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12-Aug-2013

Final Entries Due for Nov 2013 Exam Session

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  • 12-Aug-2014

    Cambridge Results Available on CIE Direct

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  • 14-Aug-2013

    Leadership Conference

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  • 19-Aug-2013

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  • 23-Aug-2013

    Student Orientation Day

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  • 26-Aug-2013

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  • 2-Sep-2013

    Labor Day Break

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  • 17-Sep-2013

    Retake Entries Due for Nov 2013 Exam Session

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  • 30-Sep-2013

    Standardized Testing

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  • 3-Oct-2013

    Regional Professional Development Day - No School

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  • 14-Oct-2013

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  • 31-Oct-2013

    End of First Quarter

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  • 1-Nov-2013

    Field Trip Day

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  • 4-Nov-2013

    Q1 Common Assessment Week

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  • 8-Nov-2013

    Parent/Board Evening

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  • 8-Nov-2013

    Parent / Teacher Conferences & Report Card Distribution - No School

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  • 11-Nov-2013

    Remembrance Day

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  • 28-Nov-2013

    Thanksgiving Break (US)

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  • 6-Dec-2013

    Half Day,Sterling-led Professional Development

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  • 23-Dec-2013

    Winter Break

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  • 6-Jan-2014

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  • 20-Jan-2014

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  • 21-Jan-2014

    Exam Week

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  • 24-Jan-2014

    Half Day, End of First Semester

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  • 27-Jan-2014

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  • 27-Jan-2014

    Q2 Common Assessment Week

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  • 31-Jan-2014

    Semester 1 Report Card Distribution

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  • 7-Feb-2014

    Field Trip Day

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  • 17-Feb-2014

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  • 3-Apr-2014

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  • 7-Apr-2014

    Spring Break

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  • 14-Apr-2014

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    Parent/Board Evening

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  • 15-Apr-2014

    Q3 Common Assessment Week

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  • 15-Apr-2014

    School Resumes

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  • 18-Apr-2014

    Good Friday

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  • 21-Apr-2014

    Easter Monday, No School

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  • 9-May-2014

    Half Day, Sterling-led Professional Development

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  • 19-May-2014

    Victoria Day, No School

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  • 26-May-2014

    Memorial Day, No School

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  • 9-Jun-2014

    Q4 Common Assessment Week

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  • 9-Jun-2014

    Final Exam Week

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  • 13-Jun-2014

    Field Trip Day

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  • 19-Jun-2014

    Awards Day

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  • 20-Jun-2014

    Half Day, End of Second Semester

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  • 28-Apr-14

    Sterling Elementary Spelling Bees

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  • 13-Aug-2014

    Leadership Conference

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  • 18-Aug-2014

    Teacher Work Days

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  • 22-Aug-2014

    Student Orientation Day

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  • 25-Aug-2014

    School Begins, VC classes begin

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  • 1-Sep-2014

    Labor Day Break

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  • 4-Nov-2014

    Standardized Testing

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  • 10-Oct-2014

    Canadian Thanksgiving - No School

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  • 13-Oct-2014

    Canadian Thanksgiving/Columbus Day - No School

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  • 29-Oct-2014

    End of First Quarter

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  • 12-Nov-2014

    Q1 CAPA

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  • 7-Nov-2014

    P / T Confs & Report Card Distr. - No School

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  • 11-Nov-2014

    Remembrance Day

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  • 27-Nov-2014

    US Thanksgiving Break

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  • 5-Dec-2014

    Sterling-led PD - No School

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  • 22-Dec-2014

    Winter Break Begins

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  • 5-Jan-2015

    School Resumes

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  • 19-Jan-2015

    Martin Luther King Day

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  • 20-Jan-2015

    Exam Week

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  • 26-Jan-2015

    Half Day, End of First Semester

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  • 27-Jan-2015

    Start of the Second Semester

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  • 27-Jan-2015

    Q2 CAPA

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  • 6-Feb-2015

    Report Card Distribution

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  • 16-Feb-2015

    President's Day/Family Day, No School

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  • 30-Mar-2015

    Spring Break Begins

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  • 6-Apr-2015

    Easter Monday

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  • 7-Apr-2015

    School Resumes

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  • 10-Apr-2015

