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
Empowering every student to think critically and creatively while instilling a lifelong passion for learning COMMUNITY
Building enduring connections, instilling a sense of shared responsibility, and promoting engagement with diverse perspectives
CHARACTER
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
JOYOUS JEWISH LEARNING & PRACTICE
Nurturing joyful, meaningful commitment to observance, tefilah, text study, and Hebrew language, within an anchoring framework of halachic practice
CITIZENSHIP
Developing engaged citizens who participate thoughtfully in the civic discourse of our local area, the United States, and the broader world
LOVE OF ISRAEL
Fostering a connection with the people, land, and State of Israel, and recognizing their centrality to Jewish identity
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.
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.
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.
Tikvah Hope
Kavod Respect הָי
Hodayah Gratitude
Nedivut Lev
Generosity
Ometz Lev
Courage to Stand Up
Shmirat HaGuf
Responsibility to Care for Ourselves
Shmirat HaLashon
Words Matter
Tikkun Olam
Repairing the World תודְּחא Achdut
Unity
Simchah
Joy
• 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 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).
• 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.
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.
INTEGRATED LEARNING
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.
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.
STUDENT SERVICES
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.
EDUCATIONAL PHILOSOPHIES
Below are the educational philosophies that drive our students learning:
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.
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.
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.
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.
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.
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.
Core Courses
KINDERGARTEN
INTEGRATED CURRICULUM
The study of Jewish holidays exemplifies our integrated curriculum where learning extends beyond Limudei Kodesh and into other subjects.
Math
Sorting and graphing when focusing on Chanukah and candle lighting
Science
Exploring seasonal changes in trees to learn about Tu BiShvat
Literacy, Science
Creating individual Passover haggadot and baking matzah
Art
Constructing individual Torah scrolls in anticipation of Shavuot
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
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
• Developing phonemic awareness through using the Heggerty program
• Beginning 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
• Making connections between similar stories and events in students’ lives
WRITING
• Learning proper letter formation as part of learning the sounds letters make
• Implementing letter knowledge to write simple messages using phonetic and conventional spelling
• Understanding that their print carries a message that can be understood by a reader
MATH
• Matching and sorting
• Exploring patterns
• Comparing and ordering numbers
• Exploring the concepts of addition and subtraction through use of number bonds
• Investigating beginning geometric and measurement concepts
• Collecting and recording data
• Working with money and time
SOCIAL STUDIES
• Learning about what a “cycle” is
• Discussing how the lives of people, animals, and plants change in response to seasons
• Learning about the holidays and customs that develop in response to seasons
• Sharing different family customs during the year
SCIENCE
• Observing, discussing, and comparing seasonal changes in sunlight, weather, trees, and other living things
• Exploring the pushes and pulls of forces
• Learning about the needs of plants and animals
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
LIMUDEI KODESH (JUDAIC STUDIES)
• Learning Hebrew vocabulary and phrases, as well as laws and traditions, associated with each Jewish holiday
• Experiencing daily tefilot
• Learning the Shabbat prayers, songs, and traditions in Hebrew, and showcasing this learning in our Chagigat HaShabbat (Shabbat Assembly)
CHESS
• Learning rules and strategy and playing with a master chess player and instructor
• Practicing skills such as problem solving, abstract reasoning, pattern recognition, and strategic thinking
YOGA
• Developing cooperation through teamwork
• Learning mindfulness techniques
• Focusing on Jewish values
FIRST GRADE
READING
• Continuing to acquire decoding and encoding skill through using Fundations and Heggerty
• 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
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
For information regarding our approach to curricular enrichment and support, please see our Curriculum Guide Overview on page 4.
