Lower School Curriculum Guide 2025-26

LOWER SCHOOL

curriculum guide 2025-2026

Mission Statement

The Leffell School, a Kindergarten through 12th grade independent Jewish day school, is set apart by our comprehensive, intellectually rigorous dual curriculum that empowers and cultivates each student in mind, body, and soul. Through the teaching of Jewish values, critical thinking, and openness to new ideas, we inspire our students to achieve academic and personal excellence, preparing them for college and the ever-changing world beyond.

We are a kehilah, a caring community that fosters the joyous practice of Jewish life. We instill in our graduates the confidence to navigate life’s journey with a strong moral compass and apply their passions, knowledge, and skills to the betterment of the Jewish people, the United States, Israel, and the world.

Core Values ACADEMIC EXCELLENCE

CHARACTER

CITIZENSHIP

Empowering every student to think critically and creatively while instilling a lifelong passion for learning

Cultivating a sense of obligation to act with kindness, respect, integrity, and the recognition that our tradition regards every individual as having been created in the divine image

Developing engaged citizens who participate thoughtfully in the civic discourse of our local area, the United States, and the broader world

COMMUNITY

JOYOUS JEWISH LEARNING & PRACTICE

LOVE OF ISRAEL

‫ללמוד וללמד‬

‫קהילה‬

Building enduring connections, instilling a sense of shared responsibility, and promoting engagement with diverse perspectives

‫מידות וגמילות חסדים‬

‫תלמוד תורה ומצוה בשמחה‬ Nurturing joyful, meaningful commitment to observance, tefilah, text study, and Hebrew language, within an anchoring framework of halachic practice

‫אזרחות‬

‫אהבת ישראל‬

Fostering a connection with the people, land, and State of Israel, and recognizing their centrality to Jewish identity

table of contents 02 OVERVIEW

10 CORE COURSES

04

Values Based Learning

06

Integrated Learning

06

Curricular Enrichment

24 SPECIALS SUBJECTS & OPPORTUNITIES

06

Student Services

07

Educational Philosophies

OVERVIEW

2

overview OVERVIEW

The Lower School provides an ideal setting for students to develop as individuals with a lifelong passion for learning. We strive to maintain a warm and nurturing learning environment, while providing each child with a challenging, well-supported instructional program infused with Jewish values. A strong home-school partnership is vital to each child’s development, and we encourage parent collaboration in all that we do. Every member of our Lower School faculty and staff is invested in our students’ reaching their greatest potential and becoming the best they can be socially, emotionally, and academically.

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VALUES BASED LEARNING Responsive Classroom® We believe that teaching kavod (respect) is at the core of our daily work. Our Lower School students start their day with Mifgash Boker (Morning Meeting), utilizing the Responsive Classroom approach. This research-based approach to teaching builds upon our core value of kehilah (community) and focuses on the strong link between academic success and social-emotional learning.

Midot HaChodesh (Monthly Jewish Values) As part of Mifgash Boker, students explore our midot hachodesh (monthly Jewish values), which include hodaya (gratitude), ometz lev (courage to stand up) and shmirat halashon (words matter).

Midot hachodesh provide the opportunity for integration between general and Judaic studies as students learn Jewish values through both a Jewish and American lens.

‫ִ​ִת ְ​ְקָוָ ה‬

Tikvah Hope

‫ָכָ ֹבוד‬

Kavod Respect

‫ֹהוָדָיָ ה‬ ָ

Hodayah Gratitude

‫ְנְ ִ​ִדיבות ֵלֵ ב‬

Nedivut Lev Generosity

‫ֹא ֶֶֹמץ ֵלֵ ב‬

Ometz Lev Courage to Stand Up

OVERVIEW 4

‫ְ​ְש ִ​ִמיַרַ ת ּ​ַּהּגוף‬

Shmirat HaGuf Responsibility to Care for Ourselves

‫ְ​ְש ִ​ִמיַרַ ת ַהַָלָ ֹשון‬

Shmirat HaLashon Words Matter

‫ִִּתּקון ֹעולָ ם‬

Tikkun Olam Repairing the World

‫אחּדות‬ ְ

Achdut Unity

‫ְׂמ ָ​ָחה‬ ְ ‫ִׂש‬

Simchah Joy

Social/Emotional Learning We work to build a culture of kindness. Our students take part in grade-level and classroombased discussions about social-emotional topics, through reading books and engaging in follow-up activities. These programs have enabled students to learn the importance of community, both in and outside of the classroom, and the power of our words and actions.

Each month there is an age-appropriate social/ emotional lesson based around a topic that fits into one of the five pillars of the CASEL Framework from the nation’s leading socialemotional learning organization: Self-awareness, social awareness, responsible decision-making, relationship skills, or self-management. Some of the topics we discuss include: • Kindergarten: Managing feelings and emotions and the concepts of respect and responsibility.

• Grades 1 & 2: Understanding big vs. small problems, problem solving strategies, and the concepts of compromising, tattling vs. reporting, and flexible thinking.

• Grades 3 & 4: Types of conflict, conflict resolution strategies, defining and confronting mean moment vs. bullying, understanding reputation, taking perspective, and empathy.

• Grade 5: Self-talk and self-esteem, handling gossip and rumors, cyberbullying and techrelated social issues, friendship dynamics, and preparing for transition to middle school.

Executive Function (Grades 2-5) We understand the importance of offering lessons in executive functioning to our students in grades 2 - 5. These lessons provide students with key tools that will be helpful now and throughout their lives. Co-taught by a learning specialist and the classroom general studies teacher, executive functioning take place in the context of writing classes. We focus on skills such as planning, organizing, managing emotions, implementing study and time management skills, and developing flexibility and stamina. All of these skills are necessary to help our students reflect on their individual learning styles and to manage the diverse tasks necessary to be effective writers. Executive functioning skills provide an important foundation for our students to be successful in and out of the classroom.

Kindness and Kavod Committee (Grades 3-5) Students in Grades 3-5 can opt to join the Kindness and Kavod Committee. These students can take part in different leadership opportunities around the school that promote kindness and respect.

Kindness and Kavod projects have included: • Grade 3: Spreading kindness and kavod (respect) within our school community and environment by creating and displaying posters in the Lower School, painting encouraging words on rocks and benches, and creating care cards for each classroom to have for students and teachers when their family has a special event.

• Grade 5: Creating a student-led podcast, with guidance from technology faculty, to discuss kindness and respect-related topics that are important to the students and our larger community.

