Lower School Curriculum Guide

Scheck Hillel Community School | Juda and Maria Diener Lower School​

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Scheck Hillel Community School | Juda and Maria Diener Lower School

Table of Contents

ABOUT SCHECK HILLEL COMMUNITY SCHOOL​ MISSION​ CORE VALUES​ EDUCATIONAL PHILOSOPHY​ INTRODUCTION​

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PROGRAM OVERVIEW JUDA AND MARIA DIENER LOWER SCHOOL (KINDERGARTEN-GRADE 5)​

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Overview​ English Language Arts​ Curriculum Components English Language Arts​ Mathematics​ Curriculum Components​ Mathematics​ Science​ Social Studies​ Judaic Studies And Hebrew Language​ iTaLAM​ Arts​ Physical Education​ School Counseling & Social-Emotional Learning Programs​ Library​ Student Life & Leadership​ Student Services​ Nativ (Grades 2-5)​ ESOL​

KINDERGARTEN BENCHMARKS​ Reading​ Writing​ Math​ Science​ Social Studies (Closely Integrated With Judaic Studies)​

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Judaic Studies​ Hebrew Language​ Social Emotional Learning, Character Education & Conscious Discipline​ Music​ Art​ Physical Education​

GRADE 1 BENCHMARKS​ Reading​ Writing​ Math​ Science​ Social Studies​ Judaic Studies​ Hebrew Language​ Social Emotional Learning, Character Education & Conscious Discipline​ Music​ Art​ Physical Education​

GRADE 2 BENCHMARKS​ Reading​ Writing​ Math​ Science​ Social Studies​ Judaic Studies​ Hebrew Language​

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Physical Education​

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GRADE 3 BENCHMARKS​ Reading​ Writing​ Math​ Science​

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Social Emotional Learning, Character Education & Conscious Discipline​ Music​ Art​

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Scheck Hillel Community School | Juda and Maria Diener Lower School

Social Studies​ Judaic Studies​ Hebrew Language​ Social Emotional Learning, Character Education & Conscious Discipline​ Music​ Art​ Physical Education​

GRADE 4 BENCHMARKS​ Reading​ Writing​ Math​ Science​ Social Studies​ Judaic Studies​ Hebrew Language​ Social Emotional Learning, Character Education & Conscious Discipline​ Music​ Art​ Physical Education​

GRADE 5 BENCHMARKS​ Reading​ Writing​ Math​ Science​ Social Studies​ Judaic Studies​ Hebrew Language​ Social Emotional Learning, Character Education & Conscious Discipline​ Music​ Art​ Physical Education​

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ABOUT SCHECK HILLEL COMMUNITY SCHOOL Mission From early childhood through Grade 12, Scheck Hillel Community School educates and inspires students to become exemplary global citizens with enduring Jewish identity, values and a commitment to the State of Israel, through a college preparatory curriculum and meaningful co-curricular experiences guided by Orthodox teachings and set within a nurturing, diverse community.

Core Values These are the values by which we - faculty, students, parents and staff - live as a school community, showing our respect for Hashem, for self and others, and for the traditions of our school community. We are committed to educating students with care and dignity, instilling a sense of unity, a love of learning, and the values of kindness and appreciating each person as a unique individual, B’tzelem Elokim.

Educational Philosophy Scheck Hillel builds our Jewish future through your child’s success by tailoring education to the individual child for a personalized, rigorous college preparatory experience. Students develop identity, nurture talent, discover passion and find purpose as our rising generation of creators, innovators and leaders.

Scheck Hillel sets the standard for educational excellence by inspiring students to ask, “Who do I want to be?” rather than, “What do I want to do?” This shift empowers students to become reflective global citizens with enduring Jewish identity and values, ready for the next chapter through their own definitions of success, happiness and fulfillment.

Introduction Welcome to Scheck Hillel Community School’s Curriculum Guide for the Juda and Maria Diener Lower School. This booklet provides an outline of the skills, concepts, and knowledge typically acquired by students as they progress through Lower School, and the approaches to learning that guide Scheck Hillel’s curricular design and implementation.

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Scheck Hillel Community School | Juda and Maria Diener Lower School

Learning activities are planned, sequenced, aligned and personalized to empower and enrich our students today with an eye on the future. Our educational program is continually evaluated to ensure students are learning and growing intellectually, spiritually and emotionally, and are acquiring tools and skills that stimulate creativity and innovation for a modern world.

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PROGRAM OVERVIEW Juda and Maria Diener Lower School (Kindergarten-Grade 5) OVERVIEW The Kindergarten-Grade 5 program focuses on Language Arts (reading, writing, listening, speaking), Mathematics, Science, Social Studies, Judaic Studies and Hebrew Language. Art, Design/STEM, Library, Music and Physical Education are rounding out the curriculum. Lessons are aligned with and informed by state and national educational standards to create a seamless understanding of central topics covered in all coursework. Additionally, teachers scaffold lessons throughout the Lower School years, building content knowledge and skill in developmentally appropriate stages and preparation for students’ next level of learning.

ENGLISH LANGUAGE ARTS Kindergarten-Grade 2 Language arts development comprises reading fluency, reading comprehension, writing, vocabulary, spelling, and grammar. Skills of phonemic awareness and decoding introduced in PK4 are solidified in Kindergarten, continuously becoming more sophisticated through Grade 2. Kindergarten students learn sight words and decoding skills to develop fluency in reading. Alongside developing decoding and reading fluency, teachers provide explicit instruction and practice in reading comprehension, helping students understand and engage with the meaning of text. Likewise, writing skills are initially taught through letter formation and inventive spelling, with the goal to gradually build skills so children can share their thoughts and ideas in well-structured sentences and simple paragraphs by the end of Grade 2.

Grades 3-5 The study of Language Arts in Grades 3-5 hones in on the content. Through developmentally appropriate instruction, students become more proficient in reading and use their comprehension skills to extract information from written text to answer questions, formulate predictions or analyze characters and conflicts. Students explore various literary genres, including novels, short stories and poems. Student writing begins to incorporate sophisticated vocabulary, well-prepared essays and appropriate syntax.

CURRICULUM COMPONENTS ENGLISH LANGUAGE ARTS Core Curriculum: Wit & Wisdom ® Wit & Wisdom is a comprehensive K–8 English language arts curriculum crafted to help students build the knowledge and skills they need to be successful readers, exceptional writers, and effective communicators. Our Lower School employs this curriculum in Kindergarten through Grade 5.

University of Florida Literacy Institute: Foundations Curriculum UFLI teaches students the foundational skills necessary for proficient reading. It follows a carefullydeveloped scope and sequence designed to ensure that students systematically acquire each skill and

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learn to apply each skill with automaticity and confidence. The program is designed to be used for core instruction in the primary grades or for intervention with struggling students in any grade.

Supplemental Online Resources: Accelerated Reader: AR is a computer-based program that helps teachers and students monitor and manage independent reading practices.

NoRedInk (Grades 4 and 5): NoRedInk simplifies the process of building strong writers and critical thinkers. It includes a writing curriculum, including grammar, that facilitates effective instruction by helping teachers engage students through modeling, scaffolding, practice, and feedback. It also aligns to the NWEA Map Language assessment.

MATHEMATICS Students in Kindergarten work all year to build on number sense developed in PK4. Once students truly comprehend what a number represents, they can compare, measure and manipulate numerical symbols. Comprehension and memorization of math facts and families are the focus areas through Grade 2, explicitly concentrating on number order, factorization, addition and subtraction. As students are ready, multiplication is introduced through personalized instruction. To uphold the respect for individual strengths and weaknesses, math groups become homogeneous in Grade 3. Teachers begin by differentiating in the classroom and gather in fluid, skill-based sections by Grade 3. Math instruction at each level is implemented to build mathematical competence for all students, bolstered by the understanding that each student learns at a different rate and acquires concepts and skills only once a prerequisite skill has been mastered.

In Grades 3-5, Mathematics becomes more complex. Students begin to work on multi-step problems, multiplication, division and fractions. Students manipulate numbers to solve equations that involve shapes, missing variables and superfluous information. Students in these higher Lower School grades are expected to build upon basic mathematical skills and apply prior knowledge to creatively and logically find solutions to mathematical problems. Often, writing about their mathematical thinking process to explain their answers is an integral part of the math curriculum.

CURRICULUM COMPONENTS MATHEMATICS Core Curriculum: Eureka Math Squared Eureka Math Squared is a comprehensive mathematics curriculum that builds deep mathematical understanding. The curriculum balances three components of rigor: conceptual understanding, procedural skill and fluency, and application. This ensures that students are not only able to perform calculations but also understand the concepts behind them and apply their knowledge in real-world situations - the “why” behind mathematical concepts.

Scheck Hillel supplements the core curriculum with adaptive online programs, including Dreambox, Reflex, and Frax Math. Students obtain personalized practice as they reinforce skills requiring more instruction and extend learning.

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Supplemental Math Programs Dreambox: This is an adaptive online program that personalizes students’ math practice, reinforces skills needing more instruction, and extends learning. We require students to complete a minimum of five lessons per week. Research shows that this is an inflection point for significant student growth in both Mathematics comprehension and assessments. This is closely monitored by teachers and required as an integral part of the math curriculum.

