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Curriculum Overview for Parparim
Judaic Studies
Morah Chana Israel
Learning Objectives for Parparim:
To develop speaking, listening, reading, and writing skills, Tal Am is the program of Hebrew Language Arts and Jewish Studies used in the elementary grades at Bet Shraga. This program is based on the notion that the best learning environment for children is one in which knowledge is acquired through a variety of activities, using each of the five senses. In addition to studying from textbooks, students use music, games and visual aids to learn the Hebrew language and to develop a keen understanding of Jewish concepts and values. Tal Am activates learning in all frames of mind by utilizing a wide range of activities for all modes of communication, integrating Hebrew Language acquisition, the development of Jewish concepts and values, and reading and writing skills.

Students develop their Hebrew and heritage literacy in a gradual, and spiraled process, building new ideas and concepts atop an expanding foundation of knowledge. This program gradually helps foster Jewish identity by allowing children to explore their Jewish roots and traditions in a fun and exciting manner. By making the study of Hebrew and Judaism relevant to the children's everyday lives, the program enables them to develop a true appreciation of their heritage and an understanding of the need for continued, lifelong Jewish study.

Tal Am creates a visual and auditory Hebrew environment in the classroom which is mirrored in the students' materials, thus extending their use into the home, enhancing retention and reinforcing the learning process.

This program offers a variety of stories, Jewish sources, prayers and blessings, as well as songs, recitations and plays which are age-appropriate and which develop the child's Jewish identity.

1. Language/Safa

  • Repeat words and phrases correctly.
  • Identify and name colors.
  • Count to ten.
  • Name the days of the week.
  • Answer questions in small phrases.
  • Develop vocabulary associated with the classroom.
  • Develop vocabulary associated with the holidays.
  • Develop vocabulary associated with the family and the home.

2. Bible Studies/Torah

  • Introduction to narratives of Genesis/ Beres hit and Exodus/Shemot stories.
  • Identify main characters and frequently occurring vocabulary of the Torah.
  • Learn through dramatic representation, creative writing, artwork, music, cooking, and stories.

3. Prayer/Teflllah

  • Become familiar with key words for Prayer/Tefillah and the rituals of Prayer/Tefillah.
  • ModehAni
  • Brachot
  • Ma Tovu
  • Adon Olam
  • Shema
  • Oseh Shalom
  • Taking out of the Torah on Mondays and Thursdays.
  • Havdalah (prayer marking the end of Shabbat) held on the first day of the school week.
  • Recite the appropriate blessings/brachot over food.

4. Sabbath/Shabbat

  • Participating in preparing for Sabbath/ Shabbat and looking forward to making it special.
  • Recite the special Sabbath/Shabbat Prayers/Tefillot.

5. Reading /K'riyah

  • To recognize the letters of the Aleph Bet and to identify their sounds.
  • To develop a sight word vocabulary of frequently occurring Hebrew words.
  • To be able to decode new words using phonetic analysis.
  • To begin to use context cues when reading unfamiliar text.
  • To be able to read with accuracy and comprehension

6. Writing/K'tivah

  • To be able to write his/her name.
  • To be able to write simple phrases.
  • To begin to generate original phrases and sentences.

7. Holidays/Chagim

  • To be able to recognize symbols of the holidays.
  • To increase their knowledge of customs and rituals.
  • To be able to recite Brachot associated with holiday.


Curriculum Overview Nesharim (Seven and eight year olds)
Hebrew and Judaic Studies
Keren Zilberberg
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Our curriculum is informed by the Tai Am curriculum, which is used in many Day Schools around the world. The goal of Tai Am is to develop Jewish children who are literate, skilled, and committed to live Jewishly. In addition to these goals, we strive to pique curiosity, expand upon strengths, foster collaborative relationships and nurture a love of learning.

Hebrew Language Arts:
Students will expand their competence in reading, oral and written expression, comprehension, grammar and syntax.

Our goal is to help each student progress toward fluent, accurate reading of modern Hebrew language texts, siddur and Bible. Students will read short books on their reading and comprehension levels. Instruction will be tailored to the ability of each student, allowing each child to progress at his or her own pace.

Oral expression:
Students will increase their active and passive vocabularies, and will become increasingly comfortable expressing themselves in Hebrew. Songs and games will reinforce vocabulary presented.

