beit rabban curriculum guideprintspreads

An Early Childhood Center and Elementary School

CurriCulum GuidE

אין העולם מתקיים אלא בשביל הבל תינוקות של בית רבן

) : ט י ק ת ב ש , י ל ב ב (

“THE WORLD IS SUSTAINED BY THE BREATH OF YOUNG CHILDREN OF BEIT RABBAN (TINOKOT SHEL BEIT RABBAN).”

[ T H E B A B Y L O N I A N T A L M U D ; S H A B B A T 1 1 9 B ]

TAblE of ConTEnTS

Introduction 6

The Faculty and Educators at Beit Rabban Day School 8

The Educational Principles of Practice at Beit Rabban Day School 10

The Guiding Principles of Jewish Studies at Beit Rabban Day School 13

Art 15

English Language Arts 23

Modern Hebrew 31

Holidays and the Jewish Calendar 39

Israel Engagement: People, Land & State 47

Math 53

Music 61

Physical Education 69

Science 75

Social Studies 83

Social and Emotional Learning 93

Tefilah 101

Tikkun Olam 109

Torah: Bible, Commentaries, Weekly Portion & Oral Law 117

inTroduCTionIn his book Vision at Work: The Theory and Practice of Beit Rabban, philosopher of education Dr Daniel Pekarsky describes Beit Rabban Day School in the following words:

If one were to try to capture the spirit of Beit Rabban in a nutshell, one might reasonably say that in its ethos and practices it is a cross between the Dewey School, the University of Chicago and a yeshiva.…like the Dewey school in its commitment to progressive pedagogy, problem-based inquiry, intellectual openness, and thoughtfulness… like the University of Chicago in its intellectual seriousness, where everyone learns to take ideas and books seriously, where thinking is at the heart of the enterprise…like a yeshiva in part because of the rich opportunities it offers its students to grow familiar and competent with fundamental Jewish texts like the Torah and the Talmud…[also] yeshiva-like…with the sounds of young children, broken into small study groups, poring over and trying to make sense of classical Jewish texts, each group proceeding in its own unique way.

Pekarsky quotes the wisdom and insight of the school’s founding director, Dr Devora Steinmetz, “The radical idea that cuts across all of the education that goes on at Beit Rabban is that there should be reasons for the things we believe and do,” an idea, Pekarsky goes on to observe, that is “coupled with the belief that discovering these reasons requires sustained, open, and thoughtful reflection ”

To that end, Beit Rabban strives to embrace and articulate a vision encapsulated in the term used in classical Jewish texts for a school for young children where young people encounter the wisdom of the sages The name of Beit Rabban Day School reflects our conviction that the future depends on the careful education of children In an environment that is simultaneously nurturing and challenging, we teach our students how to learn, and in so doing, empower them with the knowledge,

understandings, skills and desire to become life-long learners This curriculum guide outlines the philosophic reasoning, pedagogic methods, modes of assessment, and content areas that comprise our extraordinary educational program

Learning at Beit Rabban Day School is a cumulative and sequential experience The curriculum is designed with great intentionality for the overall development of a child’s early childhood and elementary school education Content and skills are spread deliberately over the course of a child’s career at Beit Rabban Each year progresses with the knowledge that students acquired certain skills and understandings the year before These skills and understandings are cultivated, deepened, and supplemented the following year This process maximizes children’s ability to master skills and internalize content

Our approach to learning takes into account all aspects of a child’s education including the social, emotional, ethical, intellectual, physical, linguistic, and academic competencies We view children as naturally bright and curious, and see our role as facilitators of experiences that will help children create meaning and build understanding of the complex and intriguing world around them

Children experience the world through all of their senses, quickly making connections and synthesizing information Our approach mimics this experience by creating opportunities for integrated learning A hallmark of Beit Rabban Day School is a distinguished, single set of faculty in place to reinforce the connections among disciplines so that the study of each informs and strengthens the other In addition, classes engage in two thematic units of study each year that are rooted in topics related to social studies or science but that span the range of disciplines This approach reinforces the idea that learning is a holistic experience that encompasses many layers of meaning and experience