Reflex: This is an online program to work on math fluency of facts. It is introduced mid-year for Grade 1 students who are ready. All students are expected to reach 100% fluency in addition and subtraction facts by the end of Grade 2 and 100% fluency in multiplication and division by the end of Grade 3.

Students should complete three green lights a week.

Frax Math: An online program for Grades 3-5 to build a Fraction foundation. Frax stops the fractions struggle and puts students on a path to ongoing success in higher Mathematics. Game-based and story-driven, the adaptive system meets students where they are and unlocks new games, challenges, and rewards for their efforts.

SCIENCE The world of Science is the world of discovery. From the early childhood years through Grade 5, students explore, measure, weigh, observe, ponder and reflect on the world around them through disciplines including physics, chemistry, biology, nutrition, electricity and earth science as part of the overall curriculum. Adapting to Lower School grade and age levels, all units of study emphasize the science processes of observing, comparing, measuring, communicating, classifying, ordering, recognizing relationships, predicting, inferring, formulating and using models, interpreting data, hypothesizing, identifying and controlling variables, and conducting experiments.

Starting in Kindergarten, Science expands into the lab designed for Lower School instruction. Hands-on learning is paired with reading, discussion, classroom and research in and out of the classroom around campus. The curriculum fosters critical thinking skills and collaborative learning that lead to inquiry and problem solving. Students develop a respect for the views of others and gain an understanding of their world and themselves. Students in Grade K-2 participate in science lessons in their classrooms; Grades 3, 4 and 5 attend a weekly Science Lab.

SCIENCE Core Curriculum: Mystery Science Grades K-2 learn Science in their general studies classroom.

Grades 3-5 learn in the Science lab with a dedicated science teacher.

SOCIAL STUDIES Social Studies education in Kindergarten through Grade 2 slowly moves away from the child as the center of the world to build a sense of global citizenship. Students explore a variety of professions in their community, consistently extending learning to parallels in other settings. The curriculum moves outward to lessons about maps, cities, states, countries and the greater world, which are held in the science lab. Social Studies lessons are often intertwined with age-appropriate discussions about current events, Judaic Studies content and personal experience. Field trips are a significant component of social

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studies instruction, particularly in Grade 4 when students travel to St. Augustine while studying Florida.

SOCIAL STUDIES Curriculum Resources: MyWorld Social Studies (Grades 3-5) Standards-Created Curriculum (Grades 1-2) Scheck Hillel-Created Curriculum (Kindergarten)

Assessment (Kindergarten-Grade 5) In addition to a set curriculum, national and state standards, informal observations, and work samples, Scheck Hillel uses standardized points of data to monitor progress and drive instruction. No single assessment tool is used on its own; rather, information is triangulated to frame a clear picture of current and future teaching and learning. Data is used to drive decisions for students, teachers, and administrators.

JUDAIC STUDIES AND HEBREW LANGUAGE Kindergarten Judaic and General Studies teachers work hand-in-hand to integrate their subjects and further enrich learning. Learning the Alef Bet is an essential focus in Kindergarten. Children are exposed to Hebrew literature and explore various themes through hands-on activities and role-playing exercises. Kabbalat Shabbat is celebrated every Friday, allowing children to practice and enjoy songs and traditions to welcome Shabbat. For Chagim, children learn the meaning and customs associated with each. Every week, they also learn each Parashah’s essential stories, values and lessons. Through the practice of daily Tefilah, children begin to form a meaningful relationship with Hashem.

Grades 1-5 Scheck Hillel implements the Judaic Studies and Hebrew Language Tal-Am curriculum based on language development research and learning patterns. The program is based on the concept that the best learning environment for children is one in which knowledge is acquired through various activities through the five senses. In addition to studying from textbooks, students use music, games and visual aids to learn Judaic Studies and Hebrew Language and to develop a keen understanding of Jewish concepts and values.

Students develop their Judaic Studies and Hebrew Language literacy in a spiraled process, building new ideas and concepts upon an expanding foundation of knowledge. The program gradually helps foster Jewish identity by encouraging children to explore their Jewish roots and traditions in a fun and exciting manner. By making the study of Hebrew and Judaism relevant to the children’s everyday lives, the program enables them to truly appreciate their heritage and understand the need for lifelong learning.

Parashat Hashavua (Weekly Torah Portion) Parashat Hashavua instruction allows students to relive the experiences of and connect with our

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ancestors of long ago. Through hands-on activities and practical applications of themes and stories, students receive the richness and depth of the weekly Torah portion. Students learn to summarize key ideas from the weekly Parashah. We encourage parents to ask students what they have learned in their parashah classes so that students have a chance to showcase their knowledge and skills.

Shabbat and Chagim (Holidays) The program covers core areas of Shabbat, including Hadlakat Nerot (Lighting of Candles), Kabbalat Shabbat, Kiddush (Blessing Over Wine), and Havdalah (End of Shabbat), the connection between Shabbat and creation, the inclusion of Shabbat in the Ten Commandments, and the relationship between Shabbat and the Mishkan. Students interact with games and lessons through digital and traditional resources. The curriculum provides students with a rich learning experience that fosters within each of them a deep love and commitment to the beauty and majesty of Shabbat.

The Talmud says it is a mitzvah to study the laws of each Jewish holiday 30 days before the festival.

Scheck Hillel prepares students for festivals by communicating and analyzing their meanings and observances. Informal education programs solidify what is studied in the classroom and bring the ruach (spirit) of the holidays to campus.

Israel & Zionism Scheck Hillel teaches Israel Throughout the Year, a curriculum for Grades 1-5 focused on the roots of Zionism and identifying the key personalities that have shaped the history of the State of Israel. Students learn in a fun and engaging way about Israeli history, geography, culture, tradition, democracy and leaders. The lessons feature diaries, simulations, time machines, moral dilemmas and debates, all presented in attractively colored booklets. Students share the visions of Herzl, Ben-Yehuda, and Rav Kook, feel the determination of the chalutzim (pioneers), take pride in the heroism of the IDF (Israel Defense Forces), and experience the rebirth of a people in its ancient homeland.

Tefilah (Prayer) Tefilah conveys the importance of avodah shebalev (service of the heart), through biur Tefilah (Tefilah explanations) and by example. Additionally, middot tovot (good character traits) lessons are a component of every grade-level curriculum. Tefilah focuses on exposing students to the traditional Tefilot and songs and creates a warm and positive environment where children are safe and happy to explore their connection to Hashem.

In Grades 3-5, Tefilah focuses on reading fluency and understanding the text. Students learn words, concepts and meanings from the Siddur and gain a deeper understanding of why we pray.

Chumash (Bible) Grades 1-5 Students develop Jewish heritage literacy in a gradual and spiraled process, building new ideas and concepts on an expanding foundation of knowledge. The program helps foster Jewish identity as children explore their Jewish roots and traditions in a fun and exciting manner. The creative, innovative approach to instruction allows our diverse student groups to discover and internalize their Jewish roots in their own unique ways.

Students explore the stories, values and concepts of Sefer Bereishit (Book of Genesis) and Sefer Shemot 12​

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(Book of Exodus). They apply their knowledge of the Alef Bet to begin reading directly from their Chumashim. Instruction increasingly emphasizes reading accuracy, fluency and proficiency. Stories from the Midrash are introduced. Students then focus on Rashi, whose unique methodologies and ways of thinking are an essential companion to the study of Chumash.

iTaLAM iTaLAM is a web-based adaptive program based on the TaLAM curriculum. The iTaLAM program uses a “blended learning” model, which draws on the TaLAM Hebrew literacy and Jewish Heritage curriculum. iTaLAM has updated the curriculum to harness technology’s benefits and facilitate adaptive and personalized learning.

•​ The students experience learning activities in a multimedia environment using games, animated stories, and songs, making the learning process more enjoyable and effective. One unique aspect of iTaLAM is that the students can complete activities in the classroom or from home as part of the learning process.

•​ iTaLAM includes a Learning Management System (LMS) that enables the teacher to adapt the learning according to the child’s level and Hebrew language skills, and to track and report your child’s progress through an effective, user-friendly, and intuitive interface.

•​ Developing the children’s Jewish identity. We aim to expand their knowledge of and commitment to: □​Am (as in Am Israel) – Pride in being part of the Jewish People, understanding and accepting responsibility for Tikkun Olam, and contributing to improving life on Earth. □​Torah – Commitment to study, respect and transmit the entrusted sources from generation to generation. □​Israel (as in Eretz Yisrael) is the land we came from and returned to. We recognize the centrality of the State of Israel in our lives. □​Lashon (Language) – Hebrew is our people’s communication, identity, and heritage language, and it is essential to the authentic study of our sources. Education is learner-centered, focusing on the child and his/her interests and learning styles by adjusting both content and methods of instruction.

ARTS The Lower School Art curriculum provides students with opportunities for expression and discovery through the Jordan Alexander Ressler Arts Program. It aims to stimulate students to experience the world of art through many types of media including drawing, painting, graphic techniques, printmaking, 3-D projects and weaving. Art classes focus primarily on the process, not the final product. Additionally, art appreciation is incorporated by familiarizing students with selected artists and topics in art history.

Art is integrated across disciplines as part of Scheck Hillel’s interdisciplinary learning approach.