OVERVIEW

• Grade 4: Creating a Kindness and Kavod Newsletter to share the ways that both the Lower School and the Upper School spread kindness and respect throughout our kehilah (community).

Chesed (Social Action) Utilizing our midot hachodesh (monthly Jewish values) discussions as a springboard, our students and their teachers create opportunities to better our own communities and the broader world. We strive to do this throughout the school year through curriculum-based activities, such as organizing the school’s recycling efforts and planting our school garden. We also have a Yom Chesed (Day of Social Action) where students engage in chesed projects connected to their curricular units, from organizing and counting school tzedakah money to creating “meals in a jar,” both involving connection to units of study in math.

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INTEGRATED LEARNING

STUDENT SERVICES

Our students construct their own understanding and knowledge of the world through experiential learning and by reflecting on their learning experiences. We have a unique approach to integrating learning and content across various disciplines, from engineering to social studies to Limudei Kodesh (Judaic Studies). Examples include using area and perimeter to lay out the school garden when learning about the plants Native People in our area grew and producing items to be sold in a “shuk” after interviewing business people in our school and studying basic economics. In our makerspace, students have the opportunity to apply engineering skills and make meaningful interdisciplinary connections. Through problem-solving, creativity, and collaboration, students are gaining experience that sets them up for success in all facets of their lives, inside and outside the classroom.

Our Lower School provides academic and social/ emotional support for students in a variety of ways.

Our school psychologist and social worker provide several developmentally appropriate preventative and responsive services. These include individual and group counseling, behavioral coaching, classroom and schoolwide social and emotional learning programs, and parent education and support. Our student services program utilizes learning specialists as well as teachers with specialized training to support small group work in the areas of math, reading, and writing. All of our instruction can be tailored to students who benefit from additional learning support. Our learning specialists work closely with the classroom teachers and are in regular communication with parents. Our student services team also includes a consultant speech/language specialist and an occupational therapist. They consult with teachers and families to provide support for individual students as well as small groups.

CURRICULAR ENRICHMENT We offer a comprehensive enrichment program for advanced learners beginning in second grade. Under the direction of our Lower School enrichment specialists, small-group study is offered through a combination of pull-out and push-in instruction in math and reading. On an individual basis, we offer the opportunity to engage in curriculum-related projects to students who need additional enrichment. Specific projects are determined each year in accordance with the particular needs, background, skills, and interests of the individual students.

OVERVIEW 6

EDUCATIONAL PHILOSOPHIES Below are the educational philosophies that drive our students learning:

Throughout their personal and professional lives, our students will be called upon to write for a variety of purposes. Students learn to communicate effectively by reading books, articles, letters, and other examples of writing and then analyzing the craft elements that make different genres come alive for their intended audiences. They also learn that grammar, spelling, and mechanics are critical components of effective communication. Our students write for “publication” in the classroom, often sharing their writing with other classes and their families, and our hope is that they become joyful and lifelong writers.

OVERVIEW

Literacy - Reading & Writing At The Leffell School, we want all of our students to love reading and the pleasures of discussing, speculating, and even arguing about plot and character. In all grades, students read in order to develop phonic skills, to learn content, to make inferences, and to analyze what they’ve read.

As they get older, our students develop in their ability to form, articulate, write about, and defend individual opinions.

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STEAM (Science, Technology, Engineering, Arts, Math) Our STEAM approach helps our students to develop problem-solving skills that are valuable in the real world. Students are encouraged to ask questions, to work cooperatively with others, to study an issue in multiple ways and with different perspectives, and to make creative use of critical thinking and personal knowledge.

Science Our students learn science by doing science.

Science in all grades revolves around projects and discovery-based activities. We make extensive use of our 25-acre campus, woods, trails, garden, state-of-the-art laboratory, and makerspace throughout the year. Our students learn to formulate, assess, and hypothesize by conducting observations, collecting data, and discussing findings with their peers. As scientists, our students are encouraged to be daring in their predictions, knowing that even mistakes are learning opportunities.

Media/Technology In our media/technology classes, students learn how to access and use technology tools that will help them obtain information and present their research. Students learn best practices for using technology safely, responsibly, and respectfully.

Students explore media, building the foundation for navigating and evaluating different types of information.

OVERVIEW 8

Engineering In our indoor and outdoor makerspaces, engineering projects enable students to learn both technical skills – like how to use tools safely – and critical thinking skills, such as problem solving, creativity, and collaboration.

Art In our art classes, students learn the value of creativity and innovation, and how the arts connect with other disciplines. By working on projects that integrate themes and subjects from their other classes, time in the art studio provides students with opportunities to experience those connections.

Math We emphasize real-world application and the joy of thinking mathematically. We utilize the Singapore Math approach to instruction, which equips our students with solid concept development, critical thinking, and efficient problem-solving skills. The methodology proceeds from concrete to pictorial to abstract, which enables our students to understand mathematical concepts before learning procedures and formulas. The result is that our students understand that there are various ways to solve most problems, and they are encouraged to think through the math strategically before determining which solution procedure to apply.

Social Studies We believe that the most effective way for children to learn content is for teachers to empower them to do their own explorations. We use hands-on, project-based learning and research to help students develop an understanding and appreciation of themselves, their families, their communities, and the world around them. We aim to help our students cultivate their identities as global citizens and respect the myriad cultural similarities and differences among kol yoshvei tevel (all who dwell on the earth). Guided by essential questions, our students learn about interactions between humans and their environment, while deepening their connection to their local community, the United States, Israel, and Judaism.

Hebrew Language In order to allow our students to feel most confident conversing in Hebrew, we utilize a research-based proficiency approach to secondlanguage acquisition. With a focus on reading fluency and accuracy, our students learn Hebrew in much the same way they learned English, by listening and speaking, followed by reading and writing. We joyfully build Hebrew competency through Israeli children’s books, games, and songs.

Hebrew language is also infused throughout students’ learning about chagim (Jewish holidays).

Limudei Kodesh (Judaic Studies) Our students study Chumash (Torah) and learn about upcoming chagim (Jewish holidays) throughout the year. Our students participate in tefilah (prayer) each morning and share in a variety of foundational Jewish experiences that nurture their neshamot (souls). Students also welcome Shabbat each week with their classroom kehilah (community) and learn about the land and people of Israel, all in an environment that nurtures their love of being Jewish.

Parashat HaShavua (Weekly Torah Portion) Each week students explore Parashat HaShavua (the weekly Torah portion). In kindergarten and first grades, students focus on main themes in the parashah and make connections between the parashah and their own lives. In second-throughfifth grades, students engage with key pesukim (verses) in the parashah. Utilizing a combination of rabbinic texts and commentaries, students make connections between the parashah and their own lives, and bring their insights and questions to the Shabbat table.