Each interdisciplinary unit of study is designed to call upon skills learned in discreet subject areas to build understanding of real world issues in the past and present Students become accustomed to analyzing topics through a variety of perspectives, learn to appreciate many points of view, and practice formulating their own opinions The studies allow student interest and choice to determine the focus of the learning as well as the activities and projects that comprise the learning process

Beit Rabban Day School is fully committed to following best practices in education, and to determining the most enriching educational content for our students Our curriculum guide aims to provide a comprehensive overview of the educational experience at Beit Rabban Day School Although it is organized by discipline for heuristic reasons, our faculty build an educational experience that integrates these different subjects in a compelling and impactful manner, weaving together Jewish and general studies, the sciences and the arts As the world continues to evolve so too will our curriculum, so that we can continue to address the most relevant topics in the lives of our students, and to reshape the paradigm of Jewish education in America

Inside these pages, the reader will find the following:

• The Educational Principles of Practice at Beit Rabban Day School, an overview of the underlying educational principles and philosophy related to pedagogy as a whole as well as a number of specific conceptual underpinnings that guides the school’s practices

• The Guiding Principles of Jewish Studies at Beit Rabban Day School, a presentation of the eight core elements of how Jewish texts, Jewish learning, and community building is created in this unique setting

• Disciplines at Beit Rabban Day School, an overview of the philosophy and methodology that is utilized by the educational staff at Beit Rabban to engage and inspire the learners as they move through the different content areas in either disciplined-based or interdisciplinary learning

In other documents, the school presents the specific educational outcomes for each discipline, the skills that students acquire as they move from the three’s program to fifth grade, and the content knowledge that is encountered by the children as the teachers take them on an extraordinary journey of growth and learning

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Beit Rabban Day School Curriculum Guide

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ThE fACulTy And EduCATorS AT bEiT rAbbAn dAy SChool

רחיה אומר, עשה לך רב, וקנה לך חבר ן פ ע ב יהוש

“Yehoshua ben Perachiah said, Make for Yourself a teacher and acquire a friend…”

[ M I S H N A H A v O T 1 : 6 ]

While the education at Beit Rabban Day School is centered on the child, the role of outstanding teachers and educators cannot be understated in ensuring the success of the distinctive approach to learning at the school Through the development of caring and intellectually intimate relationships between teacher and student, our faculty develops a learning experience that balances the emerging interests and curiosity of the children and the school’s educational vision and plan Surrounding the teachers are a circle of outstanding professional educators who are trained, credentialed, experienced and passionate about both their special areas of competency and the broader goals of the school

In order to pull off the integrated approach that is the hallmark of Beit Rabban Day School, the senior leadership strives to find faculty with the following resume:

• Field experience from other day schools that have prepared them for success in our classrooms to allow them to serve as master teachers on day one;

• Graduate training and academic certification in education;

• A clear understanding of constructivist education and the pedagogic approach that helps students engage in meaning making rather than serve solely as vessels for content knowledge;

• Love for children and a commitment to building a classroom and school community where social-emotional growth is central;

• A deep commitment to Torah, writ large, and eagerness to work in an intentionally non-denominational setting; Content knowledge and pedagogic knowledge in disciplines from both the traditional groupings of Jewish studies and general studies;

• The ability to teach most subjects in both English and Hebrew

These renaissance teachers are able to both help students appreciate the specific rules and focus of each discipline while making intentional connects across subjects and a more holistic and integrated way of thinking about the world

Finding such individuals is a tall order, even on New York’s Upper West Side, so a significant amount of time, financial and human resources are set aside to provide individual faculty with the necessary support to round out their skill set and to give all faculty ample opportunity to grow in all of the areas This includes beginning each year with a two-week Faculty In Service to provide the professional development and time necessary to hone skills and do lesson planning within the context of our rich curriculum Five days out of the school year are set aside for further training and faculty meet as a team each week for an hour and a half for more collaborative planning In addition, the faculty are surrounded by a circle of extraordinary educators who bring graduate training, experience and passion to a range of specialty areas to assist these teachers in their pursuit of growth and excellence