Music time is always a favorite for younger students, including singing, playing instruments, moving to and creating music. Children acquire musical skills and knowledge that can be developed in no other way. Through the music curriculum, an appreciation of music as an art is instilled in each student, which can become a lifelong means of fulfillment, expression and enjoyment. Students learn about rhythm and instruments, are introduced to classical musical pieces, study composers and learn songs, both in

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English and in Hebrew, that are integrated with other curricula. In Kindergarten-Grade 5, the dedicated music room is a space to experiment with larger, non-portable instruments.

PHYSICAL EDUCATION Physical Education (PE) is an integral part of the learning experience in Lower School. The physical, social and emotional aspects of development are the focus of PE. Key program objectives are to instill in all students the motivation and desire to keep physically fit, to encourage a love of sports and to develop a positive, competitive spirit with a focus on good sportsmanship. This type of education encourages students to understand the importance of fitness and encourages children to build a positive, healthy attitude toward physical activities. Studies show that children who participate in daily physical activity exhibit better attendance, a more positive attitude toward school, less disruptive behavior, higher self-esteem and higher academic performance.

Activities and skills presented during each Physical Education class are repeated and perfected throughout the years. Skills taught in the early years include balance, body and space awareness, running (chasing, fleeing), skipping, cooperative learning, jumping and landing, kicking and punting, rhythm, throwing and catching and following directions.

As students grow, greater emphasis is placed on taking turns, following the rules of a game, coordination, athletic skills, movement skills, body management, and skills and knowledge of team sports. Character development is also a vital part of PE, as students are held responsible for cooperating with others and for maintaining a positive attitude toward the outcome of a game. Competitive team sports are offered to Grades 4-5 as part of Scheck Hillel’s extracurricular program. Visit eHillel.org/afterschool for details.

SCHOOL COUNSELING & SOCIAL-EMOTIONAL LEARNING PROGRAMS School counselors are available for all students and work with children individually, in small groups and as whole classes. Additionally, counselors run book clubs and parent education workshops to reinforce the family-school partnership.

LIBRARY The Lower School library is an inspiring space where students explore a variety of literary genres and topics through guided reading and personal exploration. Classes visit to extend their learning in curriculum areas. Teacher resources, including leveled reading materials, are also available in the classroom.

STUDENT LIFE & LEADERSHIP Throughout the school year, Scheck Hillel offers experiences that enhance the educational program, instilling school spirit and cultivating a love of Judaism and service. Budding leaders take advantage of opportunities to make a difference through various Student Life programs, including field trips, and assemblies.

Service learning is an essential component of the Scheck Hillel experience throughout Lower School. The value of community service cannot be measured in hours therefore there are no required hours in the Lower School, only a deep commitment to serve with our Judaic principles in mind.

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STUDENT SERVICES Students needing support in the areas of reading and Language Arts skills will receive it through an in-class or pull out intervention model, depending on the level of need. The primary goal is to offer students strategies toward becoming more effective, independent and efficient learners. In addition, interventionist staff collaborate with classroom teachers to help incorporate these strategies and accommodations into their learning plans.

NATIV (GRADES 2-5) Through Nativ (Hebrew for path), Scheck Hillel teaches students with language-based learning differences so they become independent and successful learners, able to maximize their achievement, create opportunity, and foster identity in an inclusive community. Nativ serves students in Grades 3-5 whose language-based learning disabilities — including dyslexia, writing difficulties, auditory processing, and math disorders — require the clinical structure of small-group instruction and multi-sensory learning approaches. Educators view each student as a unique individual and strive to create learning plans to guide every child on a path toward academic independence and confidence.

Admission to Nativ is based on a current comprehensive neuropsychological evaluation.

ESOL Scheck Hillel offers assistance in English language learning to those students whose primary language is not English. ESOL (English for Speakers of Other Languages) classes are small groups and push in support in the classroom taught by teachers certified in ESOL education. These teachers support immersion language learning through instruction that targets the academic language that students find in textbooks, in the classroom, and on academic tests. This service is essential for students who are transitioning to learning in English.

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Kindergarten Benchmarks READING Students learn to: •​ Name 26 letters of the alphabet and one sound for each •​ Blend letter sounds to decode (read) words •​ Segment letter-sound to encode (spell) words •​ Read 66 high-frequency sight words from Dolch word list •​ Read, write, and spell hundreds of short-vowel words •​ Use parts of speech, synonyms, antonyms, categorizing words •​ Gain comprehension and fluency skills for literary and informational texts •​ Ask and answer questions about key details in a text •​ Retell stories, including key details, and demonstrate understanding of their central message or lesson as well as describe characters, settings, and major events in a story

Students learn through the following approaches: •​ Practice all reading and Language Arts skills through integrated, multimodal approach •​ Sight words home each week to commit to memory •​ Read grade-level literary and informational texts in Wit & Wisdom •​ Daily read-alouds based on student interests •​ Differentiated & project-based learning •​ Small group instruction for personalization of learning •​ Station rotation •​ Special activities to highlight learning benchmarks •​ Personalized book zip bags (as students are ready)

Assessments: •​ Daily in-class observations •​ Language development assessment WIDA test, as needed •​ UFLI progress monitoring assessments •​ MAP Reading Fluency

WRITING Students learn to: •​ Write all uppercase and lowercase letters

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•​ Form and write words •​ Form and write phrases •​ Write in a journal •​ Become familiar with writing mechanics, writing process, and types of writing - narrative, opinion, informative and explanatory

​ Students learn through the following approaches: •​ Creative writing and experiential learning •​ Illustrations and descriptions •​ Sight word spelling •​ Inventive spelling

MATH Students learn to: •​ Develop number sense •​ Know number names and the counting sequence •​ Count to tell the number of objects •​ Understand concepts of addition and subtraction •​ Begin to understand place value and advanced numeracy •​ Describe shapes and space •​ Explain that calendars represent days of the week and months of the year •​ Collect data and graphing

Students learn through the following approaches: •​ Eureka Math Squared program •​ Prescribed hands-on learning with manipulatives •​ Dreambox: personalized, adaptive math learning and practice •​ Hands-on learning through play •​ Small-group instruction for personalization of learning •​ Station rotation

Assessments: •​ Daily in-class observations •​ Mid & end modular assessments •​ Exit tickets

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•​ Plant & Animal Secrets: Identify things animals and plants need to survive •​ Weather Watching: Notice weather patterns and predict changes •​ Force Olympics: Understand the concept of “force” and how force is used to accomplish many things

Students learn through the following approaches: •​ Mystery Science program •​ Questions, investigation and analysis revolving around Judaic themes, playground play, daily calendar and weather patterns •​ Discovering and building in the STEM playground •​ Nature walks and Generations garden care •​ Scholastic magazine “Science Spin”

SOCIAL STUDIES (CLOSELY INTEGRATED WITH JUDAIC STUDIES) Students learn to: •​ Recognize the importance of celebrations and national holidays as a way of remembering and honoring people, events, and our ethnic heritage •​ Listen to and retell stories about people in the past who have shown character ideals and principles including honesty, courage, and responsibility •​ Describe the relative location of people, places, and things by using positional words •​ Learn their own phone number, street address, city/town and that Florida is the state in which the student lives •​ Describe different kinds of jobs that people do and the tools or equipment used •​ Identify the difference between basic needs and wants •​ Recognize that people work to earn money to buy things they need or want •​ Define and give examples of rules and laws, and why they are important •​ Explain the purpose and necessity of rules and laws at home, school and community •​ Demonstrate the characteristics of being a good citizen •​ Demonstrate that conflicts among friends can be resolved in ways that are consistent with being a good citizen •​ Describe fair ways for groups to make decisions

Students learn through the following approaches: •​ Judaic Studies curriculum, holidays and weekly Parashah •​ Three Scheck Hillel integrated General and Judaic Studies units •​ Classroom environment where class roles, rules, routines and systems are practiced •​ Special activities and guest speakers •​ Project-Based Learning •​ Kosher Food Bank •​ Community service 18​

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•​ Character education lessons involving storytelling, class discussion and role play to explain and practice social skills and conflict resolution •​ Scholastic magazine “Let’s Find Out”

JUDAIC STUDIES •​ Understand why we pray and Hashem’s involvement in our lives •​ Develop a connection to the Jewish State •​ Understand concepts of Shabbat •​ Understand concepts/history of the holidays •​ Familiar with holidays’ Hebrew vocabulary •​ Know why we say blessing before and after eating •​ Learn about chesed and helping others •​ Weekly Parashah experience-story/moral

HEBREW LANGUAGE •​ Introduction to Hebrew words and phrases in a manner that relates to students’ daily life - Days of the and week weather: ‫האוויר מזג ’השבוע ימות‬ •​ Can count from one to ten in Hebrew even to 20 •​ Recognize all of the Alef-Bet and their sounds •​ Start decoding – blend letter and vowels •​ Pre-readings skills; understands literary elements, context clues, can make inferences, predictions and sequence of story events •​ Write Hebrew name

SOCIAL EMOTIONAL LEARNING, CHARACTER EDUCATION & CONSCIOUS DISCIPLINE Students learn to: •​ Create an inclusive environment within the student body •​ Guide students in the art of mindfulness practices •​ Learn about self-advocacy, being an upstander and persistence in problem solving •​ Learn about character traits: Respect, Responsibility, Honesty/Trust, Fairness, Perseverance, Self-Discipline, Courage, and Citizenship •​ Students learn through the following approaches: □​Through literature, role play, active discussion, technology, small group, and one-on-one support □​Through conversation and the practice of activities in mindfulness □​Using role models and inspirational people who have overcome obstacles while making a difference in the world