    End of Third Quarter

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  • 20-Apr-2015

    Q3 CAPA

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  • 17-Apr-2015

    P / T Confs & Report Card Distr. - No School

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  • 1-May-2015

    Sterling-led PD - No School

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  • 18-May-2015

    Victoria Day, No School

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  • 25-May-2015

    Memorial Day, No School

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  • 1-Jun-2015

    Q4 CAPA

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  • 15-Jun-2015

    Exam Week

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  • 19-Jun-2015

    Half Day, End of Second Semester

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  • 3-Nov-2014

    Q1 CAPA

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  • 09-Feb-2015

    Q2 CAPA

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  • 13-Apr-2015

    Q3 CAPA

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  • 22-Jun-2015

    Teacher Work Day

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  • 23-Jun-2015

    Report Card Distribution

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  • 30-Oct-2014

    School Day

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  • 26-Aug-2015

    Leadership Conference

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  • 24-Aug-2015

    Teacher Work Days

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  • 31-Aug-2015

    Student Orientation Day

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  • 1-Sep-2015

    School Begins, VC classes begin (East/West)

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  • 7-Sep-2015

    Labor Day Break

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  • 12-Oct-2015

    Canadian Thanksgiving - No School

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  • 12-Oct-2015

    Canadian Thanksgiving/Columbus Day - No School

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  • 14-Oct-2015

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  • 4-Nov-2015

    End of First Quarter (East/West)

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  • 6-Nov-2015

    End of First Quarter (North)

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  • 9-Nov-2015

    Remembrance Day Holiday (North)

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  • 11-Nov-2015

    Remembrance Day (East/West)

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  • 13-Nov-2015

    P / T Confs & Report Card Distr. - No School (E/W)

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  • 18-Nov-2015

    P/T Confs & Report Card Distr. - No School (N)

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  • 26-Nov-2015

    US Thanksgiving Break

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  • 15-Dec-2015

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  • 21-Dec-2015

    Winter Break Begins

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  • 4-Jan-2016

    School Resumes

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  • 18-Jan-2016

    Martin Luther King Day

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  • 25-Jan-2016

    Exam Week

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  • 27-Jan-2016

    Half Day, End of First Semester (East/West)

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  • 28-Jan-2016

    Half Day, End of First Semester (East/West)

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  • 28-Jan-2016

    Start of Second Semester (East/West)

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  • 29-Jan-2016

    Start of Second Semester North)

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  • 5-Feb-2016

    Report Card Distribution

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  • 15-Feb-2016

    President's Day/Family Day, No School

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  • 16-Feb-2016

    Sterling-led PD - No School

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  • 25-Mar-2016

    Spring Break Begins

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  • 4-Apr-2016

    School Resumes

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  • 11-Apr-2016

    End of Third Quarter

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  • 12-Apr-2016

    Start of Fourth Quarter

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  • 20-Apr-2016

    P/T Confs & Report Card Distr. - No School (N)

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  • 22-Apr-2016

    P / T Confs & Report Card Distr. - No School (E/W)

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  • 26-Apr-2016

    Sterling-led PD - No School

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  • 23-May-2016

    Victoria Day, No School (North)

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  • 30-May-2016

    Memorial Day, No School (East/West)

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  • 13-Jun-2016

    Exam Week (East/West)

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  • 13-Jun-2016

    Exam Period (North)

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  • 15-Jun-2016

    Half Day, End of Second Semester (East/West)

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  • 24-Jun-2016

    Half Day, End of Second Semester (North)

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  • 30-Jun-2016

    Report Card Distribution

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  • 8-Sep-2015

    School Begins, VC classes begin (North)

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  • opa10
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  • Course Overview - Elementary

    Mathematics

    • Math 3rd Grade

      • Course ID
        Course Title & Description
        Grade Level

        213E03

        Resources

        Math 3rd Grade

        Two major emphases in Grade 3 are the operations of multiplication and division and the concept of fractions. These concepts are introduced early in the year in order to build a foundation for students to revisit and extend their conceptual understanding with respect to these concepts as the year progresses. By the end of the year, students recall all products of two single-digit numbers. Third grade students develop an understanding of fractions as numbers, and compare and reason about fraction sizes. This work with fractions develops reasoning skills and conceptual understanding of fraction size and fractions as part of the number system. Such skills are necessary in their future work with fractions and ratios. To continue the study of geometry, students describe and analyze shapes by their sides, angles, and definitions. In the final unit, students generalize and apply strategies for computational fluency.

