Grade 6: Parish Catechist Guide Kit : Our Response to God's Gifts

Pastor Guide
The Pastor Guide offers ways for the pastor to positively influence the quality of catechesis in the parish.

Gathering Sessions
Written by Jane Regan and Mimi Bitzan, five ready-to-use gathering sessions each year over a four-year cycle engage adults in meaningful conversation and prayer related to the themes of the children’s program.

Toward an Adult Church
Jane Regan, co-author ofGathering Sessions, provides sound background and practical suggestions in her bookToward an Adult Church.

Gathering Together and Sacred Times
Sacramental preparation becomes family faith formation when usingGathering TogetherandSacred Times with familes preparing children for Reconciliation and Eucharist.

To further support family faith formation, Gathering Sessions, the Pastor Guide, Parent Newsletters, and Video Sessions reflect the themes of the children’s program:

God
Jesus
The Church
The Sacraments
Morality

A Parent Guide to Prayer
A perfect resource for parents, this guide can be used as they pray with their children.

Family Learning Guide
Families use the Children’s Books and this guide to work together on faith formation at home.

Children’s Book Parent Pages (20 per year)
Take-home pages provide parents with background and activities to stay truly involved in their children’s faith formation.

Parent Newsletters (5 per year)
Parent newsletters, by Tom McGrath, offer parents inspiration and motivation for personal and family faith formation. (Also available in Spanish.)

Raising Faith-Filled Kids (with Discussion Guide)
Tom McGrath provides practical, from-the-heart advice on children’s faith formation.

Videos with Leader Guides to Support Adult and Family Faith Formation
Videos for adult and family faith formation spark meaningful dialogues as adults meet to view topics of central issues such as “Why We Go to Mass.”

www.FindingGod.org
The Finding God Web site provides support for directors, catechists, parents, and children using the program and offers additional activities in English and Spanish.

Children’s Faith Formation

Finding God: Our Response to God’s Giftsoffers catechists the materials needed to mentor children’s faith formation within a climate of prayer. Soundly grounded in Scripture and Church Tradition, the content has been designed to support catechists of all experience levels and to offer all children meaningful faith experiences that are age-appropriate and relevant to their young lives.

Each Grade includes:

Children’s Book
Brimming with fine art, illustrations, and photography, each Children’s Book presents the truth and beauty of our faith in an engaging and age-appropriate way.

Catechist Guide
Providing complete catechetical background and clear plans, each Catechist Guide offers step-by-step support as we help children deepen their understanding of their faith and build a meaningful relationship with God.

Scripture Stories and Guided Reflections (Spoken Word CD)
Dramatized recordings of Scripture Stories bring the Bible to life for adults and children alike. Recorded Guided Reflections offer support in mentoring children into a life of prayer.

Vocal, Instrumental, and Reflective Music (Music CD)
Songs of our faith recorded by the internationally known LA Children’s Chorus draw children to listen and sing.
Reflective music offers calming beauty as we guide children in prayer.

Posters and Blackline Masters
Posters, Reproducible Activities, and Assessments serve as valuable tools and offer ways to extend each session and assess learning.

Five Overarching Themes

God
Jesus
The Church
The Sacraments
Morality

Grade One
God is our Creator and loves us as our Father. Jesus came to tell us about God the Father and saves us through his life, death, and resurrection. The Holy Spirit shares the life of the risen Jesus Christ and forms the community of the Church. We know Jesus through personal prayer and by worshiping God together, especially in the celebration of the Eucharist. We can thank Jesus for the gift of himself and the Holy Spirit by obeying the Commandments, caring for one another, and caring for the world.

Grade Two
God loves each of us and we are called to act on God’s love for us by loving one another, by living as Jesus wants us to live. As we prepare for the Sacraments of Penance and Eucharist, we give special attention to examination of conscience, how to make a good confession and importance of preparation to receive Jesus Christ in Holy Communion.

Grade Three
God creates us good and calls us to live in community. We emphasize the role of Jesus calling us to a new way of life—what it means to be a faithful follower of Jesus and how close Jesus wants us to be with our Father. We learn how each of the sacraments deepens our relationship with God and how the theological virtues of faith, hope, and charity are the foundation for the moral choices we make as we grow to be like Jesus.

Grade Four
God calls us to lead a moral life. He revealed the Ten Commandments to provide us with the parameters to live a life for God and others. Jesus taught us the Beatitudes and their relationship to living a Christian life. We give special attention to Sacraments of Healing and Sacraments at the Service of Communion as part of the moral dimension of our faith.

Grade Five
Strengthened in sacramental life of the Church, we are better able to live like Jesus in making choices for God and others. We enter into a new way of life when we celebrate the Sacraments of Initiation. Through the sacraments we live more fully in the Holy Spirit as members of the Church, united in diversity under the magisterium. The fullness of our life in Jesus Christ will find completion at the Last Judgment when we face our Savior.

Grade Six
We explore the history of salvation—from Creation, through the Old Testament, to its fulfillment in Jesus—as we share stories of our ancestors in faith: Abraham, Moses, David, and Solomon. We recognize the importance of the prophets as witnesses for God and their relevance to our own time. As followers of Jesus, we explore the meaning of the Psalms as the prayers of Jesus and the themes of Wisdom Literature that teach practical ways of living for God in everyday life. We find our connection to Christian worship from its roots in the Old Testament, and we learn of the special connection between the celebration of Passover and the celebration of the Eucharist. Important themes of Catholic Social Teaching call us to holiness, to care for the earth, and to act in the ways of justice.

Inside the Children’s Books

God’s Invitation, Our Response
Each session of everyFinding God: Our Response to God’s GiftsChildren’s Book creates an environment in which children can recognize God’s gifts, encouraging a response that arises from a deep sense of gratitude. Extraordinary fine art, folk art, illustrations, and photographs were sought out and selected to represent the rich diversity of the Church, to connect children to our Catholic identity, to articulate our Catholic heritage, and to develop Catholic literacy. All Children’s Books follow the same organizational structure:

The Opening Prayer
A prayer as children open their books helps establish a prayerful climate for guiding children to a personal relationship with God.

Inside a Unit
Each unit begins with the story of a saint and explores one of five overarching program themes: God, Jesus, the Church, the Sacraments, and Morality in four sessions and a Unit Review.
Each unit features a saint whose response to God’s love relates to the unit theme.
Sessions engage children in deepening their understanding of the Catholic faith as they explore, reflect on, and respond to God’s Invitation.
The Unit Review provides a faith summary, a prayer service, and multiple opportunities for children to review and discuss what they have learned.

Inside Every Session
Each of the 20 core sessions is covered over a five-day week. The five unit review sessions are covered over a four-day week. The sessions engage children by starting from typical moments in their own lives and inviting them to join in prayer. As children explore Scripture and Tradition, they discuss their faith and deepen their relationship with God in reflective prayer. Each session ends with a discussion of how to act upon what they have learned, and closes with a prayer of gratitude for God’s gifts.
Children pray for God’s help on their faith journey.
Scripture is fully incorporated into each session.
Discussion and activities lead children to explore their faith more fully.
Reflective prayer draws children into conversation with God.
Children apply what they’ve learned and pray in gratitude for God’s gifts.