At Beit Rabban Day School, we also appreciate that significant education emerges from the relationships that develop between student and teacher and that our exceptional faculty are also role models for the students in terms of what it means to be a thoughtful and caring Jewish and human being The Jewish backgrounds of our faculty and educators mirror the interesting, diverse

population of the families who select our school for their children and are demonstrating on a daily basis how committed Jews can bring different perspectives to questions big and small and create a respectful, mutually supportive environment where differences are allowed to coexist and be discussed in a serious and open manner

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ThE EduCATionAl PrinCiPlES of PrACTiCE AT bEiT rAbbAn dAy SChoolAt Beit Rabban Day School, the way we educate is as important as the content that is taught For more than two decades, our educational leadership and faculty have dedicated extensive time to selecting and implementing the best pedagogic practices for our distinctive approach to learning The list below reflects contemporary, research-based practices that have proven effective pedagogy and student learning They ensure that students across grades and classes are engaged, challenged, and feel safe to take risks that support their learning

Attending to the Whole ChildWe are interested in helping our students become good people as much as good learners We are committed to furthering the social, emotional, physical, and cognitive growth of all of our students, and consider all areas of development in planning and implementing our curriculum

Integrated EducationLearning of Judaic and secular studies are integrated throughout the day so that the study of each informs and strengthens the other Our faculty regularly refer to concepts and skills learned in a particular discipline to apply in new contexts, strengthening their conceptual understandings and skill sets

Recognizing IndividualismWe see students as individuals as well as members of a group We want students to experience the satisfaction and excitement of their own creativity and to be inspired by their peers The interests of students help formulate the course of study, and we build opportunities for self-expression into our lessons

Active LearningChildren participate in many different learning experiences that foster exploration and discovery We encourage active participation by drawing on children’s experiences and organizing studies around interesting questions, ideas, and projects Students are encouraged to access varied learning resources in their quest for understanding

Social ResponsibilityCommunity service and learning projects are integrated in the curriculum Students think critically about real world problems and are empowered to try to effect change in the world During this process, students learn compassion, gratitude, strength of character, and respect for the integrity of people different than themselves

Intrinsic Motivation Students are naturally curious and have an innate desire to learn Learning enriches their lives and enables them to experience and achieve more Teachers encourage student interest by exposing them to new ideas, asking thoughtful questions and facilitating experiences Students are actively engaged in their learning and play an important role in formulating questions and seeking answers

Living CommunityChildren and teachers learn with and from each other in a caring and respectful community Students are encouraged to collaborate with each other on tasks and assignments and to serve as resources for one another They learn to engage in discourse around interesting questions and ideas and to appreciate the unique qualities and contributions of themselves and others

Deep UnderstandingWe invite our students to think deeply about important issues and help them understand and develop complex ideas Students learn to analyze, synthesize, apply, and communicate knowledge in creative ways Topics are approached in a way that is interdisciplinary to encourage deeper understanding and a holistic worldview Students are provided with the time and tools they need to reflect and develop habits of the mind

Collaborating with ParentsWe value communication with parents and aim for children to receive consistent messages at home and at school We keep parents aware of what is happening in the classroom on a daily basis to stimulate conversations at home, and provide students with new ideas and points of view to consider Parenting workshops and opportunities for learning are an extension of the classroom learning and support a high level of partnership between home and school

AssessmentStudents are assessed on an ongoing basis to ensure conceptual understanding and skill acquisition that is consistent with the learning goals at each grade level Assessment takes many forms including class participation, assignments, presentations, questions, answers and projects These considerations inform future studies and areas of focus Students learn to assess their own progress by engaging in a process of goal setting and reflection in conjunction with their teachers

Critical ThinkingAn essential habit of the mind that is encouraged and practiced at the school is the ability to think critically This involves developing a sense of patience before rushing to judgment, the willingness to consider alternative ideas and opinions, seeking evidence and new information, and being reflective about one’s own thoughts and ideas