Written expression:
Students will be encouraged to incorporate new vocabulary into a variety of written language exercises, including original sentences and short stories. Grammar and syntax exercises will involve the use of verbs in both present and past tense. Correct formation of the cursive letters will be taught and reinforced.

Students will increase their ability to answer oral and written comprehension questions in Hebrew.

Students will learn the vocabulary, historical background, Biblical sources, blessings and prayers of each holiday. Customs and traditions will be learned and experienced . Crafts, projects, songs and stories will add to our anticipation and joy as each holiday approaches.

The structure of the Humash will be presented. Students will become acquainted with the divisions of the Hu mash into books, weekly portions, chapters and verses. Torah portions Beresheet, Noach, Lech Lecha and Vayerah will be studied in depth. Language constructions unique to the Torah text will be taught, and students will develop a vocabulary of frequently occurring words and phrases in Biblical Hebrew. Knowledge of the "Pshat" (actual Biblical narrative) is stressed, but commentaries (especially Rashi) will be introduced occasionally. Students will be encouraged to ask questions about the text, and to offer their own comments and interpretations. Emphasis will be placed on the development of the Biblical personalities, the conflicts and moral issues they face, and the lessons learned that can be applied to our own lives. Art, music and drama will enhance our lessons.

Parashat HaShavua:
Each week, in preparation for Shabbat, the weekly Torah portion will be discussed.

Students will expand upon the prayers that they have learned so far, and will be exposed to new and more complex prayers from the Shacharit (morning) service. They will also be introduced to the Mincha (afternoon) service. Students will explore the background and main ideas of the prayers in order to make Tefillah a personally meaningful experience. Ideas will be shared through conversation, music and art. The group will pray together on Mondays and Fridays as a cohort and on Tuesdays, Wednesdays and Thursdays with Dolphinim (nine and ten year olds) and the middle school. Older members of Nesharim who so desire will be offered the opportunity to chant a few verses from the weekly Torah portion at our Thursday morning services.


Curriculum Overview Dolphinim (Nine and ten year olds)
Hebrew and Judaic Studies
Keren Zilberberg
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Hebrew Language Arts:
Students will continue to develop their fluency in Hebrew language through daily experiences in speaking, writing and reading. Flexible, need-based groupings will allow students to expand their skills while capitalizing upon their strengths. Students will be encouraged to read widely from among different levels and genres. Grammar and syntax exercises will involve present, past and future tenses. Students will be guided to compose stories, conduct conversations and make presentations in Hebrew.

As each holiday approaches, students will review its history, customs and traditions. Vocabulary, blessings and prayers unique to each holiday will be presented and practiced. Students will experience the joy and richness of the holiday through stories, songs and art projects.

Students will increase their knowledge of Torah by studying the stories of Joseph. Major themes will include the relationship of Joseph and his family, the role of dreams, and the arrival of the Israelites in Egypt. Understanding of the narrative will be enhanced by selected commentaries. Rashi script will be introduced and practiced. Students will be encouraged to ask questions, share ideas, and offer their own insights as they grow as students of text.

Parashat HaShavua:
The narrative of each weekly Torah portion will be reviewed and discussed. Midrash will be utilized to enhance understanding of the text.

Dolphinim will have the opportunity to pray every day. Havdalah will be recited each Monday. The group will recite mincha (the afternoon service} twice a week as a cohort. They will join Nesharim (seven and eight year olds} and the middle school for shacharit (the morning service} three times a week. Those students who so desire will be offered the opportunity to chant from the weekly Torah portion at Thursday morning services. Students will also study several of the more complex prayers of the shacharit service, focusing both on frequently occurring siddur vocabulary and on the ideas presented in the prayers.

Students will be exposed to the richness of our oral tradition through the periodic study of Pirkei Avot, the Ethics of the Fathers.

In addition to a review of the laws and traditions of each holiday, students will learn a variety of laws pertaining to everyday life through weekly lessons and discussions. Students will be encouraged to deepen and broaden their understanding of Jewish tradition and practice.


