compare plants and animals (standard)
• Plants and animals (standard/Core Knowledge)
• Living/Non-living things (standard)
• Taking care of the Earth (Core Knowledge)
 Advisory: Students will be assessed through daily observations and participation.
• Social Skills:
o Following instructions
o Disagreeing appropriately
o Making an apology
o Asking for help
o Sharing something
o Working with others
o Listening
o Following classroom routines/norms
• Character Development:
o Kindness
o Love of Learning
o Citizenship
o Curiosity
o Open mindedness
o Cross grade-level buddies
• Olweus: Bullying prevention program
o Anti-bullying rules
o Bullying circle
21
o
o
o
o
o
Building a positive classroom environment
Identifying feelings
Communication
Peer relationships
Respecting differences and promoting acceptance
•
Curriculum & Instructional Resources
o Math: Singapore Math, IXL Math website, counters, pattern blocks, dice
o Language Arts: Daily 5, Guided Reading, Zaner-Bloser Handwriting, Lexia website, leveled
readers
o Social Studies: Maps, globes, BrainPop website
o Science: Seasonal journal, BrainPop website
o Advisory: Olweus Anti-Bullying Curriculum, various picture books that teach character strengths
and social skills
•
Classroom Norms & Procedures
o Students are expected to be respectful participants in the classroom. This includes raising their
hands to speak, following directions, listening when someone is speaking and doing their best
work. It is also important for kindergarteners to be a caring friend.
o Students are recognized through positive praise
o Students are expected to take care of their needs independently, including unpack and pack their
backpacks, folders and water bottles, and getting ready to go outside.
o Students are expected to be willing to try new experiences.
o Homework will be sent home on Fridays and is due back the following Friday.
1st Grade
•
Course descriptions (per subject) – By the end of the school year, students will be able to meet gradelevel standards and do/understand the following:
o Math: Math instruction includes center work and whole group instruction. Assessments such as
exit tickets, observations, hands-on activities, and worksheets are done throughout each chapter.
Students are also formally assessed with a test at the end of each chapter.
 Quarter 1:Number Sense to 10, Number Bonds, and Addition Facts to 10 are covered in
Chapters 1-3.
 Quarter 2: Subtraction Facts to 10, Shapes and Patterns, Ordinal Numbers/positions, and
Numbers to 20 are covered in Chapters 4-7.
 Quarter 3: Addition and Subtraction facts to 20, Length with non-standard
measurements, picture graphs and bar graphs, Numbers to 40, and Addition/ Subtraction
to 40 are covered in Chapter 8, 9, 11, 12 and 13.
 Quarter 4: Mental Math Strategies, Calendar and Time, Numbers to 100, Addition/
Subtraction to 100, and Money are covered in Chapters 14, 15, 16, 17, and 19.
o Language Arts: Language Arts instruction includes center work and whole group instruction.
Assessments such as Running Records, exit tickets, comprehension checks, and written activities
are done throughout each quarter.
 Foundational skills and Comprehension skills are continuously taught throughout the
school year. Below are the major focuses of each quarter:
 Quarter 1: organization and basic features of print, understanding spoken words,
syllables and sounds (phonemes); comprehension skills – such as ask and answer
22
questions about key details in a text, retell stories using key details – using the following
read aloud books: Chicka, Chicka, Boom, Boom; The Kissing Hand; and The Night
Before First Grade; using writing conventions to write opinion pieces; writing topics
include – “what first graders need to be successful,” “what I like to do during recess,” and
“my favorite month is…”
 Quarter 2: organization and basic features of print, understanding spoken words, syllables
and sounds (phonemes); comprehension skills – such as identify who is telling the story,
describe character, setting and events – using the following read aloud books: Stella
Luna, The Legend of Spookley, the Square Pumpkin and We’re Going on A Leaf Hunt;
continued focus on using writing conventions as we being the process of revising written
work; writing topics include – a descriptive writing about pumpkins, a descriptive writing
about fall, and “what I will do during winter vacation.”
 Quarter 3: know and apply grade level phonics and word analysis skills when decoding
words, read with sufficient accuracy and fluency; comprehension skills – such as identify
fiction and nonfiction texts, describe characters, setting and events – using the following
read aloud books: The Mitten, Dear Mrs. LaRue and I Wanna Iguana; write
informative/explanatory text using order words (first, next, then, last); continue writing
opinion pieces and descriptive writing pieces; writing topics include – “how to build a
snowman,” “I love first grade,” and a descriptive piece about The Mitten.
 Quarter 4: know and apply grade level phonics and word analysis skills when decoding
words, read with sufficient accuracy and fluency; comprehension skills – such as identify
words and phrases that suggest feelings, compare and contrast characters in a story –
using the following read aloud books: I Need My Monster and various Core Knowledge
Fairy Tales; writing narratives and other creating texts using beginning, middle, and end;
writing topics include – “I need my monster,” “what I can do to be nice,” and first grade
memory books.
o Science:
 Quarter 1: We will focus on an introduction to Science.
• What is Science, what a scientist does, and the Scientific Method (MN State
Standards)
• Habitats and living things, pecial classifications of animals and the food chain
(Core Knowledge and MN State Standards)
• Oceans and sea life (Core Knowledge)
• Environmental change and habitat destruction (MN State Standards)
 Quarter 2: We will focus on the concepts of matter and electricity this quarter.
• Names and common examples of the three states of matter (Solids, liquid, gas)
(Core Knowledge)
• Properties of matter (temperature and measurement) (Core Knowledge and MN
State Standards).
• Electricity – basic parts of circuits, static electricity and safety rules (Core
Knowledge)
 Quarter 3: We will learn about the solar system and the earth and the moon.
• Introduction to the solar system, the sun and the eight planets (Core Knowledge)
• Geographical features of the earth’s surface (MN State Standard)
 Quarter 4: We will learn about the human body.
• Body systems: skeletal, muscular, digestive, circulatory, nervous (Core
Knowledge)
• Taking care of our body and about germs and diseases (Core Knowledge)
 Assessment: There will be a quiz or a test at the end of every Unit. Students will receive a
process and progress grade for classroom assignments each week.
23
o Social Studies:
 Quarter 1:
• The Pledge of Allegiance, the American flag and the legend of Betsy Ross (MN
State Standards and Core Knowledge)
• Geography – how to read maps using cardinal directions and spatial information
(MN State Standards)
• Our continent, country, state and community (Core Knowledge)
• The seven continents and the major oceans (Core Knowledge)
• Locate Canada, United States, Mexico, Central America, the equator and the
North and South Pole (Core Knowledge)
• Mexico long ago and today; the Mayan and Aztec people of Mexico (Core
Knowledge)
• The geography of Mexico, major landmarks in Mexico (Core Knowledge)
 Quarter 2:
• Columbus and Columbus Day (Core Knowledge)
• The Conquistadors and the search for gold and silver and the effect this had on the
Native American population (Core Knowledge)
• The story of Pocahontas and John Smith (Core Knowledge)
• The Mayflower, the Pilgrims and Thanksgiving (Core Knowledge)
• Religions from around the world (Core Knowledge)
 Quarter 3:
• Important American symbols and figures such as; the Liberty Bell, the Current
US president, the Eagle, the National Capital, (MN State Standards and Core
Knowledge)
• Martin Luther King Jr and Ruby Bridges and the importance of effective rules
(MN State Standards)
• Create timelines (MN State Standards)
• Have a mock election and learn about voting and the majority rule (MN State
Standards)
• George Washington, Thomas Jefferson and Benjamin Franklin (Core Knowledge)
• Locate the original thirteen colonies and learn about the Boston Tea Party and
Paul Revere’s ride (Core Knowledge)
 Quarter 4:
• Earth Day and the importance of recycling (MN State Standards)
• Ancient Egypt: the geography, the Nile River, floods and farming, the importance
of Pharaohs (Tutankhamen and Hatshepsut), pyramids, mummies, animal gods
and the Sphinx; how to write and decipher hieroglyphics (MN State Standards and
Core Knowledge)
• Economics – trade and barter and needs vs. wants (MN State Standards)
 Assessment: There will be a quiz or a test at the end of every Unit. Students will receive a
process and progress grade for classroom assignments each week.
o Advisory: Students will be assessed through daily observations and participation.
 Olweus
• Anti-bullying rules
• Classroom meetings
• Bullying circle
• Reporting bullying
 Social Skills & Character Strengths
24
•
•
Focus on kindness
Cross grade-level buddies
•
Curriculum & Instructional Resources
o Math:
 Curriculum: Math in Focus - Singapore Math for Grade 1, Daily 5 Math
 Manipulatives: cubes, a variety of counters, blocks, mini-clocks, fake coins, number
blocks, pattern blocks, base 10 blocks
 Websites: IXL, Brainpop.Jr
 Practices and Strategies for Families: Work on IXL and PBSkids.org at home; use
flashcards to practice adding and subtracting; practice counting objects by 1s, 5s, 10s;
practice adding and subtracting using manipulatives (legos, blocks, crayons)
o Language Arts:
 Curriculum: Core Knowledge Scope and Sequence, Daily 5 Reading, Words Their Way
Spelling, 6 Traits of Writing, Dolch Sight Words
 Manipulatives: sight word cards, foam letters, magnetic letters, letter blocks, play dough,
whiteboards, markers, crayons
 Websites: Lexia, Starfall, Brainpop.Jr, PBSkids
 Practices and Strategies for Families: work on Lexia and Starfall at home, watch for
resources throughout the year from the teachers, use flashcards to practice sight words,
practice making sight words using a variety of materials, practice holding a pencil the
correct way, practice making letters in the correct form, write and illustrate stories about
your day or special events, write about a picture or special memory.
o Science:
 Curriculum: Core Knowledge Scope and Sequence, Foss science kits
 Manipulatives: puzzles, books
 Websites: Brainpop.Jr, Turtle Diary
 Practices and Strategies for families: review topics from the weekly newsletter by having
your child recall things learned
o Social Studies:
 Curriculum: Core Knowledge Scope and Sequence
 Manipulatives: flags, maps, globes, compass, books, stories, pictures, sarcophaguses,
pyramids, Scholastic News
 Websites: Brainpop.Jr, History, Google Maps
 Practices and Strategies for families: review topics from the weekly newsletter by having
your child recall things learned.
o Advisory:
 Olweus Anti-Bullying Curriculum
 Various picture books that teach character strengths and social skills
•
Classroom Norms & Procedures
o Bathroom Breaks: First grade is the first year at Paideia that we do not have a bathroom in the
classroom. Teachers will schedule a morning and afternoon all class bathroom break. Students
will also be allowed to take independent trips to the bathrooms as needed. Teachers will monitor
unnecessary trips to minimize loss of learning time. Parents should contact their child’s
classroom teacher as soon as possible with any specific concerns.
o Classroom Assignments & Activities: All classroom assignments should be completed in the
classroom. If a student does not finish an assignment because he/she is not following directions
or giving the assignment 100% of his/her energy, the assignment will be sent home that day as
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homework. The assignment will be due the following school day. Please check your child’s
backpack every day for notes, finished assignments and unfinished assignments.
Parent Volunteers: We will begin scheduling time for parent volunteers in the second week of
school. We will send home a Volunteer Information page. Please let us know if you are able to
volunteer and what days and times work for you. All parent volunteering must be pre-arranged
and noted in the office. When we schedule field trips we will send home a note asking for
volunteers to come with.
Snack: We will have a snack break every day. Students must bring a healthy snack to school if
they would like to eat a snack during these times. Crackers, fruit, vegetables, granola bars, etc.
are acceptable healthy options. Cookies, candy and chips are not acceptable snacks for this time.
Any foods containing peanuts or nuts are not permitted because of allergies.
Water Bottles in the Classroom: Water bottles are encouraged in the classroom. Students
should bring their bottles filled and ready for the day. Water bottles with a spill proof top are
preferred. Students will keep their water bottles at their desk during the day. Water bottles are
not allowed in the classroom library or near the computers, iPads or Smart Board. If a student’s
water bottle becomes a problem in the classroom, the teacher reserves the right to restrict water
bottle access or ask the student to put the water bottle in his/her backpack for the rest of the day.
Students who do not have a water bottle will be allowed to take water breaks to the drinking
fountain when appropriate.
Homework: Weekly homework will be sent home on Fridays and is due the following
Thursday.
2nd Grade
•
Course descriptions (per subject) – By the end of the school year, students will be able to meet gradelevel standards and do/understand the following:
o Math
 Quarter One:
• Addition/subtraction basic facts and strategies (based on MN Standards) and fact
families (based on Core Knowledge)
• Read, write, and represent numbers to 1,000 (based on MN Standards)
• Place value—ones, tens, hundreds (based on MN Standards)
• Ten more, ten less, 100 more, 100 less (based on MN Standards)
• Compare and order numbers(based on MN Standards)
• Even/Odd Numbers (based on Core Knowledge)
• Use a number line (based on Core Knowledge)
 Quarter Two:
• 2-digit addition and subtraction with regrouping (based on MN Standards) and 3-digit
addition and subtraction with regrouping (based on Core Knowledge)
• Solve real-world word problems (based on MN Standards)
• Mental strategies for addition and subtraction (based on MN Standards)
• Round to the nearest 10 and 100 (based on MN Standards)
• Estimate sums and differences (based on MN Standards)
 Quarter Three:
• Measure in inches and centimeters (based on MN Standard ) and measure line segments
to ½ inch, use abbreviations for feet, and inches (based on Core Knowledge)
• Number patterns/skip counting (based on MN Standards)
• Repeated addition and subtraction (based on MN Standards)
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•
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Beginning multiplication (facts by 1, 2, 3, 4, 5, and 10) (based on Core Knowledge)
Graphing—bar graphs, tallies, charts (based on MN Standards)
Money—identifying and counting coins (based on MN Standards), adding and
subtracting dollar and coin amounts and write amounts using a decimal point
(based on Core Knowledge)

Quarter Four:
• Tell time to quarter hour (based on MN Standards) and to the nearest five-minute
interval (based on Core Knowledge)
• Solve for unknowns in equations (using a letter for the unknown) (based on MN
•
•
•
Standards)
Use fact families to solve for missing numbers (based on MN Standards)
Symmetry (based on Core Knowledge)
Identify line segments as horizontal, vertical, perpendicular, parallel (based on Core
Knowledge)
• Describe and compare 2-D and 3-D shapes (based on MN Standards)
Assessments (Every Quarter)
• Fact Checks (basic addition and subtraction) or math sprints (weekly)
• Unit tests (approximately three per quarter)
• Pre-unit assessments (approximately three per quarter)
• Independent work samples (approximately three per week)
o Language Arts
 Quarter One:
• Story structure (based on MN Standard) Plot and characters (based on Core Knowledge)
• Fiction stories based on Core Knowledge
• Context clues (based on MN Standard)
• Grammar: Capitalization, nouns, verbs, adjectives, and adverbs (based on MN Standard