        Minimum Weekly Time Allocation:

        5 hours, 30 minutes (330 minutes) should be allotted each week. Additionally, 30 minutes each day should be dedicated to Mental Math, for a total of 360 minutes.

        3

    • Math 4th Grade

      • Course ID
        Course Title & Description
        Grade Level

        213E04

        Resources

        Math 4th Grade

        Throughout Grade 4, students continue to develop their understanding of numbers. They generalize their understanding of place value to 1,000,000. Students extend their understanding of the four operations to include multiplicative compare problems, operations with multi-digit numbers, and multiplying fractions by whole numbers. Students further develop their understanding of fractions to include addition of fractions with like denominators and comparison and ordering of fractions with either like numerators or like denominators. The geometry focus is on reasoning about angle measurement and lines of fraction size and fractions as part of the number system. Such skills are necessary in their future work with fractions and ratios.

        Minimum Weekly Time Allocation:

        5 hours, 30 minutes (330 minutes) should be allotted each week. Additionally, 30 minutes each day should be dedicated to Mental Math, for a total of 360 minutes.

        4

    • Math 5th Grade

      • Course ID
        Course Title & Description
        Grade Level

        213E05

        Resources

        Math 5th Grade

        Minimum Weekly Time Allocation: 4 hours, 30 minutes (270 minutes) should be allotted each week. Additionally, 30 minutes each day should be dedicated to Mental Math for a total of 300 minutes.

        Grade 5 begins with developing conceptual understanding of volume as an attribute of solid figures. This is a new concept for Grade 5 and provides engaging context that supports problem solving throughout the year. Students practice and refine their multiplication and division strategies, attaining fluency in multiplication with whole numbers by the end of the year. The domain of Number and Operations in Base Ten is finalized as students generalize their understanding of the base-ten system to include decimals.

        5

    • Math 6th Grade

      • Course ID
        Course Title & Description
        Grade Level

        213E06

        Resources

        Math 6th Grade

        Minimum Weekly Time Allocation: 4 hours, 30 minutes (270 minutes) should be allotted each week. Additionally, 30 minutes each day should be dedicated to Mental Math for a total of 300 minutes.

        In Grade 6, instructional time should focus on four critical areas: (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking.

        6

    Science

    • Elementary Science Block 1

      • Course ID
        Course Title & Description
        Grade Level

        223E03

        Resources

        Elementary Science Block 1

        Block 1 covers Growth and Changes in Plants, Materials and Structures, Forces that Attract or Repel, Soils and the Environment.

        Minimum Weekly Time Allocation:

        3 hours (180 minutes) should be allotted each week. Sterling’s goal is to provide students with a well-rounded science program that allows them to learn safety guidelines, the scientific method and to begin to develop critical thinking skills. Ideally, students will work on meeting their grade level standards each year.

        3,4

    • Elementary Science Block 2

      • Course ID
        Course Title & Description
        Grade Level

        223E04

        Resources

        Elementary Science Block 2

        Block 2 covers Habitats and Communities, Light, Sound, Rocks, Minerals, and Erosion.

        Minimum Weekly Time Allocation:

        3 hours (180 minutes) should be allotted each week. Sterling’s goal is to provide students with a well-rounded science program that allows them to learn safety guidelines, the scientific method and to begin to develop critical thinking skills. Ideally, students will work on meeting their grade level standards each year.

        3,4

    • Elementary Science Block 3

      • Course ID
        Course Title & Description
        Grade Level

        223E05

        Resources

        Elementary Science Block 3

        Minimum Weekly Time Allocation: 3 hours, 45 minutes (225 minutes) should be allotted each week. Sterling’s goal is to provide students with a well-rounded science program that allows them to learn safety guidelines, the scientific method and to begin to develop critical thinking skills. Ideally, students will work on meeting their grade level standards each year.