Curriculum Overview Parashat HaShavua
Morah Yisraela and guests
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Our class meets one period per week, and will focus on the weekly Torah portion. Students will review the narrative, and will concentrate on some of the main points of the parasha. Traditional commentaries may be presented, and students will be encouraged to apply ideas found in the text to their own lives. Guest teachers from the community will periodically be invited to teach the class. In this way our students will be exposed to varied approaches to learning text, and will have the opportunity to meet other teachers of Torah.

Students are expected to come to class with their binders, and a pen or pencil. They are expected to participate in discussions, to show respect for classmates and for their ideas, and to show respect for the guest teachers who may be working with them.

Students will be assessed based on participation and attitude.

I look forward to an exciting year with them!

Curriculum Overview Siddur 6/7
Morah Yisraela
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Our class meets one period per week, and will focus on the prayers for Shabbat. Students will be encouraged to react to the ideas of the prayers, and to apply these ideas to their own lives. The Koren siddur is the main text for the class, but students may use another siddur of their choice if they prefer.

Since we only meet once per week, homework will be assigned regularly to help students review and remember what we are learning in class. Assignments will vary, and may consist of tasks such as reading, completing a review sheet, responding to a question in preparation for class, creative writing based on a prayer that we have been studying, or writing an opinion piece based on the ideas of a prayer.

Students are expected to come to class with a siddur, pen or pencil, and a binder. They are expected to be prepared for class, to participate in discussions, to show respect for classmates and for their ideas, to complete homework assignments on time, to maintain their binders and care properly for the siddur. They are also expected to contact me if they are in need of extra help, or if they have missed a class or an assignment.

Students will be assessed based on preparedness, participation, attitude, homework and cumulative assignments and projects.

I look forward to a wonderful year with them!
Course Outline
Siddur Class - Morah Yisraela
What is Jewish prayer? Structure and characteristics
Shabbat home rituals: Candle lighting
Shabbat home rituals: Birkat Banim
Shabbat home rituals: Eshet Chayil
Shabbat home rituals: Friday night kiddush
Shabbat home rituals: Saturday afternoon kiddush
Shabbat home rituals: Havdalah
Kabbalat Shabbat: origins and structure
Shabbat home rituals summative exercise due
Kabbalat Shabbat: Psalm 29
Kabbalat Shabbat: Lecha Dodi
Kabbalat Shabbat: Psalm 92
Shabbat Ma'ariv: Creation
Kabbalat Shabbat summative exercise due
Shabbat Ma'ariv: Revelation
Shabbat Ma'ariv: Redemption
Shabbat Ma'ariv: Haskivenu
Shabbat Ma'ariv: Amidah - overall structure; Avot
Shabbat Ma'ariv: Amidah - Gevurot
Shabbat Ma'ariv: Amidah - Mikadesh HaShabbat
Shabbat Ma'ariv: Amidah - Shalom Rav
Shabbat Ma'ariv: Amidah - Magen Avot
Shabbat Shacharit: Creation
Shabbat Ma'ariv summative exercise due
Shabbat Shacharit: Creation (continued)
Shabbat Shacharit: Revelation
Shabbat Shacharit: Redemption
Shabbat Shacharit: Amidah - Kedusha
Shabbat Shacharit: Amidah - Mikadesh HaShabbat
Torah Service for Shabbat
Shabbat Shacharit summative exercise due
Torah Service for Shabbat (continued)
Torah and Haftarah blessings
Shabbat Musaf: Kedusha
Shabbat Musaf: Mekadesh HaShabbat
Zemirot Shabbat
Zemirot Shabbat (continued)
Shabbat Mincha: Overview
Shabbat Mincha: Mekadesh HaShabbat
Review; presentation of projects
Presentation of projects; Final summative exercise due


Curriculum Overview Chumash 6/7 and 8
Rachel Anisfeld
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This year we will be studying parts of the books of Klj11I Vayikra (Leviticus) and D1l:l."1Devarim (Deuteronomy), with an emphasis on the many mitzvot (commandments) in these books. We will pay special attention to chapter 19 of Parashat Kedoshim in Vayikra and to Parashat Ki Tetze in Deva rim, both of which include a large number and wide variety of ritual and social laws such as honoring one's parents, leaving the corners of one's fields for the poor
and returning a lost object.

