Course Catalog

The Notre Dame Marist Academy Lower School Library aims to provide a student-centered library media center that provides a safe and nurturing environment, one in which students can seek information and ideas for their educational, informational, and recreational needs. Each class comes to the Library once a week and during this time the Librarian hopes to promote a deeper appreciation of quality literature, encouraging our students to interpret meaning from various forms of literature, as they become lifelong readers and learners. Additionally, the Library seeks to ensure that our students acquire the necessary information literacy skills they will need to become productive learners with skills and knowledge necessary to lead successful, meaningful lives in the 21st century. The Lower School Library Program continually strives to play an essential and active role in the educational development of our students, enabling them to reach their full potential.

JUNIOR KINDERGARTEN

• Students come to the media center once a week
• Each visit includes storytime
• Pre-Kindergarten goal in the Media Center: To share quality literature with students and to encourage lifelong reading
• Stories are either topical or related to the IB curriculum
• Book check-out is on Tuesday 
• Books to be checked out are pre-selected and  displayed on tables for JK'ers to choose from – both fiction and non-fiction
• Book check-out policy – one book per student for one week to be returned each Tuesday

KINDERGARTEN

• Students come to the media center once a week
• Each visit includes storytime
• Kindergarten goal in the Media Center:  To share quality literature with students  and to encourage lifelong reading
• Stories are either topical or related to the IB curriculum
• Focus is on stories (picture and concept books and environmental texts), nursery rhymes and poetry
• Book check-out is on Tuesday
• Books pre-selected and displayed on tables for students to choose from – fiction and non-fiction
• Book check-out policy – one book per student for one week to be returned the following Tuesday

FIRST GRADE

• Students come to the media center once a week
• Each visit includes storytime
• 1^st grade goal in the Media Center:  To share quality literature with students and to encourage lifelong reading
• Stories are either topical or related to the IB curriculum
• Story focus is on picture books (fiction and non-fiction), as well as realistic fiction, fantasy and folktales
• Book check-out is on Tuesday
• Picture books at first and then the rest of the library will be made available to students
• Book check-out policy – one book per student for one week to be returned the following Tuesday

SECOND GRADE

• Students come to the media center once a week
• Each visit includes storytime
• 2^nd grade goal in the Media Center: To share quality literature with students  and to encourage lifelong reading
• Stories are either topical or related to the IB curriculum
• Story focus is on picture books (fiction and non-fiction),           as well as chapter books, fantasy, legends and poetry
• Book check-out is on Wednesday
• Book check-out policy – one book per student for one week to be returned the following Wednesday.
• Cannot check out another book if book is not returned

THIRD GRADE

• Students come to the media center once a week
• Each visit to the media center includes story sharing
• 3^rd grade goal in the Media Center: To share quality literature with students and to encourage lifelong reading
• Stories are either topical or related to the IB curriculum
• Story focus is on chapter books, folktales, fables, realistic fiction, as well as informational texts (encyclopedia and magazines)
• Book check-out is on Monday or Tuesday                     
• Book check-out policy – one book per student per week to be returned the next Monday or Tuesday
• Cannot check out another book if book is not returned

FOURTH GRADE

• Students come to the media center once a week
• Most visits to the media center include story sharing
• 4^th grade goal in the Media Center: To share quality literature with students to encourage lifelong reading.
• Literature is either topical or related to the IB curriculum
• Focus is on chapter books, myths, legends, fantasy, adventure stories, poetry, as well as informational texts (biography, autobiography, almanac, newspaper)
• Book check out is on Monday or Wednesday
• Book check-out policy:  one book per student and cannot check out another book if book is not returned

FIFTH GRADE

• Students come to the media center once a week
• Most visits to the media center include story sharing
• 5^th grade goal in the Media Center: To share quality literature with students to encourage lifelong reading
• Literature is either topical or related to the IB curriculum
• Focus is on historical fiction, tall tales, science fiction fantasy, mystery, as well as informational texts (advertising, editorials, maps and atlases)
• Book check-out is on Monday or Tuesday                     
• Book check-out policy:  one book per student
• Cannot check out another book if book is not returned.