        Block 3 consists of the following topics: Maintaining a Healthy Body, Properties of and Changes in Substance, Forces and Simple Machines and the Weather.

        5,6

    • Elementary Science Block 4

      • Course ID
        Course Title & Description
        Grade Level

        223E06

        Resources

        Elementary Science Block 4

        Minimum Weekly Time Allocation: 3 hours, 45 minutes (225 minutes) should be allotted each week. Sterling’s goal is to provide students with a well-rounded science program that allows them to learn safety guidelines, the scientific method and to begin to develop critical thinking skills. Ideally, students will work on meeting their grade level standards each year.

        In Block 4 students are expected to learn about Diversity of Living Things, Flight, Electricity, The Solar System.

        5,6

    Literacy

    • ELA - Language Arts Block 1

      • Course ID
        Course Title & Description
        Grade Level

        233E06

        Resources

        ELA - Language Arts Block 1

        Reading
        Reading standards establish a “staircase” of increasing complexity in what students must be able to read so that all students are ready for the demands of college‐ and career‐level reading no later than the end of high school. The standards also require the progressive development of reading comprehension so that students advancing through the grades are able to gain more from whatever they read. Through reading a diverse array of classic and contemporary literature as well as challenging informational texts in a range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective.

        Writing, Speaking and Listening
        Students are expected to gain the ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence. These skills form the cornerstone of writing, with opinion writing—a basic form of argument—extending down into the earliest grades. Both short, focused projects (such as those commonly required in the workplace) and longer term in-depth research is emphasized throughout but most prominently in the writing strand since a written analysis and presentation of findings is so often critical. Annotated samples of student writing help establish adequate performance levels in writing arguments, informational/ explanatory texts, and narratives.

        Students are expected to be able to evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media. An important focus of speaking and listening is academic discussion in one-on‐one, small‐group, and whole‐class settings. Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as students collaborate to answer questions, build understanding, and solve problems.

        Writing standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language. Using a mix of conversations, direct instruction and reading, students will grow their vocabularies and determine word meanings, appreciate the nuances of words, and steadily expand their repertoire of words and phrases to prepare for real life experience. Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading, writing, speaking, and listening.

        Media and Technology
        Just as media and technology are integrated in school and life in the twenty‐first century, skills related to media use (both critical analysis and production of media) are integrated throughout the year. Keyboarding and basic Microsoft Office skills are now integrated into the elementary curriculum .


        Minimum Weekly Time Allocation: 8 hours 30 minutes (510 minutes) for all components of the literacy program, which includes portions of language arts (spelling, grammar, and speaking and listening).

        3, 4

    • ELA - Language Arts Block 2

      • Course ID
        Course Title & Description
        Grade Level

        233E07

        Resources

        ELA - Language Arts Block 2

        Reading
        Reading standards establish a “staircase” of increasing complexity in what students must be able to read so that all students are ready for the demands of college‐ and career‐level reading no later than the end of high school. The standards also require the progressive development of reading comprehension so that students advancing through the grades are able to gain more from whatever they read. Through reading a diverse array of classic and contemporary literature as well as challenging informational texts in a range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective.

        Writing, Speaking and Listening
        Students are expected to gain the ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence. These skills form the cornerstone of writing, with opinion writing—a basic form of argument—extending down into the earliest grades. Both short, focused projects (such as those commonly required in the workplace) and longer term in-depth research is emphasized throughout but most prominently in the writing strand since a written analysis and presentation of findings is so often critical. Annotated samples of student writing help establish adequate performance levels in writing arguments, informational/ explanatory texts, and narratives.

        Students are expected to be able to evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media. An important focus of speaking and listening is academic discussion in one-on‐one, small‐group, and whole‐class settings. Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as students collaborate to answer questions, build understanding, and solve problems.

        Writing standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language. Using a mix of conversations, direct instruction and reading, students will grow their vocabularies and determine word meanings, appreciate the nuances of words, and steadily expand their repertoire of words and phrases to prepare for real life experience. Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading, writing, speaking, and listening.

        Media and Technology
        Just as media and technology are integrated in school and life in the twenty‐first century, skills related to media use (both critical analysis and production of media) are integrated throughout the year. Keyboarding and basic Microsoft Office skills are now integrated into the elementary curriculum .