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□​Class discussions about specific social situations and how to effectively manage them

MUSIC Students learn to: •​ Explore music through singing, listening, moving, and performing •​ Experience, improvise, perform and compose on various instruments including drums, xylophones, violins, and unpitched percussion •​ Respond to music from various sound sources to show awareness of steady beat •​ Identify singing, speaking, and whispering voices and their use at appropriate times

ART Students learn to: •​ Use tools and materials effectively and safely •​ Experiment with different media and shapes to create multiple 2D and 3D projects (watercolor paint, tie-dye, clay modeling, weaving, paper scratching, pencil shading, oil pastel, acrylic, paints, Origami paper structures) •​ High Holiday art projects created throughout the school year •​ Show increasing specificity and detail as they progress

PHYSICAL EDUCATION Students learn to demonstrate: •​ Body and spatial awareness •​ Respect for self, others, and equipment •​ The ability to follow directions •​ The ability to share and be cooperative with others •​ The correct form of locomotor skills (walk, run, jump, hop, gallop) •​ Selected non-locomotor skills (push, pull, bend, twist, turn, stretch) •​ Manipulative skills in a stationary position (roll, throw, catch, kick)

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Grade 1 Benchmarks READING Students learn to: •​ Ask and answer questions about key details in a text •​ Read with sufficient accuracy and fluency to support comprehension •​ Retell stories, including key details, and demonstrate understanding of their central message or lesson as well as describing characters, settings, and major events in a story •​ Identify words and phrases in stories and poems that appeal to feelings and senses and connect to the characters •​ Explain major differences between fiction and non-fiction stories and books •​ Compare and contrast the adventures and experiences of characters in stories •​ Read high-frequency words •​ Identify rhyming words and create rhymes

Students learn through the following approaches: •​ Daily in-person observations •​ Read grade-level literary and informational texts in Wit and Wisdom •​ Develop foundational phonics and reading skills through the UFLI program •​ Small group instruction for personalization of learning •​ Station rotation •​ Practice all reading and Language Arts skills through integrated, multimodal approach: visual, auditory, and kinesthetic •​ Project-Based Learning •​ Accelerated Reader Program Assessments •​ Daily in-class observations •​ Wit and Wisdom unit assessments •​ UFLI progress monitoring assessments •​ MAP Reading Fluency

WRITING Students learn to: •​ Write opinion pieces with an introduction (topic or title of book), opinion statement, reason for the opinion, and closing •​ Write informative/explanatory texts with a topic, facts, and provide a closing •​ Write narratives with two or more appropriately sequenced events, include some details regarding what happened, use of temporal words to signal event order, and provide a closing

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•​ Identify parts of speech, synonyms, antonyms and homonyms •​ Spell all high-frequency words

Grammar & Conventions: •​ Demonstrate command of the conventions of standard English grammar and usage when writing or speaking •​ Print all upper and lowercase letters •​ Use common, proper and possessive nouns •​ Use singular and plural nouns with matching verbs in basic sentences •​ Use personal, possessive and indefinite pronouns •​ Use verbs to convey a sense of past, present and future •​ Use frequently occurring adjectives •​ Use frequently occurring conjunctions

Students learn through the following approaches: •​ Book reports with opinions •​ Personal narratives •​ Narrative: Using a character web, create a character and setting, and write a problem/solution story •​ “How to Writing” in which student names a topic, generates details about the topic, uses transition words and provides a closing •​ Practice the writing process (brainstorm, planning, draft, edit, revise, publish) •​ Use writing prompts •​ 3-4 sentences with illustrations •​ Digital publishing

MATH Students learn to: •​ Represent and solve word problems involving addition and subtraction •​ Understand and apply properties of operations and the relationship between addition and subtraction •​ Fluently add and subtract within 20 •​ Extend the counting sequence •​ Understand place value •​ Use place value understanding and properties of operations to add and subtract •​ Measure lengths indirectly and by iterating length units •​ Basic geometry •​ Collecting data and graphing

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•​ Time: hour and half hour •​ Measurement using standard and non standard units •​ Recognize fractions (½, ¼)

Students learn through the following approaches: •​ Eureka Math Squared program •​ Dreambox: personalized, adaptive math learning and practice •​ Reflex Math to practice fact fluency: addition, subtraction, multiplication and division •​ Hands on learning with manipulatives and games •​ Graphs and data •​ Take surveys using tally marks to make graphs

Assessments: •​ Daily in-class observations •​ Mid & end modular assessments •​ Exit tickets

SCIENCE Students learn to: •​ Plant & Animal Superpowers: Understand how the different parts of an animal or plant support survival •​ Spinning Sky: Develop the idea that the sun, moon and stars change position in the sky •​ Lights & Sounds: Explore the properties of light and sound

Students learn through the following approaches: •​ Mystery Science program •​ Design and create devices that use light or sound to solve problems of communicating over a distance •​ Use tools to mimic how plants and animals use their attributes for survival and •​ Build models to observe and analyze the patterns of the sun, earth and moon

SOCIAL STUDIES Students learn to: •​ Identify key elements (compass rose, cardinal directions, title, key/legend with symbols) of maps and globes •​ Identify celebrations and national holidays as a way of remembering and honoring the heroism and achievements of the people, events and our nation’s multi-ethnic heritage •​ Explain the rights and responsibilities students have in the school community and describe the Scheck Hillel Community School | Juda and Maria Diener Lower School​

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characteristics of responsible citizenship in the school community •​ Identify ways students can participate in the betterment of their school and community and show respect and kindness to people and animals

Students learn through the following approaches: •​ Communities •​ Citizenship in school and class, neighborhood •​ Read aloud & discuss The Little House (Introduces the terms rural, suburban and how cities grow) •​ Read aloud & discuss How to Fill a Bucket (Teaches kindness and how to treat one another) •​ Geography •​ Read aloud & discuss Me on the Map •​ Learn own address relative to geographic and regional location on a map •​ Construct a basic map using key elements including cardinal directions and map symbols (key, compass rose) •​ Holidays •​ Patriotism □​Learn the correct words to the National Anthem and Pledge of Allegiance □​Read aloud books about: □​Martin Luther King, George Washington, Abraham Lincoln and Rosa Parks □​American Flag, Statue of Liberty, Earth Day, Veterans Day and Labor Day •​ Character development lessons, including storytelling, class discussions, role play and interactive activities students learn and practice the social skills required to be productive participants in class, school and larger community •​ Scholastic News •​ Kosher Food Bank •​ Community service At the end of the year, students write a narrative story about a fictional character and create a setting for the story implementing social studies geography skills.

JUDAIC STUDIES •​ Tefilah: Students learn the meaning of select Tefilot and practice reciting the prayers daily.

•​ The First Siddur: The beauty and meaning of daily tefilah is reinforced as Grade 1 students receive their first Siddur (prayer book), in a meaningful ceremony attended by families. Students look forward to this momentous occasion, where they proudly display their growing Judaic knowledge and ruach (spirit).

•​ Parashah: Students learn the stories, lessons and values found within the weekly Torah portion, bringing learning to life through experiential learning.

•​ Chagim/Holidays: Students experience the meaning of each holiday in the Jewish calendar and

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celebrate its customs through hands-on learning activities.

•​ Scheck Hillel’s Five Core Values: Through modeling and practice, students learn the meaning of Chessed (Kindness), Kavod (Respect), Emet (Truth), Shalom (Peace) and Ruach (Spirit), recognizing that values are guides for behavior.

HEBREW LANGUAGE •​ Students learn Hebrew skills in four domains: □​Reading □​Written Expression □​Oral Expression □​Listening •​ Students gain Hebrew skills within the framework of TaLAM’s Everyday Life track. They become familiar with their classmates, their classroom environment, objects it contains and daily routines.

They move on to life at home, learning the names of objects and routines and connecting them to the Jewish way of life. They also begin to learn about various weather phenomena existing in nature.

•​ Hebrew Language learning is infused and reinforced throughout the Judaic Studies curriculum.