The Year in Our Church
Seven additional sessions highlight seasons and feasts of the liturgical year.

Prayers and Practices of Our Faith
A final section serves as an age-appropriate reference to Catholic Prayers, Traditions, Beliefs, and Music, and also includes an extensive Glossary (English and Spanish).

Special Features in Every Children’s Book

Reading God’s Word
Link To Liturgy
Did You Know?
Meet a Saint/Meet a Holy Person
Sacred Site

Inside This Catechist Guide

Catechist Preparation
Each Catechist Guide offers support for new and experienced catechists as they useFinding God: Our Response to God’s Giftswith children.

The Effective Catechist
Pages EC1–EC24 of this Catechist Guide explore the role of a catechist as a mentor to children as they learn more about their faith and grow in a prayerful, personal relationship with God. Hints and suggestions throughout this section show us the ways an effective catechist might useFinding God: Our Response to God’s Gifts.

Unit Preparation
Each of the five units begins with a two-page overview that identifies the focus of the unit and shows how the sessions are connected.

• Prayer opportunities in the unit
• Catholic Social Teaching themes in the unit
• Focus of the unit
• Description of the unit saint
• Description of the sessions
• Captions identifying fine art

Session Preparation
Each session begins with four pages to help you prepare. The first page is a 3-Minute Retreat that invites you to reflect prayerfully in preparation for the session.

• A short Scripture reading
• A brief reflection on the Scripture reading
• One or two questions for reflection
• A prayer

The next two pages provide background information on Scripture and Tradition.

• A brief description of the Scripture and Tradition that serve as the basis of the content
• The Scripture passages in this session
• References to theCatechism of the Catholic Church(CCC)
• A quotation from the documentary tradition of the Church
• An outline of the themes of Catholic Social Teaching
• A description of the prayer or prayers in the session
• References to the General Directory for Catechesis(GDC)

Get-Ready Guide
The fourth page of Catechist Preparation is a Get-Ready Guide.

• Session title and theme
• Suggested action to take before the session
• An outline of the session content with outcomes for each step of the catechetical process
• A list of required and optional materials
• Online resources

Step-by-Step Through a Session: A Four-Step Catechetical Process
Faith formation is most effective when the concepts being presented connect with the life of the learner. The catechetical process is a four-step process that helps make the connection between the life of the child and the teachings of the Catholic Church. In Finding God: Our Response to God’s Gifts these four steps are Engage, Explore, Reflect, and Respond.
Each session ofFinding God: Our Response to God’s Giftsincorporates the following four steps that lead us and the children, under the guidance of the Holy Spirit, to an increased awareness of God’s invitation to love him and one another.

Four-Step Process

God’s Invitation, Our Response

Engage
This introductory step engages children in discussion or activities that relate the session theme to their lives.
Five to ten minutes

Explore
This step explores the teachings of the Church through Scripture, stories, and activities.
Twenty-five to thirty-five minutes

Reflect
To help children internalize what they are learning, this step allows them to reflect prayerfully on God’s invitation and their response.
Ten to fifteen minutes

Respond
After reflection the children identify how they can respond to God’s invitation as they live each day.
Ten to fifteen minutes

Step One: Engage
Allow 5 to 10 minutes for this part of the session.
The Engage step is an opportunity to open the session by engaging the attention of the children. This step serves as a way to provide the children with a transition into this special time.

• An activity or question inviting the children into conversation about an aspect of their lives that is connected to the theme of the session
• Engaging photographs to stimulate conversation
• Opening prayer of petition

Step Two: Explore
Allow 25 to 35 minutes for this step in the session.
In the Explore step the content of the session is presented in the context of a story or Scripture passage, the life of a saint or a holy person, or an aspect of the richness of Catholic tradition.

• Step-by-step instructions and suggestions for helping the children access the content in a variety of ways
• Optional activities suggesting ways to adapt the session to the time available and offering a variety of approaches
• Icons highlighting special features

Catholic Social Teaching
Music CD
Scripture passage
Spoken Word CD

• Comments on the features relating them to the focus of the session
• Discussion questions (with possible responses) and activities to further engage the children
• Option: Blackline MasterSuggestions for an appropriate time to use a Blackline Master found at the back of this Catechist Guide
• OptionSuggestions for additional activities to extend the session
• FYIAdditional background information related to the session provided where appropriate

Step Three: Reflect
Allow 10 to 15 minutes for this step in the session.
The Reflect step provides the opportunity for children to become more aware of God’s presence in their lives. The reflective prayer presented in this step is more than just words; it is time spent forming a relationship with God. See pages EC6–EC9. The Reflect step always relates to the focus of the session and invites the children to internalize the concepts presented in the Explore step.
This step uses various forms of prayer: traditional prayers that are often taken to heart (memorized), psalms, saints’ prayers, songs, or guided reflections that encourage children to talk and listen thoughtfully to God.
The side notes help to create a prayerful atmosphere, to create and use a prayer center, and to guide the children in reflective prayer.
The Review session in each unit includes a Prayer Service that invites the children to communal prayer.

• Traditional prayers, such as the Lord’s Prayer, are often taken to heart (memorized).
• Prayer Services engage the children in structured communal prayer, an essential part of our liturgical tradition.
• Guided reflections lead children into sacred time and space so they can talk and listen to God.

Step Four: Respond
Allow 10 to 15 minutes for this step in the session.
The Respond step encourages children to demonstrate how the concepts learned in the session can make a difference in the way they live as they respond to God’s invitation to love him and each other in their daily lives.

• Faith SummaryA brief statement recapping the main content of the session
• Possible responses to the review questions to help you assess children’s understanding of the concepts presented
• Words I LearnedAn opportunity to review new words introduced in the session
• PrayerA closing prayer of gratitude
• Three features that invite the children to consider how they can apply what they learned to their lives
• Side notes for the Respond step often continue to the following page.

Step Four: Respond(continued)
The last page offers you some tips for providing closure to the session.

• Side notes for the Respond step often continue from the previous page.
• Go in PeaceSuggestions for bringing the session to a close, often including a few words to give the children a thoughtful sendoff
• Plan AheadTips for planning upcoming sessions
• 3-Minute ReviewSpace to write a brief evaluation as "notes-to-self" for future reference
• Thank-YouAn expression of appreciation for your service
• Raising Faith-Filled KidsA take-home page for parents, offering an adult perspective on what children are learning and activities to nurture family faith formation

Review Sessions
Each unit ends with a six-page Review session that summarizes the content of the unit and includes a Prayer Service.

Assessment
As a Catholic school catechist, you seek to assess the formation that is taking place in the children and to offer feedback leading to further growth.
Because children learn in a variety of ways, a variety of forms of assessment is needed. InFinding God: Our Response to God’s Gifts assessment takes the following forms:

Formal Assessment
A formal assessment asks the questionWhat do you know/understand? A formal written assessment (quiz) is included within each unit’s Review session (as a Blackline Master). The quiz items are consistent with the learning outcome statements in the Get-Ready Guide. This quiz also provides an opportunity for children to do a self-assessment.
Formal assessment provides you with an opportunity to identify which concepts need reinforcement, to affirm for children what they have learned, and to identify where specific assistance is needed.
Assessment of faith formation differs from assessment done in social studies, math, or science. In academic subject areas, knowledge and skills pertaining to the subject matter are assessed and used as a basis for determining a grade. In faith formation, assessment is used to discern growth into a way of life, namely discipleship. The assessment of knowledge in faith formation is part of the larger assessment of the child's formation into a life of liturgy, morality, prayer, and missionary activity.