•
•
and Core Knowledge)
Spelling patterns (small group instruction based on spelling inventory) (based on MN
Standard)
Narrative writing (based on MN Standard) and use beginning, middle, and end (based on
Core Knowledge)

• Writing Process (based on MN Standard)
Quarter Two:
• Folktales/Fables: finding the central message and comparing two versions (based on
•
•
•
•
•
•
MN Standard and Core Knowledge)
Non-fiction text features (based on MN Standard)
Long vowel patterns and other spelling patterns (based on MN Standard)
Dictionary usage (based on MN Standard)
Shades of meaning (based on MN Standard) and synonyms and antonyms (based Con ore
Knowledge)
Context clues, fluency strategies (based on MN Standard)
Writing letters (based on Core Knowledge) and appropriate use of commas (based on MN
Standard)

• Opinion writing (based on MN Standard)
• Writing process (based on MN Standard)
Quarter Three:
• Character development/point of view (based on MN Standard and Core Knowledge)
• Main Idea and reasons/details (based on MN Standard)
• Context clues and fluency strategies (based on MN Standard)
• Author’s purpose (based on MN Standard)
• Prefixes/suffixes (based on MN Standard)
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• Irregular plural nouns (based on MN Standard)
• Apostrophes, contractions, possessives (based on MN Standard and Core Knowledge)
• Informative/explanatory writing (based on MN Standard)
• Writing process (based on MN Standard)
Quarter Four:
• Poetry (based on MN Standard) and using senses, similes/metaphors, rhyme, limericks,
lyric poems (based on Core Knowledge)
• Connections between series of events, scientific ideas or concepts, or steps in
technical procedures (based on MN Standard)
• Compare/Contract nonfiction books (based on MN Standard)
• Reflexive pronouns (based on MN Standard)
• Context clues and fluency strategies (based on MN Standard)
• Formal/informal English (based on MN Standard)
• Informative and explanatory writing (based on MN Standard) and writing reports (based
on Core Knowledge)
• Research/writing (science) (based on MN Standard)
• Writing process (based on MN Standard)
• Multimedia collaboration (Insect Power point presentations) (based on MN Standard)
 Assessments (Every Quarter)
• Running Record: Students should be at level M by the end of second grade
(assesed quarterly and as necessary)
• Sight word check (quarterly until full list is mastered)
• Fluency: Students should be reading at an average of about 90 words correctly per
minute by the end of the year (assessed quarterly).
• Spelling Tests: Weekly
• Spelling inventory
• Writing samples using teacher created rubrics (at least four per quarter)
• Independent work samples (weekly)
o Science
 Quarter One:
• Measure, record and describe weather using common tools (based on MN Standards)
• Design and build a tool to show wind direction (based on MN Standards)
• States of matter-water (based on MN Standards)
• Water Cycle (based on Core Knowledge)
• Seasonal Cycle(based on Core Knowledge)
 Quarter Two:
• Make and record observations (based on MN Standards)
• Explain how engineered or designed items benefit people (based on MN Standards)
• Describe objects in terms of color, size, shape, weight, texture, flexibility,
strength, and types of materials in the object (based on MN Standards)
• Change in position (forward, backward, going up, going down) (based on MN
Standards)

• Demonstrate objects move in a variety of ways (based on MN Standards)
• Force and Gravity (based on MN Standards and Core Knowledge)
• Simple Machines (based on Core Knowledge)
• Magnets (based on Core Knowledge)
Quarter Three:
• Describe characteristics of plants at different stages of their life cycle (based on MN
Standards and Core Knowledge)
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Life cycles of plants, chicken, frog, butterfly (birth, growth, reproduction, death)
(based on Core Knowledge)
Human Body—teeth, saliva, digestive system, urinary system (based on Core Knowledge)
Cells make tissues, tissues make organs, organs work in systems, microscope
(based on Core Knowledge)

Quarter Four:
• Make observations and note what happens when you interact with an object
(insects and plants) (based on MN Standards and Core Knowledge)
• Describe characteristics of plants (based on MN standards)
• Plants: need space, water, nutrients and air (based on MN standards)
• Insects (based on Core Knowledge)
• Plants-seed to plant life cycle (based on Core Knowledge)
 Assessments:
• Unit tests or quizzes (approximately twice per quarter)
• Projects (determined by unit)
• Independent work samples
• Observation notebooks or journals (insect and plant journals)
• Power point presentation (Spring quarter)
o Social Studies
 Quarter One:
• Geography-using maps and cardinal directions (based on MN standards and Core
Knowledge)
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
Use and create timelines including personal timelines (based on MN standards)
Native Americans—Dakota and Anishinaabe (based on MN standards)
Quarter Two:
• Citizenship/Government-importance of constitutions, voting skills and process,
and rules, rights and responsibilities (based on MN standards)
• U.S. Constitution and immigration and citizenship (based on Core Knowledge)
• Economics—making goals and choices, trade-offs and opportunity costs, money
as an item used in making exchanges and classifying resources (based on MN
standards)

Quarter Three:
• Civil War (based on Core Knowledge)
• Civil Rights leaders and how people’s lives have changed over time (based on MN
standards and Core Knowledge)
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•
Create sketch maps (based on MN standard)
U.S. Landmarks and physical features (based on MN standards and Core Knowledge)
 Quarter Four:
• Human impact and environments effect on people (based on MN standard)
• World Geography—continents (based on Core Knowledge)
• Ancient China and India (based on Core Knowledge)
• Ancient Greece (based on Core Knowledge)
 Assessments:
• Unit test or quiz (approximately three times per quarter)
• Projects (determined by unit)
• Independent work samples (at least five per quarter)
o Advisory (skills to be taught and incorporated throughout our day): Students will be
assessed through daily observations and participation.
 Social Skills & Character Development:
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• Focus on gratitude
• Cross grade-level buddies
Olweus:
• Anti-bullying rules
• Classroom meetings
• Bullying circle
• Reporting bullying
Curriculum & Instructional Resources
o Math
 Math in Focus: Singapore Math Grade 2
 Online resources: IXL, education.com, brainpopjr.com, SMART exchange
 Manipulatives: Counters, clocks, shapes, base ten blocks, dice, cards, pattern blocks,
rulers, etc.
 Games (using cards, dice, etc.)
 Math strategies: add on, double plus one, hundreds chart, number line, skip counting, fact
families, doubles minus one, etc.
o Language Arts:
 Fountas and Pinnell leveled library for leveled reading groups (by second quarter)
 Dolch sight words
 Daily 5 and CAFÉ strategies
 Differentiated spelling sorts each week using Words Their Way
 Online resources: readinga-z.com, brainpopjr.com, education.com, Lexia, IXL
 Read aloud books that include the Core Knowledge stories and books
 Poem of the week
 Online resources: education.com, brainpopjr.com, etc.
 Thinking maps and graphic organizers
 Teacher created rubrics
 The Write Source as a teacher reference
o Science:
 Core Knowledge Sequence
 Foss Kits (magnets, insects,)
 Online resources: brainpop.com, brainpopjr.com, discoveryed.com
o Social Studies:
 Trade books and selected Core Knowledge stories
 Pearson Learning Core Knowledge History and Geography Level 2
 Online resources: brainpop.com and brainpopjr.com, discoveryed.com, etc.
o Advisory:
 Olweus Anti-Bullying Curriculum
 Various picture books that teach character strengths and social skills
•
Classroom Norms & Procedures
o Rules: Listen and follow directions right away. Be helpful and kind to everyone. Take care of our
classroom and belongings. Work quietly and stay on task. Keep your body in control.
o Snack: Students may bring one healthy snack each day. (No cookies, cake, chips, candy or juice
please!) No nuts permitted in the classroom due to allergies.
o Water Bottles: Students are encouraged to have a water bottle at school so that they do not need to
leave the room to stay hydrated. All water bottles should be clearly labeled and MUST have a
secure lid. Only water is permitted in their water bottles.
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o Helper of the Day: Each class will have two helpers of the day. These helpers will help pass out
papers, be line leaders, and assist the teacher with other things throughout the day.
o Star of the Week: Each week one student will be the star of the week. The student will be able to
bring and share 5 pictures and complete an All About Me poster that we will provided by the
teacher. The photos and All About Me poster will be displayed in the classroom for the week.
o Homework: Students will receive a homework packet on Friday and will return it the following
Friday. If they complete the homework and have at least three green (or better) days that week, they
get to go to the treasure box. Absent work will be sent home with the student the day they return.
They will have three days to complete the missed work and return it to their teacher.
3rd Grade
•
Course descriptions (per subject) – By the end of the school year, students will be able to meet gradelevel standards and do/understand the following:
o Language Arts:
 Quarter 1:
• Fluency, comparing and contrasting fiction and non-fiction texts written by the
same author, predictions and making connections to illustrations in a text.
 Quarter 2:
• Asking and answering questions about a fiction and non-fiction text, fluency,
determining the central message and key details of a fiction and non-fiction text,
how to describe characters in a text, determining the cause and effect of a nonfiction text and summarizing a text.