Lifelong LearningOn a daily basis, children see staff and faculty modeling a commitment to lifelong learning Teachers participate in professional development opportunities throughout the year They also demonstrate a quest for knowledge by exploring ideas together with students, and bringing in resources to inform and support new ideas

Student EffortStudents are encouraged to bring forth their best effort in all of the work they do Teachers work to build students’ beliefs in their own capacities to learn successfully and their understandings of the relationship between effort and success Teachers learn the particular strengths and challenges of individual students and challenge and support them appropriately

Student AgencyChildren at the school are encouraged to embrace and express their own agency as they learn to interact with others and with their surroundings The sense of empowerment is encouraged by the adults in the community who believe in young people’s ability to share perspectives and opinions, enjoy rights as members of the community and exercise choice in their academic work

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Child’s Play and CreativityThe work of children is play and the daily and weekly schedule is developed to encourage opportunities for children to play, whether independently, with peers or in mixed-age settings The opportunity to engage in creative play assists with brain development, sparks imagination, and infuses the school with joy

Derech Eretz and Character EducationRespect at Beit Rabban Day School goes beyond the ethical virtue; it is an essential foundation for positive relationships, learning, and functioning as a community Time is taken to ensure a high level of mutual respect, kindness, empathy and other behavioral characteristics that reflect our most essential Jewish and human values

Intentionally NondenominationalAs an intentionally non-denominational community, the school allows for a range of families with diverse practices to be full participants in the school community While shared space and calendar is shaped by Halacha, the school does not have a religious agenda or a set of outcomes it hopes will extend into the home lives of our families It is an environment that encourages individuals to share how they build their Jewish lives, to consider the motivations, beliefs, and practices of others, and that places a premium on nonjudgmental discourse and appreciative tolerance

ThE GuidinG PrinCiPlES of JEwiSh STudiES AT bEiT rAbbAn dAy SChoolJewish learning is at the heart of all day school education, particularly at Beit Rabban Beit Rabban Day School is an entrepreneurial space for the encounter between young people and the Jewish canon of texts, ideas and values and our distinctive approach is informed by the rich diversity of our families and faculty Tremendous attention is paid to this encounter as educators shape the learning for their students

The following principles guide the teaching of Jewish studies at Beit Rabban:

• Beit Rabban affirms the centrality of Torah and Torah-inspired text and thought and the incontrovertible centricity of lifelong text study in living a Jewish life and developing a confident Jewish identity

• Beit Rabban equally affirms the centrality of Hebrew as both the language of Jewish dialogue and discourse across the centuries and, reinvigorated, as the living language of the nation of Israel In this regard, Beit Rabban affirms the quintessential importance of providing children with a command of the language and literacy skills of Classical, Mishnaic and Contemporary Hebrew that will empower them to analyze and understand Jewish texts and enable them to ground the reasons for our beliefs and practices in those texts

• Beit Rabban aspires to instill in its faculty, students, and curriculum the spirit of the mishnaic epigram לא בה“ כ ה, ד ה והפך ב ג אומר, הפך ב ג ב ן ב Ben Bag) ”...בBag used to say, “Turn it, and turn it, for everything is in it. Reflect on it and grow old and gray with it. Don’t turn from it, for nothing is better than it.”) In order to fulfill the precept of Ben Bag Bag, we at Beit Rabban hold that Torah is to be studied slowly We read it over and over again, each time looking for new meaning in its nuances The process involves more than just reading the words of a text, however: it involves reflection and interaction with the text. The ongoing encounter with the text

gives each of us an opportunity to renew ourselves and to grow as individuals, even as it strengthens our communal connections to one another

• Beit Rabban recognizes the serious concerns of choosing curriculum and determining religious standards within a school that welcomes the challenges of educating a variety of committed Jewish families who approach Jewish texts and practices from multiple perspectives These concerns are always represented in our pedagogical thoughts, conversations, and decisions regarding Jewish Studies curriculum and school philosophy and practice