SOCIAL EMOTIONAL LEARNING, CHARACTER EDUCATION & CONSCIOUS DISCIPLINE Students learn to: •​ Create an inclusive environment within the student body •​ Guide students in the art of mindfulness practices •​ Learn about self-advocacy, being an upstander and persistence in problem solving •​ Learn about character traits: Respect, Responsibility, Honesty/Trust, Fairness, Perseverance, SelfDiscipline, Courage, and Citizenship

Students learn through the following approaches: •​ Literature, role play, active discussion, technology, small group, and one-on-one support •​ Conversation and the practice of activities in mindfulness •​ Using role models and inspirational people who have overcome obstacles while making a difference in the world •​ Class discussions about specific social situations and how to effectively manage them

MUSIC Students learn to: •​ Classify instruments into pitched and unpitched percussion families •​ Perform simple songs using a bordun accompaniment and explore ostinati (repeated rhythm) •​ Identify Level 1 and Level 2 rhythmic patterns •​ Age appropriate repertoire and history

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ART Students learn to: •​ Continue learning to use tools and materials effectively and safely •​ Experiment with different media and shapes to create multiple 2D and 3D pieces (watercolor paint, tie-dye, clay modeling, weaving, paper scratching, pencil shading, oil pastel, acrylic paints and Origami paper structures) •​ High Holiday art projects created throughout the school year •​ Grade 1 Siddur projects •​ Show increasing specificity and detail as they progress

PHYSICAL EDUCATION Students learn to: •​ Continue developing spatial awareness •​ Demonstrate basic locomotor and non-locomotor skills, rhythmic and cross-lateral movements •​ Demonstrate fundamental manipulative skills •​ Establish a beginning movement vocabulary •​ Identify the body’s normal reactions to moderate and vigorous physical activity •​ Work independently and with others to complete work •​ Follow the rules of an activity •​ Develop movement control for safe participation in games and sports

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Grade 2 Benchmarks READING Students learn to: •​ Ask and answer such questions to demonstrate understanding of key details in a text: who, what, where, when, why, and how •​ Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral •​ Describe how characters in a story respond to major events and challenges •​ Describe the overall structure of a story, including how the beginning introduces the story and the ending concludes the action •​ Compare and contrast two versions of the same story •​ Know and apply grade-level phonics and word analysis skills in decoding words while reading with accuracy and fluency to support comprehension •​ Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text •​ Know and use various text features to locate key facts or information in a text efficiently •​ Vocabulary building

Students learn through the following approaches: •​ Read grade-level literary and informational texts in Wit & Wisdom •​ Weekly non-fiction magazine readings •​ Develop foundational phonics and reading skills through the UFLI program •​ Practice all reading and Language Arts skills through integrated, multimodal approach: visual, auditory, and kinesthetic •​ Project-Based Learning •​ Accelerated Reader Program •​ Flocabulary - online vocabulary practice program •​ Reading logs with a nightly short written response and/or book reports targeting a specific skill assigned weekly •​ Book Clubs •​ Reading novels •​ Responding and reflecting •​ Skill-based worksheets •​ Read alouds

Assessments: •​ Daily in-person observations Scheck Hillel Community School | Juda and Maria Diener Lower School​

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•​ Wit and Wisdom assessments •​ Reading fluency Assessments •​ UFLI Assessments •​ MAP: Reading & Language

WRITING Students learn to: •​ Focus on a topic and strengthen writing by revising and editing •​ Write opinion pieces in which students introduce the topic (topic sentence) or book they are writing about □​State opinion □​Supply reasons that support the opinion □​Use linking words to connect opinion and reasons □​Provide a concluding statement or section •​ Write narratives □​Recount an event or short sequence of events □​Include details to describe actions, thoughts, and feelings □​Use temporal words to signal event order (transition words) □​Provide a concluding statement or section □​Use a variety of digital tools to produce and publish writing, including collaboration with peers •​ Research □​Begin to ask questions about a specific topic and develop strategies for finding answers

Grammar & Conventions •​ Continue practicing all previously learned skills •​ Use nouns, irregular plural nouns, reflexive pronouns, past tense of frequently occurring irregular verbs, adjectives and adverbs, learning differences and rules for simple and compound sentences •​ Use capitalization, punctuation, and correct spelling when writing holidays, product names, and geographic names •​ Use commas in greetings and closings of letters •​ Use apostrophes to form contractions and frequently occurring possessives •​ Understand spelling patterns •​ Consult reference materials, including beginning dictionaries, as needed to check and correct spelling

Students learn through the following approaches: •​ Personal, small moment, one-paragraph texts in which students introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section •​ Use prompts and opportunities to produce relevant and meaningful writing

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•​ Summarizing research materials, non-fiction texts, and short stories •​ Friendly letters •​ Know their address and correctly write a letter and envelope •​ Apply skills in longer, more complex writing products •​ Write an opinion piece through a book review

MATH Students learn to: •​ Represent and solve problems involving addition and subtraction •​ Add and subtract within 20 with fluency •​ Understand money and its symbols •​ Understand and use place value with operations to add and subtract up to 1000 •​ Work with equal groups of objects to gain foundations for multiplication •​ Use mental math in base-ten to add or subtract 10 or 100 to a given number 100-900 •​ Understanding place value to 3 digits: hundreds, tens and ones •​ Compare two-three digit numbers using the symbols, <,> and = •​ Measure and estimate lengths in standard units •​ Tell and write time from analog and digital clocks to the nearest 5 minutes using AM and PM •​ Draw a picture/bar graph to represent a data set with up to 4 categories •​ Describe and analyze shapes •​ Partition circles and rectangles into 3 equal shares relating to fraction terms

Students learn through the following approaches: •​ Eureka Squared Math program •​ Hands-on with manipulatives and game •​ Dreambox: personalized, adaptive math learning and practice •​ Reflex Math fact fluency mastery: addition, subtraction, multiplication, division

Assessments: •​ Daily in-class observations •​ Mid & end module assessments •​ Exit tickets •​ Reflex Math •​ MAP Math

SCIENCE Students learn to: Scheck Hillel Community School | Juda and Maria Diener Lower School​

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•​ Animal Adventures: Develop an awareness and appreciation for biodiversity, including identifying and sorting animals into scientific groups •​ Plant Adventures: Identify plant needs and reason from evidence to understand how plants meet their needs •​ Work of Water: Realize the force of water and its role in creating a variety of landscapes •​ Material Magic: Understand the types and roles of materials in solving problems in our lives

Students learn through the following approaches: •​ Mystery Science program •​ Designing and building models to explain scientific concepts

SOCIAL STUDIES Students learn to: •​ Understand the differences between, and analyze primary and secondary sources •​ Utilize the classroom center, technology, or other information sources to locate information that provides answers to questions about a historical topic •​ Use different types of maps (political, physical, and thematic) to identify map elements •​ Using maps and globes, locate the student’s hometown, Florida, and North America, and locate the state capital and the national capital •​ Label on a map or globe the continents, oceans, equator, prime meridian and North and South Pole •​ Explain why people form governments •​ Explain the consequences of an absence of rules and laws •​ Identify what it means to be a United States citizen either by birth or by naturalization •​ Define and apply the characteristics of responsible citizenship •​ Explain why United States citizens have guaranteed rights and identify rights •​ Identify ways citizens can make a positive contribution in their community •​ Evaluate the contributions of various African Americans, Hispanics, Native Americans, veterans, and women

Students learn through the following approaches: •​ Through character development lessons, including storytelling, class discussions, role play and interactive activities students learn and practice the social skills required to be productive participants in class, school and larger community •​ Scholastic magazine •​ Biography Research project •​ BrainPop learning and content creation tool •​ Creative media map construction

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•​ Kosher Food Bank & Community Service

JUDAIC STUDIES •​ Tefilah: Students learn the meaning of select Tefilot and practice reciting the prayers daily. □​Chumash Presentation: The beauty and meaning of weekly parshiot is reinforced as Grade 2 students receive their first Chumash (Bible), in a meaningful ceremony attended by families.

Students look forward to this momentous occasion, where they continue to display their growing Judaic knowledge and ruach (spirit).

•​ Parashah: Students learn the stories, lessons and values found within the weekly Torah portion, bringing learning to life through presentations, reenactments and role-play •​ Chagim/Holidays: Students experience the meaning of each holiday in the Jewish calendar and celebrate its customs through hands-on learning activities.

•​ Scheck Hillel’s Five Core Values: Through modeling and practice, students learn the meaning of Chessed (Kindness), Kavod (Respect), Emet (Truth), Shalom (Peace) and Ruach (Spirit), recognizing that values are guides for behavior.

HEBREW LANGUAGE •​ Students learn Hebrew skills in four domains: □​Reading □​Written Expression □​Oral Expression □​Listening •​ Students gain Hebrew skills within the framework of TaLAM’s Everyday Life track. In Grade 2 students become acquainted with two new virtual friends, and focus on daily home routines concerning clothing, cleanliness and proper nutrition, while instilling the corresponding mitzvot.

•​ Hebrew Language learning is infused and reinforced throughout the Judaic Studies curriculum.

SOCIAL EMOTIONAL LEARNING, CHARACTER EDUCATION & CONSCIOUS DISCIPLINE Students learn to: •​ Create an inclusive environment within the student body •​ Guide students in the art of mindfulness practices •​ Learn about self-advocacy, being an upstander and persistence in problem solving •​ Learn about character traits: Respect, Responsibility, Honesty/Trust, Fairness, Perseverance, SelfDiscipline, Courage, and Citizenship

Students learn through the following approaches: •​ Literature, role play, active discussion, technology, small group, and one-on-one support •​ Conversation and the practice of activities in mindfulness

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•​ Using and discussing role models as inspirational people who have overcome obstacles while making a difference in the world.