Notre Dame Lower School believes music enables students to communicate in ways that go beyond their oral language abilities. Students are given opportunities to discover a broad range of music experiences including classifying and analyzing sounds, composing, exploring body music, harmonizing, listening, playing instruments, singing, notation, reading music, songwriting and recording. Individually and collaboratively, students have the opportunity to create and respond to music ideas. By exposing students to a wide and global repertoire of musical styles, they begin to construct an understanding of their environment. Notre Dame Lower School music curriculum provides an environment that stimulates and challenges students. Music is both an active and reflective process when making and listening to it.

PRE-KINDERGARTEN & KINDERGARTEN

• Explore music through body movement, singing, feelings and listening
• Explore and examine the music and composers of the world
• Play classroom rhythm and keyed instruments, beginning with basic note finding
• Create new verses to songs
• Develop music performance skills
• Participate musically in the Liturgy
• Perform in two seasonal concerts

GRADE 1

• Begin to learn note and rhythm reading
• Explore music through body movement, singing, feelings and listening
• Explore and examine the music and composers of the world
• Play classroom rhythm and keyed instruments while reading notes
• Create rhymed verses to song
• Develop music performance skills
• Participate musically in the Liturgy
• Perform in two seasonal concerts
• Begin basic composition skills for the xylophone

GRADE 2

• Develop basic note and rhythm reading and writing skills
• Explore music through listening and drawing
• Explore and examine the music and composers of the world
• Play classroom rhythm and keyed instruments while reading notes and music on staff
• Develop music performance skills
• Participate musically in the Liturgy
• Perform in two seasonal concerts
• Compose a simple song for the xylophone using basic notes and rests, and simple time signature

 GRADE 3

• Practice note and rhythm reading and writing skills
• Explore music through listening and drawing
• Explore and examine the music and composers of the world
• Continue to use rhythm and keyed instruments while reading notes and music on staff
• Develop music performance skills
• Participate musically in the Liturgy
• Perform in two seasonal concerts
• Learn to play the recorder
• Compose a simple song for recorder, notating song on staff paper using basic notes and rests, and simple time signature

GRADE 4

• Continue to practice basic-to-advanced note and rhythm reading and writing skills
• Explore music through listening and drawing
• Explore and examine the music and composers of the world
• Continue to use rhythm and keyed instruments while reading notes and music on staff
• Learn to play recorder
• Develop music performance skills
• Participate musically in the Liturgy
• Perform in two seasonal concerts
• Compose a simple song in groups using music software and applications
• Participate voluntarily in beginning band

GRADE 5

• Continue to practice basic-to-advanced note and rhythm reading and writing skills
• Explore music through listening and drawing
• Explore and examine the music and composers of the world
• Continue to use rhythm and keyed instruments while reading notes and music on staff
• Participate voluntarily in beginning band or guitar club
• Develop music performance skills
• Participate musically in the Liturgy
• Perform in two seasonal concerts
• Compose a simple song for instrument of choice, notating song on staff paper using basic notes and rests, and simple time signature or by using music software and applications

PRE-KINDERGARTEN

• Develops and refines gross-motor skills (e.g., hopping, galloping, jumping, running and marching)
• Uses objects and props to develop spatial awareness and coordination skills (e.g., throw and catch balls and Frisbees, twirl a hula-hoop about the hips)
• Moves safely in the gym, both in personal and general space
• Moves the body in a variety of ways, with and without music
• Responds to changes in tempo and a vareity of musical rhythms through body movement
• Plays independently and cooperatively in pairs and small groups
• Demonstrates how to enter into play when a group of children are already involved in play
• Takes turns with equipment and while participating in activities in which all children do not perform the same tasks simultaneously

KINDERGARTEN

• Demonstrates movement concepts of location, directionality, levels, pathways, extensions, time, and relationships
• Demonstrates selected elements of a variety of nonlocomotor skills
• Demonstrates selected elements of mature walking and running form
• Demonstrates stability while jumping, walking, starting and stopping movement
• Demonstrates selected elements of mature form when rolling and throwing (underhand)
• Demonstrates basic even and uneven rhythmic patterns
• Develops muscular strength and endurance in simple activities
• Recognizes varying types of physical activities
• Recognizes and identifies one of the five components of health-related fitness
• Identifies that physical activity can lead to increased heart rate, breathing rate, persipiration, etc.
• Exhibits behaviors which exemplify best effort, cooperation, and compassion with teacher prompting