        Minimum Weekly Time Allocation: 8 hours 30 minutes (510 minutes) for all components of the literacy program, which includes portions of language arts (spelling, grammar, and speaking and listening).

        3, 4

    • ELA - Language Arts Block 3

      • Course ID
        Course Title & Description
        Grade Level

        233E08

        Resources

        ELA - Language Arts Block 3

        Minimum Weekly Time Allocation: 8 hours and 15 minutes (495 minutes) for all components of the literacy program.

        Reading
        Reading standards establish a “staircase” of increasing complexity in what students must be able to read so that all students are ready for the demands of college‐ and career‐level reading no later than the end of high school. The standards also require the progressive development of reading comprehension so that students advancing through the grades are able to gain more from whatever they read. Through reading a diverse array of classic and contemporary literature as well as challenging informational texts in a range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective.

        Writing, Speaking and Listening
        Students are expected to gain the ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence. These skills form the cornerstone of writing, with opinion writing—a basic form of argument—extending down into the earliest grades. Both short, focused projects (such as those commonly required in the workplace) and longer term in-depth research is emphasized throughout but most prominently in the writing strand since a written analysis and presentation of findings is so often critical. Annotated samples of student writing help establish adequate performance levels in writing arguments, informational/ explanatory texts, and narratives.

        Students are expected to be able to evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media. An important focus of speaking and listening is academic discussion in one-on‐one, small‐group, and whole‐class settings. Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as students collaborate to answer questions, build understanding, and solve problems.

        Writing standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language. Using a mix of conversations, direct instruction and reading, students will grow their vocabularies and determine word meanings, appreciate the nuances of words, and steadily expand their repertoire of words and phrases to prepare for real life experience. Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading, writing, speaking, and listening.

        Media and Technology
        Just as media and technology are integrated in school and life in the twenty‐first century, skills related to media use (both critical analysis and production of media) are integrated throughout the year. Keyboarding and basic Microsoft Office skills are now integrated into the elementary curriculum.

        5, 6

    • ELA - Language Arts Block 4

      • Course ID
        Course Title & Description
        Grade Level

        233E10

        Resources

        ELA - Language Arts Block 4

        Minimum Weekly Time Allocation: 8 hours and 15 minutes (495 minutes) for all components of the literacy program.

        Reading
        Reading standards establish a “staircase” of increasing complexity in what students must be able to read so that all students are ready for the demands of college‐ and career‐level reading no later than the end of high school. The standards also require the progressive development of reading comprehension so that students advancing through the grades are able to gain more from whatever they read. Through reading a diverse array of classic and contemporary literature as well as challenging informational texts in a range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective.

        Writing, Speaking and Listening
        Students are expected to gain the ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence. These skills form the cornerstone of writing, with opinion writing—a basic form of argument—extending down into the earliest grades. Both short, focused projects (such as those commonly required in the workplace) and longer term in-depth research is emphasized throughout but most prominently in the writing strand since a written analysis and presentation of findings is so often critical. Annotated samples of student writing help establish adequate performance levels in writing arguments, informational/ explanatory texts, and narratives.

        Students are expected to be able to evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media. An important focus of speaking and listening is academic discussion in one-on‐one, small‐group, and whole‐class settings. Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as students collaborate to answer questions, build understanding, and solve problems.

        Writing standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language. Using a mix of conversations, direct instruction and reading, students will grow their vocabularies and determine word meanings, appreciate the nuances of words, and steadily expand their repertoire of words and phrases to prepare for real life experience. Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading, writing, speaking, and listening.

        Media and Technology
        Just as media and technology are integrated in school and life in the twenty‐first century, skills related to media use (both critical analysis and production of media) are integrated throughout the year. Keyboarding and basic Microsoft Office skills are now integrated into the elementary curriculum.

        5, 6

    • ELA - Language Arts Block 6

      • Course ID
        Course Title & Description
        Grade Level

        233E11

        Resources

        ELA - Language Arts Block 6

        The ability to spell, write, speak and listen well is key to a student's success. Mastery of these skills provides a solid foundation for academic success. By providing opportunities to build spelling, grammar, writing and listening and speaking skills through the use of higher order thinking skills, students will develop the requisite knowledge that will allow them to advance in all areas of the curriculum, in both elementary, middle school and beyond.