• Beit Rabban recognizes the importance of fostering respectful but free-spirited inquiry and of encouraging students to respond to authoritative texts, teachers, and to each other with creativity, conscience, and critical intelligence Such freedom of inquiry is designed itself to foster Torah study as a lifelong commitment with a confidence that is not reliant on translation and that validates a student’s ability to add her or his own understanding to that of the great interpreters throughout Jewish history

• Beit Rabban recognizes the importance of helping children to acquire skills and understandings across the curriculum in a classroom environment modeled upon millennia-old traditions of Torah study, such as Hevrutah partnership learning and in activities, projects, multimedia experiences, technology tools, and open explorations

• Beit Rabban chooses at times to privilege depth of study over breadth of study, at the same time debating the impact this may have on curricular choices Questions of a) the cost of thoughtful drilling down versus broad coverage of content, b) of sometimes making a deliberate judgment to sacrifice quantity of learning for quality of learning, c) of choosing to use intentional guided summary to minimize gaps in knowledge, such questions are always part of curriculum decision-making at Beit Rabban

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The Educational Principles of Practice at Beit Rabban Day School

• Beit Rabban understands a Day School to be an organic unity within whose walls children learn to live as whole beings whose Jewish identity is evidenced by mastery of Jewish text study and participation in religious practices, at the same time, is intrinsically bound up with their intellectual, spiritual, and social-emotional growth, their studies

in the liberal arts and sciences, and their positive participation in society at large Accordingly, Beit Rabban’s Jewish Studies Curriculum and goals are intrinsically interwoven into the school’s overall curricular and co-curricular course of General and Jewish Studies.

Art

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The Guiding Principles of Jewish Studies at Beit Rabban Day School

PhilosophyPhilosophyAt Beit Rabban Day School, art is incorporated into the curriculum as a discrete subject for study and engagement as well as a practice integrated into other curricular areas The goals of the art program are to build understanding and appreciation of a variety of means of artistic expression, to explore individual interests and talents in these genres, and to build community through shared artistic projects In the art program, students learn to study works of art and to explore, design, and create their own; they gain sensory experiences provided by a wide range of art materials including paint, clay, pastels, blocks, cardboard, and paper Students learn about and create many different visual forms, including paint,

collage, sculpture, woodwork and mosaic Through their exposure to and interpretation of visual art students learn to construct meaning about artistic expression and to communicate their individual thoughts, opinions, emotions and ideas in the creation of their own art Additionally, art is an important component of other curricular areas as well, where it becomes an experiential means of interpreting concepts, deepening understanding, and representing learning Beit Rabban graduates are well-versed in artistic ideas, forms and techniques and well-prepared to be intelligent consumers and producers of artistic media

MethodologyIn the Gan, children are exposed to a range of art materials each day The materials are available for open exploration, where children are focused on the process of using the materials and are free to create their own unique and original pieces This approach encourages creativity and allows children to express themselves through their art

In the Kevutzot, students have the opportunity to work with an art specialist once each week Art lessons are conducted in Hebrew and include learning about art as well as partaking in the creation of art Art is also incorporated into other curricular areas as an important learning tool

AssessmentStudents are assessed through teachers’ observation of their work Teachers provide feedback and instruction as

children continue to produce pieces throughout the year

BRDS in Action

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ArtBeit Rabban Day School Curriculum Guide

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GAn Early Childhood Center

Outcomes• Students explore art in a creative way and find

inspiration all around them

• Students engage with Jewish ideas, stories, and themes and enrich their Jewish lives with joyful artistic practice

• Students become comfortable using a wide variety of artistic materials and techniques

Skills

3’s Class

• Experiment with color, line, shape, and size as well as a variety of materials including pencil, crayon, paint, glue and collage

• Express thoughts and feelings using different art media

• Learn about cause and effect through color mixing

• Develop eye-hand coordination by using art tools

• Begin to describe artwork

4’s Class

• Continue to experiment with color, line, shape, and size in art pieces

• Develop increased fine motor control by using various art tools

• Develop increased depth in thinking about content and form within a painting

• Develop awareness of position in space of two and three dimensional art projects