•​ Class discussions about specific social situations and how to effectively manage them

MUSIC Students learn to: •​ Classify instruments into pitched and unpitched percussion families •​ Classify instruments into metals, membranes, shakers, and wooden categories •​ Learn to play and perform on the instruments above •​ Musical concepts reviewed: minor/major, forte/piano, high/low and fast/slow

ART Students learn to: •​ Use a variety of tools and materials effectively and safely •​ Experiment with different media and shapes to create multiple 2D and 3D (watercolor paint, tie-dye, clay modeling, weaving, paper scratching, pencil shading, oil pastel, acrylic paints and Origami paper structures) •​ High Holidays art projects are created throughout the school year •​ Grade 2 Chumash presentation projects •​ Show increasing specificity and detail as they progress

PHYSICAL EDUCATION Students learn to: •​ Demonstrate the elements of movement in combination with a variety of locomotor skills •​ Demonstrate control and balance in traveling and weight-bearing activities using a variety of body parts and tools •​ Use feedback to improve performance •​ Recognize the importance of participating in a variety of physical activities outside of class •​ Demonstrate positive and helpful behavior and words towards other students •​ Apply rules, procedures, and safe practices to create a safe school environment with little or no reinforcement

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Grade 3 Benchmarks READING Students learn to: •​ Demonstrate literal and inferential understanding of a text and refer explicitly to the text as the basis for the answers •​ Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text •​ Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events •​ Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language •​ Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections •​ Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series) •​ Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate relevant information efficiently •​ Compare and contrast the most important points and key details presented in two texts on the same topic

Students learn through the following approaches: •​ Through the book Toba’s Passage, students explore their family’s journey •​ Read grade-level literary and informational texts in Wit & Wisdom •​ Practice all reading and Language Arts skills through integrated, multimodal approach: visual, auditory, and kinesthetic •​ Project-based learning •​ Accelerated Reader Program •​ Choose and read a biography independently •​ Flocabulary online practice •​ BrainPop learning and content creation tool •​ Newsela

Assessments: •​ Daily in-person observations •​ Reading fluency assessments •​ MAP: Reading & Language

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WRITING Students learn to: •​ Write opinion pieces on topics or texts, supporting a point of view with reasons □​Introduce the topic, state an opinion, and create an organizational structure that lists reasons □​Use linking words and phrases to connect opinion and reasons □​Provide a concluding statement or section •​ Write informative/explanatory texts to examine a topic and convey ideas and information clearly □​Introduce a topic and group related information together; include illustrations when useful to aid comprehension □​Develop the topic with facts, definitions, and details □​Use linking words and phrases to connect ideas within categories of information □​Provide a concluding statement or section •​ Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences •​ Use temporal words and phrases to signal event order •​ Provide a concluding statement or section

Grammar & Conventions •​ Continue practicing all previously learned skills •​ Demonstrate command of the conventions of standard English grammar and usage when writing or speaking •​ Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences □​Form and use regular and irregular plural nouns □​Use abstract nouns (e.g., childhood, friendship, courage) □​Form and use regular and irregular verbs □​Ensure subject-verb and pronoun-antecedent agreement □​Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified □​Use coordinating and subordinating conjunctions □​Introduce complex sentences, continue developing simple and compound sentences and use with increasing variety □​Demonstrate beginning cursive writing skills □​Capitalize appropriate words in titles □​Use commas in addresses □​Use commas and quotation marks in dialogue □​Form and use possessives

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□​Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words □​Continue to use spelling patterns and generalizations in written words □​Continue to consult reference materials, including beginning dictionaries, as needed to check and correct spellings

Students learn through the following approaches: •​ Writing 3-5 paragraph pieces using the writing process: □​Brainstorm □​Pre-plan with graphic organizers □​Draft □​Edit/revise with peers □​Final copy •​ Evidence-Based Writing (opinion): After reading two or more articles with opposing views, students choose a side and write an essay to grab the reader’s attention, produce a focus statement and support an opinion using evidence from the text □​Prompts such as “Should children need to wear uniforms to school?” □​Summaries •​ Taking dot and jot notes

MATH Students learn to: •​ Represent and solve problems involving multiplication and division •​ Understand properties of multiplication and the relationship between multiplication and division •​ Multiply and divide within 100 •​ Solve problems involving the four operations; identify and explain patterns in arithmetic •​ Develop understanding of fractions as numbers •​ Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects •​ Represent and interpret data •​ Geometric measurement: understand concepts of area and relate area to multiplication and to addition •​ Reason with shapes and their attributes

Students learn through the following approaches: •​ Eureka Math Squared program •​ Hands-on manipulatives for inquiry •​ Creative approaches to instill math concepts •​ Reflex Math to practice fact fluency: addition, subtraction, multiplication and division

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•​ Dreambox: personalized, adaptive math learning and practice •​ Khan Academy: online math practice

Assessments: •​ Daily in-class observations •​ Math fluency assessments •​ Mid and end module assessments •​ Exit tickets •​ MAP Math

SCIENCE Students learn to: •​ Animals Through Time: Appreciate how animals and their habitats are not constant and learn how fossils provide a window into habitats of the past •​ Power of Flowers: Identify steps in plant reproduction and the passing of traits, and how these connect to plant domestication •​ Stormy Skies: Observe clouds, wind and other weather clues around us to predict daily weather •​ Invisible Forces: Observe how invisible pushes and pulls operate in the world around them

Students learn through the following approaches: •​ Next Generation standards-aligned learning, featuring hands-on activities and inquiry-based lessons that spark curiosity •​ Observe, collect and describe data to provide evidence •​ Design and build models to explain scientific concepts •​ Design/STEM: Broadcasting, Maker and Coding & Robotic

SOCIAL STUDIES Students learn to: •​ Analyze primary and secondary sources •​ Map skills □​Create the basic map elements on a map □​Label the continents and oceans on a world map □​Identify the purpose of maps (physical, political, elevation and population) □​Identify the five regions of the United States □​Label the states in each of the five regions of the United States □​Describe the physical features, natural resources and identify natural and man-made landmarks in the United States and Israel.

•​ Economics

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□​Recognize that buyers and sellers interact to exchange goods and services through the use of trade or money •​ Government □​Identify the levels of government (local, state and federal) □​Describe how government is organized at the local level □​Recognize that every state has a state constitution □​Recognize that the Constitution of the United States is the supreme law of the land •​ Identify the cultures that have settled the United States, and the contribution from various ethnic groups

Students learn through the following approaches: •​ Purpose and need for government •​ Regions projects •​ Project-Based Learning with M’Dor L’Dor as culminating activity □​Students interview a family member, write an essay about the individual and create a visual display. Using technology, students document the entire process.

•​ Kosher Food Bank & community service

JUDAIC STUDIES •​ Tefilah: Students learn the meaning of select Tefilot and practice reciting the prayers daily.

•​ Parashah: Students learn the stories, lessons and values found within the weekly Torah portion, bringing learning to life through experiences.

•​ Chagim/Holidays: Students experience the meaning of each holiday in the Jewish calendar and celebrate its customs through hands-on learning activities.

•​ Scheck Hillel’s Five Core Values: Through modeling and practice, students learn the meaning of Chessed (Kindness), Kavod (Respect), Emet (Truth), Shalom (Peace) and Ruach (Spirit), recognizing that values are guides for behavior.

HEBREW LANGUAGE •​ Students learn Hebrew skills in four domains: □​Reading □​Written Expression □​Oral Expression □​Listening •​ Students gain Hebrew skills within the framework of TaLAM’s Everyday Life track. Grade 3 concentrates on four themes: The Memory Box, Rules for Successful Learning, the concept of Multiple Intelligences and continued acquaintance with members of their virtual class.

•​ Hebrew Language learning is infused and reinforced throughout the Judaic Studies curriculum.

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SOCIAL EMOTIONAL LEARNING, CHARACTER EDUCATION & CONSCIOUS DISCIPLINE Students learn to: •​ Create an inclusive environment within the student body •​ Guide students in the art of mindfulness practices •​ Encourage students to discover who they are as individuals •​ Learn about self-advocacy, perseverance when situations are challenging, being an upstander and persistence in problem solving

Students learn through the following approaches: •​ Through literature, role play, active discussion, technology, small groups and one-on-one support •​ Through conversation and the practice of activities in mindfulness

MUSIC Students learn to: •​ Identify families of orchestra and band instruments •​ Sing, dance, read, and compose music •​ Become familiar with different genres and styles •​ Identify, using correct music vocabulary, the elements in a musical work •​ Perform in class using pieces practiced at home •​ Discuss how music in America has been influenced by people and events in history •​ Project-based learning collaboration for M’Dor L’Dor

ART Students learn to: •​ Create connections among the arts and other disciplines •​ Experiment with different media to create multiple 2D and 3D projects •​ Use the work of famous artists as inspiration for creative pieces •​ Promote environmental awareness by using recycled materials •​ High Holiday art projects created throughout the school year •​ Show increasing specificity and detail as they progress

PHYSICAL EDUCATION Students learn to: •​ Demonstrate a variety of motor patterns in simple combinations while participating in activities, games, and sports •​ Perform movements that engage the brain to facilitate learning •​ Identify the benefits of sustained physical activity that causes increased heart rate and heavy

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breathing •​ Understand that the body is composed of water, muscle, bones, organs, fat, and other tissues •​ Demonstrate positive social behaviors during class.