Informal Assessment
Informal assessment asks the questionsWhat can you do with what you know, and how do you do it?In Finding God: Our Response to God’s Gifts this takes the shape of the following:

Ongoing Assessment—Each session offers many opportunities to assess children’s grasp of concepts by observing their participation in discussions, group work, and their service to and care for others.
Specific Tasks—Many opportunities to evaluate verbal (oral and written) and nonverbal (drawn, crafted, etc.) expressions and responses are incorporated throughout the program.

The Year in Our Church
The Church celebrates the cycle of seasons and feasts that invites us, year after year, to deepen our faith commitment. Inviting children into these celebrations helps them grow in the Catholic way of life.
Each four-page seasonal session uses the same four-step catechetical process:

• Engage
• Explore
• Reflect
• Respond

Seasonal sessions can be incorporated into your schedule at the appropriate times. You can use each session either alone or as part of another session.

A Blackline Master of the Liturgical Calendar allows children to mark the seasons of the year in our Church.

Sessions focus on these seasons and feasts:

• Advent
• Christmas
• Lent
• Holy Week
• Easter
• Pentecost
• All Saints Day

Prayers and Practices of Our Faith
The section at the back of the Children’s Book contains a wealth of information.

Knowing and Praying Our Faith
Traditional prayers and ways of praying

Celebrating Our Faith
Liturgy and the sacraments

Living Our Faith
Catholic beliefs and practices

Songs of Our Faith
Lyrics and music for songs on the Music CD

Understanding the Words of Our Faith
Glossaries in English and Spanish

Catechist Resources
In addition to the prayers and practices in the Children’s Book, the Catechist Guide contains the Blackline Masters, the scripts for the Audio Scripture Stories, and the Recorded Reflection Scripts.

Recorded Guided Reflection and Scripture Story Scripts

Blackline Masters

The Effective Catechist

Go and Make Disciples
Jesus said these words to his disciples: “Go, therefore, and make disciples of all nations, baptizing them in the name of the Father, and of the Son, and of the Holy Spirit, teaching them to observe all that I have commanded you. And behold, I am with you always, until the end of the age.” (Matthew 28:19–20) That call has remained alive throughout history. The church responds to that call today through our bishops, our pastors, and ourselves as people of faith.

What Is Catechesis?
Catechesis (from the Greek word meaning “to echo the teaching”) is the Church’s ministry of teaching and forming people in faith. True catechesis is theprocessof nurturing the Catholic faith and creating an environment in which faith can flourish. Each of us nurtures the Catholic faith simply by being a living example of faith.

Vocation of a Catechist
Finding God: Our Response to God’s Giftsuses the term catechist to refer to those who serve in the parish religious education program as well as those who serve as teachers of religion in Catholic schools. As a Catholic school teacher, you are responsible for teaching a variety of subjects throughout the day. Faith formation, however, is more than a subject to be taught—it is an invitation to a way of life.Finding God: Our Response to God’s Giftsrecognizes and affirms that teachers of religion in Catholic schools are indeed catechists, called to form disciples of Jesus.
Our vocation as catechists opens us to grow in our own faith. Knowing that God is with us always, we freely accept the responsibility of mentoring others to find a deeper, more personal relationship with God.
As catechists, we assist pastors and bishops in guiding people to a living faith. We follow God’s call to be disciples of Jesus and to proclaim his Good News through our words and actions. We grow in a deeper understanding of our faith and explore what it means to live as Catholics. We share in the community of the Church more fully by sharing with others what we know as people of faith. This School Catechist Guide is your companion on this mission. It will help you to grow in your own faith and to understand the hope that Jesus’ message brings to the world. It will be your guide to help you effectively pass on the Catholic faith to others.

“And behold, I am with you always.”
Matthew 28:20

“Knowing that God is with us always, we freely accept the responsibility of mentoring others to find a deeper, more personal relationship with God.”

A Catechist’s Role
As catechists, we are a community of more than one million people in the United States who are dedicated to sharing the Good News of Jesus Christ. We work with adults, families, and children, passing on a lived faith one person at a time. We pray for grace in this mission. Sometimes it is the very children we are guiding who teach us through their examples of faith and love. We wonder at times what qualifies us to be catechists. We pray that we might be effective as we answer this call.

Qualities of an Effective Catechist
As catechists, we long to share the truth and beauty of our faith, yet, especially at first, we worry over our human limitations. As we grow as catechists, we realize that this combination of faith and humanity shared honestly makes our work personal and authentic. Each catechist shares faith in a very personal way. Effective catechists have these qualities in common:

• a desire to grow in and share our faith
• an awareness of God's grace and the desire to respond to that grace
• a commitment to the Church’s liturgical and sacramental life and moral teachings
• a strength of character built on patience, responsibility, confidence, and creativity
• a generosity of spirit, respect for diversity, and a habit of hospitality and inclusion

Knowledge and Skills of a Catechist
Nothing in life prepares us to be catechists as fully as our life experience as faith-filled adults. As catechists, we yearn for the knowledge and skills that will help us gently nurture children to cultivate a lifelong relationship with God. We ground our efforts as catechists in these fundamentals:

• a basic understanding of Catholic teaching, Scripture, and Catholic Tradition
• honest and caring relationships with children
• effective teaching techniques and strategies

Finding God: Our Response to God’s Giftsoffers background and preparation in Church teaching, Scripture and Tradition, prayerful reflection, and session presentation support within each Catechist guide.

“As catechists, we yearn for the knowledge and skills that will help us gently nurture children to cultivate a lifelong relationship with God.”

“Sometimes it is the very children we are guiding who teach us through their examples of faith and love.”

The Work of a Catechist

Within a parish many roles join together to nurture a community gathered in lifelong faith formation. Pastors, principals, and religious education directors guide and support catechesis throughout the parish. Parents guide and support their children’s faith formation. Our role as catechists is to join with pastors, principals, religious education directors, and parents in serving the faith formation of the children.
As catechists, we share our faith with children and accompany them on their faith journey, We care for children and support them as they grow in their own personal relationship with God and the Catholic Church. We guide children in their faith formation by teaching the truths of the Catholic faith, by being a model of Christian life, by praying with them, by calling them to service of others, and by giving them opportunities to discuss their learning with us and each other.

Serving as a Catechist
The call to catechesis is an invitation to serve. True catechesis is based in mutually revealing relationships: our relationships with God, with others, and with all of creation. Our service is a response to God’s invitation:

• to deepen our own individual and personal relationships with God
• to continue learning and growing as a person of faith
• to contribute to the faith formation of others
• to support pastors, principals, and religious education directors as they guide and support us
• to recognize and be grateful for all of God’s gifts

To support catechists in this role,Finding God: Our Response to God’s Giftsprovides pastors, principals, and religious education directors with defined opportunities for training and faith formation to aid our growth as catechists, parents, and Catholics.

“Our role as catechists is to join with pastors, principals, religious education directors, and parents in serving the faith formation of the children.”