• Develop vocabulary around different art media

• Expand ability to describe artwork

Content

3’s and 4’s Classes

• Easel Exploration: Children create and represent ideas on large easel paper using a variety of artistic media Children paint by themselves or collaboratively

• Art During Explorations: Each day different art media are available for exploration including drawing, painting, collage, or sculpting materials

• Rosh Chodesh Self-Portraits: Children engage in focused drawing lessons each month before drawing a portrait of themselves using mirrors and drawing tools

• Murals: Students connect with one another and build community through shared artistic experiences

• Art Studio: Once a week, children learn to use a new art material and then do focused practice of their new skill

• Art and Holidays: Children engage in art projects that reflect the symbols and essence of Jewish and American holidays

• Art and Interdisciplinary Themes: Art is used as a tool for exploring concepts in interdisciplinary study units Children use art to record their observations, reflect on their experiences, and represent their learning

PrimAry Kindergarten-Second Grade

Outcomes• Students discover what inspires them and learn

about the beauty of the world and of art

• Students use art to interpret Jewish ideas and enrich their Jewish lives with joyful artistic practice

• Students become more willing to take risks in art and develop patience for the artistic process, reserving judgment, and honoring hard work

Skills

Kindergarten

• Use a variety of materials and techniques

• Explore the properties of materials such as wood, paper and fabric

• Arrange shapes in different ways and learn about symmetry and pattern

• Develop fine motor skills through accurate cutting

• Mix colors and create palettes to show different feelings and ideas

• Explore different elements of drawing such as variations in line quality, which will enable children to create their desired shapes

First Grade

• Create shapes in drawing and cutting with more accuracy

• Explore how to arrange a variety of collage materials, including paper, fabric and wood

• Use papier mache, clay and recycled materials to build sculptures that are complex in size and form

• Mix colors, create shapes, and fill them accurately with paint

• Explore the connection between the written word, stories and drawing, enhancing skills in both literacy and art

Content

Kindergarten

• Holidays: Students create work that relates to the celebration of Jewish and American holidays using a variety of materials

• My Self: Students use different artistic means to represent themselves including a sculpture puppet, and self-portraits made with paint and collage

• My Neighborhood: In relation to their interdisciplinary unit of study, students use drawing and construction to depict the homes, buildings and people that comprise the neighborhood

• My Family: Students use drawing and paint to represent their families

• Independent Work: Time is devoted to the development of independent works inspired by children’s own ideas, which they create in their own sketchbooks

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Content

First Grade

• Holidays: Students create work that relates to the celebration of Jewish and American holidays using a variety of materials

• My Home: Students explore the theme of home and family extensively through construction and painting

• New York City: In relation to their interdisciplinary unit of study, students use construction, paint and collage to work on a project related to New York City This project will be inspired by the interests of the children

• My City: Students will be exposed to artists who were interested in the theme of the city in general and New York in particular They will use printmaking and collage to explore themes related to New York City and its vibrant cultures


Skills

Second Grade

• Create symbols, basic characters, and shapes representing objects with straight or curved edges

• Mix collages of paper, wood and fabric with drawing and painting

• Work in tempera and watercolor, and begin working with ink

• Learn about basic color families and mix paints more proficiently

• Draw with defining features that emerge in characters, such as clothing and hair

• Continue to build sculpture with papier mache, clay and recycled materials with attention to including small details

Content

Second Grade

• Jewish Themes: Students are inspired by themes from the story of creation and explore related concepts in depth

• Light and Dark: Students explore the way light reflects off mirrors and breaks into prisms, and create a related paint project They also study how light passes through colorful panes of glass in stained-glass windows

• Earth and Water: Students learn about the characteristics of land and sea animals and draw an imaginary hybrid creature and its habitat They learn about maps and draw and paint their own maps of an imaginary world

• Creation of Animals and Fish: Students learn about African culture and masks, and construct their own depictions of animal masks based on this learning