Quarter 3:
• Context clues in both fiction and non-fiction, fluency, determining parts of a text
in a fiction and non-fiction text, summarizing, retelling, identifying the point of
view in a fiction and non-fiction text and synthesizing.
 Quarter 4:
• Synthesizing, inferring, analyzing, critiquing and reading fluency. By the end of
third grade the students should be reading at a guided reading level Q.
o Writing:
 Quarter 1:
• Spelling patterns, punctuation, prefixes and suffixes and how to use a dictionary
and thesaurus.
 Quarter 2:
• Spelling patterns, nouns and pronouns, verbs, adjectives, sentence structure,
paragraph structure, editing and narrative writing.
 Quarter 3:
• Spelling patterns, similes, metaphors, descriptive writing, writing with a voice,
informative writing, persuasive writing and figurative language.
 Quarter 4:
• Spelling patterns, synonyms, antonyms and how to write a friendly letter.
o Math:
 Quarter 1:
• Numbers to 10,000, mental math and estimation, addition and subtraction, using
bar models with addition and subtraction and multiplication tables 6-9.
 Quarter 2:
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Continue to work on multiplication tables 6-9, multiplication, division, using bar
models to solve multiplication and division problems.
 Quarter 3:
• Money, time and temperature, bar graphs and line plots, fractions and area and
perimeter.
 Quarter 4:
• 2-dimensional shapes, metric length, mass and volume, real-world problems with
measurement, customary length, weight and capacity and angles and lines.
o Science:
 Quarter 1:
• Classifying animals according to their characteristics, different classes of
vertebrates, habitats, the food chain, ecosystems and man-made threats to the
environment.
 Quarter 2:
• Light and optics, sound, the scientific process and vision.
 Quarter 3:
• The universe, galaxies, our solar system, planetary motion, asteroids, comets,
black holes, eclipses, stars/constellations, the moon and gravity.
 Quarter 4:
• The human body, the skeletal system, the nervous system, hearing and hearing
protection.
o Social Studies:
 Quarter 1:
• Civic skills, governmental institutions and political processes, economic
reasoning skills, personal finance, geospatial skills, human systems, historical
thinking skills, people, culture and change over time and world history.
 Quarter 2:
• History and spatial sense
 Quarter 3:
• Rivers of the world, the Vikings and Ancient Rome
 Quarter 4:
• The Earliest Americans, early exploration of North America and the 13 colonies
o Advisory (skills to be taught and incorporated throughout our day): Students will be
assessed through daily observations and participation.
 Social Skills & Character Development:
• Focus on bravery
• Cross grade-level buddies
 Olweus:
• Anti-bullying rules
• Classroom meetings
• Bullying circle
• Reporting bullying
•
Curriculum & Instructional Resources
o Language Arts:
 Manipulatives/Resources:
• Word banks, graphic organizers, Judy Blume book study, Beverly Cleary Book
Study, The Paper Boy, Subway Sparrow, There Was An Old Lady, First Day
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Jitters, Alexander and the Terrible, Horrible, No Good, Very Bad Day, Enemy
Pie, Tales of a Fourth Grade Nothing
 Curriculum used:
• The Daily 5: Fostering Literacy Independence in the Elementary Grades
 Online resources:
• BrainPop, Scholastic, IXL
 Assessments:
• Guided reading group assessments, fluency checks, running records, DDI
assessments, MCA assessment (fourth quarter)
o Writing:
 Manipulatives/Resources:
• Cursive notebook, graphic organizers, dictionaries, thesauruses, sentence strips,
 Curriculum used:
• 6+1 Traits of Writing, Words Their Way Spelling
 Online resources:
• Scholastic, BrainPop, IXL
 Assessments:
• Weekly spelling quizzes
o Math:
 Resources/Manipulatives:
• Place value chart and chips, base-10 blocks, model drawing posters, choice
boards, play money, student clocks, thermometers, linking cubes, geoboards,
rulers and scales.
 Curriculum used:
• Math in Focus: Singapore Math Curriculum
 Online resources:
• MobyMax, IXL, Math in Focus website, BrainPop
 Assessments:
• The students will take the following chapter assessments: 1, 2, 3, 4, 5 (first
quarter), chapter assessments 6, 7, 8, 9 (second quarter), chapter assessments 10,
13, 14, 16, 19 (third quarter), chapter assessments 11, 12, 15, 18, 17 (fourth
quarter). Each quarter the students will take a DDI assessment. The students will
be given exit tickets to complete at the end of math class some days during the
week. The students will have IXL weekly practice topics to complete. In fourth
quarter the students will take the MCA assessment.
o Science:
 Resources/Manipulatives:
• Science word wall, Cactus Hotel, What are Food Chains and Webs?, What Your
Third Grader Needs to Know, River Ran Wild, Peter’s Place, A True Book:
Recycling, TrueFlix, Galaxies, Galaxies, Gravity is a Mystery, glow in the dark
constellations, Magic School Bus: “Inside the Human Body”
 Curriculum used:
• FOSS science kits
 Online resources:
• BrainPop, Discovery Education, Glogster
 Assessments:
• Animal classification journal and assessment (first quarter), ecology assessment
(first quarter), scientific method journal (second quarter), light and optics journal
(second quarter), sound journal and assessment (second quarter), planet research
project (third quarter), GLOG project (third quarter), planet group project (third
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quarter), planet assessment (third quarter), human body assessment (fourth
quarter), nervous system assessment (fourth quarter), hearing assessment (fourth
quarter). Throughout the school year the students will also be completing
worksheets in Science and at least one time a week be asked to complete an exit
ticket at the end of Science to check for understanding and comprehension.
o Social Studies:
 Resources/Manipulatives: Pearson Learning Core Knowledge – History & Geography
 Curriculum used: Core Knowledge Scope & Sequence
 Online websites used:
• BrainPop, Discovery, Scholastic
 Assessments:
• Project binder, Spatial sense/geography assessment (third quarter), Rivers of the
world assessment (third quarter), Ancient Rome assessment (third quarter),
Viking assessment (fourth quarter), early explorers assessment (fourth quarter),
earliest Americans assessment (fourth quarter), 13 colonies assessment (fourth
quarter)
o Advisory:
 Olweus Anti-Bullying Curriculum
 Various picture books that teach character strengths and social skills
•
Classroom Norms & Procedures
o Take Home Folders: Your child will be bringing home a green “take home” folder each night,
which will contain necessary communication information between school and home. Please
examine papers for opportunities to learn about your child’s day, pertinent information, or
necessary signatures. As often as possible, important forms that come home and need to be
returned to school will be printed on bright pink paper – if you see something pink, please pay
extra attention!
o Snack and Water Bottles: We encourage you to send a healthy snack with your child each
morning; please do not send chips or cookies, as these are not healthy options. Snacks
containing peanuts will not be allowed in either classroom. If you send a snack that requires a
spoon, please also include a spoon. Water bottles are allowed and encouraged. They will be sent
home at least once a week to be washed.
o Field Trips: We will be taking various field trips throughout the year that tie in with what we are
learning in third grade. Families will be given advanced notice of the field trip destination, the
cost of the field trip, and we will ask for volunteers to help chaperone. Please remember that
field trips are a privilege.
o Planners: Planners will be sent home each night with your child. Each day, you can expect to
see an outline of what we are doing in each subject area. Throughout the day, students will be
able to check off activities that they have completed successfully. At the end of the day, work
that has not been checked off turns into homework that is expected to be completed by the
beginning of the next school day. This process provides a great opportunity for you to discuss
your student’s day with him/her to constantly monitor how things are going at school. Please
sign your student’s planner each day to let us know that the homework has been completed and
that you are keeping up to date on daily classroom behavior and happenings.
o Classroom Rules: Each third grade classroom will come up with a set of classroom rules to
follow. The rules will be decided on as a community and then each student will sign the rule
sheet agreeing to follow them. The rules will be created during the first week of school.
o Homework: Homework will be sent home on Fridays and will be due the following Friday.
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4th Grade
•
Course descriptions (per subject) – By the end of the school year, students will be able to meet gradelevel standards and do/understand the following:
o Reading:
 All Quarters:
• Participate in the Daily 5 Model
• Participate in leveled reading groups
• Participate in literature circles and student guided discussions
• Read and interpret Core Knowledge poetry
• Be exposed to Core Knowledge novels
• Study roots and affixes of grade-level vocabulary
• Create book projects
 Assessments:
• Weekly reading group work
• Book projects
• Monthly vocabulary quizzes
o Writing:
 Quarter One:
• Study and review MN Language benchmarks
• Introduce the 6+ Traits of Writing
• Introduce the writing process
• Assessments:
o Periodic language benchmark quizzes
o Final writing pieces
 Quarter Two:
• Continue to review MN Language benchmarks
• Use the writing process to complete a descriptive and narrative paragraph
• Assessment:
o Final drafts of paragraphs
 Quarter Three:
• Use the writing process to write a variety of poems
• Present poems
• Assessment:
o Final draft of poems
o Spoken word performance
 Quarter Four:
• Use the writing processes to write a multi-paragraph essay
• Assessment:
o Final draft of essay
o Math:
 Quarter One Units (Based on 4th Grade State Standards):
• Place Value
• Multiplication and Division
• Estimation and Rounding
 Quarter Two Units (Based on 4th Grade State Standards):
• Data Analysis (tables, graphs, etc.)
• Fractions (equivalent, locating on a number line, adding and subtracting with like
denominators)
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• Decimals (read, write, compare and round to the thousandths)
• Algebra (input/output tables)
 Quarter Three Units (Based on 4th Grade State Standards):
• Angles
• Quadrilaterals
• Triangles
• Transformations
 Quarter Four Units (Based on 5th Grade State Standards)
• Decimals (adding and subtracting)
• Measures of Central Tendency (mean, median, mode, and range)
• Fractions (common denominators and simplification)
• Real World Problems
 Assessments: A unit test will be given after each unit.
o Social Studies:
 Quarter One Units (Based on State Standards)
• Government (tribal government, leaders)
• Economics (markets, decision making)
• Geography (latitude and longitude, North America)
• Assessments: Unit assessments will include written assessments and projects.
 Quarter Two Units (Based on State Standards)
• Geography: States and Capitals
• Assessments:
o Weekly states and capitals quizzes by region
o Quarter long at-home project
 Quarter Three Units (Based on State Standards)
• Geography: Physical and Human Characteristics
• Geography: How Geographic Features Affect People and Resources
• History: Immigration to Minnesota
• Assessments: Project based assessments for each unit
 Quarter Four Units (Based on Core Knowledge)
• Middle Ages and Castles
• African Kingdoms
• Assessments:
o Written assessment (essay)
o Coat of Arms Project
o Quarter long at-home castle project
o Science:
 Quarter One Units (Based on State Standards):
• Body Defense Systems
• Rocks and Minerals
• Assessments:
o Disease Poster
o Quarter long at-home project – Rocks and Minerals
 Quarter Two Units (Based on State Standards)
• Electricity
• Assessments:
o Periodic quizzes
o In-class labs
 Quarter Three Units (Based on State Standards)
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•
Chemistry
Assessments:
o Periodic quizzes
o In-class labs
 Quarter Four Units (Based on Core Knowledge)
• Respiratory System
• Circulatory System
• Assessments:
o Unit tests
o Advisory: Students will be assessed through daily observations and participation. Skills to be taught
and incorporated throughout our day:
 Social Skills & Character Development:
• Organization
• Team Building
• Working in a Group
• Olweus Training
• Collaborative Work
• Empathetic Communication
• Cross grade-level buddies
 Olweus
• Anti-bullying rules
• Classroom meetings
• Bullying Circle
• Reporting bullying
•
Curriculum & Instructional Resources
o 6+1 Traits of Writing
o The Daily 5: Fostering Literacy Independence in the Elementary Grades
o Math in Focus: Singapore Math Grade 4
o Core Knowledge Curriculum
o Foss Science Kits
o Advisory: Olweus Anti-Bullying Curriculum, various books that teach character strengths and social
skills
o Fourth grade possible literature books: Your child may be reading one or more of the following
books in their reading group this year. Please check the list over and let us know as soon as possible
if you have any questions or concerns about books.
 Bud, Not Buddy – Christopher Curtis
 BFG – Roahl Dahl
 Hatching Magic – Ann Dowling
 Old Yeller – Fred Gipson
 Where the Red Fern Grows – Wilson Rawls
 How to Eat Fried Worms – Thomas Rockwell
 Out of the Dust – Karen Hesse
 Bridge to Teribithia – Katherine Patterson
 The Thief Lord – Donna Diamond
 Black Beauty – Anna Sewell
 20,000 Leagues Under the Sea – Jules Verne
 Frindle – Andrew Clements
 Mouse and the Motorcycle – Beverly Cleary
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Maniac Magee – Jerry Spinelli
Meet the Applewhites - Stephanie S Tolan
Classroom Norms & Procedures
o Planners: Students will be responsible for writing what we are learning in classes, assignments, and
important dates or information. Planners will be sent home nightly to be signed/initialed by an adult
at home as a way to be aware of what is going on in class on a daily basis.
o Field Trips: Volunteers will be requested close to each field trip. Interested names will be drawn at
random. Priority will be given to parents who have not attended a 4th grade trip yet.
o School Store: Students can earn classroom “brain bucks” as a reward for good behavior, outstanding
academics, as well as completing their classroom job. Brain Bucks will be used to buy individual
and classroom rewards, as well as from our school store on Fridays. We welcome small prize
donations for our store. We love pencils, pens, markers, stickers, dollar bin items!
o Meetings: We will hold weekly class meetings.
o Leaving the Room: Students must ask permission to leave the room for any reason and take a pass.
o Class Rules: Students will work with the guidance from teachers to develop classroom rules.
o Snacks: Students are encouraged to bring a nutritious snack each day. Students may also have
regular water in the classroom.
38
UPPER ACADEMY ACADEMICS & GUIDELINES
CURRICULUM & INSTRUCTION
The Paideia Upper Academy, Grades 5-8, supports the Paideia mission and vision by using the Core Knowledge
Sequence and other research-based curricula to help Fifth through Eighth Grade students meet the required
Minnesota State Standards and strengthen and apply the foundational skills they developed in the Lower
Academy. Arts, Music, Technology, Spanish, Latin, and Classical Studies are all included in each child’s
program, and a variety of teaching models are utilized to support students with diverse strengths and challenges.
For more information on the Minnesota State Standards, please visit:
http://education.state.mn.us/MDE/EdExc/StanCurri/K-12AcademicStandards/index.htm.
•
LANGUAGE ARTS – The Language Arts program in the Upper Academy is designed to develop
students’ literacy skills through explorations in fiction and non-fiction literature. The curriculum is designed to
support independent learning, critical thinking, and logical analysis as students collaboratively analyze texts,
make connections between and among texts, themselves, and the world, examine cause and effect, and develop
additional comprehension skills.
•
SOCIAL STUDIES – The Social Studies program supports students to study geography, history,
economics, and citizenship & government as a framework for understanding current events and the world
around us. Students engage in the examination of art, science, literature, philosophy, and politics as they delve
deeper into Social Studies standards and develop their logic skills.
•
MATH – In the Upper Academy, students’ math classes are designed to prepare them with the
knowledge and skills they will need to be successful in high school and college math. The Pre-Algebra and
Algebra courses require students to develop and use effective problem-solving skills and increase their abilities
to think abstractly. Students will use a variety of resources to support them in groups and individually.
•
SCIENCE – The goal of the Upper Academy science program is for students to participate in hands-on,
inquiry-based activities that support them in understanding and being able to explain the nature of science and
what scientists currently know about our world. A variety of resources are used to support students’
development of science knowledge and skills, as well as literary connections to science.
•
CLASSICAL STUDIES – Students in grades 5-8 participate in Classical Studies, a course in which they
explore the influences of Greece and Rome on western society, engage in vocabulary and word study, and read
and analyze myths and ancient stories.
•
LATIN – Upper Academy students are introduced to the Latin language and culture through the use of
the Latin for Children series and Prima Lingua in grades 5-6 and through the use of the Latin Alive! series in
grades 7-8. Upper Academy students develop their Latin knowledge through a variety of teaching and learning
techniques.
•
SPANISH – Upper Academy students continue their learning of the Spanish language and culture
through use of the text Avancemos, which focuses on learning Spanish through real-life connections while
exploring a variety of cultures. Upper Academy students sharpen their Spanish reading, writing, speaking, and
listening skills through a variety of teaching and learning techniques. Upper Academy Spanish instruction
prepares students for future Spanish study in high school and beyond.
•
ART – The Art program follows the Core Knowledge Sequence, which emphasizes an interdisciplinary
approach to Art History, introducing students to key movements of each period. Students are encouraged to
gain an appreciation for the interpretation of art, issues and viewpoints about art, understand the styles,
influences, and themes in art, and the historical and cultural contexts in which the art was generated. Students
will participate in art-making to support and expand their understandings and ability to make connections.
•
MUSIC – Music remains as a core subject in the Upper Academy. Fifth through eighth grade students
at Paideia build on their Lower Academy music instruction in their General Music class through the study of
music history, theory, and appreciation.
•
PHYSICAL EDUCATION – Upper Academy students continue to develop their fitness and wellness
through individual and team activities during their Physical Education class. Increasing emphasis is placed on
teamwork and skill development in the upper grades.
39
•
HEALTH - Students in grades 5-8 receive Health instruction one time per week. Instruction focuses on
the National Health Education Standards, including health promotion, social and cultural factors on health
behaviors, access to valid health information and services, interpersonal communication skills, healthy decisionmaking skills, goal-setting, and the ability to advocate for self, family, and community.
•
ENRICHMENT COURSES – Students in the Upper Academy are encouraged to explore their interests
and get extra academic support in a variety of enrichment courses in seventh and eighth grades. These courses
include opportunities for students to develop their creativity and imagination and delve deeper in desired
content areas through the following course offerings: Band, Orchestra, Choir, Artistic Expression, and
Reading/Math/Writing Foundations.
•
TECHNOLOGY – Upper Academy students will receive computer technology instruction once per
week. The instruction will follow ISTE Standards, which include the teaching of research & information
fluency, presentation, communication, and digital citizenship. The overall goal is for the student to acquire
technology fluency which supports their learning on into high school and beyond and prepares them for the
changing technology landscape of the 21st century.
GRADING POLICY
Upper Academy students (Grades 5-8) will receive grades according to the following scale for core academic
classes (Math, Language Arts, Science, and Social Studies). Grades are determined based on the following three
categories: Progress, Process, and Performance. Each category will be weighted differently in grades 5-8, per
the chart below. Items graded under the Progress category may include, but are not limited to – homework,
journals, rough drafts, graphic organizers, exit tickets, independent practice activities, and lecture notes. Items
graded under the Process category may include, but are not limited to – group work, participation, prepared
response, academic behaviors, warm-ups, productive use of class time, and peer or self-evaluations. Items
graded under the Performance category may include, but are not limited to – quizzes, tests, projects, and reports.
Grades for some specialist classes (Spanish, Latin, and Classical Studies) will also be determined according to
the scale below, but will only consist of one overall grade for the class. Students’ specials grades will not be
weighted according to Progress, Process, and Performance.
Grad
e
A
AB+
B
BC+
C
CD+
D
DF
Grade
5-6
7-8
Progress
40%
30%
Master Level
(percents)
92+
90-91
88-89
82-87
80-81
78-79
72-77
70-71
68-69
62-67
60-61
<60
Process
10%
10%
Performance
50%
60%
40
Grades for other specialist classes (Physical Education, Health, Music, Technology, and Enrichment Courses)
will be determined according the scale below and will only consist of one overall grade for the class.
Grade
E
M
P
N
Mastery Level
Exceeds Standards
Meets Standards
Partially Meets Standards
Not Meeting Standards
In Advisory, students will be graded on a pass/fail basis. Passing grades are awarded for scores above 70%.
***Please check Schoolview frequently to view grades for your child, and encourage your child to do the same.
REPORT CARDS
Report cards will be issued for all students at the end of each quarter on Schoolview – the Academy’s student
information reporting system. Parents/guardians are expected to carefully review the report card and contact the
teacher with any questions or concerns. Report cards have been specifically designed to reflect competencies in
state standards Sections for behavior and classroom participation are also included. Formal conferences will
be scheduled with each family at least twice per annum and informal conferences should be conducted
throughout the year as initiated by either the teacher, family or both.
HOMEWORK POLICY
Homework contributes toward building responsibility, self-discipline and lifelong learning habits. It is the
intention of the Paideia Upper Academy staff to assign relevant, challenging and meaningful homework
assignments that reinforce classroom learning objectives. Homework should provide students with the
opportunity to apply information they have learned, complete unfinished class assignments, and develop
independence. Homework grades may be modified based on students’ individual needs (i.e. IEP, 504 Plans).
In Upper Academy, daily homework will be assigned to support core content knowledge and skill development.
Weekly homework will also be assigned for the following specialist classes: Spanish, Music, Classical Studies,
and Latin. Students in grades 5-6 should expect to spend up to 5 hours each week working on required
homework. Students in grades 7-8 should expect to spend up to 6 hours each week working on required
homework. Students requiring remedial support may be provided with additional work to do at home. Students
may also be provided with optional enrichment activities and assignments to complete at home.
Homework assignments may include:
•
Practice exercises to reinforce classroom instruction
•
Preview assignments to prepare/develop background for subsequent lessons
•
Extension activities to transfer new skills or concepts to new situations
•
Creative tasks to integrate skills toward the production of a response or product
Students are expected to:
7.
Complete assignments neatly and on time.
8.
Schedule time wisely to meet assignment deadlines.
9.
Attend school regularly and come prepared.
10.
Get assignments when absent and complete them for the following day.
11.
Always complete homework assignments, even if late.
12.
Seek assistance from teachers, parents/guardians or caregivers if necessary.
Parents/guardians or guardians can help in the following ways:
41
9.
10.
11.
12.
13.
14.
15.
16.
Show an interest in your child’s work.
Provide a place and time for quiet study.
Assist in practicing with homework concepts, such as vocabulary and computations.
Encourage reading at home, and listen to your child read.
Review the homework for neatness and completeness.
Refrain from doing the work for your child; encourage responsibility.
Discuss problems related to home study with your child’s teacher.
Encourage and support student to complete homework at a high standard.
Teachers will help in the following ways:
1.
Provide checkpoints for long-term assignments.
2.
Give no more than two major tests in one day.
4.
Provide clear directions for assignments, format, and due date.
5.
Keep daily records of homework assignments.
6.
Provide feedback on homework appropriately and promptly.
7.
Alert parents/guardians of any developing problems concerning their student’s homework and suggest
strategies parents/guardians can use to assist their children with work at home.
GRADE PROMOTION POLICY (Grades 5-8)
Students at Paideia Academy are promoted from one grade to the next when they have demonstrated that they
have adequately met the required standards and benchmarks at their grade level. If a student has not
demonstrated adequate progress, his/her teacher and the Dean of Students will request a meeting to develop a
plan that may include options such as: attending Title I services, completing additional work/assignments at
home, repeating a grade level, etc. If a student fails the second semester in two core courses (Math, Language
Arts, Science, and Social Studies) in grades 5–8, it is possible that he/she may not be promoted to the next
grade.
STUDENT GROUPINGS
Paideia Academy staff members work hard to ensure that all classes are heterogeneous and that all students are
poised for success. Each spring, the 5-8 teachers and Dean of Students meet to place students into classes for
the following school year and grade level based upon a number of factors: students’ individual academic and
social-emotional needs, gender balance, classroom behavior, etc. Paideia Academy does not honor requests
from families for placement with a specific teacher or with or away from another student. Family members are
certainly welcome to share concerns with administration, but we cannot guarantee any specific placement.
Please keep in mind that even after classes are created, things change over the summer—families move,
parents/guardians decide to move to a different school, new families enroll, staff changes are made, etc., so
information about classroom placements are not provided for families until Back-to-School Night.
PERFECT ATTENDANCE
Paideia Academy celebrates our school’s high attendance rate quarterly by recognizing students who have been
in attendance every day of the school year. Perfect attendance awards are cumulative throughout the year.
Perfect Attendance awards will be communicated via the school newsletter and through certificate presentations
at Monday Morning Meeting.
HONOR ROLL
Paideia Academy celebrates academic excellence through our quarterly Honor Roll. Students are eligible for
Honor Roll if they have no overall class grades below a C-, and have one or fewer grades below C- in a
substrand on their report card. Students who have earned a Grade Point Average (GPA) of 3.75-4.0 are eligible
for the Gold Honor Roll, and students who have earned a GPA of 3.5-3.74 are eligible for the Silver Honor
42
Roll. Honor Roll will be communicated via the school newsletter and through certificate presentations at
Monday Morning Meeting.
5th Grade
•
Course descriptions (per subject) By the end of the school year, students will be able to meet grade
level standards and do/understand the following:
o Math: Students will learn the below topics through various methods including note taking,
worksheets, math journals, games, and websites. Students will be assessed before each unit to
understand each student’s ability. Students will also be assessed throughout the unit using daily
homework assignments, worksheets, and math journals. At the end of each unit, students will be
tested on what they learned through either a test or a project. Topics for math include:
 First Quarter:
• Multi-Digit Division
• Estimation
• Commutative, Associative, and Distributive Properties
 Second Quarter:
• Adding and Subtracting Fractions and Decimals
• Ordering Fractions and Decimals
 Third Quarter:
• Equivalent Fractions and Decimals
• Solving Equations with Variables
• Three-Dimensional Figures
 Fourth Quarter:
• Mean, Median, and Range
• Graphs
• Multiplying and Dividing Fractions
• Ratios
• Angles
o Language Arts: Students will be working on their skills in reading, writing, speaking, listening,
and media literacy. These skills are vital to becoming an informed and productive citizen, and
students will be encouraged to explore their own interests as it relates to skills in language arts.
Students will examine media in multiple formats including print, online, video, and audio. We
will be working on a variety of skills and topics throughout the year.
 Quarter 1:
• Build reading skills including – finding the main idea, making inferences, and
making connections with the text
• Improve vocabulary and writing through working on words and writing, with
focused work in each area at least once per week
• Select reading materials appropriate to their reading levels and interests
 Quarter 2:
• Continue work on reading skills, focusing on finding important details, learning
from dialogue, recognizing author’s purpose, and noticing text features.
• Continue work on words and work on writing
 Quarter 3:
• Continue applying their reading skills to fiction and nonfiction text.
• Begin work on drama, using readers’ theater text to improve comprehension and
fluency skills
• Gain exposure to the core knowledge text, The Secret Garden
43