On the following pages you will find curriculum guides by grades, followed by details about specials subjects and tefilah. Within the grade guides, we have included some examples of where integration occurs across disciplines.

OVERVIEW

Chumash (Torah) The study of Chumash (Torah) at The Leffell School fosters a love of learning Torah as a lifelong activity. Our students understand that the Chumash is a connection to our past, while also making connections to the parashiot (Torah portions) in ways that are relevant to them in today’s world.

Through multisensory experiential learning, roleplays, games, and stories, our students develop deep literal and inferential understandings of the text, appreciating the commentaries our people have generated over the millennia and ultimately creating their own.

Chagim (Jewish Holidays) We utilize a spiral curriculum approach to learning about the chagim (Jewish holidays). Each year students explore the essential themes for each holiday while increasing the sophistication of their discussion and understanding. Students are familiarized with the brachot (blessings), mitzvot and minhagim (customs), and dinim (laws) for each holiday. Students also learn songs for each holiday and explore developmentally appropriate stories about the holiday. We strive to instill in our students a love for observing the chagim and an understanding of how the holidays are relevant in their lives. We appreciate the incredible partnership we have with families and give students the tools to actively participate in celebrating the chagim at home and in their synagogues.

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OVERVIEW

10

Core Courses

KINDERGARTEN

‫גן‬

For information regarding our approach to curricular enrichment and support, please see our Curriculum Guide Overview on page 4.

READING • Learning letter names and sounds and how to blend them, using the Fundations program •D eveloping phonemic awareness through using the Heggerty program •B eginning to read decodable text, including the “trick words” as they occur • Listening to a variety of read-aloud books to arouse curiosity, spark discussion inform and inspire INTEGRATED CURRICULUM

The study of Jewish holidays exemplifies our integrated curriculum where learning extends beyond Limudei Kodesh and into other subjects.

WRITING •L earning proper letter formation as part of learning the sounds letters make

Math Sorting and graphing when focusing on Chanukah and candle lighting

• I mplementing letter knowledge to write simple messages using phonetic and conventional spelling

Science Exploring seasonal changes in trees to learn about Tu BiShvat

•U nderstanding that their print carries a message that can be understood by a reader

CORE COURSES KINDERGARTEN ‫גן‬

Literacy, Science Creating individual Passover haggadot and baking matzah Art Constructing individual Torah scrolls in anticipation of Shavuot

MATH •M atching and sorting •E xploring patterns •C omparing and ordering numbers •E xploring the concepts of addition and subtraction through use of number bonds

Kindergarteners learn about the cycles by which we live. These include the calendar, seasons, holidays, and the adaptation of all living things to the seasons.

Literacy Reading books about holidays, seasons, family celebrations, and hibernation Math Graphing favorite holidays, foods, things to do in various seasons Limudei Kodesh Discussing the cycle of the week and Shabbat observance, holiday observance, family traditions

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•M aking connections between similar stories and events in students’ lives

• I nvestigating beginning geometric and measurement concepts •C ollecting and recording data •W orking with money and time

SOCIAL STUDIES •L earning about what a “cycle” is •D iscussing how the lives of people, animals, and plants change in response to seasons •L earning about the holidays and customs that develop in response to seasons • Sharing different family customs during the year

LIMUDEI KODESH (JUDAIC STUDIES)

• Observing, discussing, and comparing seasonal changes in sunlight, weather, trees, and other living things

• Learning Hebrew vocabulary and phrases, as well as laws and traditions, associated with each Jewish holiday

• Exploring the pushes and pulls of forces

• Experiencing daily tefilot

• Learning about the needs of plants and animals

• Learning the Shabbat prayers, songs, and traditions in Hebrew, and showcasing this learning in our Chagigat HaShabbat (Shabbat Assembly)

HEBREW LANGUAGE • Developing conversational Hebrew skills and a love of Hebrew through songs, games, and authentic children’s literature • Practicing conversation daily with puppets, classmates, and teachers • Asking and answering simple questions in Hebrew, increasing sophistication as the year progresses • Building beginning recognition of the Hebrew letters and the sounds they make • Building basic vocabulary and sentence structure

CHUMASH (TORAH) • Introducing Parashat Bereshit (Genesis) through stories and hands-on projects • Discussing highlights of Parashat HaShavua (weekly Torah portion) through storytelling and creative activities

CHESS •L earning rules and strategy and playing with a master chess player and instructor •P racticing skills such as problem solving, abstract reasoning, pattern recognition, and strategic thinking

YOGA •D eveloping cooperation through teamwork •L earning mindfulness techniques •F ocusing on Jewish values

CORE COURSES KINDERGARTEN ‫גן‬

SCIENCE

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FIRST GRADE ‫כתה א׳‬

For information regarding our approach to curricular enrichment and support, please see our Curriculum Guide Overview on page 4.

READING

WRITING

• Continuing to acquire decoding and encoding skill through using Fundations and Heggerty

• Developing phonics skills as readers and writers

• Working in whole group and small groups to tailor instruction to students’ needs • Developing ability to decode and comprehend text • Engaging in an author study as a way to learn to recognize character traits, story development, use of dialogue and reading with expression, knowing that bold words have a purpose • Understanding and retelling content and sequence of a story • Learning the skills necessary to read and obtain information from nonfiction books • Listening to a variety of read-aloud books to arouse curiosity, spark discussion, inform, and inspire

• Writing with proper capital and lowercase letter formation •E ngaging in “author studies,” to focus on specific writing and illustrating techniques •W riting personal narrative responses to literature and nonfiction •R esearching and writing nonfiction pieces •D eveloping ability to revise work with an audience in mind •M astering basics of grammar and mechanics

MATH •C ontinuing to: • develop the concept of numbers, exploring numbers to 120 • manipulate geometric shapes and practice with standard measurement

CORE COURSES FIRST GRADE ‫כתה א׳‬ 14

INTEGRATED CURRICULUM COMMUNITY HELPERS

Studying communities, both at school and in our local neighborhoods, integrates lessons from across disciplines – all leading up to a celebration of community helpers at the end of the year.

