Call to Faith is a K-6 comprehensive religion program. The heart of lifelong catechesis, Call to Faith provides a solid foundation of Scripture and Tradition, a rich diversity of prayer, and a developmental sequence of activities.
Call to Faith is shaped by the following catechetical principles:
Conversion is central to catechesis. The aim of Call to Faith is to form participants into disciples who act with the mind and heart of Christ.
Catechism is a lifelong process. Call to Faith is the springboard for ongoing lifelong catechesis for the entire Catholic community.
Catechesis is the responsibility of all baptized members of the Church. The whole parish community is called to hand on the faith through faith sharing and the witness of daily life.
Call to Faith draws on the following sources of Catholic wisdom and experience:
Scripture The treasure of God's word is highlighted and integrated into the program instruction, reflection, sharing, and prayer.
Doctrine Each lesson of Call to Faith draws on Church doctrine in ways that help students, catechists, and families appreciate the Church's teachings as they apply to life today.
Lives of Saints and People of Faith Call to Faith takes seriously the importance of models and witnesses of faith as a factor in the faith development of both children and adults.
Church Feasts and Seasonals Complete seasonal lessons and celebrations introduce children to the feasts and seasons of the Church year. Music, prayer, and ritual actions draw children in to participation in the liturgical life of the Church.
Cultural Customs and Celebrations Call to Faith is unique in that it involves the customs, devotions, and culture of many local communities. This component assists parishes in making the curriculum their own.
Catholic Social Teachings Call to Faith provides a curriculum for Catholic Social Teaching: "Faith in Action," a comprehensive, age-appropriate lesson at the end of each unit that correlates to the text and key Catholic Social Teaching themes. It is the first of its kind in an elementary religion series.
Guided reading is a method of teaching reading to children. Guided Reading is also a key component to the Reading Workshop model of literacy instruction. Guided Reading sessions involve a teacher and a group of around preferably two to four children, but may work with up to six children. The session would have a set of objectives to be taught through the course of a roughly twenty minute session. While guided reading takes place with one group of children, the remaining children are engaged in independent or group literacy tasks focusing upon the key components of comprehension, fluency and phonics or phonemic awareness. The idea is that the teacher is not interrupted by the other children in the class whilst focusing on one group. Guided Reading is a daily activity in our classrooms PreK- 8th grade and involves every child in a class over the course of a week. Each Guided Reading group meets with the teacher several times throughout a given week. The children are usually grouped by academic ability, reading levels, or strategic/skill-based needs.
Before reading the teacher will access background knowledge, build schema, set a purpose for reading, and preview the text with students. Typically a group will engage in a variety of pre-reading activities such as predicting, learning new vocabulary, and discussing various text features. If applicable, the group may also engage in completing a "picture walk." This activity involves scanning through the text to look at pictures and predicting how the story will go. The students will engage in a conversation about the story, raise questions, build expectations, and notice information in the text (Fountas and Pinnell).
During reading the students will read independently within the group. As students read, the teacher will monitor student decoding and comprehension. The teacher may ask students if something makes sense, encourage students to try something again, or prompt them to use a strategy. The teacher makes observational notes about the strategy use of individual readers and may also take a short running record of the child's reading. The students may read the whole text or a part of the text silently or softly for beginning readers (Fountas and Pinnell).
After reading following the reading, the teacher will again check students' comprehension by talking about the story with the children. The teacher returns to the text for teaching opportunities such as finding evidence or discussing problem solving. The teacher also uses this time to assess the sudents' understanding of what they have read. The group will also discuss reading strategies they used during the reading.
Saxon math, developed by John Saxon is a teaching method for incremental learning of mathematics. It involves teaching a new mathematical concept every day and constantly reviewing old concepts. One of its strengths is the steady review of all previous material, which is especially important to students who struggle with retaining the math they previously learned.
In all books before Algebra 1 and 2 (the equivalent of a Pre-Algebra book), the book is designed for the student to complete assorted mental math problems, learn a new mathematical concept, practice problems relating to that lesson, and solve a varied number of problems which include what the students learned today and in select previous lessons—all for one day's class. This daily cycle is interrupted for tests and additional topics. In the Algebra 1 and 2 book and all higher books in the series, the mental math is dropped, and tests are given more frequently.
Social studies is the integrated study of the social sciences to prepare young people to become responsible citizens.
The purpose of social studies is to develop social understanding and civic efficacy (the readiness and willingness to assume citizenship responsibilities and to make informed and reasoned decisions for the public good as citizens of a democratic society.)
The social studies curriculum builds four capacities in young people: disciplinary knowledge, thinking skills, commitment to democratic values, and citizen participation.
The Full Option Science System™ is developed at the Lawrence Hall of Science, University of California at Berkeley. The Hall provides public access to scientific ideas and interactive science experiences, and supports the design and development of new methods and materials for teaching and learning science.
FOSS® emerged from a philosophy of learning that was introduced in the 1960s by the late Robert Karplus, physicist and science educator. The most important principle of that philosophy is that students should learn science by doing science. When presented to students in a thoughtful and engaging manner, the study of science is an exciting and interesting experience. A great deal of knowledge about science education has been generated since the pioneering days of the 1960s. We better understand how to set up efficient learning systems that engage students in science and engineering practices, organize productive collaboration, integrate reading and writing effectively, and monitor student progress accurately.