        6

    Social Studies

    • Elementary Social Studies Block 1

      • Course ID
        Course Title & Description
        Grade Level

        243E03

        Resources

        Elementary Social Studies Block 1

        Minimum Weekly Time Allocation: 3 hours (180 minutes) should be allotted each week.

        Integrated into the ELA common core standards, this content area focuses on identifying and studying the following general themes:

        • Understanding of other cultures
        • Concepts of time, continuity and change
        • People, places and environments
        • Individuals, groups, institutions and how they connect
        • Production, distribution and consumption of goods and services
        • Local, state, provincial, country or world history
        • Civic ideals and practices
        • Geographic concepts and skills

        Any additional state, local or provincial outcomes should be taught in conjunction with these whenever possible, with fulfilling governmental standards being the first priority.

        Block 1 focuses primarily on learning about communities around the world, and their people and laws.

        3,4

    • Elementary Social Studies Block 2

      • Course ID
        Course Title & Description
        Grade Level

        243E04

        Resources

        Elementary Social Studies Block 2

        Minimum Weekly Time Allocation: 3 hours (180 minutes) should be allotted each week.

        Integrated into the ELA common core standards, this content area focuses on identifying and studying the following general themes:

        • Understanding of other cultures
        • Concepts of time, continuity and change
        • People, places and environments
        • Individuals, groups, institutions and how they connect
        • Production, distribution and consumption of goods and services
        • Local, state, provincial, country or world history
        • Civic ideals and practices
        • Geographic concepts and skills

        Any additional state, local or provincial outcomes should be taught in conjunction with these whenever possible, with fulfilling governmental standards being the first priority.

        Block 2 is focused on students studying their local history and government in greater depth (states, region, government leadership)

        3,4

    • Elementary Social Studies Block 3

      • Course ID
        Course Title & Description
        Grade Level

        243E05

        Resources

        Elementary Social Studies Block 3

        Minimum Weekly Time Allocation: 3 hours 30 minutes (210 minutes) should be allotted each week.

        Integrated into the ELA common core standards, this content area focuses on identifying and studying the following general themes:

        • Understanding of other cultures
        • Concepts of time, continuity and change
        • People, places and environments
        • Individuals, groups, institutions and how they connect
        • Production, distribution and consumption of goods and services
        • Local, state, provincial, country or world history
        • Civic ideals and practices
        • Geographic concepts and skills

        Any additional state, local or provincial outcomes should be taught in conjunction with these whenever possible, with fulfilling governmental standards being the first priority.

        In Block 3, students will learn about the United States, Canada and Latin America.

        5,6

    Other Courses

    • Elementary Art

      • Course ID
        Course Title & Description
        Grade Level

        273E01

        Resources

        Elementary Art

        Minimum Weekly Time Allocation: 2 hours, 15 minutes (125 minutes) each week may be allotted for the subjects listed below.

        The student will be introduced to and gain a working knowledge of the basic principles of art. This course will focus on projects that will encourage creativity and will help develop different approaches to following directions and procedures both verbally and in writing. Basic and Advanced techniques in drawing, painting and sculpture will be used on the theme based projects. Students will learn how to obtain resources for projects through research and development. Interpretations of concepts will also be covered by studying different artist styles.

        3 - 6

    • Elementary Practical & Applied Arts

      • Course ID
        Course Title & Description
        Grade Level

        273E02

        Resources

        Elementary Practical & Applied Arts

        Elementary students should receive, at a minimum, weekly instruction in the following areas:

        Physical Education / Health 2h 15 minutes
        Music 45 minutes
        Art 45 minutes
        Foreign Language / Enrichment 45 minutes

        6-Mar

    • Elementary Music

      • Course ID
        Course Title & Description
        Grade Level

        273E04

        Resources

        Elementary Music

        Minimum Weekly Time Allocation: 2 hours, 15 minutes (125 minutes) each week may be allotted for the subjects listed below.