“We care for children and support them as they grow in their own personal relationship with God and the Catholic Church.”

The Parish as a Faith Community
A famous African proverb says that “it takes a village to raise a child.” For Catholics that village is the parish community. To rephrase the proverb, it takes a parish to form the faith of a child. To place the proverb in context, we might say that it takes the whole parish to form a living faith community—one person at a time.
TheGeneral Directory for Catechesiscalls for the parish community to be “the living and permanent environment for growth in the faith.” (GDC158) As catechists, we work with the parish staff and each other to bring catechesis to the center of the parish faith community by invitation and example. Together we plan experiences and opportunities to involve the parish community in the catechetical process

How to Support the Parish as a Faith Community

Put Faith Into Action
Work with your principal to select activities and service opportunities in which children, families, and adults can participate together.

Invite and Extend Support to Others
Encourage children to extend support and express care for others. Involve the children in activities such as designing and sending cards to parishioners—both adults and other children—who are sick or housebound. Encourage children to acknowledge others who are celebrating milestones in their lives. Invite parishioners to pray for and to honor the efforts of children of the parish.

Invite Parish Participation
Plan with your principal to invite and involve parishioners and parish staff members to serve as guest speakers and interviewees on topics and themes related to what the children are learning.

Think Public Relations
Publicize the parish work the children are doing. Work with your director and catechetical team to select appropriate ways to display children’s work, post photographs of their activities, and include announcements in the parish bulletin about special events.

Connect to Parish Worship
Expand upon the Link to Liturgy feature and the seasonal sessions in the children’s book to help lead the children to greater participation in the liturgical life of the parish. Keep the children and their families informed of the parish liturgical schedule.

Finding God: Our Response to God’s Giftsprovides many opportunities for involving the parish community in the catechetical process.

“It takes the whole parish to form a living faith community—one person at a time.”

“Concretely, the community becomes a visible place of faith-witness. . . . It constitutes itself as the living and permanent environment for growth in the faith.”
GDC158

The Family as the Domestic Church
As catechists, we recognize and honor the role of the family in children’s faith formation.
Since the early days of the Church, the family home has been considered a holy place. The home offers children the first proclamation of the faith and helps them learn human virtues, a life of prayer, and Christian charity. The Catholic Church reinforces this image by referring to the home as “the domestic church.” (CCC1666)
Parents share their faith with children in many ways—by reading Scripture, celebrating traditional family rituals, gathering the family for prayer, fostering communication, and faithfully living the gospel through social action. In doing so, they help to create a community of grace and prayer and a “school” for learning the Catholic way of life. We help parents recognize their own value and nurture their children by acknowledging them as leaders of the domestic church.
Together with the larger Christian community, the parish nurtures the domestic church and challenges us to live the Gospel in each moment of our daily lives.

How to Support Family Faith Formation
As directors and catechists, we seek out ways to support family members of all ages—both as individuals and as a family together. We seek out even the smallest opportunities for supporting family faith formation.

• Prayer Pray for the parents of your children regularly, both privately and with the children when appropriate. Encourage children to pray for their families and for all the significant adults in their lives.
• Communication Maintain regular contact with family members through phone calls, notes, and updates. Be available to parents should they wish to contact you. Encourage parents to take an interest in their child’s learning.
• Honor Families Always Speak often and with respect to children about the value of families and the role of elders in teaching us about our relationships with God and each other. Encourage children to pray for all families in the parish.
• Invitation Invite parents to become involved in major activities such as a family day, a field trip, or a guest panel. Invite parents with expertise in areas such as art or music to assist you as you work with children.

Finding God: Our Response to God’s Giftssupports adult and family faith formation. Support for family involvement extends the effectiveness of the family in raising faith-filled children.

“As catechists, we recognize and honor the role of the family in children’s faith formation.”

“Support for family involvement extends the effectiveness of the family in raising faith-filled children.”

Praying With Children
Faith is a living relationship with God that, like any relationship, requires communication to remain healthy. Another word for this communication with God is prayer. We invite children to pray in the context of the truths explored in the session and to respond gratefully to God’s gift of grace.
As catechists, we know that praying with children can be an intimidating experience for some adults. Before you pray together, talk with children about prayer and about the place of prayer in your own life. Sharing prayer with reverence and sincerity each time we pray with children is the best way to model that each of us is called to develop our our own personal relationship with God.

• Begin prayer with children by inviting them to still their hearts and minds so as to focus quietly on God’s presence.
• As you pray traditional prayers, reverently pray each word, contemplating its meaning.
• As you lead children in reflective prayer, speak slowly, with feeling, and pause often so that children can reflect on what you’re saying.
• After praying with children, give them a few moments to pray silently in their own words.

“Sharing prayer with reverence and sincerity each time we pray with children is the best way to model that each of us is called to develop our own personal relationship with God.”

As we mentor children to “pray without ceasing,” we guide them to know that they can strengthen their personal relationship with God by praying almost anywhere. Yet we want them to know prayer as something other than the hurried, task-oriented communication that makes up much of our busy days with others. Making a special place for children to gather in prayer shows them how much we value prayer and our relationship with God. Allowing children to participate in preparing the place where they pray together shows them how much we value them as people of faith.

Preparing a Prayer Center
Creating a prayer center helps everyone to grow in an awareness of the sacred. Invite children to help you create this sacred space. A prayer center can be a simple table draped with a cloth to show the liturgical season. On the table you can place a Bible, along with a crucifix, statue, icon, or another religious object. As we reserve this setting as a focal point, we demonstrate the value of prayer. If space permits, use it as a place for all to gather for prayer.

Enthroning the Bible
We show reverence for God’s Word by “enthroning” the Bible—respectfully placing it in an open position in the prayer center. Enthroning the Bible becomes real to children if they are involved in placing the Bible in its open position. Invite them to participate in a procession led by a child holding the closed Bible high while children following sing a song or an “Alleluia.” A second child might receive the Bible, open it, and reverently place it in the prayer center for all to see.

Taking Traditional Prayers to Heart: Memorization and Prayer
One of the ways that we sustain the “memory,” the oral history, of the Church is through the memorization, or “taking to heart,” of traditional prayers. Though we can and often do pray in our own words, traditional prayers are special in the same way that family heirlooms are. They have been passed on from generation to generation, linking children to basic truths of our faith, supporting personal prayer, and allowing groups of people to unite their minds, hearts, and voices in prayer. When children are taking traditional prayers to heart, it is important to be sure that they understand the meaning of the words in the prayers.

Prayer Services in the Review Sessions
Structured communal prayer is an essential part of our liturgical tradition. Classroom prayer services call children to unite with their peers in group prayer. In liturgical tradition, specific roles, such as Leader or Reader, are included in most prayer services. We guide children to participate actively in group prayer by encouraging them to try various roles at some time during the year, by explaining the purpose of each role, and by allowing them to rehearse and prepare beforehand.

“Making a special place for children to gather in prayer shows them how much we value prayer and our relationship with God.”

“One of the ways that we sustain the ‘memory,’ the oral history, of the Church is through the memorization, or ‘taking to heart,’ of traditional prayers.”