GRADE 1

• Demonstrates movement conepts of space awareness, effort, and relationships
• Demonstrates selected elements of a variety of lcomotor and nonlocomotor skills
• Demonstrates selected elements of mature form of manipulative skills of roll, underhand throw, two-handed catch and stationary kick
• Demonstrates a movement pattern (locomotor and axial) to even and uneven rhythms
• Demonstrates muscular strength, muscular endurance and flexibility while performing simple activities
• Identifies safety rules and procedures for selected physical activities
• Identifies three of the five components of health-related fitness
• Identifies that moderate levels of physical activity increase heart rate, breathing rate, perspiration, etc. and achieves these moderate levels of physical activity
• Exhibits selected behaviors which exemplify the personal/social character traits of responsibility, best effort, and cooperation

GRADE 2

• Demonstrates movement concepts of space awareness, effort, and relationships
• Demonstrates mature form of a variety of locomotor skills
• Demonstrates selected elements of a variety of nonlocomotor skills
• Demonstrates selected elements of mature form of manipulative skills of roll, underhand throw, overhand throw, catch, kick, hand dribble and volley
• Demonstrates self-selected locomotor and axial movement patterns to even and uneven rhythms and compares basic rhythmic patterns
• Understands safetey rules and procedures for selected physical activities
• Identifies the five components of health-related fitness
• Meets the criterion-referenced health-related fitness standards for age and gender (cardiorespiratory, muscular strength and endurance, and flexibility) through the President's Challenge Physical Fitness Test)
• Sustains moderate to vigorous levels of physical activity that cause increased heart rate, breathing rate, perspiration, etc. and differentiate between moderate and vigorous levels
• Exhibits selected behaviors which exemplify each of the personal/social character traits of responsibility, best effort, cooperation, compassion, initiative and leadership

GRADE 3

• Demonstrates movement concepts of space awareness, effort, and relationships
• Demonstrates mature form of a variety of locomotor and nonlocomotor skills
• Demonstrates mature form of roll, underhand throw, and overhand throw
• Demonstrates selected elements of mature form of catch, kick, foot dribble, strike with hand, hand dribble and volley
• Demonstrates self-selected locomotor and axial movement patterns to even and uneven rhythms in repetition and creates a simple repeating rhythmic sequence by combinbing a variety of movement skills
• Describes the five components of health-related fitness
• Meets the criterion-referenced health-related fitness standards for age and gender (cardiorespiratory, muscular strength and endurance, and flexibility through the President's Challenge Physical Fitness Test)
• Describes the physiological indicators associated with moderate physical activity (e.g., sweating, increased heart rate, increased respiration, palpating pulse) and adjusts participation/effort 
• Exhibits behaviors which exemplify each of the personal/social character traits of responsibility, best effort, cooperation, compassion, constructive competition, initiative and leadership

GRADE 4

• Demonstrates movement concepts of space awareness, effort, and relationships
• Demonstrates selected elements of mature form of a variety of locomotor and nonlocomotor skills
• Demonstrates selected elements of mature form of roll, underhand throw, overhand throw, catch, kick, foot dribble, strike with hand and short-handled implements, chest pass, bounce pass, hand dribble, and volley (forearm pass)
• Performs a three-element movement sequence (e.g., rhythmic, aerobic, or tumbling activities)
• Demonstrates the reversal of rhythmic locomotor patterns and change of direction
• Creates a repeating rhythmic sequence by combining a variety of mature movement skills
• Participates in target, invasion, net/wall, and striking/fielding games
• Understands the five components of health-related fitness
• Meets the criterion-referenced health-related fitness standards for age and gender (cardiorespiratory, muscular strength and endurance, and flexibility through the President's Challenge Physical Fitness Test)
• Describes the physiological indicators associated with moderate physical activity (e.g., sweating, increased heart rate, increased respiration, palpating pulse) and adjusts participation/effort 
• Exhibits behaviors which exemplify each of the personal/social character traits of responsibility, best effort, cooperation, compassion, constructive competition, initiative and leadership