WRITING
• Developing phonics skills as readers and writers
• Writing with proper capital and lowercase letter formation
• Engaging in “author studies,” to focus on specific writing and illustrating techniques
• Writing personal narrative responses to literature and nonfiction
• Researching and writing nonfiction pieces
• Developing ability to revise work with an audience in mind
• Mastering basics of grammar and mechanics
MATH
• Continuing to:
• develop the concept of numbers, exploring numbers to 120
• manipulate geometric shapes and practice with standard measurement
• begin to recognize coins and tell time
• Understanding the relationship between ones and tens in place value
• Representing and estimating numbers and quantities
• Comparing and ordering larger numbers
• Developing fluency with addition and subtraction facts
• Investigating the concepts of multiplication and division
• Understanding fractions in halves and fourths
• Collecting 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
• Expanding conversational Hebrew skills introduced in kindergarten
• 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
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
LIMUDEI KODESH (JUDAIC STUDIES)
• Expanding Hebrew vocabulary and phrases associated with each holiday
• Learning stories, songs, and experiencing the minhagim (traditions) for each Jewish holiday
• Examples of learning experiences include:
• Participating in tashlich ceremony (Rosh HaShanah)
• Spending time learning about Rosh Chodesh and the moon cycle with our Upper School Buddies
• Baking matzah and participating in school seder (Passover)
• Receiving their very own siddur as part of Chagigat HaSiddur (Siddur Assembly) and learning several tefilot (prayers), which are showcased at the assembly
SECOND GRADE ׳ב התכָ
READING
• Continuing to:
• 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
WRITING
• Studying complex phonics skills as both readers and writers
• Writing personal narrative, informational text, and poetry
• 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
• Researching and writing nonfiction pieces
• Developing ability to use conventional spelling and mechanics with accuracy
MATH
For information regarding our approach to curricular enrichment and support, please see our Curriculum Guide Overview on page 4.
• Learning numbers and place value to 1,000
• Mastering addition and subtraction with and without renaming
• Practicing methods of mental addition and subtraction
• Measuring using concepts of length, weight, and capacity
• Understanding multiplication and its relationship to division
• Exploring fractions: halves, quarters, and fractions of a set
• Telling time: elapsed time and intervals
• Creating and understanding tables and graphs; analyzing data
• Composing and decomposing shapes in geometry
• Understanding money: addition and subtraction
SCIENCE
• Investigating the properties of materials and learning why engineers choose certain materials over others
• Studying the various kinds of landforms and how they change over time
• Understanding plant and animal relationships
SOCIAL STUDIES
• Researching and discussing local and global communities in our lives and creating written and oral presentations
• Identifying basic needs and wants in various communities (urban, suburban, and rural)
• Designing and building an “original” community (city or suburb) using boxes and found materials and incorporating elements of city planning
• Understanding how people and animals adapt to their geography
HEBREW LANGUAGE
• 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
• Using conversational Hebrew to engage in everyday interactions that are relevant to our students, such as birthdays, trips, and playdates
• 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)
LIMUDEI KODESH (JUDAIC STUDIES)
• Learning minhagim (traditions) and halachah (Jewish law) connected to each holiday
• Examples of holiday learning experiences include:
• Understanding the debate of Hillel vs. Shamai about what makes a kosher chanukiyah (Chanukah)
• Learning 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
THIRD GRADE
INTEGRATED CURRICULUM
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
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
• Writing personal narrative, informational text, responses to literature, and poetry
• Developing note-taking skills from text, video, and real world experiences in order to synthesize and present information
MATH
• Learning numbers and place value to 10,000
• Practicing mental methods of addition and subtraction
• Mastering multiplication and division facts to 12
• Understanding multiplication and its relationship to division
• Analyzing data and probability
• Working with fraction equivalencies
• Understanding fractions of a whole
• Adding and subtracting fractions with like denominators
• Multiplying, dividing, and using fractions with money
• Measuring using length, weight, and capacity
• Studying angles and triangles in geometry
SOCIAL STUDIES
• Studying the geography of the Hudson River Valley environment
• 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
• Observing, discussing, and comparing inheritance, traits, environments, and survival among animals
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
• Writing journal entries about weekend activities and vacation highlights
CHUMASH (TORAH)
• Studying Parashat Vayera, Parashat Chayei Sarah, and Parashat Toldot with a focus on family dynamics and the promise of inheritance and greatness
• 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
• 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)
• Expanding knowledge of minhagim (traditions) and halachah (Jewish law) connected to each holiday
• Examples 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)
FOURTH GRADE ׳ד התכָ
LITERACY
• Further building on the skills learned in third grade including:
• 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
• 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
MATH
• Understanding numbers and place values to 1,000,000
• 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
• Continuing the study of geometry, and specifically plane figures, solids, and nets
For information regarding our approach to curricular enrichment and support, please see our Curriculum Guide Overview on page 4.