How to Lead Children in Reflective Prayer
The only way to learn how to pray is by praying.
One of our greatest privileges as catechists is the opportunity to pray with children. In the Reflect step of each session ofFinding God: Our Response to God’s Gifts, we pray with children, often using a reflective prayer that flows from the focus of the faith lesson of that session. As we share reflective prayer, we lead children to use reflection and imagination, to engage in prayerful conversation with God, and to recognize his presence in their daily lives.
The catechist notes for each session provide the words and the way to guide children to pray reflectively. In addition, each unit also has a recorded guided reflection on CD to use to prepare for, and to join together in, prayer with the children. Scripts for the recorded guided reflections are provided at the back of this catechist guide. Listening to these reflections beforehand will provide you with an example of how to lead reflective prayer—attending to quality of voice, pacing, and the message.

Getting Ready for Reflective Prayer
Invite the children to focus on God’s presence. Establish a quiet, prayerful, and comfortable environment and mood to help them overcome the distractions of the everyday world.
Consider the following as you join children in reflective prayer:

Encourage a Comfortable Posture
If possible, move the children to the prayer center and invite them to find a position in which they can be comfortable yet alert. If space is limited, invite the children to get comfortable in their seats. Encourage children to close their eyes or to focus their attention on a symbol or a picture.
Invite Deep Breathing
Take two or three minutes to help children learn to relax and breathe deeply. Ask the children to rest their hands and to slowly, silently breathe in deeply and then breathe out gradually. Help them establish a rhythm to their breathing by counting slowly to three as they breathe in and asking them to breathe out as you count to three.
Use Reflective Music
Reflective (instrumental) music can help by covering distractions and providing a soothing setting in which to relax. Reflective music selected for this purpose can be found at the end of the Music CD for each grade.

“One of our greatest privileges as catechists is the opportunity to pray with children.”

“As we share reflective prayer, we lead children to use reflection and imagination, to engage in prayerful conversation with God, and to recognize his presence in their daily lives.”

Leading Reflective Prayer
Begin the reflective prayer with an invitation to reflect, or meditate, on an aspect of the theme of the session, often through a Scripture passage or a traditional prayer. Reflection time with children can be as brief as a few minutes or as long as 15 minutes.

Step-by-Step Directions
Through a series of age-appropriate “directions” in this catechist guide, you invite the children to engage their imagination and enter into a setting where they can encounter Jesus, dwell on his words, and converse with him.
Speaking Slowly and Pausing
By speaking slowly and pausing for emphasis after each line of the reflection, you invite the children to pray more reflectively.
Engaging Imagination
Finding God: Our Response to God’s Gifts uses an approach inspired by Saint Ignatius of Loyola, inviting us to pray by using the gift of imagination—sight, sound, smell, taste, and touch. We thereby create a setting in our minds, a welcoming place—whether it be a biblical setting or a place of our own choice—to enter into conversation with Jesus. Saint Ignatius said that such conversation should resemble “the way one friend speaks to another.” (The Spiritual Exercises of Saint Ignatius#54)

However you use the guided reflections, you may provide reflective music (tracks at the end of each Music CD) in the background.

Allowing Quiet Time With God
As the reflective prayer comes to a close, invite the children to spend time in silence with God, being aware of his presence. This is called contemplation.

Silent Prayer
To conclude the children’s prayerful time with the Lord, you can now invite them to rest in God’s presence. Allow one or two minutes for silent prayer, depending on the responsiveness of the group.
Transition
Finally, a few gentle words provide a gradual transition, taking the children into the next activity.
Respect
The children’s thoughts and reflections in prayer are theirs alone. We show respect for their conversation with God by letting them keep these thoughts to themselves.

“Invite the children to engage their imagination and enter into a setting where they can encounter Jesus, dwell on his words, and converse with him.”

Preparing the Learning Environment
When Jesus planned a special meal with his apostles during Passover, he sent Peter and John ahead of him, saying, “Go and make preparations for us.” (Luke 22:8) In the same way, preparing the physical space for faith formation is important.

Seating Arrangement
The seating arrangement for faith formation may look different from the seating arrangement for other subjects. Desks lined up in uniform rows may not be the most conducive arrangement. If possible, seating arrangements such as a circle, semicircle, or clusters of tables can communicate that the time spent in faith formation is different from the time spent in other subjects. Create a seating arrangement that fosters a sense of community.

Prayer Center
A focal point with symbols that express the presence of the Word of God and communicate a sense of the sacred helps to create a prayerful atmosphere. A prayer center, which serves as such a focal point, may consist of a small table placed prominently in your classroom and covered by a cloth. The cloth could be the color for the liturgical season (see page 201 for colors of the liturgical seasons). On the table, place a Bible and one or more of the following: a bowl of holy water, a crucifix, a religious image or statue, a plant or flowers, or a candle. If space permits, the prayer center can serve as a gathering space for reflective prayer.

Visuals
Try to include visuals related to the session topic—such as posters, photographs, religious images, and statues—to engage the children. If you are using a room that needs to be returned to its original condition, think portable; for example, folding display boards. Take advantage of other equipment available to you: chalkboard, easel, overhead projector, CD player, television, and VCR and DVD players. Also, display the children's artwork if possible.

Material and Supplies
Finding God: Our Respons to God's Giftsprovides a variety of "off-the-page" activities that often require materials and supplies such as paper, glue, scissors, magazines, markers, and crayons. Arrange and organize your material and supplies so that they will be ready when needed.

Creature Comforts
Sometimes rooms can be too hot or too cold, too dark or too bright. Plan to arrive early enough to make sure that light, heating or cooling, and ventilation in the room are comfortable.

“Whether you are conducting your session in a home, in a catechetical center, or in a traditional classroom, prepare the physical space.”

Preparing for the Session
Jesus speaks of building a house on rock (Matthew 7:24–27) to teach about the importance of having a firm foundation for our lives. As a teacher, you know that preparation and planning serve as part of that firm foundation. In faith formation, preparation and planning enable you to develop a clear focus for the session; identify your expectations for the children; be more relaxed, flexible, and confident in delivery; and effectively engage children.
To help you in your planning and preparation,Finding God: Our Response to God’s Giftsprovides a Catechist Preparation section for each session (see pages PO28–PO29). As you use this resource to prepare effective sessions, keep in mind the following:

Pray and Reflect
Use the 3-Minute Retreat to take a few moments to reflect prayerfully before you prepare your session.

Place the Session in Context of the Unit
Consider how the session develops the theme of the entire unit and how it connects with previous sessions. Likewise, look ahead to see if you need to make any preparations for future sessions.

Understand the Background
Read and reflect on the Catechist Preparation section to deepen your understanding of the Scripture and Tradition that you will be presenting. Be sure to read the session’s Scripture passages beforehand to become familiar with their focus.

Look Over the Get-Ready-Guide
Use the Get-Ready-Guide to get an overview of the session and to see how the Engage, Explore, Reflect, and Respond steps flow smoothly and connect effectively. The guide identifies the session outcomes, that is, what the children will know or be able to do as a result of the session. It also lists the required and optional materials you will need to lead the session, depending on the amount of time available to you.

Visualize the Session
As a final step, examine the directions in this catechist guide and visualize yourself presenting this session. This visualization will provide you with a sense of timing and flow and will help you to adapt and create contingency plans should anything unexpected occur.
 

