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 (giving thanks), 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.
• Grades 1 & 2: Understanding big vs. small problems, problem solving strategies, and the concepts of compromising, tattling vs. reporting, and flexible thinking.
Nedivut Lev
Generosity
Hodayah
Gratitude
Ometz Lev
Courage to Stand Up
Tikvah
Hope
Shmirat HaGuf
Responsibility to Care for Ourselves
Kavod
Respect
Shmirat HaLashon
Words Matter
Tikkun Olam
Repairing the World
Yosher Honesty
Achdut
Unity
• 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 are thrilled to offer executive function courses to our students. 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 education teacher, executive function classes in Grades 2-5 introduce students to learning life skills such as planning, organization, working memory, time management, flexibility, and task initiation. Through reading stories, playing games, role playing, and other hands-on activities, at each grade level, students are taught age-appropriate strategies for building and practicing executive function. These lessons also give students the opportunity to regularly reflect on their individual learning styles. Executive function skills provide an important foundation for enabling 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. In 2022-2023 academic year, these activities 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 in a timely manner, analyze and synthesize facts and data, and present their research professionally.
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 researchbased proficiency approach to second-language 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), discuss the weekly parashah (Torah portion), 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.
On the following pages you will find curriculum guides by grades. We have also included opportunities where integration occurs across disciplines.
Courses
KINDERGARTEN
For information regarding our approach to curricular enrichment and support, please see our Curriculum Guide Overview on page 4.
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
Art
Designing replicas of ancient Maccabean coins
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
READING
• Listening to a variety of read-aloud books to arouse curiosity, spark discussion, inform, and inspire
• Establishing letter recognition and sound/ symbol correspondence through Fundations, a research-based phonics program
• Building recognition of a bank of sight words
• Developing ability to decode and comprehend text in guided reading groups
• Making connections between similar stories
• Getting information from nonfiction sources
• Understanding and retelling content and sequence of a story
WRITING
• Recognizing letters and sound/symbol correspondence
• Forming proper capital and lowercase letters
• Engaging in a study of an individual author’s work
• Writing personal narratives and other genres using pictures, words, and phonetic spelling
• Making connections between themselves as “authors” and the work of published authors
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
• Counting by ones, twos, fives, and tens
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 trees and other living things
• Learning about what happens to water in the winter
• Understanding, comparing, and contrasting living vs. nonliving things
• Using our 25-acre campus as a classroom and observing animals, including frogs, birds, and insects in their natural habitat
HEBREW LANGUAGE
• Developing conversational Hebrew skills and a love of Hebrew through songs, games, and simple stories
• 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
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 100
READING
• Expanding on reading skills learned in kindergarten by continuing to:
• Listen to a variety of read-aloud books to arouse curiosity, spark discussion, inform, and inspire
• Understand and retell content and sequence of a story
• Develop ability to decode and comprehend text in guided reading groups
• Attain information from nonfiction sources
• Increasing phonics awareness through Fundations, a research-based phonics program
• Learning to read “just right” books independently, enabling students to grow as readers
• Looking for cause and effect and sequence in a story
• Developing critical thinking skills to make inferences
• Making connections between similar stories and character traits
• Learning the skills necessary to read nonfiction texts
• 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 school-wide kehilah (community)
• Exploring jobs in our local kehilah (community)
• Community Service: serving as “recycling ambassadors” for the school
SCIENCE
• Investigating our five senses
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
• Building migdal bavel (Tower of Babel) in our makerspace and mirroring the communication challenges that occurred in this narrative
• 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
• Participating in tashlich ceremony (Rosh HaShanah)
• Spending time in the sukkah with their Upper School buddies (Sukkot)
• 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
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 jobs, taking notes during our discussions, 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 school
Technology
Creating presentations using the SeeSaw app
SECOND GRADE ׳ב התכ
For information regarding our approach to curricular enrichment and support, please see our Curriculum Guide Overview on page 4.