Literacy Interviewing school employees and local workers about their their jobs, taking notes from nonfiction texts, and practicing expository writing about what we’ve learned Art Sketching and photographing our school, faculty and staff, and people in the community Engineering Building models of places in our community Technology Using creation apps like Chatterpix to express ourselves

• begin to recognize coins and tell time • Understanding the relationship between ones and tens in place value •R epresenting and estimating numbers and quantities •C omparing and ordering larger numbers •D eveloping fluency with addition and subtraction facts • I nvestigating the concepts of multiplication and division •U nderstanding fractions in halves and fourths •C ollecting and recording data

SOCIAL STUDIES • Learning about and mapping our schoolwide kehilah (community) • Exploring jobs in our local kehilah (community) • Community Service: serving as “recycling ambassadors” for the school • Investigating our five senses • Learning how people compensate when they are lacking the sense of sight or hearing

SCIENCE • Understanding the patterns of day and night and how the earth moves in our solar system • Learning about light and sound and the role that they play in our daily lives • Studying animal and plant defenses and adaptations

HEBREW LANGUAGE

• Learning Hebrew reading and skills, using the iTalAM Hebrew program • Practicing reading words and sentences with accuracy, fluidity, and comprehension • Writing the Hebrew alphabet in print and script • Understanding grammatical rules of singular and plural, adjectives, adverbs, masculine and feminine, prepositions, and conjunctions

LIMUDEI KODESH (JUDAIC STUDIES) • Expanding Hebrew vocabulary and phrases associated with each holiday •L earning stories, songs, and experiencing the minhagim (traditions) for each Jewish holiday • Examples of learning experiences include:

CHUMASH (TORAH) • Exploring Parashat Noach (Noah) with a focus on the themes of family and responsibilities in our communities • Learning fundamental kashrut (kosher) practices through their biblical origins beginning in Parashat Noach • Recognizing characters and key words in a given pasuk (verse) of Torah • Connecting to Parashat HaShavua (weekly Torah portion) through stories, roleplays, and projects

• Participating in tashlich ceremony (Rosh HaShanah) •S pending time learning about Rosh Chodesh and the moon cycle with our Upper School Buddies •B aking matzah and participating in school seder (Passover)

CORE COURSES FIRST GRADE ‫כתה א׳‬

• Expanding conversational Hebrew skills introduced in kindergarten

•R eceiving their very own siddur as part of Chagigat HaSiddur (Siddur Assembly) and learning several tefilot (prayers), which are showcased at the assembly 15

SECOND GRADE ‫כתה ב׳‬

For information regarding our approach to curricular enrichment and support, please see our Curriculum Guide Overview on page 4.

READING

MATH

• Continuing to:

• Learning numbers and place value to 1,000

• Listen to a variety of read-aloud books to arouse curiosity, spark discussion, inform, and inspire • Develop ability to discuss and analyze text in guided reading groups • Developing knowledge of phonics skills necessary for accurate reading and spelling using Fundations • Making connections between personal lives and texts • Learning techniques for reading nonfiction • Reading a variety of genres • Developing critical-thinking skills to note sequence, determine cause and effect, and make inferences in books and stories

• Mastering addition and subtraction with and without renaming •P racticing methods of mental addition and subtraction •M easuring using concepts of length, weight, and capacity •U nderstanding multiplication and its relationship to division •E xploring fractions: halves, quarters, and fractions of a set •T elling time: elapsed time and intervals •C reating and understanding tables and graphs; analyzing data •C omposing and decomposing shapes in geometry •U nderstanding money: addition and subtraction

WRITING

CORE COURSES SECOND GRADE ‫כתה ב׳‬ 16

• Studying complex phonics skills as both readers and writers

SCIENCE

• Writing personal narrative, informational text, and poetry

• I nvestigating the properties of materials and learning why engineers choose certain materials over others

• Noticing authors’ craft and developing ability to try out techniques in revision • Working to develop ideas in writing with the reader’s perspective in mind; fleshing out the structure and sequence of a piece of writing

•S tudying the various kinds of landforms and how they change over time •U nderstanding plant and animal relationships

• Researching and writing nonfiction pieces

SOCIAL STUDIES

• Developing ability to use conventional spelling and mechanics with accuracy

•R esearching and discussing local and global communities in our lives and creating written and oral presentations • I dentifying basic needs and wants in various communities (urban, suburban, and rural) •D esigning and building an “original” community (city or suburb) using boxes and found materials and incorporating elements of city planning •U nderstanding how people and animals adapt to their geography

HEBREW LANGUAGE

LIMUDEI KODESH (JUDAIC STUDIES)

• Continuing to build skills and increase sophistication in spoken Hebrew using a variety of Hebrew curricular materials as well as a variety of Israeli books, games, and songs

• Learning minhagim (traditions) and halachah (Jewish law) connected to each holiday

• Increasing vocabulary, using connecting words necessary for more complex sentences, identifying parts of speech, and noticing the grammar structures of tense • Reading short passages with fluency and comprehension and answering questions about the passages in written Hebrew

CHUMASH (TORAH) • Reading Parashat Lech Lecha, directly from Chumash Bereshit (Genesis), with emphasis on Hebrew reading, fluency, and accuracy • Exploring highlights of Parashat HaShavua (weekly Torah portion) • Receiving their very own Chumash as part of Chagigat HaChumash (Chumash Assembly) • Learning to navigate the Chumash, including locating perakim (chapters) and pesukim (verses)

• Understanding the debate of Hillel vs. Shamai about what makes a kosher chanukiyah (Chanukah) •L earning and comparing the ways in which the chagim (holidays) are celebrated in Israel vs. in the United States

INTEGRATED CURRICULUM Our social studies focus for the year (how basic needs and environments shape one another) provides an excellent opportunity for integrated projects.

Literacy Researching animals and their habitats and writing nonfiction Science Understanding geography and climate and its impact on landforms, plants, and animals Social Studies Comparing and contrasting urban, suburban, and rural communities, and developing map skills Engineering & Art Designing and building models of city and suburbs

CORE COURSES SECOND GRADE ‫כתה ב׳‬

• Using conversational Hebrew to engage in everyday interactions that are relevant to our students, such as birthdays, trips, and playdates

•E xamples of holiday learning experiences include:

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THIRD GRADE ‫כתה ג׳‬

For information regarding our approach to curricular enrichment and support, please see our Curriculum Guide Overview on page 4.

LITERACY • Continuing to: • Develop critical thinking skills to note sequence, determine cause and effect, and make inferences in books and stories • Make connections between students’ personal lives and texts • Read a variety of genres • Notice authors’ craft and develop the ability to try out techniques in revision • Develop ideas in writing with the reader’s perspective in mind; flesh out the structure and sequence of a piece of writing • Use Fundations to solidify phonics skills in reading and spelling • Develop ability to extract essential information from nonfiction texts and video INTEGRATED CURRICULUM

CORE COURSES THIRD GRADE ‫כתה ג׳‬

Our study of the Hudson River Valley encompasses many subject areas.