Your First Day
Beginnings are always important. Here are some tips to help you make your first day a good experience.

Before the First Day
Advance preparation is a key ingredient to a successful session. You can get ready for this session by carefully reading the Catechist Preparation pages and the catechist notes for Session 1 (see pages 1a through 10). Gather the materials and supplies that you will need for the activities and options in the session. Your catechetical leader may be able to provide you with some of the materials and a place to store them. Also arrange with your catechetical leader to visit the room you will use. While there, visualize the best seating arrangement for your group, and, if possible, arrange desks, tables, and chairs. Obtain a list of the children’s names and prepare name tags or name tents, which you can use to indicate the seating arrangement. Creating a welcome sign to display in the room will let the children know that they are important and that you are pleased to spend this time with them.

On the First Day
Be sure to arrive early enough to make you last-minute preparations and allow yourself time to relax. As the children arrive, enthusiastically welcome each child as he or she enters the room. Take a few moments to introduce yourself and meet the children, getting to know their names and helping them get to know one another. After the children are seated, take some time to establish a few simple guidelines for cooperation and behavior.

As You Begin-Presenting the Books
You can help the children understand the value of this important resource by making this a special and sacred time. Begin by inviting each child to come forward to receive a book as you call him or her by name and say:May your life be changed by recognizing God in all things.When the children have resumed their seats, introduce them to their books by calling their attention to the title,Finding God: Our Response to God’s Gifts, and explaining what it means. Tell the children that the children’s book and catechist manual will help to guide them through the session and into a deeper relationship with God. Then direct them to open their books to the first page. Slowly and prayerfully read each of the first four pages (beginning with “As I open this book . . .”) aloud as a group. When you’ve finished, encourage the children to look through the pages and ask questions or reflect upon what they have read.

“Beginnings are always important.”

 
Communication Skills and Presence
The Gospel of Mark tells us that when Jesus spoke to the crowds, they “were astonished at his teaching, for he taught them as one having authority.” (Mark 1:22) Jesus possessed the quality of positive presence, a quality that refers to the ability to communicate a sense of enthusiasm, confidence, authority, hospitality, and sensitivity. While presence may seem to be a rather elusive trait, it is a skill that can be acquired and improved upon. Here are a few of the elements of positive presence to pay attention to:

Body Language and Movement Around the Room
Since as much as two thirds of all effective communication is nonverbal, make sure your body language communicates your enthusiasm for proclaiming the Good News. Likewise, moving around the room instead of sitting in one place is an effective way of engaging children.

Eye Contact
Studies have shown that making eye contact actually increases brain activity! Eye contact can assist in conveying your message by enabling you to identify the children with wavering attention and to establish a connection between you and the children.

Facial Expression and Confidence
Since our faces, more than any other body part, reveal emotions, opinions, and moods, it is important for you to maintain a facial expression that shows how enthusiastic you are about the Good News of Jesus. Be aware also of how your face communicates your feelings about the children and your role as their catechist. To communicate a sense of confidence is important so that you exemplify what it means to trust in God’s grace.

Outward Appearance
Saint Puaul teaches us that, through Baptism, we have been "clothed . . . with Christ." (Galatians 3:27) While Saint Paul is not enforcing a dress code, he does capture the notion that how we live outwardly should reflect Christ's presence within us. Your outward appearance should communicate to the children that you believe that this time is special and that you consider it a priority and a privilege to proclaim the Good News of Jesus Christ!

Voice: Volume, Variety, Pace, Tone, and Clarity
Voices are just as unique as faces. While some vocal qualities are genetic, you can develop vocal habits that can be used to your advantage. Speak loud enough for all to hear but not so loud as to be annoying. Speak slow enough to be understood but fast enough to avoid boredom. Speak clearly enough to avoid confusion. Speak with confidence and enthusiasm to inspire and with variety to avoid monotony.

“Moving around the room instead of sitting in one place is an effective way of engaging children.”

 
Asking Questions and Leading Discussion
Jesus often used questions to engage people in discussion: “What is your opinion about the Messiah?” (Matthew 22:41); “Who do you say that I am?” (Mark 8:29); “Whose image and name does it bear?” (Luke 20:24). Jesus understood the connection between questioning and learning.
Asking effective questions allows you to ascertain what children know both before and after information is presented. Questioning is also an excellent way to get their attention and to invite children to think, become engaged, and remain on task. The Catechist Guide provides you with many thought-provoking questions to engage children effectively. Here are some tips for asking effective questions:

Preparing Your Questions
Before the session look over the questions you plan to use and anticipate the types of responses children might give. Questions inFinding God: Our Response to God’s Giftsare simple, straightforward, and open-ended (cannot be answered with a simple yes or no). Be sure that any questions you prepare on your own follow this same model.

Asking a Question
When asking a question, pause and then, if necessary, repeat it. While awaiting a response, patiently allow time for the children to think (usually 3–4 seconds); resist the temptation to answer your own question. Direct a question to the whole group. Don’t allow everyone else to avoid thinking about an answer by calling on one child before you pose the question.

Awaiting a Response
If the group is having difficulty answering a question, rephrase it and move around the room, making eye contact as you await a response (usually 3–4 seconds). Allow a few hands to go up since the same child is often the first to put his or her hand up. Then, if no one appears ready to give a response, call on someone and invite him or her to answer as well as possible and then proceed to engage others in the same manner.

Reacting to Responses
Affirm acceptable responses and invite other children to help if someone responds with incorrect information or has no response. Show enthusiasm for the responses so children feel encouraged to respond to further questions. Invite quiet children to participate by presenting them with nonthreatening questions.

Leading Discussions
Discussions are an important means of assessing children’s understanding of a topic. The discussions promote active engagement in learning and allow the children an opportunity to express themselves. Initiate discussions by asking questions that go beyond retrieving information and invite individual thoughts, opinions, and feelings. Invite more than one response to a question and then ask for reactions to the earlier responses. Occasionally summarize what you heard and invite more discussion. Encourage respectful listening and assure confidentiality.

Keeping Children Engaged
When children are not engaged, discipline problems are more likely to occur. Keeping children engaged is the primary task of the catechist and, when done effectively, maintains discipline, which comes from the same root word as disciple, meaning “one who follows.” To help children follow Jesus, you may wish to use some of these strategies for keeping them engaged and for responding when and if they become disengaged.

Create an Engaging Atmosphere
Create a comfortable and orderly atmosphere. Establish a few rules or guidelines for your group, display them, explain them, and enforce them consistently. Keep children on-task from the moment they enter the room. Vary the activities and keep children involved by calling on those with wavering attention, by assigning tasks and responsibilities, or by asking questions to reengage them.

Prepare
Prepare, organize, and provide clear expectations. Have all materials ready before the session and wait to distribute them until directions have been given and are understood. Check your seating arrangement and adjust it as needed. Children are more likely to become disengaged when they feel anonymous, so learn and use their names.

Respond Appropriately
Reinforce and affirm good behavior. Show respect, understanding, and a sense of humor when appropriate. Clearly identify any specific improper behavior you intend to address. Speak and act with confidence, firmness, and calmness. Avoid unwanted side effects by not panicking or losing your temper. Remain fair and flexible. Avoid using an ultimatum that would “paint a child into a corner” with no way out. Consult your principal, catechetical leader, parents, and colleagues in serious situations.