GRADE 5

• Demonstrates movement concepts of space awareness, effort, and relationships with mature form of fundamental motor skills
• Demonstrates mature form of a variety of locomotor and nonlocomotor skills
• Demonstrates mature form of roll, underhand throw, overhand throw, catch, kick, foot dribble, strike with hand and short and long handled implements
• Demonstrates selected elements of mature form of chest pass, bounce pass, hand dribble, volley (forearm pass, overhead set) and punt
• Performs a three-element movement sequence (e.g., rhythmic, aerobic, or tumbling activities) with flow
• Demonstrates a sequence of rhythmic patterns traveling along pathways (i.e., circle, zigzag, straight line)
• Integrates basic rhythmic formations, positions, and steps into rhythmic activity
• Participates in target, invasion, net/wall, and striking/fielding games
• Predicts results for the criterion referenced health-related fitness standards
• Meets the criterion-referenced health-related fitness standards for age and gender (cardiorespiratory, muscular strength and endurance, and flexibility through the President's Challenge Physical Fitness Test)
• Measures the physiological indicators associated with moderate physical activity (e.g., sweating, increased heart rate, increased respiration, palpating pulse) and adjusts participation/effort 
• Exhibits behaviors which exemplify each of the personal/social character traits of responsibility, best effort, cooperation and compassion
• Apply behaviors which exemplify each of the personal/social character traits of constructive competition, initiative and leadership

*All students JK-5th grade, receive Spanish instruction daily.

PRE-KINDERGARTEN
• Begin learning Spanish language and culture, as well as Spanish-speaking regions
• Learn to mimic teacher’s speech, accent, actions and gestures
• Reproduce short sentences chorally
• Learn basic directions/commands
• Learn vowels and their sounds
• Count in a sequence to 10
• Identify and name familiar colors
• Draw and color, naming items in the picture
• Learn songs and dances, both traditional and modern
• Follow oral stories using both Spanish and English vocabulary
• Recognize meaning of short Spanish-only stories
 
KINDERGARTEN
• Begin to learn about culture and customs of target language regions
• Continue mimicking teacher’s speech, accent, actions and gestures
• Reproduce short sentences chorally and individually
• Learn basic directions/commands
• Recognize and express a variety of greetings and introductions
• Reinforce vowels and their sounds
• Begin learning the alphabet
• Count in sequence beyond 10
• Identify and name colors, foods, geometric shapes and animals
• Draw and color, naming items in the picture
• Match written words with pictures
• Understand short stories written in Spanish
• Continue to sing and dance to traditional and modern songs
 
GRADE 1
• Continue to learn the alphabet and vowels
• Learn useful vocabulary for greetings and courtesies
• Learn basic questions, such as ¿Cómo te llamas?, ¿Cuántos años tienes?, and ¿Cómo estás?
• Learn homonyms and antonyms, as well as words regarding more/less and big/little
• Reinforce learning of colors, geometric shapes, numbers and numerical phrases
• Learn vocabulary for family, table setting and domestic animals
• Learn days of the week, month of the year and seasons
• Learn to ask and answer basic questions
• Memorize and recite Pledge of Allegiance
• Learn to say the Sign of the Cross, Our Father and Hail Mary
• Learn additional songs and chants
 
GRADE 2
• Master the alphabet and vowels
• Enhance useful vocabulary for greetings and courtesies
• Continue to learn basic conversational questions
• Learn numbers up to 30
• Learn to answer numerical questions in phrases
• Learn to add and subtract using más and menos
• Review colors, numbers, unique alphabet letters and greetings
• Develop picture sequencing skills
• Learn vocabulary for classroom objects, parts of the body, food, transportation and zoo animals
• Match Spanish expressions with English translation
• Master Pledge of Allegiance and daily prayers
• Learn additional songs and chants
 
GRADE 3
• Review and master previously learned alphabet, pronunciation and useful vocabulary skills
• Enhance useful vocabulary for greetings and courtesies
• Continue to learn basic conversational questions
• Learn new vocabulary related to family, meals of the day, sports, domestic and wild animals
• Enhance calendar-reading skills
• Learn numbers up to 100
• Learn interrogatives
• Develop question-and-answer skills
• Master Pledge of Allegiance and daily prayers
• Learn additional songs and chants
 