Quarter 4:
• Work with poetry
• Review figurative language
• Read and write a variety of poem types
• Be exposed to Core Knowledge content including Sherlock Holmes and the ReadHeaded League, Tom Sawyer, and A Midsummer Night’s Dream
 Assessment: Students are assessed in through quarterly tests of reading comprehension,
periodic reading quizzes, vocabulary quizzes, and with rubrics for writing and speaking
projects.
o Science: Students will be using hands on curriculum and inquiry-based instruction to discover
science skills and content. Our curriculum will be based on MN standards as well as the Core
Knowledge curriculum. Our class will be conducting labs, tracking our learning through science
notebooks and using a variety of resources to discover the world around us.
 Quarter 1:
• The Practice of Science
• Scientific Method
• Analyzing and Creating Experiments
• Science Biography- Galileo
 Quarter 2:
• Structure and Function in Living Systems
• Interdependence on Living Systems
• Classifying living things
• Cells: Structure and Processes
• Plants: Structure and Processes
• Science Biography- Carl Linnaeus
 Quarter 3:
• Human Interactions with Earth Systems
• Interactions among Science: Technology
• Engineering
• Mathematics and Society
• Life Cycles and Reproduction
• Science Biography- Percy Lavon Julian
 Quarter 4:
• Earth Structure and Processes
• Chemistry: Matter and Change
• Science Biography- Ernest Just
 Assessment: Students will be assessed throughout the units for understanding and skills.
Below you will find a list of informal and formal assessments within the classroom:
• Daily Notebook Entry
• Lab Reports
• Group Labs
• Content Quizzes
• Independent Projects
• Unit Test
o Social Studies: Our primary focus is the study of the United States prior to 1800. In addition,
we will weave in Core Knowledge units of study as it relates to US history and study other Core
Knowledge units once all Minnesota Social Studies standards are covered. Throughout the units
we may focus on topics related to geography, economics, citizenship, and history. We also cover
literacy standards and will be reading and writing on a regular basis. (All content is rooted in
44
Minnesota Standards. Some items marked CK – for Core Knowledge – are MN standards and
some are exclusive to Core Knowledge.)
 Quarter 1:
• Geography
• Meso-American Civilizations
• Exploration
 Quarter 2:
• Exploration
• Slavery
• Colonization
• Early North American Colonies
 Quarter 3:
• Colonial America
• Conflicts leading to Revolution
• American Revolution
• Revolutionary Figures
• French Revolution (CK)
 Quarter 4:
• American Government
• A New Nation
 Assessment: Students will be assessed in a variety of ways which may include: pre/post
tests, projects, and DDI tests
o Advisory: Students will be assessed through observations and participation.
 Olweus anti-bullying curriculum
 Character education
 Organizational skills
 Conflict management and communication skills
 Check their grades, learn what work is missing, complete work, and read
 Cross grade-level buddies
 Focus on Appreciation of Beauty
•
Curriculum & Instructional Resources
o Math:
 Holt Math textbook
 IXL Math (website)
o Language Arts:
 Daybook of Critical Reading and Writing
 IXL Language Arts (website)
 Various literature circle novels (see above)
o Science:
 Core Knowledge scope and sequence
 Prentice Hall textbooks
 FOSS kits
o Social Studies:
 Pearson History & Geography textbooks
 The Constitution
o Advisory:
 Olweus anti-bullying curriculum
45
•
Classroom Norms & Procedures
o Preparation for Class: Students should come to class with all needed materials and supplies.
Students should always have supply boxes with all the appropriate contents (see supply list),
paper, planners, books to read, and their binders.
o Extra Help: If you have questions, please make sure that you ask! It is your job to seek out
extra help if you are confused or struggling in class. Some of the best times to get help are
before school, or during recess, but you must have permission before doing so. If these times do
not work, we can work out another time to meet.
o Academic Dishonesty: If a student demonstrates any academic dishonesty, including plagiarism
on a homework assignment, project, quiz, or test, the Paideia Academy Discipline & Conduct
Policy will be followed.
o Passes: Please try to use the bathroom, get a drink, sharpen your pencil, and go to your locker
during passing time or recess. All students are given planner passes at the beginning of each
quarter. If you need to leave the room you must have permission:
 Raise your hand to ask for permission or approach the teacher during non-instructional
time.
 Teachers will fill out your planner pass.
 Take the pass with you when you leave the room
 This pass must come back with you and be in the same condition it left in.
 Passes will not be given out during instructional time, unless there is an emergency.
 All students must have a pass to go to the office or the nurse.
o Snack: Students are allowed to bring a healthy snack to eat during 2nd period. Some examples of
snacks to bring are; fruit, pretzels, vegetables with ranch, etc. Students will not be allowed to eat
chips or sugary treats during this time. This snack must be peanut-free. Snack time is a
privilege. If students abuse this privilege by being disruptive, leaving messes, or acting
inappropriately, students may lose this privilege. Students are encouraged to have water to drink
during the day.
o Classroom Learning Environment: Always come to class with a positive attitude and try your
best! Do not be afraid to try or make mistakes. We are all learning together, and the best way to
learn can come from our mistakes. Students will be expected to follow all classroom rules,
including:
 Follow entrance and exit routines.
 Be respectful of every person in the classroom; this includes adults and other students.
 Be respectful of classroom supplies such as textbooks, rulers, furniture, etc. If you return
something damaged, you may be asked to replace it at your own cost.
 Follow the procedure for question asking.
•
Late/Missing Work Policies
o All homework that is not turned in on the date due is considered late. It is the student’s
responsibility to complete work on time, including work for all specials.
o 10% will be deducted for each assignment for each day that it is late (maximum penalty 50%
off).
o Students are responsible for checking Schoolview for missing work and turning in their late
work.
•
Tardy/Absence Policies (for classes)
o The teacher will notify the Dean of Students and an e-mail will be sent home from the Advisor to
parents or guardians in cases of habitual tardiness. The teacher and student will also have a
conference at this time. If, after the conference, the student continues to be tardy to class, the
Paideia Academy Administration will be involved and a different consequence will be enforced.
46
 For classes that are held every day: On the day of the fifth tardy in a quarter
 For classes that are held twice a week: On the day of the fourth tardy in a quarter
 For classes that are held once a week: On the day of the third tardy in a quarter
 For all classes, a total of ten tardies.
o All students will be given the number of days they were absent + 1 to turn in any of the work
they missed while they were gone. If the work is not turned in during the allowed days, the work
will be considered late. (Example: If you are absent 3 days you will have 4 days to turn in your
absent work.)
o If you are absent, you are responsible for getting the class notes you missed and the assignments
that were assigned. You can ask a classmate, check classroom resources, email your teacher from
home while you are out and, lastly, ask your teacher once you return to school.
o If a student knows about an absence in advance, teachers ask that homework be requested prior
to the absence.
6th Grade
•
Course descriptions (per subject) By the end of the school year, students will be able to meet grade
level standards and do/understand the following:
o Math: Students will learn the standards through various methods including note taking,
worksheets, math journals, games, and websites. Students will be assessed before each unit to
understand each student’s ability. Students will also be assessed throughout the unit using daily
homework assignments, worksheets, and math journals. At the end of each unit, students will be
tested on what they learned through either a test or a project. Topics for 6th grade math include:
 First Quarter:
• Rational Numbers
• Percentages
• Decimals, Fractions, and Mixed Numbers
 Second Quarter:
• Ratios
• Associative, Commutative, and Distributive Properties
• Solve Equations
 Third Quarter:
• Surface Area and Volume
• Perimeter and Area
• Angles
• Probability
 Fourth Quarter:
• Algebraic Expressions
• Inequalities
o Language Arts: Students will be working on their skills in reading, writing, speaking, listening,
and media literacy. These skills are vital to becoming an informed and productive citizen, and
students will be encouraged to explore their own interests as it relates to skills in language arts.
Students will examine media in multiple formats including print, online, video, and audio. We
will be working on a variety of skills and topics throughout the year.
 Quarter 1:
• Read a variety of short stories and analyzing elements of fiction including plot,
characterizing, setting, and theme
47
•
Work on improving reading comprehension skills by finding key details, using
evidence from the text to support answers and opinions, making inferences, and
drawing conclusions.
 Quarter 2:
• Introduction to Ojibwe myths, connecting what they learn in Social Studies to
Language Arts
• Begin looking at Ojibwe culture and the context in which Ojibwe myths were
created
• Learn elements common to myths
• Write your own original myth
 Quarter 3:
• Participate in literature circle novels
• Select a novel that interests you and work on a variety of reading, writing, and
discussion-skills connected to their novels. Some of the possible literature circle
novel titles include – Island of the Blue Dolphins, Maze of Bones, City of Ember,
The Birchbark House, and The Giver, along with several other possibilities,
depending on students’ interests
 Quarter 4:
• Work on poetry and learn about epic poetry, focusing specifically on The Odyssey
• Learn the elements of poetry and focus on improving their identification and use
of figurative language.
• Write several original works of poetry and create your own epic story
 Assessment: Students are assessed in through quarterly tests of reading comprehension,
periodic reading quizzes, vocabulary quizzes, and with rubrics for writing and speaking
projects.
o Science: We will be using hands on curriculum and inquiry based instruction to discover science
skills and content. Our curriculum will be based on MN standards as well as the Core
Knowledge curriculum. Our class will be conducting labs, tracking our learning through science
notebooks and using a variety of resources to discover the world around us. Please view the units
we will be studying below:
 Quarter 1:
• Matter
• Oceans
• Science Biography- Marie Curie
 Quarter 2:
• Motion
• Plate Tectonics
• Science Biography- Alfred Wegner
 Quarter 3:
• Nature of Science and Engineering
• Interactions among Science: Engineering
• Technology
• Mathematics and Society
• Gravity, Stars, and Galaxies
• Science Biography- Isaac Newton
 Quarter 4:
• Energy
• Energy Transfer
• Science Biography- Lewis Howard Latimer
48