Use Nonverbal Communication
Move your gaze to all areas of the room and make eye contact with every child. Often eye contact alone can correct improper behavior and reengage a child. Move around the room and attempt to be present and proximate to all areas of the learning space. Avoid interrupting a session to confront misbehavior. Instead, use nonverbal communication such as tapping on the back of the chair, tapping on a table or desk, or standing next to or behind a child who seems disengaged.

“Show respect, understanding, and a sense of humor.”

As children mature, they become increasingly capable of comprehending more complex ideas and concepts. As catechists, we show our respect for God’s creation by accepting all people for who they are and mentoring them as they grow in their personal relationship with God.Finding God: Our Response to God’s Giftslinks faith formation to a child’s developmental level as a sixth grader by using language and activities appropriate to his or her age.

Profile of a Sixth-Grade Child (Ages 11–12)
Sixth grade is a time of significant cognitive growth, marked by the beginning of truly abstract thinking. Children are able to consider the meaning of God’s love and his call to love each other. With the onset of puberty, boys and girls find physical changes are taking place. They notice these changes in themselves and each other, especially girls, whose physical development often happens much earlier. Boys and girls gradually begin to separate along gender lines as they become increasingly self-conscious about their own bodies. Sixth graders demonstrate their search for identity by experimenting with roles and behaviors. Because of the changes and confusion in this time of life, children of this age look to adults who relate to them in an honest, direct, and loving manner.

Psychological and Intellectual Development
Children at this age . . .

• are highly conscious of their individual achievements
• have a heightened social interest in peers
• enjoy ceremonies and rituals, particularly those that reflect their own “coming of age”
• can see the world from a variety of perspectives—and love to debate their viewpoints
• have a longer attention span than younger children
• experience a deep curiosity that demands an explanation for everything
• are often avid readers who can relate fiction to reality
• can understand chronology, and enjoy learning factual information
• like to know the rules (and to challenge them!)
• are interested in logic and problem solving
• easily alternate between being playful and being serious
• work well in cooperative groups
• like work that is challenging and is perceived as “grown-up”

“Sixth grade is a time of significant cognitive growth, marked by the beginning of truly abstract thinking.”

“Children of this age look to adults who relate to them in an honest, direct, and loving manner.”

Moral Development
Children at this age . . .

• are highly idealistic
• are learning competence in making moral judgments
• rely on the viewpoints of others when making moral decisions
• want rules but also need flexibility and understanding
• want to be good and to feel good about themselves
• experience very positive feelings when they do something right or very negative feelings when they do something wrong
• feel conflict between a developing internal moral compass and peer-group norms
• insist on understanding the WHY of the Church’s moral teachings
• are concerned with issues of fairness and justice
• are drawn to service

Social Development
Children at this age . . .

• experience dramatic peer pressure, want to spend their time with friends their own age
• tend to relegate most adults to a position of less importance
• enjoy and need involvement in cooperative learning activities
• experience confusion as they cross between being a child and not being a child
• can be moody, shy, and sensitive, due to the hormonal changes characteristic of the onset of puberty
• love to test the limits of rules and norms
• often use sarcasm
• experience an increase in tolerance, acceptance, and reasonableness

Spiritual Development
Children at this age . . .

• can appropriately relate messages in Scripture to their own life experiences
• respond well to participating in liturgical celebrations
• can relate to God in a variety of prayer forms
• are capable of understanding God, community, and faith in a deep way
• can recognize Jesus as an example to follow
• enjoy quiet reflection and sustain it for long periods of time
• are capable of taking complex prayers to heart
• desire to experience prayer that is focused on emotionally confusing issues

“Children at this age are capable of understanding God, community, and faith in a deep way.”

Paying Attention to Special Needs
Among the children you serve, some may have special needs. Through the positive recognition of the differences in individual abilities, you can enhance the unity of the Body of Christ. Contact your principal for assistance and visit www.FindingGod.org for more information.
Here are some suggestions for helping children with special needs:

Orthopedic (Physical) Impairment
Adapt activities to fit the needs of those with orthopedic (physical) impairment; develop a buddy system; anticipate and prepare in advance for situations in which a child’s symptoms might be disruptive to the group; encourage social interaction; and use appropriate terminology when referring to physical disabilities.

Visual Impairment
Consider range of vision and lighting needs when seating a visually impaired child; provide large-print, audio, and manual materials; plan activities that use senses other than sight; allow the child to do work orally; and assign a partner for visual activities.

Deaf or Hearing Impairment
Seat the child with a hearing impairment near the front and face him or her when you speak; speak clearly, using a normal tone and pace; write key words and directions on the board; provide written materials; encourage social interaction; and work with your principal and the family to arrange for an interpreter if needed.

Speech or Language Impairment
Speak distinctly and in short phrases; use visual and written as well as oral instructions; work individually with the child or use an aide to work in a separate area with the child whose oral work needs attention; and allow extra time for the child to respond to questions and comments.

Social or Behavioral Problems, Attention Disorders, and Learning Disabilities
Work with the family and the principal to identify the type of disorder or disability; arrange the room to avoid distractions; provide structure and routine; give specific tasks that are interesting to the child; give, review, and clarify directions, expectations, and explanations; frequently monitor and affirm appropriate behavior; provide immediate feedback; develop nonverbal clues for unacceptable behavior; break down tasks into smaller, less overwhelming components; use flash cards; introduce skills one at a time; use visual aids and kinesthetic (movement, gestures) cues; request an aide for individualized attention; set up situations in which the child will experience success; frequently assess the child’s understanding.

Mental Impairment
Adapt activities to the child’s attention span and levels of coordination and skill; individualize learning with the help of an aide; simplify concepts and repeat periodically; arrange for gifted children to help the slower learners.

Giftedness
Challenge the gifted child through independent study, small-group work, enrichment activities, and discovery learning that is related to his or her interest; provide supplementary resources; use creative puzzles and games; ask the child to help with preparing session materials and with assisting slower or younger children; encourage high-level thinking skills.

 
Celebrating Diversity
On the feast of Pentecost, the disciples boldly proclaimed the Word of God to people of many nations (Acts of the Apostles 2:5–13).Finding God: Our Response to God’s Giftscelebrates the rich cultural and ethnic diversity of the Catholic Church and invites you to bring children of many different backgrounds together with the intention of building the Body of Christ. In doing so, you help the children to recognize themselves in the story of salvation history and to celebrate the Church’s diversity. This diversity is reflected and celebrated throughout the children’s book:

Art
Fine art that appears inFinding God: Our Response to God’s Giftsdepicts Catholic Tradition through a variety of ethnic and cultural images. As a result of extensive research, the illustrations of Jesus, Mary, Joseph, and Peter carefully and consistently reflect their Semitic heritage. Illustrations and photographs have been carefully designed and selected to depict people of various cultures, ethnicity, and economic status from all over the world so that the rich diversity of God’s family is represented.

Saints and Holy People
Great care was given to the selection of the saints and holy people featured in the children’s book in order to highlight the Church’s diversity. Through stories of the experiences of some of the Church’s great saints and holy people,Finding God: Our Response to God’s Giftshonestly examines the successes and failures on the part of society and the Church to recognize and celebrate ethnic and cultural diversity.