SCIENCE
• Learning about the earth’s surface
• 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
HEBREW LANGUAGE
• Meeting in hakbatzot (leveled groups) for Hebrew instruction in order to meet individual needs for reinforcement and enrichment
• 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)
LIMUDEI KODESH (JUDAIC STUDIES)
• 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:
• Exploring rabbinic texts, such as the Mishna, that further deepen the students understanding of mitzvot and chagim (holidays)
FIFTH GRADE
LITERACY
• Reading and analyzing books in small groups
• 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
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
For information regarding our approach to curricular enrichment and support, please see our Curriculum Guide Overview on page 4.
SCIENCE
• Observing and understanding patterns within the earth and sky
• Learning about the earth’s systems and matter within those systems
• Studying ecosystem restoration and discussing the human impact on the environment
SOCIAL STUDIES
• Continuing 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
• Learning 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
• Comparing the reasons people move from place to place in America vs. in the Chumash (Bible)
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
Specials Subjects & Opportunities
ART
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
• 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
• 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
• Developing an understanding of the concepts of foreground and background within artistic compositions
GRADE
4
• Learning about foreground, middleground, and background in painting, using the landscapes of upstate New York as inspiration to create abstract forest paintings
• Understanding key design elements through the process of designing and constructing sailboats, utilizing materials such as wood, nails, screws, glue, and fabric
• Integrating 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
• Exploring the traditional process of Indian wood block making and printing to create a masterpiece on raw canvas.
• Learning 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
• Incorporating 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
• Using green screen to key out colors to create interesting photo manipulations
• 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
• Learning to use a variety of tools safely and efficiently, such as handsaws, drill presses, and power drills
• Competing in a rubber band car race as part of a unit on about friction, potential energy, and vehicle design
• Creating safe packaging to protect matzah, working within a certain budget and restricted materials and thinking in creative, effective, and economic ways
• Creating digital designs and architecture in TinkerCad to create 3D renderings
MEDIA/TECHNOLOGY
KINDERGARTEN
• Using and caring for an iPad
• 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:
• Book care
• Fiction vs. nonfiction
• Beginning research skills
• Understanding how we use media to watch, read, and listen
GRADE 1
• 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
GRADE 2
• Digital Citizenship: Respecting your own privacy and learning about cybersafety
• Coding and Robotics: Kodable, Dash robots
• Hardware, Software, and Apps:
• Keyboarding
• Media Skills:
• Using the online library catalog to locate books in the library
• Introducing online databases
• Understanding that media comes in many forms and what messages media create
• 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 4