GRADE 4
• Review and master previously learned alphabet, pronunciation and useful vocabulary skills
• Learn to identify nouns by gender, and learn rules for pluralizing nouns
• Learn definite and indefinite articles
• Develop greeting and conversational questioning skills
• Learn numbers up to 1,000
• Learn to perform higher-functioning math problems using Spanish vocabulary
• Learn new vocabulary related to family members, home, food, sports, school subjects, weather and animals
• Learn subject pronouns, such as yo, tú, Ud., él, ella, ellos, ellas, nosotros and nosotras
• Learn possessive adjectives, such as mi, tu, su, etc.
• Learn adjectives to describe people, such as alto, corto, joven, viejo
• Recognize Spanish-speaking countries across the world
• Learn differences between “to be” verbs estar and ser
• Learn to conjugate “ar,” “er” and “ir” verbs in the present tense
• Learn vocabulary to express feelings and emotions
• Learn ordinal numbers
• Master Pledge of Allegiance and daily prayers
• Learn additional songs and chants
 
GRADE 5
• Review and master previously learned alphabet, pronunciation and useful vocabulary skills
• Further develop greeting and conversational questioning skills
• Learn the difference between tú and usted
• Develop growing vocabulary to describe people, likes and dislikes, places, activities and events, etc.
• Learn to tell time and discuss weather
• Continue learning descriptive adjectives
• Continue learning proper usage of possessive adjectives based on number and gender
• Continue learning verbs and conjugation
• Enhance understanding of differences between estar and ser
• Learn multiple uses of the imperfect verbs ir (to go) and tener (to have)
• Learn differences between “to know” verbs saber and conocer
• Read short passages and answer questions in complete sentences in Spanish
• Read maps of Spanish-speaking countries
• Develop an appreciation for cultural perspectives on learned lessons

*All students in grades 2 through 5 receive a personal iPad to facilitate their learning in the classroom and at home.  Students in JK through 1st grade have access to iPads throughout the school day.

PRE-KINDERGARTEN & KINDERGARTEN

• Introduction to variety of drawing tools to learn, create and convey original ideas or illustrate concepts
• Introduction to digital resources (dictionaries, encyclopedias, search engines, web sites) which can be used to locate and interpret information relating to a specific curricular topic
• Introduction to appropriate and inappropriate uses of technology (computers, internet, e-mail, cell phones)
• Be able to discuss advantages and disadvantages of using technology
• Be able to discuss basic care for computer hardware and various digital media

GRADE 1

• Use digital tools such as graphic organizers to learn, create and convey original ideas or illustrate concepts
• Use digital resources (dictionaries, encyclopedias, search engines, web sites) to locate and interpret information relating to a specific curricular topic
• Understand consequences of inappropriate uses of technology (computers, internet, e-mail, cell phones)
• Introduction to the Michigan Cyber Safety Initiative’s three rules (Keep Safe, Keep Away, Keep Telling)
• Be able to use basic menu commands to perform common operations (open, close, save, print)
• Recognize and name major hardware components in a computer system

GRADE 2

• Use digital tools such as word processing and presentation applications to learn, create and convey original ideas or illustrate concepts
• Use digital resources (dictionaries, encyclopedias, search-engines, web sites) to locate and interpret information relating to a specific curricular topic
• Describe consequences of inappropriate uses of technology (computers, internet, e-mail, cell phones)
• Understand the Michigan Cyber Safety Initiative’s three rules (Keep Safe, Keep Away, Keep Telling)
• Demonstrate the ability to navigate in virtual environments (eg. electronic books, games, simulation software, web sites)

GRADE 3

• Introduction to producing media rich digital projects aligned with units of inquiry in core classes
• Introduction to search strategies for locating information
• Identify types of personal information that should not be given out on the internet
• Describe precautions surrounding personal safety that should be taken when online
• Describe ways technology has changed life at school and at home
• Understand and discuss how assistive technologies can benefit all individuals

GRADE 4

• Develop media rich digital projects including text and graphics aligned with units of inquiry in core classes
• Develop search strategies using digital tools to find, organize, analyze and evaluate information
• Recognize issues involving ethical use of information (eg copyright adherence, source citation)
• Introduction to file management strategies and exchange of files with other students and teachers

GRADE 5

• Master creation of media rich digital projects including text, graphics and video aligned with units of inquiry in core classes
• Apply search strategies using digital tools to find, organize, analyze and evaluate information
• Understand and discuss scenarios involving acceptable and unacceptable uses of technology (file sharing, social networking, text messaging, cyber bullying, plagiarism)
• Develop file management strategies and ability to exchange and share files (and ability to track editing changes) with other students and teachers