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
• Read “just right” books independently, enabling students to grow as readers
• Develop 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
• 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 life cycles of pillbugs
• Identifying parts of plants
• Composting to help environment and enrich soil and plants
• Studying water cycle and weather
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
• Community service: studying the process of composting and taking on the task of classroom composting during snack
HEBREW LANGUAGE
• Continuing to build skills and increase sophistication in spoken Hebrew using the iTalAM Hebrew program 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 parashiot (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)
INTEGRATED CURRICULUM
Our social studies focus for the year (how basic needs and environments shape one another) provides an excellent opportunity for integrated projects.
City or Suburb creation involves art and engineering to solve problems
Landforms and mapping combines science and social studies skills
Animals study provides an introduction to reading and note-taking skills, while maintaining focus on basic needs and environments
THIRD GRADE
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
• Practice use of conventional spelling and mechanics with accuracy
• Develop ability to extract essential information from nonfiction texts and video
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 relevant computer software to create presentations
• 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
• Learning cursive writing
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
• Studying geography and the development of communities
• Exploring the Hudson River Valley environment
• Learning about Lenape and other indigenous people of New York as well as the Navajo, Plains, and Northwest Coast People
• Community service: developing and planting the school garden, including the Lenape’s “three sisters” plants
SCIENCE
• Studying the Hudson River, properties of water, and estuaries
• Understanding the scientific method by developing their own experiments
• Exploring space
HEBREW LANGUAGE
• 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 present tense, and understanding suffixes as indicators of possession
• Emphasizing question words in conversation and in writing
CHUMASH (TORAH)
• Studying Parashat Vayera and Parashat Chayei Sarah with a focus on the theme of hachnasat orchim (welcoming guests) and family relationships
• 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
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)
• Participating in Chidon Pesach (Passover Quiz Challenge) in which students review hilchot Pesach (laws of Passover)
• 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
For information regarding our approach to curricular enrichment and support, please see our Curriculum Guide Overview on page 4.
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
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 their 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
Fourth graders learn the ancient skill of leyning (chanting) Torah with Torah trope (musical pronunciation) that is used in Jewish communities around the world. The students all participate in leyning Torah at Chagigat Beresheit, a celebration of their learning.
• 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
SCIENCE
• Exploring rocks, minerals, fossils, and erosions of glaciers
• Designing and building models of landscape
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
• Continuing to speak, understand, read, and write in Hebrew using the Chaverim B’Ivrit program
• Meeting in leveled groups for Hebrew instruction in order to meet individual needs for reinforcement and enrichment
• 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
• Categorizing verbs according to their binyanim (grammatical structures)
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 Toledot, Parashat Vayetze, and Parashat Vayishlach, 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:
• Taking part in Chidon Chanukah (Chanukah Quiz Challenge) covering hilchot Chanukah (laws of Chanukah) from the Shulchan Aruch and more
• Exploring topics of Torah, God, and Jewish practice as understood by different Jewish streams in preparation for a Sheilat Rav (Ask the Rabbi) panel with rabbis from several denominations
FIFTH GRADE
For information regarding our approach to curricular enrichment and support, please see our Curriculum Guide Overview on page 4.