• Digital Citizenship: Phishing, cyberbullying (including the upstander and bystander), and digital etiquette
• Coding and robotics: Ozobots, Code.org
• Hardware, Software, and Apps:
• Improving typing skills
• Leveraging Google Workspace
• Learning video creation
GRADE 5
• Digital Citizenship: Intellectual property and plagiarism, digital footprint, fake news, and data manipulation
• Coding and robotics: CodeMonkey, Finch Robot
• Hardware, Software, and Apps:
• Using Google Drive, Google Tools
• Practicing typing skills
• Digital breakout rooms using Canva
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
• 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
• Playing melodies and harmonies by rote using glockenspiels
• Introducing treble clef note reading and note reading with glockenspiels
• Beginning to play recorders
• Introduction of band instruments and recruiting for Fifth-Grade Band
• Learning to appreciate music through focus on jazz and musical theater
GRADE 5
• Recorder unit: learning to play a wind instrument and strengthen music reading
• Glockenspiel unit: learning to play and read music with emphasis on pop tunes with backtracks
• Studying 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
• 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
GRADE 2 & GRADE 3
• 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
TEFILAH PROGRAM
KINDERGARTEN
Modeh Ani
Ma Tovu
Birkot HaShachar (selections)
Yotzer Or V'Haer Einenu
Shema
V'Ahavta
Oseh Shalom
Beginning of Aleinu
Adon Olam
Lechu Neranenah
Yismechu
Lecha Dodi (selections)
Mizmor Shir
Tzadik KaTamar
Shalom Aleichem
Kiddush
Havdalah
GRADE 1
Modeh Ani
Ma Tovu
Birkot HaShachar (all)
Halleluyah
Yotzer Or Or Chadash
V’Haer Einenu
Shema
V’Ahavta
Mi Kamocha
Amidah (1-3)
Oseh Shalom
Aleinu
Adon Olam
Lechu Neranenah
Yismechu Or Zarua
Lecha Dodi (selections)
Mizmor Shir
Tzadik KaTamar
Kiddush
Havdalah
GRADE 2
Modeh Ani
Ma Tovu
Birkot HaShachar
Baruch SheAmar
Ashrei
Halleluyah
Barchu
Yoztzer Or Or Chadash
Ahavah Rabbah
Shema
V’Ahavta
Mi Kamocha
Amidah (1-3)
Oseh Shalom
Betzeit Yisrael
Aleinu
Adon Olam
Lechu Neranenah
Yismechu
Or Zarua
Lecha Dodi (all)
Mizmor Shir
Tzadik KaTamar
V’Shamru
Shalom Aleichem
Kiddush
Havdalah
GRADE 3
Modeh Ani
Ma Tovu
Birkot HaShachar
Baruch SheAmar
Ashrei
Halleluyah
Yishtabach
Barchu
Yotzer Or Or Chadash
Ahavah Rabbah
Shema
V’Ahavta
VaYomer
Mi Kamocha
Amidah (1-3)
Kedushah
Sim Shalom
Oseh Shalom
Betzeit Yisrael
Aleinu
Adon Olam
Lechu Neranenah
Yismechu
Or Zarua
Lecha Dodi (all)
Mizmor Shir
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.
GRADE 4
Modeh Ani
Ma Tovu
Birkot HaShachar
Baruch SheAmar
Ashrei
Halleluyah
Yishtabach
Barchu
Yotzer Or Or Chadash
Ahavah Rabbah
Shema
V’Ahavta
V’Hayah Im Shamoa
VaYomer
Mi Kamocha
Shira Chadashah
Tzur Yisrael
Amidah (all)
Kedushah
Sim Shalom
Oseh Shalom
Adonai Zecharanu
Yevarech
Vayehi Binsoa
Etz Chayim
Aleinu
Adon Olam
Yedid Nefesh
Lechu Neranenah
Yismechu
Or Zarua
Romemu
Lecha Dodi (all)
Mizmor Shir
Tzadik KaTamar
V’Shamru
Shalom Aleichem
Kiddush
Havdalah
Kiddush for
Shalosh Regalim
GRADE 5
Modeh Ani
Ma Tovu
Birkot HaShachar
Baruch SheAmar
Ashrei
Halleluyah
Az Yashir
Yishtabach
Chatzi Kaddish
Barchu
Yotzer Or Or Chadash
Ahavah Rabbah
Shema
V’Ahavta
V’Haya Im Shamoa
VaYomer
Mi Kamocha
Shira Chadashah
Tzur Yisrael
Amidah (all)
Kedushah
Sim Shalom
Oseh Shalom
Adonai Zecharanu
Yevarech
Vayehi Binsoa
Etz Chayim
Kaddish Shalem
Aleinu
Adon Olam
Yedid Nefesh
Lechu Neranenah
Yismechu Or Zarua
Romemu
Lecha Dodi (all)
Mizmor Shir
Tzadik KaTamar
V’Shamru
Shalom Aleichem
Kiddush
Havdalah
Kiddush for Shalosh Regalim
