After the candles were lit at the Model Altar, a 3-year-old said... - “I want to go to the Church.” After restoring her work, she immediately re-set the Altar. Again, when the candles were lit, she said... - "I want to go to the Church." The following week the same response followed the lighting of candles at the Model Altar. - "I want to go
Eternal Rest Grant Unto Them, O Lord…
On Friday, November 2nd, the Adolescents began a beautiful tradition in the classroom by praying for the poor souls that have gone before. Connected to our religion lesson on the three levels of the church: militant, suffering, triumphant - the adolescents learned that the poor souls in purgatory do not have anyone to pray for them. As a community,
The Gestures Altar
The Gestures Altar is a favorite material in the Level I and II Atria. Pondering the idea that gestures/movements have meaning, looking at one moment of the Mass in isolation, and linking individual prayers together to see the beauty and unity of the Mass all seem to factor into the children's love of this station. Several years ago the 9-12 year
Mass of the Holy Spirit
The Holy Spirit was invited and HE CAME. Yesterday, the E2 and A1 groups went with 10 WOS adults to the U.S. Bank Vikings Stadium to attend the CSCOE Mass of the Holy Spirit. The students displayed their extraordinary leadership and witness amidst 13,000 other Catholic School Students through leading the rosaries on our bus rides, enacting grace
Introduction to the Decimal System
After the child has been introduced to the numbers one through ten, the child has understood the concept of quantity and the names of the symbols that represent these numbers over repeated work. The child can also grasp the idea of zero and decipher associations of quantities and the symbols. Through work with the number rods, the child receives
Numbers 1-10
Numbers one to ten are the first math materials presented. This usually happens around 3.5-4 years old. The materials in this area support the child in gaining a concrete understanding of the quantities zero to ten. To begin, we introduce the concrete representation of quantity with the number rods. “The advantage of this material is that it is
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