Assessment: Students will be assessed throughout the units for understanding and skills.
Below you will find a list of informal and formal assessments within the classroom:
• Daily Notebook Entry
• Lab Reports
• Group Labs
• Content Quizzes
• Independent Projects
• Unit Test
o Social Studies: Our primary focus is the study of Minnesota and how the history of Minnesota
relates to other broader historical events. In addition, we will weave in Core Knowledge units of
study as it relates to Minnesota history and study other Core Knowledge units once all Minnesota
Social Studies standards are covered. Throughout units we may focus on topics related to
geography, economics, citizenship, and history. We also cover literacy standards and will be
reading and writing on a regular basis. (All content is rooted in Minnesota Standards. Some
items marked CK – for Core Knowledge – are MN standards and some are exclusive to Core
Knowledge.)
 Quarter 1:
• Geography
• Minnesota Pre-history
• Minnesota Native Americans
 Quarter 2:
• The Fur Trade
• European Settlement
• Dakota-US War
 Quarter 3:
• The Civil War
• Westward Expansion (CK)
• Milling and Mining
• Industrial Revolution (CK)
 Quarter 4:
• Immigration
• World War I
• World War II
• Modern Minnesota
 Assessment: Students will be assessed in a variety of ways which may include: pre/post
tests, projects, and DDI tests
o Advisory: Students will be assessed through observations and participation.
 Olweus anti-bullying curriculum
 Character education
 Organizational skills
 Conflict management and communication skills
 Check their grades, learn what work is missing, complete work, and read
 Cross grade-level buddies
 Focus on Self-control
•
Curriculum & Instructional Resources
o Math:
 Holt Math textbook
 IXL Math (website)
49
o Language Arts:
 Daybook of Critical Reading and Writing
 IXL Language Arts (website)
 Various literature circle novels (see above)
o Science:
 Core Knowledge scope and sequence
 Prentice Hall textbooks
 FOSS kits
o Social Studies:
 Northern Lights textbooks
o Advisory:
 Olweus anti-bullying curriculum
•
Classroom Norms & Procedures
o Preparation for Class: Students should come to class with all needed materials and supplies.
Students should always have supply boxes with all the appropriate contents (see supply list),
paper, planners, books to read, and their binders.
o Extra Help: If you have questions, please make sure that you ask! It is your job to seek out
extra help if you are confused or struggling in class. Some of the best times to get help are
before school, or during recess, but you must have permission before doing so. If these times do
not work, we can work out another time to meet.
o Academic Dishonesty: If a student demonstrates any academic dishonesty, including plagiarism
on a homework assignment, project, quiz, or test, the Paideia Academy Discipline & Conduct
Policy will be followed.
o Passes: Please try to use the bathroom, get a drink, sharpen your pencil, and go to your locker
during passing time or recess. All students are given planner passes at the beginning of each
quarter. If you need to leave the room you must have permission:
 Raise your hand to ask for permission or approach the teacher during non-instructional
time.
 Teachers will fill out your planner pass.
 Take the pass with you when you leave the room
 This pass must come back with you and be in the same condition it left in.
 Passes will not be given out during instructional time, unless there is an emergency.
 All students must have a pass to go to the office or the nurse.
o Snack: Students are allowed to bring a healthy snack to eat during 2nd period. Some examples of
snacks to bring are; fruit, pretzels, vegetables with ranch, etc. Students will not be allowed to eat
chips or sugary treats during this time. This snack must be peanut-free. Snack time is a
privilege. If students abuse this privilege by being disruptive, leaving messes, or acting
inappropriately, students may lose this privilege. Students are encouraged to have water to drink
during the day.
o Classroom Learning Environment: Always come to class with a positive attitude and try your
best! Do not be afraid to try or make mistakes. We are all learning together, and the best way to
learn can come from our mistakes. Students will be expected to follow all classroom rules,
including:
 Follow entrance and exit routines.
 Be respectful of every person in the classroom; this includes adults and other students.
 Be respectful of classroom supplies such as textbooks, rulers, furniture, etc. If you return
something damaged, you may be asked to replace it at your own cost.
 Follow the procedure for question asking.
50
•
Late/Missing Work Policies
o All homework that is not turned in on the date due is considered late. It is the student’s
responsibility to complete work on time, including work for all specials.
o 10% will be deducted for each assignment for each day that it is late (maximum penalty 50%
off).
o Students are responsible for checking Schoolview for missing work and turning in their late
work.
•
Tardy/Absence Policies (for classes)
o The teacher will notify the Dean of Students and an e-mail will be sent home from the Advisor to
parents or guardians in cases of habitual tardiness. The teacher and student will also have a
conference at this time. If, after the conference, the student continues to be tardy to class, the
Paideia Academy Administration will be involved and a different consequence will be enforced.
 For classes that are held every day: On the day of the fifth tardy in a quarter
 For classes that are held twice a week: On the day of the fourth tardy in a quarter
 For classes that are held once a week: On the day of the third tardy in a quarter
 For all classes, a total of ten tardies.
o All students will be given the number of days they were absent + 1 to turn in any of the work
they missed while they were gone. If the work is not turned in during the allowed days, the work
will be considered late. (Example: If you are absent 3 days you will have 4 days to turn in your
absent work.)
o If you are absent, you are responsible for getting the class notes you missed and the assignments
that were assigned. You can ask a classmate, check classroom resources, email your teacher from
home while you are out and, lastly, ask your teacher once you return to school.
o If a student knows about an absence in advance, teachers ask that homework be requested prior
to the absence.
7th Grade
•
Course descriptions (per subject) – By the end of the school year, students will be able to meet gradelevel standards and do/understand the following:
o Mathematics: 7th grade mathematics will focus on Pre-Algebra. The students will be
participating in a variety of activities this quarter, including but not limited to: daily warm-ups,
individual and group projects, smart responders, choice boards, menu-math, note-taking, preassessments and quizzes/tests.
 Quarter 1: Algebra Toolbox, Integers & Exponents, Rational & Real Numbers
 Quarter 2: Collecting, Displaying, & Analyzing Data; Probability; Equations &
Inequalities; Perimeter, Area, & Volume
 Quarter 3: Ratios & Similarity, Algebra Toolbox, Plane Geometry, Graphing Lines,
Sequences & Functions, Percents
 Quarter 4: Integers & Exponents, Rational & Real Numbers, Equations & Inequalities,
Graphing Lines Chapters 2, 3, 10, 11
o Language Arts: 7th grade Language Arts class is designed for students to explore and to
comprehend the past, present, and future through writing and literature. Students regularly use
the Daybook and journals to support their reading and writing, and grammar and conventions
lessons are infused throughout. Students work individually and in small groups to improve their
literacy and communication skills.
 Quarter 1: Literature Study (Touching Spirit Bear or Heart of a Chief ), Interacting with
Text, Story Elements, Writing Descriptive Paragraphs
51

Quarter 2: Literature Study (Call of the Wild, Gift of the Magi), Exploring Multiple
Perspectives, Personal Narrative, Poetry, Compare/Contrast
 Quarter 3: Literature Study (Anne Frank, A Girl Named Zippy, The Secret Life of Walter
Mitty, Non-fiction), Reading for Meaning, Reading Visual Texts, Short Story Writing
 Quarter 4: Literature Study (Shooting an Elephant, Declaration of War on Japan, The
Night the Bed Fell), Symbolism, Research Paper, Persuasive Writing
o Science: 7th grade life science will focus on biology and the process of science. Each unit will be
based around a focus question specific to content covered. Students will explore topics through
an inquiry approach which requires students to engage in content by asking questions,
performing investigations, making observations, and solving problems.
 Quarter 1: Science Investigations & Experiments, Lab Safety, Atomic Chemistry
 Quarter 2: Human Body, Cell Biology
 Quarter 3: Symbiosis, Ecology
 Quarter 4: Genetics, Natural Selection, Immune System, Human Interactions with the
Environment
o Social Studies: The 2011 Minnesota 7th Grade Social Studies Standards focus on content in the
areas Citizenship & Government, Economics, Geography, and U.S. History; students will work
with content in order to develop skills in Critical Thinking, Problem Solving, Communication,
and Inquiry.
 Quarter 1: Influential Individuals in History, Patterns and Characteristics of Influential
Individuals, Thinking Like a Historian and Geographer, Individual and Society
 Quarter 2: Social Movements & Change, Urbanization, Suburbanization, Resistance to
Social Change
 Quarter 3: American and World-Wide Conflicts, Causes & Effects of Conflicts on
Individuals, Groups, and Society
 Quarter 4: Peacetime Eras, Cooperative Systems, Cultural Traditions
o Advisory: The goal of Advisory is to support character education and high school/college/career
readiness. Each 7th & 8th grader will be buddied with a 3rd grade student with whom they will do
fun activities and projects throughout the year. Students may meet for Advisory with all 7th and
8th graders, with grade-level groups only, in gender groups, or other types of groups.
 Quarter 1: Team-Building, Bullying Prevention
 Quarter 2: Conflict Management, Organization
 Quarter 3: Leadership Development
 Quarter 4: High School/College/Career Readiness
 Focus on open-mindedness
•
Curriculum & Instructional Resources
o Mathematics
 Holt Pre-Algebra textbook
 Holt Online Videos, my.hrw.com
 Passing the Minnesota 7th Grade MCA-III in Mathematics
 IXL online
 Scholastic Math Magazine
 Khan Academy
 BrainPop
 Discovery Education
 Calculators
 Smart Responders
 www.scimathmn.org
 MN Learning Point Navigator
52
o Language Arts
 Daybooks of Critical Reading and Writing by GREAT SOURCE
 Great Source Write Source: Student Edition Grade 7 by GREAT SOURCE
 Possible Novels:
• Heart of a Chief by Joseph Bruchac, Call of the Wild by Jack London, Touching
Spirit Bear by Ben Mikaelsen, Love Medicine by Louise Erdrich, Anne Frank:
The Diary of a Young Girl by Anne Frank, A Girl Named Zippy: Growing Up
Small in Mooreland, Indiana by Haven Kimmel, The Circuit: Stories from the
Life of a Migrant Child by Francisco Jimenez, Chinese Cinderella: The True
Story of an Unwanted Daughter by Adeline Yen Mah, Reader's Theater
o Science
 Prentice Hall Science Texts
 Various online resources such as Phet, NOAA, HHMI, Arkive, and other science related
websites
 School iPads and computers
o Social Studies
 Howard Zinn for Young People textbook
 The Story of US textbooks
 America Pathways to the Present textbook
 Classroom novels
 Library of Congress analysis sheets
 Readers’ theater pieces
 Documentaries
 Upfront magazines
 Choices Program lesson plans
 InspirEd Educators lesson plans
•
Classroom Norms & Procedures
o Beginning of Class Routine
 Have all needed materials in the classroom.
 Make sure pencils are sharpened.
 Planner, assignment, notes, writing utensil, and warm-up on desk (everything else in
desk).
 Turn in any late assignments or corrections.
 Fill out planner with each day’s assignment.
 Begin the entry activity.
o Ending (Dismissal) of Class Routine:
 Check that the planner is filled out correctly.
 Turn in, or put work away in the correct section of the appropriate binder.
 Gather all of the items brought into class.
 Check under and around the desk for trash. Please pick it up.
 Thank a classmate for something they did to help today.
 Remain seated until a teacher dismisses the class.
o Passing Time: When a student is dismissed from class, they may use the passing time for any of
the following: restroom, drink, snack, locker/gathering materials, and/or getting to the next class
promptly.
o Classroom Passes
 In order for a student to leave for the restroom, locker, or to get a drink during class, they
must have permission.
• Students are asked to raise their hand and ask permission to leave.
53
•
o
o
o
o
o
A teacher will sign the student’s planner. Each student will receive 5 passes per
class per quarter.
• Students are required to have a pass (class lanyard) with them anytime they leave
the classroom during instructional time. The pass must come back with the
student and be in the same condition as when the pass left the classroom.
 Passes will not be given out during instructional time, unless there is an emergency.
 All students must have a pass to go to the office or the nurse (yellow hall pass)
Extra Help
 If you have questions, please make sure that you ask!
 It is the student’s job to seek out extra help if he/she is confused or struggling in class.
 Some of the best times to get help are before school or after-school, but you must have
permission before doing so.
Academic Dishonesty: If a student demonstrates any academic dishonesty, including plagiarism
(Definition of Plagiarism: to steal and pass off (the ideas or words of another) as one’s own; use
(another’s production) without crediting the source) on a homework assignment, project, quiz or
test, the Paideia Academy Discipline Code will be followed.
Snack and Water: Students are allowed to bring a healthy snack to eat at the beginning of 7th
Period. Some examples of snacks to bring are: fruit, pretzels, vegetables with ranch, etc.
Students will not be allowed to eat chips or sugary treats during this time. This snack must be
peanut free. Snack time is a privilege. If a student abuses this privilege by being disruptive,
leaving messes, or acting inappropriately, students may lose this privilege. Students are
encouraged to have water to drink during the day.
Birthday Treats: Teachers recognize Upper Academy student birthdays individually. Students
are not permitted to bring anything from home to celebrate at school.
Student Recognition: Student of the Month in content classes, quarterly Honor Roll
•
Late/Missing Work Policies
o All homework that is not turned in at the beginning of the hour is considered late. It is the
student’s responsibility to complete all work.
o 10% will be taken off each assignment for each day that it is late. The maximum penalty will be
50% off.
o If the class has moved onto a new unit, the teacher may not accept any work from the previous
unit.
o Students are responsible for getting their late homework turned in to the homework tray.
o For late work in all classes, including Spanish, Art, Health, Music, Latin, or Classical Studies,
students are required to turn in their work the next school day. All homework for specials is
subject to the late work policy.
•
Tardy/Absence Policies (for classes)
o Absences
 All students will be given the number of days they were absent +1 to turn in any of the
work they missed while they were gone. If the work is not turned in during the allowed
days, the work will be considered late and the above policy will apply.
 If a student is absent, he/she is responsible for getting the missed class notes and the
assignments which were assigned. The student can ask a classmate, consult the
homework bins, or visit the classroom website.
 Students are responsible for putting assignments in the turn in tray, on time.
 If a student knows about an absence in advance, teachers ask that homework be requested
prior to the absence.
54
o Tardies
 The Dean of Students will be notified and an e-mail will be sent from the student’s
Advisor to parents or guardians in cases of habitual tardiness. The teacher and student
will also have a conference at this time. If, after the conference, the student continues to
be tardy to class, the Paideia Academy Administration will be involved and a different
consequence will be enforced.
• For classes that are held every day: On the day of the fifth tardy in a quarter
• For classes that are held twice a week: On the day of the fourth tardy in a quarter
• For classes that are held once a week: On the day of the third tardy in a quarter
8th Grade
•
Course descriptions (per subject) – By the end of the school year, students will be able to meet gradelevel standards and do/understand the following:
o Mathematics: 8th grade mathematics will focus on Algebra. The students will be participating in
a variety of activities this quarter, including but not limited to: daily warm-ups, individual and
group projects, smart responders, choice boards, menu-math, note-taking, pre-assessments and
quizzes/tests.
 Quarter 1: Foundations for Algebra, Equations, Inequalities
 Quarter 2: Functions, Linear Functions
 Quarter 3: Systems of Equations & Inequalities, Exponents & Polynomials
 Quarter 4: Systems of Equations & Inequalities, Factoring Polynomials
 Quarters 1-3, all 8th graders will be:
• Learning and mastering 8th grade math standards
• Using Holt Algebra I textbook
• Assessed on 8th grade math standards
 Quarter 4, identified 8th graders (based on meeting or exceeding standards on MCA tests
2012-2013 & 2013-2014, math report card grades & teacher recommendation) will:
• Learn and master 9th grade math standards (Intermediate Algebra)
• Use Holt Algebra I textbook (chapters 8, 9, 11, 12)
• Have required assignments to complete outside of class and during spring break
• Be assessed on 9th grade math standards
• Goal: entering Honors Geometry (or equivalent) in 9th grade
 Quarter 4, remaining students will:
• Continue working towards mastery of 8th grade math standards
• Preview 9th grade math standards
• Use Holt Algebra I textbook
• Goal: entering Intermediate Algebra (or equivalent) in 9th grade
o Language Arts: 8th grade Language Arts class is designed for students to review and apply the
knowledge they have gained at Paideia and to prepare for high school and beyond. By reading a
wide range of books throughout the entire year, students are given opportunities to experience
multiple perspectives. Throughout the year, students will have numerous opportunities to
practice and to develop their speaking and listening skills by using "Accountable Talk".
Presentations, speeches, Socratic Seminars, debates, and group dialogue will allow students to
improve their collaborative skills. Our goal is to have a classroom environment where all
students' ideas can be respected and encouraged.
55