        Elementary music 3-6 students will learn fundamentals in music notation, performance competencies though participation in a choral ensemble and manipulation of a real instruments, and will begin to respond to music as they are introduced to music critiques, in which written language is used to evaluate aural stimuli based on a set of specified criteria. Performance mediums: choir, recorder, band instruments.

        3 - 6

    • Elementary Physical Education & Health

      • Course ID
        Course Title & Description
        Grade Level

        273E06

        Resources

        Elementary Physical Education & Health

        Minimum Weekly Time Allocation: 2 hours, 30 minutes (150 minutes) each week.

        The Elementary Health and Physical Education program is based on the vision that the knowledge and skills acquired throughout the program will benefit students throughout their lives and help them to thrive in an ever-changing world by enabling them to acquire physical and health literacy. This program will also aid in the development of the comprehension, capacity, and commitment needed to lead healthy, active lives and to promote healthy, active living. Students will build upon their basic movement competence by engaging in fun, skill-based activities that will focus upon an understanding of strategy and effective communication between peers.

        3 - 6

    • Elementary Keyboarding

      • Course ID
        Course Title & Description
        Grade Level

        273E07

        Resources

        Elementary Keyboarding

        Minimum Weekly Time Allocation: 90 minutes each week.

        To prepare our students for middle school, more focus will be made on keyboarding and basic Microsoft Office skills, including integration with all core subjects within the curriculum.

        6-Mar

    Second Languages

    • Elementary French Grade 3

      • Course ID
        Course Title & Description
        Grade Level

        273E08

        Resources

        Elementary French Grade 3

        Minimum Weekly Time Allocation: 90 minutes each week. 

        Student will learn the basics of a second language, words, grammar and language development. This will serve as a base as students move through the second language requirements in the higher academic years.

        3

    • Elementary French Grade 4

      • Course ID
        Course Title & Description
        Grade Level

        273E09

        Resources

        Elementary French Grade 4

        Minimum Weekly Time Allocation: 90 minutes each week. 

        Student will learn the basics of a second language, words, grammar and language development. This will serve as a base as students move through the second language requirements in the higher academic years.

        4

    • Elementary French Grade 5

      • Course ID
        Course Title & Description
        Grade Level

        273E10

        Resources

        Elementary French Grade 5

        Minimum Weekly Time Allocation: 90 minutes each week.

        Student will learn the basics of a second language, words, grammar and language development. This will serve as a base as students move through the second language requirements in the higher academic years.

        5

    • Elementary French Grade 6

      • Course ID
        Course Title & Description
        Grade Level

        273E11

        Resources

        Elementary French Grade 6

        Minimum Weekly Time Allocation: 90 minutes each week.

        Student will learn the basics of a second language, words, grammar and language development. This will serve as a base as students move through the second language requirements in the higher academic years.

        6

    • Elementary Spanish Grade 3

      • Course ID
        Course Title & Description
        Grade Level

        273E12

        Resources

        Elementary Spanish Grade 3

        Minimum Weekly Time Allocation: 90 minutes each week. 

        Student will learn the basics of a second language, words, grammar and language development. This will serve as a base as students move through the second language requirements in the higher academic years.

        3

    • Elementary Spanish Grade 4

      • Course ID
        Course Title & Description
        Grade Level

        273E13

        Resources

        Elementary Spanish Grade 4

        Minimum Weekly Time Allocation: 90 minutes each week. 

        Student will learn the basics of a second language, words, grammar and language development. This will serve as a base as students move through the second language requirements in the higher academic years.

        4

    • Elementary Spanish Grade 5

      • Course ID
        Course Title & Description
        Grade Level

        273E14

        Resources

        Elementary Spanish Grade 5

        Minimum Weekly Time Allocation: 90 minutes each week.

        Student will learn the basics of a second language, words, grammar and language development. This will serve as a base as students move through the second language requirements in the higher academic years.

        5

    • Elementary Spanish Grade 6

      • Course ID
        Course Title & Description
        Grade Level

        273E15

        Resources

        Elementary Spanish Grade 6

        Minimum Weekly Time Allocation: 90 minutes each week.

        Student will learn the basics of a second language, words, grammar and language development. This will serve as a base as students move through the second language requirements in the higher academic years.

        6