Social Studies Studying geography, learning mapping skills, and comparing cultures across regions Literacy Reading folktales, researching facts in nonfiction texts, and expository writing Science Studying estatuaries, crayfish, and other creatures in local water Limudei Kodesh Comparing biblical desert life to life of American indigenous people Engineering Creating “Lenape artifacts” for our family Lenape Museum night Technology Using Google Tools and Toddle to integrate technology into everyday practice

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• Writing personal narrative, informational text, responses to literature, and poetry •D eveloping note-taking skills from text, video, and real world experiences in order to synthesize and present information

MATH •L earning numbers and place value to 10,000 •P racticing mental methods of addition and subtraction •M astering multiplication and division facts to 12 •U nderstanding multiplication and its relationship to division •A nalyzing data and probability •W orking with fraction equivalencies •U nderstanding fractions of a whole •A dding and subtracting fractions with like denominators •M ultiplying, dividing, and using fractions with money •M easuring using length, weight, and capacity •S tudying angles and triangles in geometry

SOCIAL STUDIES

CHUMASH (TORAH)

• Studying the geography of the Hudson River Valley environment

• Studying Parashat Vayera, Parashat Chayei Sarah, and Parashat Toldot with a focus on family dynamics and the promise of inheritance and greatness

• Learning how the Lenape and other indigenous people of New York lived and comparing this to how the People of the Plains lived • Community service: developing and planting the school garden, including the Lenape’s “three sisters” plants • Learning about the 50 states of the United States

SCIENCE • Studying the Hudson River, properties of water, and estuaries • Seining in the Hudson River to learn about the ecology of the River • Studying weather and climate • Designing and creating Rube Goldberg machines to understand balanced and unbalanced forces

HEBREW LANGUAGE • Meeting in hakbatzot (leveled groups) for Hebrew instruction in order to meet individual needs for reinforcement and enrichment • Building increased vocabulary through stories in the Chaverim B’Ivrit program and through topics of student interest • Learning to construct complex sentences and paragraphs • Defining words by finding their roots, conjugating verbs in different tenses, and understanding suffixes as indicators of possession • Emphasizing question words in conversation and in writing

• Introduction to Rashi (medieval commentator) • Decoding and reading aloud from the Chumash with increasing understanding of individual words • Learning how to work collaboratively with a chevruta (learning partner) to read and discuss a given pasuk (verse) • Increasingly independence in reading and responding to the text in Hebrew

LIMUDEI KODESH (JUDAIC STUDIES) •E xpanding knowledge of minhagim (traditions) and halachah (Jewish law) connected to each holiday •E xamples of holiday learning experiences include: • Discovering what makes a kosher sukkah (Sukkot) • Learning about the Torah that was rescued in Poland by the Class of 2007 (Yom HaShoah) • Reenacting Yetziat Mitzrayim (Exodus from Egypt) through a special Hebrew performance (Hatzagat Pesach - Passover Assembly)

CORE COURSES THIRD GRADE ‫כתה ג׳‬

• Observing, discussing, and comparing inheritance, traits, environments, and survival among animals

• Comparing and contrasting Avraham’s use of the environment and the Lenape People’s use of their environment as part of the Social Studies unit

• Writing journal entries about weekend activities and vacation highlights

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FOURTH GRADE ‫כתה ד׳‬ LITERACY

SCIENCE

• Further building on the skills learned in third grade including:

• Learning about the earth’s surface

• Developing critical thinking skills to determine cause and effect, make inferences in books and stories, and analyze text • Continuing to make connections between our personal lives and texts • Reading nonfiction texts with an emphasis on identifying both main ideas and supporting details • Reading a variety of genres • Writing personal narrative, informational text, responses to literature, and persuasive text • Developing note-taking skills from text, video, and real world experiences to be able to synthesize and present information • Noticing authors’ craft and developing ability to try out techniques in revision

CORE COURSES FOURTH GRADE ‫כתה ד׳‬

• Working to develop ideas in writing with the reader’s perspective in mind; fleshing out the structure and sequence of a piece of writing • Spelling commonly used words and using punctuation with accuracy

• Understanding vision and light • Exploring how animals communicate with each other using waves, energy, and information

SOCIAL STUDIES • Starting to learn history of the United States including: • Early migration across the North American continent • The Age of European Exploration • Dutch and English colonies in New York • The American Revolution • Reading and creating timelines and building mapping skills • Discussing the economics of supply and demand of resources and its impact on exploration • Researching significant historical figures and role playing • Debating the causes and effects of the American Revolution and writing of persuasive articles

MATH

HEBREW LANGUAGE

• Understanding numbers and place values to 1,000,000

• Meeting in hakbatzot (leveled groups) for Hebrew instruction in order to meet individual needs for reinforcement and enrichment

• Learning factors and multiples • Mastering the four operations of whole numbers, concentrating on multiplication of multidigit numbers • Adding and subtracting with like and related denominators of fractions • Practicing fractions of a set • Learning the four operations of decimals • Using coordinate graphs • Analyzing data and understanding probability • Studying the area and perimeter of regular shapes • Understanding measures and volume

20

For information regarding our approach to curricular enrichment and support, please see our Curriculum Guide Overview on page 4.

• Continuing the study of geometry, and specifically plane figures, solids, and nets

• Continuing to speak, understand, read, and write in Hebrew using the Chaverim B’Ivrit program • Reading longer Hebrew stories with increased reading comprehension • Continuing to strengthen writing skills and vocabulary acquisition • Writing more extensive paragraphs, including plays, short stories, and personal narratives • Using verbs in order to describe, recap, and tell about a variety of experiences, preferences, and activities

CHUMASH (TORAH) • Learning the ancient skill of leyning (chanting) Torah with Torah trope (musical pronunciation) and participating in Chagigat Bereshit, a celebration of their learning • Studying Parashat Toldot, Parashat Vayetze, and Parashat Vayishlach and beginning Parshat Vayeshev, focusing on themes of family relationships and the continuation of the brit (covenant) between God and the Jewish People • Exploring personal family histories through a M’dor l’dor (Generation to Generation) project • Exploring Torah commentaries, including those of Rashi • Exploring the differences between pshat (literal meaning of the words) and drash (interpretation of the text) • Writing original plays and songs based on the Torah portions as students begin to become commentators themselves • Discussing highlights of Parashat HaShavua (weekly Torah portion)