The class will have a heavy emphasis on skill-building in two areas: 1) the ability to read and understand the Hebrew text, and 2) the ability to analyze, interpret and make meaning out of that text. The first skill we will work on through grammar and vocabulary lessons, as well as regular exposure to Hebrew text and practice at translation. The second skill we will work on by slowing down the process of analyzing the text. We will take a single verse and spend a number of days exploring it - first breaking it into phrases and translating, then asking our own questions and giving our own answers, then exploring traditional commentaries on this verse,
and finally personalizing it through art and practical application.

Homework: Homework will be given once or twice a week at most, and will be short. Usually, its purpose will be to provide extra practice of a skill we are learning in class (like math homework). If your child has trouble doing the homework, please make a note of it on the sheet itself so that I am aware of what is difficult. There will also be occasional longer term projects and assignments.

Quizzes/Tests: Approximately once every two weeks we will have a quiz on material covered, as well as tests covering larger amounts of material as needed. In addition, I will be conducting periodic translation skill assessments to monitor our progress.

Please feel free to contact me with any questions or concerns. I look forward to a rewarding year studying Chumash with your children!


2014-2015 Goals: Hebrew MS
Teacher: Liat Yasharazde
1. Learning Goal: Students should develop linguistic skills in oral and written expression
Students should be able to:

      1. Demonstrate the ability to communicate orally in Hebrew in day to day situations


      2. Demonstrate the ability to understand written texts Uournalism, non-fiction, literature, etc.);


      3. Demonstrate adequate mastery of Hebrew grammar


    4. Demonstrate the ability to write grammatically and analytically at a variety of language levels.

2. Learning Goal: Students should develop a sense of the cultural aspects of Israel
Students should be able to:

      1. Recognize social, arts, economic, and linguistic factors that influence components of the


      language and the culture;


      2. Develop understanding of people of other cultures


      3. Learning Goal: Students should be able to demonstrate an ability to read and analyze literature
    written in Hebrew.

Students should be able to:

      1. Become familiar with various literary terms and concepts and be able to use them in


      explicating and interpreting literary texts;


      2. Analyze and interpret literary texts;


      3. Understand the historical and social context of literary works and apply that knowledge to a


    literary analysis of those works.


      1. Presentations


      2. Homework


      3. Reading Journal


      4. Active participation


    5. Having fun

Assessment Methods:

      1. Dictations


      2. Comprehension of unfamiliar passages in Hebrew


      3. Presentations


      4. Homework


    5. Participation

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Happy New Year and Shana Tova to all!


Curriculum Overview Navi (Prophets)
Rabbi Miriam Midlarsky Lichtenfeld
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  • Students will improve their ability to decode Biblical text
  • Students will know the stories found in Shmuel Bet
  • Students will be able to discern the impact of archaeological findings on our understanding of Biblical text

Different sections of Shmuel Bet (Second Samuel)

Student Expectations:

  • Students are expected to turn in all work in a neat format and on time
  • Homework will be given regularly, but most assignments will be brief
  • Individual portfolios containing completed work, texts and notes will be the primary way students will be assessed. Tests, if any, will be infrequent.

How Parents Can Help:

  • Ask to see your child's portfolio and help him/her organize it and keep it neat
  • Go over the stories they're studying in the Bible with them and/or ask them to reiterate things they learned in class
  • If you can read the Bible in the original, go over it with them in Hebrew to help them work on their text skills


Curriculum Overview Toshba (Torah Sheb'al Peh)
Rabbi Miriam Midlarsky Lichtenfeld
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  • Students will become familiar with how mishnayot are structured
  • Students will be able to articulate certain facts about the Mishnah such as when it was written, who compiled it and its place in Rabbinic literature
  • The students will be able to decode mishnayot in the original Hebrew
  • Students will review the knowledge they have already gained about the Jewish holidays while also learning Halakhot about holidays as presented in the Mishnah

Various Mishnayot relevant to the holidays and to the skills they will be learning

Student Expectations:

  • The students are expected to turn in all work in a neat format and on time
  • Homework must be turned in on time. It will be assigned regularly, but most assignments will be brief
  • Individual portfolios containing their completed work, texts and notes will be the primary way students will be assessed. Tests, if any, will be infrequent.

How Parents can Help:

  • Ask to see your child's portfolio and help him/her organize it and keep it neat
  • Ask your student to tell you about the Mishnayot he/she is learning
  • Learn some Mishnah together in English or Hebrew when you have time
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