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
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
SCIENCE
• Applying the engineering design process to design and construct musical instruments in our makerspace, in collaboration with Hebrew music unit
• Building a laser maze based on exploration of properties of light, including reflection and absorption
SOCIAL STUDIES
• Continuing the study of American History with:
• Western Expansion
• Treatment of Indigenous People
• Innovation in the 18th and 19th Centuries
• Studying U.S. Founding Documents and simulating of the creation of founding documents for a fictional country
• Researching and simulating issues that settlers encountered on the Oregon Trail
• Debating the treatment of Indigenous People
• Learning basic economics and working in the makerspace 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)
HEBREW LANGUAGE
• Continuing to speak, understand, read, and write in Hebrew using the Chaverim B’Ivrit program
• Meeting in 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 beginning Shemot (Exodus) with the birth of Moshe, with an emphasis on the theme of leadership
• Focusing on biblical Hebrew grammar skills, shoresh (verb root) identification, and reading with increased understanding
• 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)
• Competing in an Israeli “Iron Chef” challenge (Yom HaAtzmaut)
• Participating in a nature trip, where students learn about the Jewish responsibility for the environment and sustainable ways of living
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 while engaging in a team building experience at Nature’s Classroom
Leading All-School tefilot
Learning about Shakespeare’s England and English in preparation for performing one of his plays
Specials Subjects & Opportunities
KINDERGARTEN
• Exploring different media such as collage, watercolor, pastel, and wood sculptures as part of a shapes unit based on the art of Paul Klee
• Creating with modeling clay and mixed material lacing as part of a line unit based on the art of Wassily Kandinsky
GRADE 1
• Investigating color mixing while looking at the art of Joan Miró and Paul Cézanne
• Creating water lily pads with ceramic frogs while learning clay techniques, including pinch pots and slip and score, based on the work of Claude Monet
GRADE 2
• Crafting papier-mâché bowls as part of unit on form and sculpture
• Exploring textures and color combinations in our unit on the art of Vincent Van Gogh and his Sunflower series
• Creating pinch pot musical instruments with ceramics (integrated with music curriculum)
GRADE 3
• Exploring the complex color wheel, tertiary colors, and complementary colors, based on the artwork of Henri Matisse and the movement of Fauvism
• Understanding the concept of value (tint and shade) in art and creating Greek vessels
• Modeling ceramic flowers focusing on organic vs. geometric shapes based on the work of Georgia O’Keeffe
GRADE 4
• Exploring applied and actual texture with tooling foil, focusing on fall leaves
• Creating wire and plaster sculptures inspired by work of Spanish artist Joan Miró
• Working with clay slabs and different texture techniques as part of an advanced ceramics unit
GRADE 5
• Utilizing shape and emphasis to create self-portrait based on the artwork of Jean-Michel Basquiat and Andy Warhol
• Exploring a variety of printmaking techniques including collographs, styrofoam prints, and reduction printing
• Studying fiber arts weaving with “roving wool” and learning the process of needle felting
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 safely and efficiently, such as handsaws, sandpaper, hot glue guns, and basic hardware like screws, nails, and eye hooks
• Measuring accurately and using a miter box and crosscut saw while creating “Infinity Cubes”
• Learning about electrical circuits utilizing copper tape and LED lights to create Paper Circuit Menorahs
• 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 press 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 press, 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
• Digital Citizenship: Understanding how we use media to watch, read, and listen
• Coding and Robotics: Beebots and The Foos
• Hardware, Software, and Apps:
• Using and caring for an iPad
• Leveraging creative apps for drawing, photography, and recording
• Using Seesaw app to create, complete, and present assignments
• Media Skills:
• Book care
• Fiction vs. nonfiction
• Beginning research skills
GRADE 1
• Digital Citizenship: Respecting yourself and others, in person and online
• Coding and Robotics: Introducing sequencing and algorithms using Beebots, Scratch Jr., Finch robots, and Osmo Coding with Awbie
• Hardware, Software, and Apps:
• Introduction to keyboard
• Leveraging creative apps for drawing, photography and recording
• Using Seesaw app to create media and demonstrate understanding of material
• Media Skills:
• Navigating the library
• Learning types and purposes of media: digital and print
• Developing research skills using 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
• 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
• PSA using Canva
MUSIC
KINDERGARTEN
• Experimenting with beat and movement
• Doing rhythm stick exercises
• Learning the music of Shabbat
GRADE 1
• Discovering and identifying orchestral instruments
• Appreciating classical music (Peter and the Wolf and Carnival of the Animals)
• Learning music of tefilot (prayers)
GRADE 2
• Understanding the science of sound
• Learning about rhythm and basic note values
• Constructing instruments in art class
• Learning the music of Passover
GRADE 3
• Studying music theory: clefs and notes that fill the staff, note values
• Learning music connected to Torah and mitzvot
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
V’Shamru
Ahavat Olam
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
Ahavat Olam
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.