• Deepening knowledge of minhagim (traditions) and halachah (Jewish law) connected to each holiday and beginning to take on holiday leadership roles • Examples of holiday learning experiences include: •E xploring rabbinic texts, such as the Mishna, that further deepen the students understanding of mitzvot and chagim (holidays)

CORE COURSES FOURTH GRADE ‫כתה ד׳‬

LIMUDEI KODESH (JUDAIC STUDIES)

21

FIFTH GRADE

‫כתה ה׳‬

LITERACY

SCIENCE

• Reading and analyzing books in small groups

• Observing and understanding patterns within the earth and sky

• Honing ability to write responses to reading, making references to the text to give evidence of opinions • Continuing to make connections between personal lives and texts • Reading nonfiction texts with an emphasis on identifying both main ideas and supporting details • Writing personal narrative, informational text, responses to literature, and persuasive text • Gaining comfort with revision as a necessary step when writing; trying out elements of author’s craft studied in class • Working to develop ideas in writing with the reader’s perspective in mind; fleshing out the structure and sequence of a piece of writing • Spelling commonly used words and using punctuation with accuracy • Studying, analyzing, and performing a Shakespeare play

•L earning about the earth’s systems and matter within those systems •S tudying ecosystem restoration and discussing the human impact on the environment

SOCIAL STUDIES •C ontinuing the study of American History with: • Western Expansion • Treatment of Indigenous People • Innovation in the 18th and 19th Centuries • Researching

and simulating issues that settlers encountered on the Oregon Trail •L earning how the basic principles of economics drove Westward Expansion • Use the principles of economics to create products for “sale” at a gradewide Shuk (Market) Day

CORE COURSES FIFTH GRADE ‫כתה ה׳‬

•C omparing the reasons people move from place to place in America vs. in the Chumash (Bible) MATH • Understanding numbers and place values to 1,000,000,000 • Multiplying and dividing by powers of ten • Working with factors and multiples • Dividing two- and three-digit numbers • Calculating with and comparing fractions including • Fractions of a set • Adding and subtracting fractions with unlike denominators • Multiplying and dividing fractions • Finding the area and perimeter of regular and irregular shapes • Working with angles • Understanding percentage • Measuring the volume of rectangular prisms

22

For information regarding our approach to curricular enrichment and support, please see our Curriculum Guide Overview on page 4.

As the oldest students in the Lower School, fifth graders enjoy special activities and begin to prepare for the transition to Middle School.

Building a relationship with a kindergartner as part of our Buddy program Visiting the Upper School in order to build a bridge between Lower and Upper School experiences Learning about the environment through a nature-based team-building experience Leading All-School tefilot Learning about Shakespeare’s England and English in preparation for performing one of his plays

HEBREW LANGUAGE • Expanding students’ ability to speak, understand, read, and write in Hebrew using the Bishvil Haivrit program • Meeting in hakbatzot (leveled groups) for Hebrew instruction in order to meet individual needs for reinforcement and enrichment • Learning Israeli songs as texts and using them to build vocabulary and grammar • Writing Hebrew essays about ourselves, narrating and videoing the reading of Hebrew essays in technology, creating a self-portrait in art, and using augmented reality to access the video and self-portrait

CHUMASH (TORAH) • Concluding the book of Bereshit (Genesis) with the narrative of Yosef and exploring Sefer Shemot with an emphasis on the leadership of Moshe and Yetziat Mitzrayim (the exodus from Egypt)

• Deepening study of Torah text with commentaries, including those of Rashi • Identifying connections between themes of the Torah and students’ own lives • Reviewing leyning (chanting) skills and reading Torah with trope (musical pronunciation) • Participating in weekly text studies of Parashat HaShavua (weekly Torah portion) with increased sophistication

LIMUDEI KODESH (JUDAIC STUDIES) • Examples of holiday learning experiences include: • Performing tashlich ceremony at a local body of water (Rosh HaShanah) • Working in teams to create kosher sukkot in our makerspace, utilizing power tools and gathering schach (the roof of the sukkah) from our nature trail (engineering integration) (Sukkot) • Reading Megilat Esther in front of our entire school using special trope (Purim) • Leading the model seder including many songs and Hebrew passages (Passover) • Participating in a nature trip, where students learn about the Jewish responsibility for the environment and sustainable ways of living

CORE COURSES FIFTH GRADE ‫כתה ה׳‬

• Focusing on biblical Hebrew grammar skills, shoresh (verb root) identification, and reading with increased understanding

23

Specials Subjects & Opportunities

ART • Building a wood sculpture of imaginative creatures to learn basic elements of design, such as form and texture, while emphasizing the importance of balance in the sculptures • Gaining a well-rounded understanding of artistic techniques and an appreciation for the artistic process through painting, sculture, and various tools while enhancing creativity and developing critical thinking skills

GRADE 3 • Exploring color theory by analyzing the complex color wheel, focusing on tertiary and complementary colors, through the lens of the artwork of Israeli artist Menashe Kadishman.

• Investigating various sands and bonding materials to create a textured beach scene, emphasizing the intersection of art and science KINDERGARTEN • Exploring shapes and textures through various media, including collage, paper, leather, beads, wood, paints, and silver leaf, to create unique artistic expressions • Discovering the art of Wassily Kandinsky as a foundational element in our shape unit; interpreting his art to sketch a painting

SPECIAL OPPORTUNITIES ART 26

• Participating in a dynamic recycled objects art project that fosters creativity and developing fine motor skills

GRADE 1 • Painting a self-portrait, focusing on an element that represents themselves and expressing their uniqueness through art • Sculpting a 3D clay self-portrait, enhancing fine motor skills and representing themselves in a tangible form • Investigating color mixing, linking their findings to the Hebrew songs about colors, and deepening their understanding of cultural expressions through art

GRADE 2 • Inspired by the renowned artist Henri Rousseau, learning about composition and arrangement of elements within a painting, while expanding skills in color application to bring the vibrant jungle to life

•D eveloping an understanding of the concepts of foreground and background within artistic compositions

GRADE 4 •L earning about foreground, middleground, and background in painting, using the landscapes of upstate New York as inspiration to create abstract forest paintings •U nderstanding key design elements through the process of designing and constructing sailboats, utilizing materials such as wood, nails, screws, glue, and fabric • I ntegrating artmaking and engineering skills to encourage students to think creatively and critically while building models that reflect their understanding of both painting and design principles

GRADE 5 •E xploring the traditional process of Indian wood block making and printing to create a masterpiece on raw canvas.