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Grade 4 Benchmarks READING Students learn to: •​ Read with sufficient accuracy and fluency to support comprehension •​ Use context to confirm or self-correct word recognition and understanding •​ Determine and explain the main idea of a text •​ Summarize text •​ Describe in depth a character, setting, or event in a story or drama, drawing on specific text details •​ Determine a theme of a story, drama, or poem from text details •​ Draw inferences from the text •​ Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when speaking about a text •​ Compare and contrast the point of view •​ Compare and contrast the treatment of similar themes and topics

Students learn through the following approaches: •​ Read grade-level literary and informational texts in Wit & Wisdom •​ Book clubs •​ Accelerated Reader Program •​ Flocabulary online vocabulary practice •​ Practice reading and Language Arts skills through integrated, multimodal approach: visual, auditory, and kinesthetic •​ NoRedInk •​ Newsela

Assessments: •​ Daily In-person observations •​ Mid & end module assessment tool •​ Accelerated Reader Program •​ MAP: Reading & Language

WRITING Students learn to: •​ When writing about a text, explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm and meter) and drama (e.g., casts of

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Scheck Hillel Community School | Juda and Maria Diener Lower School

characters, settings, descriptions, dialogue and stage directions) •​ Write opinion pieces on topics or texts, supporting a point of view with reasons and information □​Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose □​Provide reasons that are supported by facts and details □​Link opinion and reasons using words and phrases □​Provide a concluding statement or section related to the opinion presented •​ Write informative/explanatory texts to examine a topic and convey ideas and information clearly □​Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension □​Develop the topic with facts, definitions, concrete details, quotations (with proper grammar), or other information and examples related to the topic □​Link ideas within categories of information using words and phrases □​Use precise language and domain-specific vocabulary to inform about or explain the topic □​Provide a concluding statement or section related to the information or explanation given •​ Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences •​ Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally •​ Use dialogue and description to develop experiences and events or show the responses of characters to situations (with proper grammar) •​ Use a variety of transitional words and phrases to manage the sequence of events •​ Use concrete words and phrases and sensory details to convey experiences and events precisely •​ Provide a conclusion that flows from the narrated experiences or events

Grammar & Conventions •​ Continue practicing all previously learned skills •​ Demonstrate legible cursive writing skills •​ Use relative pronouns (who, whose, whom, which and that) and relative adverbs (where, when and why) •​ Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses •​ Use modal auxiliaries (e.g., can, may, must) to convey various conditions •​ Order adjectives within sentences according to conventional patterns •​ Form and use prepositional phrases •​ Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons •​ Correctly use frequently confused words (e.g., to, too, two; there, their, they’re) •​ Use correct capitalization

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•​ Use commas and quotation marks to mark direct speech and quotations from a text •​ Use a comma before a coordinating conjunction in a compound sentence •​ Spell grade-appropriate words correctly, consulting references as needed

Students learn through the following approaches: •​ Write a four-five-paragraph expository writing piece using the writing process: □​Brainstorm □​Pre-Plan with graphic organizers □​Draft □​Edit/revise with peers □​Final copy □​Evidence-Based Writing (Opinion): After reading two or more increasingly complex articles with opposing views, students choose a side and write an essay to grab the reader’s attention, produce a focus statement and support an opinion using evidence from the text □​Write a narrative (character, setting and plot) •​ Daily language review •​ Reading response journal •​ Respond to reading through constructive responses

MATH Students learn to: •​ Use the four operations with whole numbers to solve problems •​ Gain familiarity with factors and multiples •​ Generalize place value understanding for multi-digit whole numbers •​ Use place value understanding and properties of operations to perform multi-digit arithmetic •​ Extend understanding of fraction equivalence and ordering •​ Develop increasing fluency in computations with fractions •​ Understand decimal notation for fractions and compare decimal fractions •​ Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit •​ Represent and interpret data •​ Geometric measurement: understand concepts of angles and measure angles •​ Draw and identify lines and angles and classify shapes by properties of their lines and angles

Students learn through the following approaches: •​ Daily in class observations •​ End-of-unit assessments •​ Eureka Math Squared

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Scheck Hillel Community School | Juda and Maria Diener Lower School

•​ Hands-on manipulatives for inquiry •​ Creative approaches to instill math concepts •​ Dreambox: personalized, adaptive math learning and practice •​ Khan Academy: online math practice •​ Reflex Math to practice fact fluency: addition, subtraction, multiplication and division

Assessments: •​ Daily in-class observations •​ Mid & end module assessments •​ Exit tickets •​ Reflex Math •​ MAP Math

SCIENCE Students learn to: •​ Human Machine: View the body as a unique machine, with parts used for different purposes; explore senses to consider how information is processed to help understand and react to the environment •​ The Birth of Rocks: Discover how rocks can tell stories about Earth’s surface; design ways to protect humans from their impact •​ Waves of Sound: Learn the concept of sound waves and make sense of how sound and music work •​ Energizing Everything: Explore the idea that energy makes things move and understand that objects store and release energy

Students learn through the following approaches: •​ Next Generation standards-aligned learning, featuring hands-on activities and inquiry-based lessons that spark curiosity •​ Observe, collect and describe data to provide evidence •​ Design and build models to explain scientific concepts •​ Design/STEM: Broadcasting, Maker and Coding & Robotic

SOCIAL STUDIES Students learn to: •​ Use map skills •​ Learn Florida’s early history □​Native Americans, Spanish, French, British and Mission Life •​ Use project-based learning to build knowledge through investigation •​ Draw evidence from informational texts to support analysis, reflection, and research

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Students learn through the following approaches: •​ MyWorld Social Studies program •​ School trip to St. Augustine •​ Project-based learning about the sights and attractions in Florida •​ Research (including a bibliography) •​ Map skills •​ Main ideas and details •​ Communication and collaboration •​ Five-paragraph essay •​ Project-based installation: students give parents a tour through a particular site in Florida they have researched and written about

JUDAIC STUDIES •​ Tefilah: Students learn the meaning of select Tefilot and practice reciting the prayers daily.

•​ Parashah: Students learn the stories, lessons and values found within the weekly Torah portion, bringing learning to life through experiential activities.

•​ Chagim/Holidays: Students experience the meaning of each holiday in the Jewish calendar and celebrate its customs through hands-on learning activities.

•​ Scheck Hillel’s Five Core Values: Through modeling and practice, students learn the meaning of Chessed (Kindness), Kavod (Respect), Emet (Truth), Shalom (Peace) and Ruach (Spirit), recognizing that values are guides for behavior.

HEBREW LANGUAGE •​ Students learn Hebrew skills in four domains: □​Reading □​Written Expression □​Oral Expression □​Listening •​Students gain Hebrew skills within the framework of TaLAM’s Everyday Life track. Grade 4 focuses on self awareness and familiarity with others. Students become aware of accepted rules of conduct and link them to the Jewish way of life.

•​ Hebrew Language learning is infused and reinforced throughout the Judaic Studies curriculum.

SOCIAL EMOTIONAL LEARNING, CHARACTER EDUCATION & CONSCIOUS DISCIPLINE Students learn to: •​ Create an inclusive environment within our student body

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•​ Guide students in the art of mindfulness practices •​ Encourage students to discover who they are as individuals and explore their likes and dislikes •​ Coach students to further develop self advocacy, persevere in challenging circumstances, and persistence in problem solving ​

Students learn through the following approaches: •​ Literature, role play, active discussion, technology, small groups and one-on-one support •​ Discussion, conversation and the practice of mindfulness •​ Using role models and inspirational people who have overcome obstacles while making a difference in the world

MUSIC Students learn to: •​ Prepare to read music notation on recorder •​ Identify, aurally, selected instruments of the band and orchestra •​ Perform a specific piece using appropriate breath control, correct notation, good posture and tone •​ Begin to learn an instrument and piece of their choice •​ Learn about and begin using string instruments •​ Begin to experience what it’s like to be in orchestra or band

ART Students learn to: •​ Demonstrate, through purposeful practice, that artists learn to manage, master, and refine simple, then complex skills and techniques •​ Begin to develop conceptual understanding and basic techniques of art and design with lines, geometrical shapes and other patterns •​ Explore stained-glass designs, oil pastels, shading, modeling clay, wax paper and crayon creations and 3D paper structures •​ High Holidays art projects created throughout the school year •​ Use the work of famous artists as inspiration for creative pieces •​ Show increasing specificity and detail as they progress

PHYSICAL EDUCATION Students learn to: •​ Identify the major characteristics of mature locomotor, non-locomotor, manipulative, and rhythmic skills •​ Provide and receive feedback to and from peers using the major characteristics of mature locomotor Scheck Hillel Community School | Juda and Maria Diener Lower School​

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and manipulative skills •​ Explain how the health-related components of fitness affect performance when participating in physical activity •​ Recognize the relationship between healthy nutrition and exercise •​ Recognize the benefits derived from regular, moderate, and vigorous physical activity •​ Identify and describe the benefits, risks, and safety factors associated with regular participation in physical activity

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Scheck Hillel Community School | Juda and Maria Diener Lower School

Grade 5 Benchmarks READING Students learn to: •​ Read with sufficient accuracy and fluency to support comprehension •​ Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in and out of context •​ Demonstrate understanding of figurative language, word relationships and nuances in word meanings •​ Interpret figurative language, including similes and metaphors •​ Recognize and explain the meaning of common idioms, adages, and proverbs •​ Use the relationship between particular words (e.g., synonyms, antonyms and homographs) to better understand each of the words •​ Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies •​ Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase •​ Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word •​ Consult reference materials, both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

•​ Determine two or more main ideas of a text and explain how they are supported by key details; summarize the texts •​ Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text •​ Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent •​ Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s) •​ Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text •​ Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text as well as comparing and contrasting stories in the same genre •​ Describe how a narrator’s or speaker’s point of view influences how events are described •​ Integrate information from several texts on the same topic in order to speak about the subject knowledgeably

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Students learn through the following approaches: •​ Number the Stars, Historical fiction unit •​ Read grade-level literary and informational texts in Wit & Wisdom •​ Book clubs •​ Accelerated Reader Program •​ Flocabulary online vocabulary practice •​ Practice reading and Language Arts skills through integrated, multimodal approach: visual, auditory, and kinesthetic •​ NoRedInk •​ Newsela