Quarter 1: Literature Study (Code Talkers, The Bet), Strategic Non-Fiction Reading,
Connections to the Story, Narrative Paragraph Writing
 Quarter 2: Literature Study (I Know Why the Caged Bird Sings, Dr. Heidegger’s
Experiment, I Have a Dream), Examining Multiple Viewpoints, The Art of Language,
Phase Autobiography and Biographical Narrative Writing
 Quarter 3: Literature Study (The Crucible, An Honest Thief), Understanding Theme,
Writing Poetry, Persuasive Writing, Defending a Position, Socratic Seminar
 Quarter 4: Literature Study (The Glass Castle, The Red Scarf Girl, Twelfth Night),
Powerful Persuasion, Author Study, Socratic Seminar
o Science: 8th grade Earth science will focus on the processes that occur on and around our planet.
Students will be exploring topics through an inquiry approach which requires students to engage
in content by asking questions, performing investigations, making observations, and solving
problems.
 Quarter 1: Nature of Science, Chemical Properties and Changes
 Quarter 2: Geology, Plate Tectonics
 Quarter 3: Atmosphere, Weather, Astronomy
 Quarter 4: STEM Careers, Water, Human Interactions with the Earth
o Social Studies: According to the 2011 Minnesota Social Studies Standards, 8th Grade Social
Studies is called “Global Studies” and students will focus primarily of World Geography and
Modern World History (1950- Present). 8th Grade students will also study Citizenship,
Government and Economics to enrich their studies. Students will work with content in order to
develop skills in Critical Thinking, Problem Solving, Communication, and Inquiry.
 Quarter 1: Regional Geography of North America, Central America, & South America,
Focus on Map Reading, Geospatial Thinking, and Civic Skills
 Quarter 2: Regional Geography of Europe & Russia, Southwest Asia & North Africa
 Quarter 3: Regional Geography of Sub-Saharan Africa, East Asia & Southeast Asia,
South Asia & Central Asia
 Quarter 4: Regional Geography of Australia & Oceania, Antarctica
o Advisory: The goal of Advisory is to support character education and high school/college/career
readiness. Each 7th & 8th grader will be buddied with a 3rd grade student with whom they will do
fun activities and projects throughout the year. Students may meet for Advisory with all 7th and
8th graders, with grade-level groups only, in gender groups, or other types of groups.
 Quarter 1: Team-Building, Bullying Prevention
 Quarter 2: Conflict Management, Organization
 Quarter 3: High School/College/Career Readiness
 Quarter 4: High School/College/Career Readiness
 Focus on Forgiveness
•
Curriculum & Instructional Resources
o Science
 Prentice Hall Science Texts
 Various online resources such as Phet, NOAA, HHMI, Arkive, and other science related
websites
 School iPads and computers
o Social Studies
 National Geographic World Cultures and Geography textbook
 Geography Alive! textbooks
 Student atlases
 GeoThentic online
 Google Earth
56
 ESRI Online maps
 InspirEd Educators lessons
 Choices Program lessons
 SPICE lessons/materials
 Upfront classroom magazines
 Classroom novels
 InspirEd Educators lesson plans
o Mathematics
 Holt Algebra I textbook
 Holt Online Videos
 my.hrw.com
 Passing the Minnesota 8th Grade MCA-III in Mathematics
 IXL online
 Scholastic Math Magazine
 Khan Academy
 BrainPop
 Discovery Education
 Calculators
 Smart Responders
 www.scimathmn.org
 MN Learning Point Navigator
•
Classroom Norms & Procedures
o Beginning of Class Routine
 Have all needed materials in the classroom.
 Make sure pencils are sharpened.
 Planner, assignment, notes, writing utensil, and warm-up on desk (everything else in
desk).
 Turn in any late assignments or corrections.
 Fill out planner with each day’s assignment.
 Begin the entry activity.
o Ending (Dismissal) of Class Routine:
 Check that the planner is filled out correctly.
 Turn in, or put work away in the correct section of the appropriate binder.
 Gather all of the items brought into class.
 Check under and around the desk for trash. Please pick it up.
 Thank a classmate for something they did to help today.
 Remain seated until a teacher dismisses the class.
o Passing Time: When a student is dismissed from class, they may use the passing time for any of
the following: restroom, drink, snack, locker/gathering materials, and/or getting to the next class
promptly.
o Classroom Passes
 In order for a student to leave for the restroom, locker, or to get a drink during class, they
must have permission.
• Students are asked to raise their hand and ask permission to leave.
• A teacher will sign the student’s planner. Each student will receive 5 passes per
class per quarter.
• Students are required to have a pass (class lanyard) with them anytime they leave
the classroom during instructional time. The pass must come back with the
student and be in the same condition as when the pass left the classroom.
57
o
o
o
o
o
 Passes will not be given out during instructional time, unless there is an emergency.
 All students must have a pass to go to the office or the nurse (yellow hall pass)
Extra Help
 If you have questions, please make sure that you ask!
 It is the student’s job to seek out extra help if he/she is confused or struggling in class.
 Some of the best times to get help are before school or after-school, but you must have
permission before doing so.
Academic Dishonesty: If a student demonstrates any academic dishonesty, including plagiarism
(Definition of Plagiarism: to steal and pass off (the ideas or words of another) as one’s own; use
(another’s production) without crediting the source) on a homework assignment, project, quiz or
test, the Paideia Academy Discipline Code will be followed.
Snack and Water: Students are allowed to bring a healthy snack to eat at the beginning of 7th
Period. Some examples of snacks to bring are: fruit, pretzels, vegetables with ranch, etc.
Students will not be allowed to eat chips or sugary treats during this time. This snack must be
peanut free. Snack time is a privilege. If a student abuses this privilege by being disruptive,
leaving messes, or acting inappropriately, students may lose this privilege. Students are
encouraged to have water to drink during the day.
Birthday Treats: Teachers recognize Upper Academy student birthdays individually. Students
are not permitted to bring anything from home to celebrate at school.
Student Recognition: Student of the Month in content classes, quarterly Honor Roll
•
Late/Missing Work Policies
o All homework that is not turned in at the beginning of the hour is considered late. It is the
student’s responsibility to complete all work.
o 10% will be taken off each assignment for each day that it is late. The maximum penalty will be
50% off.
o If the class has moved onto a new unit, the teacher may not accept any work from the previous
unit.
o Students are responsible for getting their late homework turned in to the homework tray.
o For late work in all classes, including Spanish, Art, Health, Music, Latin, or Classical Studies,
students are required to turn in their work the next school day. All homework for specials is
subject to the late work policy.
•
Tardy/Absence Policies (for classes)
o Absences
 All students will be given the number of days they were absent +1 to turn in any of the
work they missed while they were gone. If the work is not turned in during the allowed
days, the work will be considered late and the above policy will apply.
 If a student is absent, he/she is responsible for getting the missed class notes and the
assignments which were assigned. The student can ask a classmate, consult the
homework bins, or visit the classroom website.
 Students are responsible for putting assignments in the turn in tray, on time.
 If a student knows about an absence in advance, teachers ask that homework be requested
prior to the absence.
o Tardies
 The Dean of Students will be notified and an e-mail will be sent from the student’s
Advisor to parents or guardians in cases of habitual tardiness. The teacher and student
will also have a conference at this time. If, after the conference, the student continues to
be tardy to class, the Paideia Academy Administration will be involved and a different
consequence will be enforced.
58
•
•
•
For classes that are held every day: On the day of the fifth tardy in a quarter
For classes that are held twice a week: On the day of the fourth tardy in a quarter
For classes that are held once a week: On the day of the third tardy in a quarter
Content Area Specialist Programs
Physical Education: K-8
•
Course descriptions (per subject): By the end of the school year, students will be able to meet grade
level standards and do/understand the following:
o Our mission for Physical Education is to help students cultivate a commitment to living a
physically active lifestyle while making healthy choices. Physical Education introduces students
to a variety of physical education sports and activities. Emphasis will be placed on the execution
and demonstration of proper skill development and cooperative play. Participation, effort and
positive interaction with peers are critical for success.
o During each unit students will be assessed using an informal assessment or a formal assessment
based on the Minnesota physical education standards.
o Lower Academy Units
 Quarter 1
• Locomotor movements
• Spatial awareness
• Teambuilding games and activities
• Ball skills
• Fitness testing
• Soccer
 Quarter 2
• Tag Games
• Balloon volleyball
• Juggling
• Jump Rope
• Rhythms and dance
 Quarter 3
• Recreational fitness including animal yoga
• Throwing and catching
• Basketball
• Snowshoeing
• Nutrition
• Bowling
 Quarter 4
• Relay games
• Soccer
• Track and Field
• Fitness Testing
o Upper Academy Units:
 Quarter 1
• Intro to physical education games
59
• Teambuilding skills
• Fitness testing
• Flag Football
• Soccer
 Quarter 2
• Volleyball
• Floor Hockey
• Rhythms and Dance
• Fitness Activities
 Quarter 3
• Basketball
• Snowshoeing
• Nutrition
• Bowling
 Quarter 4
• Softball
• Track and Field
• Sand Volleyball
• Fitness Testing
o Assessments:
 Physical: Fitness Testing, motor skill performance
 Affective: Emotional attitude towards in class activities-preparation, participation
 Cognitive: unit rubric, understanding expectations
•
Curriculum & Instructional Resources
o PE Central
o National Physical Education standards
 http://education.state.mn.us/mde/index.html
•
Classroom Norms & Procedures
o Lower Academy students will have the same warm-up using the “track” each time their class
comes into the gym.
o Lower Academy Gym Rules consist of:
 Be respectful,
 Be responsible
 Be safe
o Upper Academy students will be expected to complete the warm-up written on the board each
time their class comes into the gym.
o Upper Academy Gym Character Expectations consist of:
 Respect- the teacher, your peers, the equipment, and the game
 Responsibility- take ownership for your actions and come prepared
 Fairness- giving equal opportunity to your classmates and playing by the rules
 Sportsmanship- accepting winning and losing and appreciating your teammates and
opponents.
60
Health: K-4
•
Course descriptions (per subject): By the end of the school year, students will be able to meet grade
level standards and do/understand the following:
o Our mission is to inspire students to become responsible for their overall wellness by providing
quality learning experiences that will enable them to recognize, develop, and utilize the skills
needed for physical, mental, and social well-being. Lessons and targeted benchmarks are aligned
to meet the National Health Education Standards listed below by quarter.
o Units of Study:
 Quarter 1:
• Personal health
• Goal setting
• Community and environmental health
 Quarter 2
• Social Health / I feel Statements
• Alcohol tobacco and other drugs
• Mental Health
 Quarter 3
• Goal Setting
• Family Health and Sexuality
• Injury Prevention
 Quarter 4
• Nutrition
• Physical Fitness
o Assessments: Students who participate and contribute through the sharing of ideas and the
completing of class activities will pass Health Class.
•
Curriculum and Instructional Resources
o Curriculum: SPARK Coordinated School Health
o Websites: healthteacher.com, kidshealth.org
•
Classroom Norms & Procedures: Health Class is held in the regular education classroom, and will
follow the norms and classroom procedures of their grade level classroom.
Health: 5-8
•
Course descriptions (per subject): By the end of the school year, students will be able to meet grade
level standards and do/understand the following:
o Our mission is to inspire students to become responsible for their overall wellness by providing
quality learning experiences that will enable them to recognize, develop, and utilize the skills
needed for physical, mental, and social well-being. Lessons and targeted benchmarks are aligned
to meet the National Health Education Standards listed below by quarter.
o Units of Study:
 Quarter 1:
• Personal health
• Consumer health
• Goal setting
61
• Community and environmental health
 Quarter 2
• Mental health
• Social health
• Family life and sexuality
 Quarter 3
• Alcohol tobacco and other drugs
• Risky behaviors
• Injury prevention
 Quarter 4
• Nutrition
• Physical Fitness
o Assessments:
 Upper Academy Health students will take a pre-test at the beginning of the year and a
post-test at the end of the year. This will measure the growth that the students make
throughout the year.
 All students will also be graded based on class work and participation.
•
Curriculum & Instructional Resources
o Comprehensive School Health Education. By L. Meeks, P. Heit, R. Page. 2003
o Websites: healthteacher.com, pecentral.com
o Curriculum: SPARK Coordinated School Health
•
Classroom Norms & Procedures
o Please refer to Norms & Procedures in the grade level guides above.
Art: K-8
•
Course descriptions (per subject): By the end of the school year, students will be able to meet grade
level standards and do/understand the following:
o Kindergarten:
 Quarter 1 (Core Knowledge)
• Pencil and Eraser Techniques
 Quarter 1 (Visual Arts Standards)
• Drawing from memory, observation, or imagination
 Quarter 2 (Core Knowledge)
• Clay Sculpture
 Quarter 2 (Visual Arts Standards)
• Recognize and Create Textures
 Quarter 3 (Visual Arts Standards)
• Watercolor Painting
 Quarter 4 (Core Knowledge)
• Color Schemes
 Quarter 4 (Visual Arts Standards)
• Drawing
• Creating Space
st
o 1 Grade & 2nd Grade:
62