•L earning about proportions and anatomy of the face to create a self-portrait and expanding on color mixing to mix skin tones, enhancing observation and artistic skills • I ncorporating techniques such as embroidery and button stitching to create decorative pillows and wall hangings

ENGINEERING/MAKERSPACE (GRADES 3-5) GRADE 3 • Learning skills to work collaboratively and individually to solve problems and create unique projects • Learning to use a variety of tools and basic hardware safely and effciently, such as handsaws, sandpaper, hot glue guns, screws, nails, and eye hooks • Measuring accurately and using a miter box and crosscut saw while creating infinity cubes • Creating "escape vehicles" for our figurine cat and dog team, using concepts of weight distribution, balance, and momentum

• Creating digital designs and architecture in TinkerCad to create 3D renderings

GRADE 4 • Learning skills to work collaboratively and individually to solve problems and create unique projects • Continuing to learn to use a variety of tools safely and efficiently, including handsaws, drill presses, and hammers • Building projectiles that glide efficiently and precisely through the air to reach their target as we learn about aerodynamics • Designing and creating an amusement park ride to showcase knowledge of simple machines such as ramps, pulleys, and levers • Learning how FPS (frames per second), movement, and continuity all aid in the creation of smooth animation while creating a stop-motion clip with a character model made in the makerspace • Creating digital designs and architecture in TinkerCad to create 3D renderings

GRADE 5 • Developing the skills to work collaboratively and individually to solve problems and create unique projects •L earning to use a variety of tools safely and efficiently, such as handsaws, drill presses, and power drills •C ompeting in a rubber band car race as part of a unit on about friction, potential energy, and vehicle design •C reating safe packaging to protect matzah, working within a certain budget and restricted materials and thinking in creative, effective, and economic ways •C reating digital designs and architecture in TinkerCad to create 3D renderings

SPECIAL OPPORTUNITIES ENGINEERING/MAKERSPACE

• Using green screen to key out colors to create interesting photo manipulations

27

MEDIA/TECHNOLOGY KINDERGARTEN

GRADE 2

• Using and caring for an iPad

• Digital Citizenship: Respecting your own privacy and learning about cybersafety

• Leveraging creative apps for drawing, photography, and recording • Using Toddle app to create, complete, and present assignments • Coding and Robotics: Beebots and The Foos • Media Skills:

•H ardware, Software, and Apps: • Keyboarding •M edia Skills:

• Book care

• Using the online library catalog to locate books in the library

• Fiction vs. nonfiction

• Introducing online databases

• Beginning research skills

• Understanding that media comes in many forms and what messages media create

• Understanding how we use media to watch, read, and listen

GRADE 1

SPECIAL OPPORTUNITIES MEDIA/TECHNOLOGY 28

•C oding and Robotics: Kodable, Dash robots

• Digital Citizenship: • Respecting yourself and others, in person and online • Creator is the owner — ask permission • Pop-ups • Do not talk to strangers online • Coding and Robotics: Introducing sequencing and algorithms using Beebots, Scratch Jr., Finch robots • Introduction to keyboard • Leveraging creative apps for drawing, photography, and recording • Using Toddle app to create media and demonstrate understanding of material • Media Skills: • Navigating the library to choose books of interest • Learning types and purposes of media: digital and print • Developing research skills using nonfiction texts and EPIC! Digital library app • Learning the characteristics of fairy tales

• Designing a product (juice boxes) and thinking about how to use media to market it

GRADE 3 • Digital Citizenship: Respecting the privacy of others, internet safety, and passwords • Coding and Robotics: Code.org, Finch robots • Hardware, Software, and Apps: • Typing skills • Learning skills for Google Classroom, Docs, Drawings, and Slides • Creating a Google Slide presentation • Media Skills: • Reinforcing library skills and navigating all areas of the library • Continued use of online library catalog • Introducing genres of literature • Searching with keywords • Understanding of media and how it influences us in digital and print form • Learning to distinguish between fact and opinion • Designing a product (cereal boxes) and thinking about how to use media to market it

GRADE 5

• Digital Citizenship: Phishing, cyberbullying (including the upstander and bystander), and digital etiquette

• Digital Citizenship: Intellectual property and plagiarism, digital footprint, fake news, and data manipulation

• Coding and robotics: Ozobots, Code.org

•C oding and robotics: CodeMonkey, Finch Robot

• Hardware, Software, and Apps:

•H ardware, Software, and Apps:

• I mproving typing skills

• Using Google Drive, Google Tools

•L everaging Google Workspace

• Practicing typing skills

•L earning video creation

• Digital breakout rooms using Canva

SPECIAL OPPORTUNITIES MEDIA/TECHNOLOGY

GRADE 4

29

MUSIC KINDERGARTEN • Experimenting with beat and movement • Doing rhythm stick exercises • Learning how music helps express feelings by identifying musical opposites (fast/slow tempo, high/low pitch, long/short notes) and discussing how each makes us feel • Learning the music of Shabbat and chagim (holidays)

GRADE 1 • Discovering and identifying orchestral instruments • Appreciating classical music (Peter and the Wolf and Carnival of the Animals) • Boomwhacker lessons: Using chromatic percussion tubes to create rhythms and simple melodies • Learning music of tefilot (prayers)

GRADE 2 • Learning about rhythm and basic note values

SPECIAL OPPORTUNITIES MUSIC

• Creating ostinatos in small groups, teaching them to other groups, and performing in a spring music festival • Constructing instruments in art class • Learning music connected to Torah and mitzvot in preparation for the Chagigat HaChumash assembly

GRADE 3 • Studying music theory: clefs and notes that fill the staff, note values, and major vs. minor keys • Using the knowledge of notes, rests, rhythm, ostinatos, and the staff, each class composes a notated piece of music • Learning the music of Passover in preparation for the spring Hatzagat Pesach (Passover play)

GRADE 4 • Experimenting with rhythm patterns in duple and triple meter and tonal patterns major and minor through chanting, reading, writing, and playing •P laying melodies and harmonies by rote using glockenspiels • I ntroducing treble clef note reading and note reading with glockenspiels •B eginning to play recorders • I ntroduction of band instruments and recruiting for Fifth-Grade Band •L earning to appreciate music through focus on jazz and musical theater

GRADE 5 •R ecorder unit: learning to play a wind instrument and strengthen music reading •G lockenspiel unit: learning to play and read music with emphasis on pop tunes with backtracks •S tudying music of the opera and Magic Flute • Learning extended rhythm techniques with rhythm sticks, drumsticks, and pads • Optional activities available: • Various enrichment activities: jazz, hip hop, DJ, musical theater, world music

30

• Extracurricular instrumental music lessons (trumpet, clarinet, trombone, snare/bells, and flute) as part of Fifth-Grade Band

PHYSICAL EDUCATION KINDERGARTEN & GRADE 1 • Understanding and practicing the proper technique of locomotor movements including galloping, skipping, running, jogging, etc.