Exploring Cultural Traditions
Numerous examples of the rich variety of traditions, popular devotions, and prayer expressions of various ethnic and cultural groups are integrated throughout the program. In the Respond step of many sessions, children are invited to identify strategies for affirming all people’s gifts and for making their own communities and parishes more welcoming.

Songs
The songs chosen forFinding God: Our Response to God’s Gifts(Music CD) reflect and celebrate the diversity of the Catholic Church.

 
Adjusting for Learning Styles
Children learn in different ways and need to be provided with varied learning experiences.Finding God: Our Response to God’s Giftsincorporates approaches that focus on the following learning styles:

Word Smart
Some children learn best through reading, writing, and discussion. Have the children brainstorm ideas, quiz each other on new vocabulary and spelling, and summarize a session with a single word.

Music Smart
Some children have a good sense of rhythm and melody. Use music to create or enhance the desired atmosphere and encourage children to write their own songs or to write new lyrics for known tunes, based on the topic you are covering.

Logic/Math Smart
Some children tend to think in numbers and patterns. Ask the children to do surveys and interviews related to the theme you are covering, invent word or story problems about new material, or play questioning games such as “20 Questions.”

Art/Space Smart
Some children tend to think in images and pictures. Summarize new learning by making posters or other displays and use diagrams, charts, and visual organizers to show a relationship between lessons.

Body Smart
Some children are well coordinated and enjoy using gestures, body language, and hands-on activities. Use athletic activities, role-play, simulation exercises, and other content-based games.

Nature Smart
Some children are keenly aware of the natural world and learn best when content is related to nature. Create observation notebooks, use microscopes, classify and categorize things in nature, or organize a scavenger hunt.

People Smart
Some children learn best by interacting with others. Peer-teaching activities, group projects, and small discussions are effective. You can also invite guest speakers to visit the class.

Self Smart
Some children are introspective and learn best when given time to process information. Have the children keep a reflective journal where they write regularly about what they are learning; incorporate independant learning activities and self-designed study projects into the curriculum.

(Source: This material has been adapted from the following book with permission from Kagan Publishing & Professional Development: Kagan, Spencer, and Kagan, Miguel.Multiple Intelligences: The Complete MI Book. San Clemente, CA: Kagan Publishing, 1998. 1 (800) 933-2667; www.KaganOnline.com/.”)

 
Creative Activities
To help you make the Word of God accessible to all children, whatever their learning style,Finding God: Our Response to God’s Giftsprovides creative activities for you to choose from. These activities also help you to assess in an ongoing manner the children’s grasp of key concepts (see page PO38). Being aware of these activities and how to use them can greatly enhance your abilities as a catechist. Visit our Web site www.FindingGod.org for more activities.

Working With the Text
TheFinding God: Our Response to God’s GiftsChildren’s Book serves as the foundation upon which you can build your session. The session directions in this Catechist Guide suggest techniques for working with the text in order to engage children and focus their attention.
These techniques include the following:

• invite volunteers to read paragraphs aloud
• invite children to read independently and then summarize
• arrange children in small groups and assign paragraphs for each group to read and then summarize for the large group
• read aloud to the children as they follow along
• arrange a choral reading by dividing the large group into smaller groups to read assigned sections aloud as a group

This Parish Catechist Guide also provides numerous optional activities to work “off the page” (depending upon the time available to you) while building upon the content covered in the text.

Memorizing or “Taking to Heart”
Through catechesis we sustain the memory of the Church. When God gave Israel the Ten Commandments, he told them, “Take to heart these words which I enjoin on you today.” (Deuteronomy 6:6) In addition to helping the children to take to heart certain doctrinal formulas, the memorization of commonly known prayers of the Christian tradition, appropriate to their age, is beneficial. Although memorization offers an essential support to the faith life of children, it is important to help them understand the meaning of what they are taking to heart.

Speaking and Singing
The spoken or sung word allows children to assimilate, clarify, and understand concepts. Speaking and singing give them an opportunity to express themselves, articulate, and celebrate their faith while growing in the skill of social interaction.
Examples:

guest speakers
interviews
lectures
large-group discussions
panel discussions
questions and answers
singing (rounds, hymns,Mass parts, nursery rhymes,folk melodies)
small-group discussions
storytelling

Writing
Some children express themselves more easily in written form than in oral form. Writing is a powerful vehicle for self-discovery and prayer. Many of the greatest saints used writing to speak with God and to others, and to record their own thoughts. In writing, children have an opportunity to clarify their thoughts and to make visible the invisible.
Examples:

acrostics
crossword puzzles
e-mails
interviews
letters
litanies
logs
modern parables/stories
newspaper headlines/stories
paraphrases
poems
prayers
questions and answers
quizzes
raps
reports
riddles
skits
song lyrics
speeches
stories
slogans
summaries
telegrams
Web pages

Role-Playing and Dramatizing
Through the dramatic stories of our faith, children come to understand themselves and others as they begin to internalize the Christian message. Jesus used simple but dramatic stories and parables to invite people to enter into relationship with the Father.
Examples:

charades
children’s literature
choral readings
dance
dramatic readings
gestures to songs
mime
pageants
plays
puppet shows
role-plays
shadow-play
storytelling
recorded Scripture stories on Spoken Word CD

Playing Games
Children naturally create and participate in games. Games allow children to build community, follow rules, and learn about cooperation and participation (as opposed to winning or losing), and to develop mentally, physically, and socially. Games encourage children to solve problems and to use their imagination. Of course, any game you choose should be adapted and used in a way that will reinforce or further the focus of your session.
Examples:

bingo
board games
card games
charades
drawing games
icebreakers
mixers
relays
skill games
spelling bees
team games
television quiz shows
tic-tac-toe
trivia games

 
Drawing and Art
Faith goes beyond words. Many people express their faith through art and drawing. Children can grow spiritually by expressing their inner thoughts and feelings visually. Drawing and art can also help children to become more familiar with religious concepts and relate these to their own lives.
Examples:

album/CD covers
banners
booklets
bookmarks
bulletin boards
bumper stickers
buttons
cartoons
coats of arms
collages
comic books
commemorative stamps
dioramas
displays
doorknob hangers
finger paintings
fingerprint pictures from ink pads
flyers
greeting cards
holy cards
mobiles
models from clay or dough
mosaics
murals
paper dolls
paperweights from rocks
pennants
photo albums with pictures and captions
photo essays
placemats
plaques
portraits
posters
sculpture
sidewalk art with chalk
silhouettes
sponge paintings
stained-glass windows
texts lettered on objects (seashells, driftwood, rocks)
storybooks
t-shirts
yarn-and-cloth pictures

Audiovisuals
Although some children think and learn primarily through words, others do so through pictures, images, and sounds. Children who are visual-aural learners can develop a deeper appreciation of the message in each session when their visual-aural imagination is engaged.
Examples:

bulletin boards
CDs
chalkboards
colored chalk
charts
computers
concrete aids
DVDs
flannel boards
LCD projectors
maps
models
movies
music
pictures
Power Point presentations
recordings
scrapbooks
slides
transparencies
video or audio cassettes