Quarter 1 (Core Knowledge)
• Line Experiments
• Spider Webs
 Quarter 1 (Visual Arts Standards)
• Ocean Scratch Art
 Quarter 2 (Core Knowledge)
• Sculpture
 Quarter 2 (Visual Arts Standards)
• 2D Leaves and Insects
 Quarter 3 (Core Knowledge)
• Nature Haiku
 Quarter 3 (Visual Arts Standards)
• Kinds of Pictures – Landscapes
 Quarter 4 (Core Knowledge)
• Aboriginal Art
rd
o 3 Grade & 4th Grade:
 Quarter 1 (Visual Arts Standards)
• Value and Texture
• Found Object Drawing
 Quarter 2 (Core Knowledge)
• The Art of Africa
• The Art of China
 Quarter 3 (Core Knowledge)
• Art of the Middle Ages in Europe
 Quarter 3 (Visual Arts Standards)
• Color Wheel
 Quarter 4 (Core Knowledge)
 Islamic Art and Architecture
 Quarter 4 (Visual Arts Standards)
• Quilt Blocks
th
o 5 Grade & 6th Grade:
 Quarter 1 (Core Knowledge)
• Renaissance and Realism
 Quarter 2 (Core Knowledge)
• Classical Art (Greece and Rome) and Gothic Art
 Quarter 3 (Core Knowledge)
• Baroque and Rococo
 Quarter 3 (Visual Arts Standards)
• Triarco Art Competition
 Quarter 4 (Visual Arts & Technology Standards)
• Simile Masks
• Artist Study
th
o 7 Grade & 8th Grade:
 Quarter 1 (Core Knowledge)
• Architecture Since the Industrial Revolution
 Quarter 2 (Core Knowledge)
• Painting Since World War II
 Quarter 3 (Core Knowledge)
• Pop Art/20th Century Sculpture
63

Quarter 4 (Core Knowledge)
• Photography
 Quarter 4 (Visual Arts Standards)
• Artist Statements
o Assessment: Students will be assessed using project-based rubrics.
•
Curriculum & Instructional Resources –
o Minnesota State Standards: Visual Arts K-12
o Core Knowledge Sequence: Content Guidelines for Grades K-8
o Core Knowledge Art Prints
o Scholastic Art (former editions)
o Exploring Art: Glencoe McGraw Hill
o Perpich Center for Arts Education
•
Classroom Norms & Procedures
o Students will follow the school-wide rules in addition to the posted art room rules.
o Students are expected to follow given safety guidelines at all times when using art materials that
may cause bodily harm if used incorrectly (scissors, hot glue, etc). Art teachers will determine
which materials are age-appropriate and ensure the safety of children in the art room as the
highest priority.
o Students K-8 will be asked to bring in art supplies for specific use in the art room.
o Students in Upper Academy are required to have an art sketchbook.
o Lower Academy students will wear art shirts to protect their clothing at all times.
o Upper Academy students may wear art shirts to protect their clothing if they choose.
o Lower Academy Procedures:
 Entry routine at front of room or tables
 Instruction/Demonstration
 Work time: 3-5 minute silent start
 Clean up
 “Wheel” Talk Art Game/Exit Ticket
o Upper Academy Procedures:
 Entry routine at tables, pick up sketchbook
 #hashtag daily exercise
 Instruction/Demonstration
 Work time: 10 minute silent start
 Clean up
Music: K-3
•
Course descriptions (per subject): By the end of the school year, students will be able to meet grade
level standards and do/understand the following:
o Students will participate in music through singing, movement activities, instrument playing,
games while fulfilling the these major standards of music.
o Standards:
 Standard I: Demonstrated knowledge of musical elements through I.Establishing Artistic
Foundations, II.Performing/Presenting, III. Creating/Making, IV. Responding to music or
Critiquing a performance.
64

Standard II: Reading and writing of notation and other musical symbols Standard III:
Experience of music from many cultures including music from the Minnesota Native
American tradition.
o Kindergarten:
 Quarter 1:
• Five voices (singing, whisper, calling voice, talking, and magic lips)
• High and low pitches of their singing voice
• Recognition of slow and fast in music
• Identifying the steady beat of a song with their bodies and instruments
• Assessments include informal performances of beat and using the right voice, exit
slips, and a formal assessment of recognizing high/low pitches and fast/slow beat.
 Quarter 2:
• The concept of beat
• Introduction to long and short sounds and rhythms
• Assessments include informal performances of rhythm and beat vs. no beat , exit
slips, and a formal assessment of recognizing long rhythms and short rhythms.
 Quarter 3:
• Demonstrate how to present/perform skills from quarters 1 & 2
• Responding to conducting directions of a musical director
• Assessments will include a critique of the concert video and a discussion of what
went well and what needed improvement.
 Quarter 4:
• Celebration and party music from around the world
• Singing techniques, instruments, stories, and movement from various traditions
• Assessments in this unit include informal performances of our celebration songs
through "Songbird Time", exit slips, and a formal assessment of identifying the
roles music plays in the cultures we study.
o 1st Grade:
 Quarter 1:
• Five voices (singing,whisper,calling voice, talking, and magic lips)
• High and low pitch
• Recognition of slow and fast in music
• Demonstrate the steady beat of a song with their bodies and on Orff instruments
and percussion instruments
• Show the long and short rhythms with their bodies and on percussion instruments
• Assessments include informal performances of beat and long/short rhythms, exit
slips, and a formal assessment of recognizing high/low pitches and steady beat.
 Quarter 2:
• Introduction to reading long and short rhythms
• Performing rhythms kinesthetically and with instruments
• Compose a rhythm chain and perform it on an instrument of their choice
• Identifying high, low, and middle pitch
• Assessments include informal assessments of rhythm and high/low pitch labeling,
exit slips, and the rhythm chain will serve as a formal assessment for this unit.
 Quarter 3:
• Demonstrating how to perform for an audience
• How to respond to the gestures of the music director
• Assessments will include a critique of the concert video and a discussion of what
went well and what needed improvement.
65

Quarter 4:
• Celebration and party music from around the world
• Singing techniques, instruments, stories, and movement from various traditions
• Assessments in this unit include informal performances of our celebration songs
through "Songbird Time", exit slips, and a formal assessment of identifying the
roles music plays in the cultures we study.
nd
o 2 Grade:
 Quarter 1:
• Identifying and performing notes and patterns
• Begin listening to songs to study pitch and melody
• Assessments include informal performances of rhythms and solfege pitches, exit
slips, and a formal assessment of tracing the melody of one song to show
understanding of melody direction.
 Quarter 2:
• Expand on contouring a melody
• Writing notes and playing them on pitched instruments
• As a formal assessment, at the end of this unit students will compose an AB or
ABA rhythm.
 Quarter 3:
• Performing classmates’ compositions
• Demonstrating how to perform for an audience
• How to respond to the gestures of the music director
• Assessments will include a critique of the concert video and a discussion of what
went well and what needed improvement.
 Quarter 4:
• Celebration and party music from around the world
• Singing techniques, instruments, stories, and movement from various traditions
• As a formal assessment students will compare and contrast the unique musical
components between two cultures that we have studied.
rd
o 3 Grade:
 Quarter 1:
• Review identifying and performing various types of notes and singing pitches of
the extended pentatonic scale on the staff using solfege and pitch names
• As a formal assessment students will expand their aural skills by listening to small
melodies, notating them on the staff and singing them.
 Quarter 2:
• Listening to melody and patterns in a song
• Assessments will include exit slips, pattern demonstrations, and a form map.
 Quarter 3:
• Analyzing classmates’ form maps
• Rhythm/melody games for sight reading
• Demonstrating how to perform for an audience
• How to respond to the gestures of the music director
• Assessments will include a critique of the concert video and a discussion of what
went well and what needed improvement.
 Quarter 4:
• Celebration of folk music from around the world
• Assessments will include informal performances and movement activities, exit
slips, and composing a 4-8 measure folk melody.
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o 4th Grade:
 Quarter 1:
• Meter & Rhythm
 Quarter 2:
• Chords & Ear Training
 Quarter 3:
• Musical Theater
 Quarter 4:
• Opera
o Assessment: Students will have three formal assessments in the form of in-class quizzes in
addition to daily classwork assignments, weekly exit tickets, and self-reflection journaling
opportunities.
•
Curriculum & Instructional Resources
o Students will be following a Kodaly and Core Knowledge curriculum which introduces wellknown folk songs to children and uses the simple motives as a basis to learn the elements of
music. Along with singing and games, students will have a chance to use Orff instruments,
SMARTboard, and many other hands-on activities prepared by the teacher.
•
Classroom Norms & Procedures:
o Each music class the teacher will select a “Shining Star” – someone who follows all the rules and
shows enthusiasm for music. That student serves as a music leader in the following music class.
They get to lead the class in the opening warm-up activity/hello song as well as deciding what
activity we do during our brain break. The goal is that all students have a chance to be a “Shining
Star” by the end of the first semester.
o Students will have two different spots in the classroom: line spots and circle spots. Students will
begin each day by singing their hello song as they find their line spots and following the Shining
Star student to their circle spots as they lead the song.
o Daily procedure: Hello song, warm-up activity, active music making, brain break/sharing time,
active music making or centers, exit slips, goodbye song, line-up.
o Along with working towards an individual reward, classes are able to earn up to 25 minutes of
their next music class having “free music choice time" by filling their buckets with behavior
compliments. They will be able to choose their favorite music activities to do during that time.
Music: 4-8
•
Course descriptions (per subject): By the end of the school year, students will be able to meet grade
level standards and do/understand the following:
o 5th/6th Grades
 Quarter 1: Traditional Drumming
 Quarter 2: Recorder & Orff Instruments
 Quarter 3: Guitar
 Quarter 4: Music Production
o Assessment: Students will have three formal assessments in the form of in-class written and
playing quizzes, in addition to daily classroom assignments, weekly exit tickets, and four
homework assignments.
o 7th Grade
 Quarter 1: Scoring Music
 Quarter 2: Composing Melodic Solos
67
 Quarter 3: Composing Four Voice Chorales
 Quarter 4: Composing Piano Inventions
o Assessment: Students will have two formal assessments in the form of in-class quizzes, in
addition to daily classroom assignments, weekly exit tickets homework assignments, and a final
quarterly project.
8th
o
Grade
 Quarter 1: Traditional Drumming
 Quarter 2: Recorder & Orff Instruments
 Quarter 3: Guitar
 Quarter 4: Music Production
o Assessment: Students will have three formal assessments in the form of in-class written and
playing quizzes, in addition to daily classroom assignments, weekly exit tickets, and four
homework assignments.
•
Curriculum & Instructional Resources
o Students in Upper Academy music class utilize a variety of instruments including Orff
instruments, guitar, & drums. They will also utilize composition and notation software such as
MuseScore and GarageBand. Students listen to and study a wide array of musical examples from
the Common Practice Period to refine their critical response and composition skills (Baroque,
Classical, & Romantic). Students are encouraged to seek out help from reputable music theory
websites, most notably www.musictheory.net.
•
Classroom Norms & Procedures:
o Students begin each class with a musical warm-up: a short series of questions, a simple task like
chord analysis or a rhythm echo, or response to recorded music.
o Each child is expected to arrive to class on time with his/her music folder and pencil to each
class.
o Students who display exemplary behavior, learning, or improvement are displayed on our Bravo!
board for the community to see.
•
Late/Missing Work Policies (Grades 5-8 only)
o Please refer to the Late/Missing Work Policies in grade level guides above.
•
Tardy/Absence Policies (Grades 5-8 only)
o Please refer to the Tardy/Absence policies in grade level guides above.
Spanish: K-8
•
Course Description (per subject): By the end of the school year, students will be able to meet grade
level standards and do/understand the following:
o To communicate in the Spanish language by engaging in conversations, providing and obtaining
information, and expressing feelings and emotions.
o To gain knowledge and understanding of Spanish speaking cultures
o To understand and interpret written and spoken Spanish on a variety of topics
o To use the Spanish language both within and beyond the school setting
o Kindergarten: By the end of the school year, students will be able to meet grade level standards
and do/understand the following:
 Quarter 1- Poetry- Mother Goose Poem
68