• Learning how to properly perform basic exercises that focus on improving cardiovascular endurance, muscular strength, and flexibility • Practicing basic skills including sliding, rolling, tossing, throwing, catching, kicking, dribbling, striking, etc.

• Learning how to work cooperatively by participating in chase and flee games, parachute activities, etc.

• Understanding the importance of showing respect and good sportsmanship towards their classmates

• Participating in a variety of modified team activities and sports that develops different manipulative skills such as kicking, tossing, throwing, catching, rolling, sliding, and striking • Learning about the benefits of being physically active and improving fitness levels • Understanding the importance of working as a team and communicating well with others • Showing kavod (respect) to our classmates, practicing good sportsmanship, and learning positive social interaction

GRADE 4 & GRADE 5 • Participating in team sports and activities, such as soccer, floor hockey, kickball, and basketball, that incorporate many of the skills previously learned • Participating in an Olympic unit which involves non-traditional activities and simulates events from the winter and summer games • Understanding the importance of improved fitness levels, teamwork, and displaying good sportsmanship

SPECIAL OPPORTUNITIES PHYSICAL EDUCATION

GRADE 2 & GRADE 3

31

TEFILAH PROGRAM

SPECIAL OPPORTUNITIES TEFILAH PROGRAM 32

KINDERGARTEN

GRADE 1

GRADE 2

GRADE 3

GRADE 4

GRADE 5

Modeh Ani

Modeh Ani

Modeh Ani

Modeh Ani

Modeh Ani

Modeh Ani

Ma Tovu

Ma Tovu

Ma Tovu

Ma Tovu

Ma Tovu

Ma Tovu

Birkot HaShachar (selections)

Birkot HaShachar (all)

Birkot HaShachar

Birkot HaShachar

Birkot HaShachar

Birkot HaShachar

Baruch SheAmar

Baruch SheAmar

Baruch SheAmar

Baruch SheAmar

Yotzer Or

Halleluyah

Ashrei

Ashrei

Yotzer Or

Ashrei

Ashrei

V'Haer Einenu

Halleluyah

Halleluyah

Halleluyah

Halleluyah

Shema

Or Chadash

Barchu

Yishtabach

Yishtabach

Az Yashir

V'Ahavta

V’Haer Einenu

Yoztzer Or

Barchu

Barchu

Yishtabach

Oseh Shalom

Shema

Or Chadash

Yotzer Or

Yotzer Or

Chatzi Kaddish

Beginning of Aleinu

V’Ahavta

Ahavah Rabbah

Or Chadash

Or Chadash

Barchu

Adon Olam

Mi Kamocha

Shema

Ahavah Rabbah

Ahavah Rabbah

Yotzer Or

Amidah (1-3)

V’Ahavta

Shema

Shema

Or Chadash

Mi Kamocha

V’Ahavta

V’Ahavta

Ahavah Rabbah

Amidah (1-3)

VaYomer

Shema

Oseh Shalom

Mi Kamocha

V’Hayah Im Shamoa

Betzeit Yisrael

Amidah (1-3)

VaYomer

V’Haya Im Shamoa VaYomer

Lechu Neranenah

Oseh Shalom

Yismechu

Aleinu

Lecha Dodi (selections)

Adon Olam

Mizmor Shir

Lechu Neranenah

Tzadik KaTamar

Aleinu

Kedushah

Mi Kamocha

Yismechu

Sim Shalom

Shira Chadashah

Shalom Aleichem

Adon Olam

Mi Kamocha

Or Zarua

Tzur Yisrael

Kiddush

Oseh Shalom

Shira Chadashah

Lecha Dodi (selections)

Havdalah

Mizmor Shir Tzadik KaTamar Kiddush Havdalah

Amidah (all)

Lechu Neranenah

Betzeit Yisrael

Yismechu

Aleinu

Kedushah

Or Zarua

Adon Olam

Sim Shalom

V’Ahavta

Tzur Yisrael Amidah (all) Kedushah

Lecha Dodi (all)

Oseh Shalom

Sim Shalom

Mizmor Shir

Lechu Neranenah

Oseh Shalom

Tzadik KaTamar

Yismechu

Adonai Zecharanu Yevarech

V’Shamru

Or Zarua

Shalom Aleichem

Lecha Dodi (all)

Kiddush

Mizmor Shir

Havdalah

Tzadik KaTamar V’Shamru Shalom Aleichem Kiddush Havdalah

Our tefilah program teaches students to participate in and lead tefilot so that they will have davening (prayer) skills for their entire lives. Students learn to love tefilah and we use meaningful tunes whenever possible to enhance their appreciation of the tefilah experience.

A quintessential kehilah (community) moment comes once a month when the entire Lower School student body, together with their teachers and many parents, grandparents, and younger siblings, enjoy a musical morning tefilah (prayer). Families look forward to sharing in the incredible excitement and ruach (energy) at the Lower School.

Vayehi Binsoa

Adonai Zecharanu Yevarech

Etz Chayim

Vayehi Binsoa

Aleinu

Etz Chayim

Adon Olam

Kaddish Shalem Aleinu

Yedid Nefesh

Adon Olam

Lechu Neranenah Yismechu

Yedid Nefesh

Or Zarua

Lechu Neranenah

Romemu

Yismechu

Lecha Dodi (all)

Or Zarua

Mizmor Shir

Romemu

Tzadik KaTamar

Lecha Dodi (all)

V’Shamru

Mizmor Shir

Shalom Aleichem

Tzadik KaTamar

Kiddush

V’Shamru

Havdalah

Shalom Aleichem

Kiddush for Shalosh Regalim

Kiddush Havdalah Kiddush for Shalosh Regalim

leffellschool.org

DR. ELLIOT SPIEGEL LOWER SCHOOL 30 Dellwood Road White Plains, NY 10605 914-948-3111

M. MAC SCHWEBEL Z"L UPPER SCHOOL 555 West Hartsdale Avenue Hartsdale, NY 10530 914-948-8333