Assessments: •​ Daily in-person observations •​ Unit assessment tool •​ Book Club assignments/projects •​ Accelerated Reader Program •​ MAP Reading & Language •​ Middle School placement test

WRITING Students learn to: •​ Employ the writing process in all writing situations •​ Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably •​ Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences □​Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally □​Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations □​Use a variety of transitional words, phrases, and clauses to manage the sequence of events □​Use concrete words and phrases and sensory details to convey experiences and events precisely □​Provide a conclusion that flows from the narrated experiences or events •​ Write opinion pieces on topics or texts, supporting a point of view with reasons and information □​Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose □​Provide logically ordered reasons that are supported by facts and details □​Link opinion and reasons using words, phrases, and clauses

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Scheck Hillel Community School | Juda and Maria Diener Lower School

□​Provide a concluding statement or section related to the opinion presented •​ Write informative/explanatory texts to examine a topic and convey ideas and information clearly □​Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension □​Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic □​Link ideas within and across categories of information using words, phrases and clauses □​Use precise language and domain-specific vocabulary to inform about or explain the topic □​Provide a concluding statement or section related to the information or explanation presented

Grammar & Conventions •​ Continue practicing all previously learned skills •​ Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences •​ Form and use the perfect verb tenses and verb tense to convey various times, sequences, states, and conditions •​ Recognize and correct inappropriate shifts in verb tense •​ Use correlative conjunctions •​ Use punctuation to separate items in a series •​ Use a comma to separate an introductory element from the rest of the sentence, the words yes and no, to set off a tag question from the rest of the sentence, and to indicate direct address •​ Use underlining, quotation marks, or italics to indicate titles of works •​ Spell grade-appropriate words correctly, consulting references as needed •​ Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text

Students learn through the following approaches: •​ Participation in the Spelling Bee •​ Write four-five paragraph writing pieces using the writing process: □​Brainstorm □​Pre-plan with graphic organizers □​Draft □​Edit/revise with peers □​Final copy •​ Evidence-Based Writing (opinion): After reading two or more increasingly complex articles with opposing views, students choose a side and write an essay to grab the reader’s attention, produce a focus statement and support an opinion using evidence from increasingly complex texts •​ Write narratives (character, setting and plot) •​ Daily language review

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•​ Reading response journal •​ Membean personalized vocabulary learning tool

MATH Students learn to: •​ Write and interpret numerical expressions •​ Analyze patterns and relationships through ordered pairs and graphing •​ Read, write, and compare decimals to thousandths •​ Use place value understanding to round decimals to any place •​ Perform operations with multi-digit whole numbers and with decimals to hundredths •​ Explain patterns in the number of zeros of the product when multiplying a number by powers of 10 •​ Explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10 •​ Use equivalent fractions as a strategy to add and subtract fractions •​ Add, subtract, multiply and divide fractions •​ Solve real world problems involving multiplication of fractions and mixed numbers •​ Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions •​ Convert like measurement units within a given measurement system •​ Represent and interpret data using line plots to display data of measurements in fractions of a unit •​ Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition •​ Graph points on the coordinate plane to solve real-world and mathematical problems

Students learn through the following approaches: •​ Eureka Math •​ Hands-on manipulatives for inquiry •​ Multiplication and division fluency of facts •​ Creative approaches to instill math concepts •​ Dreambox: personalized, adaptive math learning and practice •​ Khan Academy: online math practice •​ Reflex Math to practice fact fluency

Assessments: •​ Daily in-class observations •​ Mid & end module assessments •​ Exit tickets •​ Reflex Math

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Scheck Hillel Community School | Juda and Maria Diener Lower School

•​ Star Math •​ MAP Math •​ Edulastic

SCIENCE Students learn to: •​ Web of Life: Develop the idea that plants, animals and fungi form a system of interdependent parts, with each part dependent on the others for its material nourishment •​ Watery Planet: Develop an understanding that water is a profoundly important natural resource which requires ingenuity to find and maintain •​ Spaceship Earth: Develop a perspective on their world including evidence that the Earth is actually moving through space, both spinning on its axis and traveling in a great orbit around the Sun, along with the Moon and planets •​ Understand the concepts of “substances” and “chemical reactions” to enable the action of new materials by transforming existing ones

Students learn through the following approaches: •​ Next Generation standards-aligned learning, featuring hands-on activities and inquiry-based lessons that spark curiosity •​ Observe, collect and describe data to provide evidence •​ Design and build models to explain scientific concepts •​ Design/STEM: Broadcasting, Maker and Coding & Robotic

SOCIAL STUDIES Students learn about: •​ Exploration and settlement of North America •​ Colonization of North America •​ Creation of the government and Declaration of Independence •​ Define the Constitution and Bill of Rights •​ Evaluate the importance of civic responsibilities in American democracy as well as civic and political participation •​ Identify ways good citizens go beyond basic civic and political responsibilities to improve government and society •​ Branches of government/separation of powers •​ Geography •​ Identify and locate the original thirteen colonies on a map of North America •​ Locate and identify states, capitals, and United States Territories on a map •​ Latitude/longitude and physical features •​ Construct maps, charts, and graphs to display geographic information Scheck Hillel Community School | Juda and Maria Diener Lower School​

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Students learn through the following approaches: •​ Informational text comprehension skills •​ Writing opinion and informational essays based on Social Studies content •​ MyWorld Social Studies program •​ Newsela •​ Flocabulary •​ BrainPop •​ Project-Based Learning •​ Study skills •​ Dot and jot notes, highlighting, study guides and index cards •​ Readworks •​ CNN10

JUDAIC STUDIES •​ Tefilah: Students learn the meaning of select Tefilot and practice reciting the prayers daily.

•​ Parashah: Students learn the stories, lessons and values found within the weekly Torah portion, bringing learning to life through experiential activities.

•​ Chagim/Holidays: Students experience the meaning of each holiday in the Jewish calendar and celebrate its customs through hands-on learning activities.

•​ Scheck Hillel’s Five Core Values: Through modeling and practice, students learn the meaning of Chessed (Kindness), Kavod (Respect), Emet (Truth), Shalom (Peace) and Ruach (Spirit), recognizing that values are guides for behavior.

HEBREW LANGUAGE Students learn Hebrew skills in four domains: •​ Reading •​ Written Expression •​ Oral Expression •​ Listening •​ Students gain Hebrew skills within the framework of TaLAM’s Everyday Life track. In Grade 5, students manage complex ideas from a variety of perspectives. Problem solving becomes linked to all other areas, as students prepare to be individuals within the larger society and advance toward Middle School.

•​ Hebrew language learning is infused and reinforced throughout the Judaic Studies curriculum.

SOCIAL EMOTIONAL LEARNING, CHARACTER EDUCATION & CONSCIOUS DISCIPLINE Students learn to:

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Scheck Hillel Community School | Juda and Maria Diener Lower School

•​ Create an inclusive environment within our body •​ Engage in the art of mindfulness practices •​ Explore areas of specific and personal interest to further develop self advocacy, perseverance in challenging circumstances, and persistence in problem solving

Students learn through the following approaches: •​ Literature, role play, active discussion, technology, small groups and one-on-one support, practice and master the goals of inclusion •​ Conversation and mindfulness practice •​ Using role models and inspirational people who have overcome obstacles while making a difference in the world

MUSIC Students learn to: •​ Prepare to read music notation on recorder •​ Identify, aurally, selected instruments of the band and orchestra •​ Perform a specific piece using appropriate breath control, correct notation, good posture and tone •​ Play an instrument and a musical piece of their choice •​ Use string instruments •​ Experience what it’s like to be in orchestra or band

ART Students learn to: •​ Understand the creation of focal points and the importance of the selection of colors, shapes and patterns to create an impact on the viewer •​ Continue developing understanding of basic graphic design criteria by identifying key characteristics on art pieces or graphic images •​ Continue using and exploring with various media •​ Create holiday projects throughout the school year •​ Use the work of famous artists as inspiration for creative pieces •​ Show increasing specificity and detail as they progress

PHYSICAL EDUCATION Students learn to: •​ Demonstrate mature form for all basic locomotor, non-locomotor, manipulative, and rhythmic skills •​ Demonstrate understanding of how to combine and apply movement concepts and principles to learn and develop motor skills •​ Understand and apply basic principles of training to improving physical fitness

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•​ Demonstrate understanding of skill-related components of fitness and how they affect physical performance •​ Connect the health-related fitness components to the body systems •​ Assess and take responsibility for personal behavior and stress management •​ Choose to participate cooperatively and productively in group and individual physical activities •​ Identify personal activity interests and abilities •​ Utilize safe and appropriate warm-up, pacing, and cool-down techniques for injury prevention and safe participation

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From early childhood through Grade 12, Scheck Hillel Community School educates and inspires students to become exemplary global citizens with enduring Jewish identity, values and a commitment to the State of Israel, through a college preparatory curriculum and meaningful co-curricular experiences, guided by Orthodox teachings and set within a nurturing, diverse community. Scheck Hillel is one of the world’s largest Jewish community day schools and a National Blue Ribbon School of Excellence.

19000 NE 25 Avenue, North Miami Beach, FL 33180

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Scheck Hillel Community School | Juda and Maria Diener Lower School