o
o
o
o
o
o
Quarter 2- Mathematics- counting
Quarter 3- Mathematics- Solid and flat shapes/patterns
Quarter 4- Science- How a Seed Grows book in Spanish and label the parts of a flower in
Spanish
1st Grade: By the end of the school year, students will be able to meet grade level standards and
do/understand the following:
 Quarter 1- Social Studies- Early Civilizations of the Americas
• Mayans and Aztecs
 Quarter 2- Social Studies- Early Civilizations of the Americans
• Incans
 Quarter 3- Mathematics- Addition and Subtraction
• Addition and Subtraction Facts to 20
 Quarter 4- Science- The Human Body
• Body parts in Spanish
nd
2 Grade: By the end of the school year, students will be able to meet grade level standards and
do/understand the following:
 Quarter 1- Mathematics – Addition and Subtraction of Numbers 1-100
 Quarter 2- Science – The 5 Senses
 Quarter 3- Social Studies – South American Culture
 Quarter 4- Mathematics – 2D Shapes
3rd Grade: By the end of the school year, students will be able to meet grade level standards and
do/understand the following:
 Quarter 1- Science
• Classification of Animals
 Quarter 2- Social Studies/Geography
• Rivers in Central and South America
 Quarter 3- Mathematics
• Tell time in Spanish to the minute, using digital and analog clocks.
 Quarter 4- Mathematics
• Multiplying and dividing numbers
th
4 Grade: By the end of the school year, students will be able to meet grade level standards and
do/understand the following:
 Quarter 1- Science
• Recognize that the body has defense systems against germs, including tears,
saliva, skin and blood.
 Quarter 2- Social Studies
• Use latitude and longitude on maps and globes to locate places in Mexico
 Quarter 3- Social Studies
• Name and locate a country neighboring the United States, Mexico and its major
cities.
 Quarter 4- Mathematics
• Round decimals to the nearest tenth
Assessments: Students will be assessed in a variety of ways including, but not limited to: inclass activities, projects, quizzes. Students will be given a quiz twice per quarter.
Clickers/SmartResponse will also be used to assess student learning
5th – 8th Grade:
 Assessments: Students will be assessed in a variety of ways including, but not limited to:
in-class activities, projects, unit quizzes and tests, homework, and quarterly DDI exams
69
in grades 7-8. Students will be given a quiz during each lesson and a test at the end of the
lesson. Clickers/SmartResponse assessments will also be used to assess student learning.
th
o 5 Grade: By the end of the school year, students will be able to meet grade level standards and
do/understand the following:
 Quarter 1- Preliminary Lesson Nueva York: ¡Hola!
• Greet people and say goodbye
• Introduce yourself and others
• Ask and say how to spell names
• Say where you are from
• Cultural Connections from Textbook:
o Malaga Fair
o Independence Day
o The 12th of October
o Day of the Dead
 Quarter 2• Learn the names and capitals of the countries in the Spanish-speaking world
• Spanish skit or write a postcard in Spanish
• Cultural Connections from Textbook:
o Christmas
o New Years
 Quarter 3• Students will learn about New York City’s Hispanic population and its cultural
celebrations.
• Students will make a poster and give a presentation
• Respond to classroom instructions in Spanish
• Students will be able to talk about the weather and calendar
• Cultural Connections from Textbook:
o Carnival
o The Fires/Displays of Figures
 Quarter 4• Identify the countries in the Spanish-speaking world on a map.
• Students will do a research project about a Spanish-speaking country.
• Students will make comparisons between the celebrations and holidays in the
Spanish-speaking world and the United States.
• Cultural Connections from Textbook:
o Holy Week
o The fifth of May
o Festival of the Sun
o Day of Simón Bolívar
o 6th Grade: By the end of the school year, students will be able to meet grade level standards and
do/understand the following:
 Quarter 1- Unit 1 Lesson 1:
• Estados Unidos- ¿Qué te gusta hacer?
o Talk about activities
o Tell where you are from
o Say what you like and don’t like to do
o Understand and use subject pronouns
o De to describe where you are from
70
o Gustar with an infinitive
 Quarter 2- Unit 1 Lesson 2
• Estados Unidos- Mis amigo y yo:
o Describe yourself and others
o Identify people and things
o Use ser to describe what someone is like
o Definite and indefinite articles
o Noun-adjective agreement
 Quarter 3- Unit 2 Lesson 1
• México- Somos estudiantes:
o Talk about daily schedules
o Ask and tell time
o Say what you have and have to do
o Say what you do and how often you do things
o Use tener and tener que
o Expressions of frequency
o Present tense of ar verbs.
 Quarter 4- Unit 2 Lesson 2
• México- En la escuela:
o Describe classes and classroom objects
o Say where things are located
o Say where you are going
o Talk about how you feel
o Use the verb estar and ir.
o Use the conjugated verb before the subject to ask a question.
o 7th Grade: By the end of the school year, students will be able to meet grade level standards and
do/understand the following:
 Quarter 1- Unit 3 Lesson 1
• Puerto Rico- Mi comida favorita
o Talk about foods and beverages
o Ask questions
o Say which foods you like and don’t like
o Use interrogative words
o Use gustar with nouns
o Learn present tense of er and ir verbs
o Use the verb hacer
 Quarter 2- Unit 3 Lesson 2
• Puerto Rico- En mi familia:
o Talk about family
o Ask and tell ages
o Express possession
o Give dates
o Make comparisons
o Use de to show possession
o Use possessive adjectives
o Use comparatives
 Quarter 3- Unit 4 Lesson 1
• España- ¡Vamos de compras!
o Talk about what clothes you want to buy
o Say what you wear in different seasons
71
o Use tener expressions
o Stem changing verbs: e  ie
o Direct object pronouns
 Quarter 4- Unit 4 Lesson 2
• España- ¿Qué hacemos esta noche?:
o Describe places and events in town
o Talk about types of transportation
o Say what you are going to do
o Order from a menu
o Use the verb ver, ir a + infinitive
o Stem-changing verbs: o  ue
o Stem-changing verbs e  i
th
o 8 Grade: By the end of the school year, students will be able to meet grade level standards and
do/understand the following:
 Quarter 1- Unit 5 Lesson 1
• Ecuador- Vivimos aquí
o Describe a house and household items
o Indicate the order of things
o Describe people and locations
o Use ser and estar
o Ordinal numbers
 Quarter 2- Unit 5 Lesson 2
• Ecuador: Una Fiesta en Casa
o Plan a party
o Talk about chores and responsibilities
o Tell someone what to do
o Say what you just did
o Use more irregular verbs
o Affirmative tú commands
o Acabar de + infinitive
 Quarter 3- Unit 6 Lesson 1
• República dominicana: ¿Cuál es tu deporte favorito?
o Talk about sports
o Talk about whom you know
o Talk about what you know
o Use the verb jugar, saber and conocer
o The personal a
 Quarter 4- Unit 6 Lesson 2
• República Dominicana: La Salud
o Talk about parts of the body
o Make excuses
o Say what you did
o Talk about staying healthy
o Use he verb doler
o Use preterite of ar verbs
o Use preterite of car, gar, and zar verbs
o Assessments: Students will be assessed in a variety of ways including, but not limited to: inclass activities, projects, unit quizzes and tests, homework, and quarterly DDI exams in grades 78. Students will be given a quiz during each lesson and a test at the end of the lesson.
Clickers/SmartResponse assessments will also be used to assess student learning
72
•
Curriculum & Instructional Resources
o Grades K-4:
 Students use a variety of resources including research-based practices and teacher-created
activities and assessments.
 Online resources:
• Concentration Game
• El Alfabeto
• Literacy Center
• Musica con Maya y Miguel
• Practice Vocabulary with Babbel
• Duolingo (Free to create an account!)
• Mi Mundo en Palabras
• BrainPop in Spanish
o Grades 5-8:
 Students use the Avancemos curriculum for homework assignments, quizzes, tests and
in-class activities.
 Online resources:
• Classzone.com - This site is a great resource for practicing the vocabulary and
grammar concepts. It offers animated grammar, an at home tutor, culture,
conjuguemos to practice conjugating verbs, online review with flashcards, selfcheck quizzes & games, and downloads of both audio and video from the
textbook.
• BrainPop in Spanish
• Duolingo (free to set-up an account)
• Mi Mundo en Palabras
• National Geographic (Spanish)
• Concentration Game
• El Alfabeto
• Literacy Center
• Maya y Miguel
• Babbel
o Technology:
 The Smartboard will be used for a variety of engaging Spanish activities
 SmartNotebook and SmartResponders will be used to enhance student learning
 Online tools for practicing Spanish at school and at home
o Manipulatives:
 Calendar: Students in grades K-8 will go over the calendar each day they have Spanish
class. A Spanish calendar helps students learn and practice the days of the week, months,
seasons, numbers and weather.
 Flashcards: Flashcards are a very effective way for students to learn new Spanish
vocabulary and practice it at home.
 Picture Cards: This helps student’s practice vocabulary with a visual.
 Hands-on Games
 Clock: Practice telling time
•
Classroom Norms & Procedures
o Student Recognition: There will be a student of the month for each grade level (K-8).
o Routines: Students will start each class period with the pledge or a song. Then we will go over
the calendar (day of the week, month, season, weather).
73
o Rules:
 Students will follow the school-wide rules in addition to the posted Spanish room rules.
 Students are expected to:
• Be on time with all required materials
• Participate in class activities
• Turn in all assignments on time and completed at your best ability
• Be respectful of every person in the classroom
o Please also refer to the Classroom Norms & Procedures in the grade level guides above.
•
Late/Missing Work Policies (Grades 5-8 only)
o Please refer to the Late/Missing Work Policies in grade level guides above.
•
Tardy/Absence Policies (Grades 5-8 only)
o Please refer to the Tardy/Absence policies in grade level guides above.
Latin: 5-8
•
Course descriptions (per subject): By the end of the school year, students will be able to meet grade
level standards and do/understand the following:
o Although Latin is often called a “dead” language it is very much alive in English and all other
Romance languages. Approximately 60% of the English language is derived from Latin and
approximately 90% of English words containing two or more syllables have a Latin root.
o Latin at Paideia Academy is intended to help students better understand their own English
language while also exploring its roots. Students will learn useful vocabulary, Latin grammar,
commonly used phrases found in English; discover important connections between Latin and
English and much more.
o Skills acquired from learning Latin include:
 Critical thinking in analyzing information
 Making inferences and connections between languages
 Evaluating the importance of language roots
 Interpreting basic language skills
 Synthesizing this information and these skills into learning other languages.
o Grades 5 and 6 will focus most on understanding the basic structure of Latin while also learning
simple but valuable vocabulary and grammar.
o Grades 7 and 8 will gain a deeper understanding of the Latin language through studies in
vocabulary, grammar, usage and structure. 7th and 8th Grade students will also gain knowledge
of the role Latin played in the Roman Empire and many civilizations that followed.
o Standards are based on those outlined by the American Classics League,
(http://www.aclclassics.org/uploads/assets/files/Standards_Classical_Learning.pdf) and Core
Knowledge Standards in Language Arts/English
o Assessments: Students will be assessed in a variety of ways including, but not limited to, daily
assignments/practice, projects, exit tickets, quizzes, and quarterly DDI exams.
•
Curriculum & Instructional Resources
o 5th and 6th Grade: an Introduction to Latin, uses, verbs, names, numbers, nouns, adjectives and
their functions, nominatives, adjectives, agreement and conjugation
o 5th and 6th Grade: Classical Academic Press Latin for Children series, Prima Lingua
o 7th Grade: vocabulary, grammar, translations, oral practice, and phrases, sayings and mottoes
74
o 8th Grade: advanced study of 7th grade curriculum concepts listed above
o 7th and 8th Grade: Classical Academic Press Latin Alive! Series
•
Classroom Norms & Procedures
o Please refer to the norms and procedures outlined in grade level guides above.
•
Late/Missing Work Policies
o Please refer to late/missing work policies outlined in grade level guides above.
•
Tardy/Absence Policies (for classes)
o Please refer to tardy/absence policies outlined in grade level guides above.
Classical Studies: 5-8
•
Course descriptions (per subject): By the end of the school year, students will be able to meet grade
level standards and do/understand the following:
o While most centrally focused on the civilizations of Ancient Greece and Rome, students will
understand and compare many ancient civilizations from around the world. The overall goal of
this class is to give students an understanding of the beginnings of our modern world and
contributions made by various groups of people throughout history.
o Students will learn the history, mythology, archaeology, technology, art and much more of
several ancient civilizations while constantly making connections and comparisons back to their
own modern world.
o 5th Grade; focus on Ancient Greece includes: geography, culture/daily life, and mythology
o 6th Grade; focus on Ancient Rome includes: geography, Roman life, theatre, art/architecture and
technology
o 7th Grade; focus on Early Humans, Pre-Colonial Africa, Mesopotamia, Ancient Egypt, Ancient
Greece includes: elements of archaeology, culture and mythology, philosophy and classical
theatre
o 8th Grade; focus on Ancient Rome, Early Americans (Maya, Aztec, Inca), Native Americans
•
Curriculum & Instructional Resources
o Holt Ancient Civilizations, History Alive! The Ancient World, InspirEducators series
•
Classroom Norms & Procedures
o Please refer to the norms and procedures outlined in grade level guides above.
•
Late/Missing Work Policies
o Please refer to late/missing work policies outlined in grade level guides above.
•
Tardy/Absence Policies (for classes)
o Please refer to tardy/absence policies outlined in grade level guides above.
75
Technology: 5-8
•
Course descriptions (per subject): By the end of the school year, students will be able to meet grade
level standards and do/understand the following:
o Units/Games/Activities:
 Operating a mouse
 Using a basic drawing application
 Creating a slide presentation
 Creating a word processing document
 Creating and using a spreadsheet
 Hardware and software terminology
 Basic programming
 Digital citizenship and etiquette
o Upper Academy students, Grades 5-8 place a greater emphasis on responsible and appropriate
use of technology for school and home, correct use of applications, in the spirit of the phrase “the
right tool for the right job,” digital citizenship, etiquette, research skills and good graphic design.
As per ISTE standards, ethical use of information, the pitfalls of social media, and awareness of
scam artists will be covered.
o Lower Academy Students, Grades K-4 focus on internet safety, use of applications to
communicate ideas, exempli gratia: graphics applications or music applications. Additionally,
collecting data and researching information, working in groups to create a digital presentation,
finding and evaluating digital resources on a current or historical person, and demonstrating the
cooperative use of technology.
o The lessons and targeted benchmarks are aligned to meet the ISTE (International Society for
Technology in Education) categories listed below.
 Creativity and Innovation
 Communication and Collaboration
 Research and Information Fluency
 Critical Thinking, Problem Solving, and Decision Making
 Digital Citizenship
 Technology Operations and Concepts
o Assessments:
 Work completion
 Exit tickets
 Class participation
 Individual and group projects
•
Curriculum & Instructional Resources
o http://www.iste.org (Standards)
o http://bornetech.weebly.com (Class Website)
•
Classroom Norms & Procedures:
o All students are expected to treat the equipment with respect.
o No interfering with another student’s computer
o No plagiarizing (copying) other’s work.
o Come prepared
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