• B’Tzelem Elohim (in the image of God): In relation to their Torah and interdisciplinary studies, students use printmaking and drawing to represent people from different cultures around the world


inTErmEdiATE third Grade-Fifth Grade

Outcomes• Students develop skill and technique using a variety

of materials to achieve desired effects

• Students use art to interpret Jewish ideas and enrich their Jewish lives with joyful artistic practice

• Students become more willing to take risks in art and develop patience for the artistic process, reserving judgment, and honoring hard work

Skills

third Grade

• Create more elaborate and detailed scenes that show multiple characters, interesting actions, reflect feelings or tell a story

• Select materials for collage carefully, cut shapes of various sizes with proficiency

• Arrange a series of shapes together to form a unique composition

• Recognize how artists use color to achieve different effects

• Use a range of materials including pen, pencil, ink, marker, pastel, chalk, charcoal, watercolor and tempera

• Begin to depict 3-dimensional space on a flat plane

Content

third Grade

• Jewish Themes: Students are inspired by themes from the story of creation and explore related concepts in depth

• Light and Dark: Students explore the way light reflects off mirrors and breaks into prisms, and create a related paint project They also study how light passes through colorful panes of glass in stained-glass windows

• Geography, Mapping and Exploration of the World: Students use maps in a variety of ways, including painting on maps, storyboarding, and creating a geographical map of a mythical world

• Native American Culture: Students learn about style and themes in a variety of Native American art pieces and construct masks based on this learning

• Independent Work: In addition to work in their sketchbooks, students are encouraged to do independent work around a subject that they select

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Skills

Fourth Grade

• Select collage materials carefully and make informed choices, considering different angles and adapting composition to the desired effect

• Use tempera, watercolor and ink and experiment with stenciling

• Notice the way paint dries in transparent layers and experiment with washes

• Use black and white and complementary colors to lighten or darken work for contrast and for expressive effect

• Use a range of drawing materials, including pencil, pen, chalk, charcoal, and pastel

• Develop more complex and lifelike constructions

Fifth Grade

• Practice depicting figures in motion, and from different angles such as in profile

• Make informed decisions about which materials to select for work

• Address the whole picture plane and draw freely from a wide variety of choices in terms of color, gesture and style

• Construct more complex compositions, which may be narrative, abstract, expressive, observational, and more

• Use collage as a means of thinking through compositions and choosing the angles at which they will construct space within the picture plane

Content

Fourth and Fifth Grade

• Jewish Themes: Students focus on the theme of identity and difference – standing up for ourselves and others, and working toward freedom and equality Students consider their work in the context of how it might affect the school community, the wider Jewish community, Israel and communities around the world

• Creation and Transformation: students work on a project that involves transforming an object into something different using a variety of artistic media They draw inspiration from artists, Jewish texts, literature and poetry

• Native American Culture: Students learn about style and themes in a variety of Native American art pieces and will construct masks based on this learning

• Art of Tikkun Olam: Students are introduced to contemporary artists who use their work to bring social change, including street art, stenciling and graffiti They learn about art that emphasizes the equality of people of color in the United States and the use of silhouettes, collage and digital media to promote change Students learn about how working together on art may change a community for the better

• Independent Work: In addition to work in their sketchbooks, students are encouraged to do independent work around a subject that they select

• Immigration (Fifth grade only): Students engage in learning about the personal narratives of immigrants and create individual and small-team projects reflecting the lives and journeys of immigrants to the United States

EnGliSh lAnGuAGE ArtS

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PhilosophyThe goal of the English Language Arts program at Beit Rabban Day School is to help children develop the skills they need to listen, speak, read, and write effectively At Beit Rabban, we create an atmosphere that promotes a love of reading and writing and that excites children about literacy from an early age Students are surrounded by a literacy-rich environment and participate in many different kinds of classroom experiences, including whole group, small group and individual instruction In our Gan classes the children are engaged in literacy throughout the day with songs, stories, games, and a variety of creative activities As the children move into elementary school, we employ a balanced literacy approach, which incorporates explicit skill instruction in reading, writing and word study with the use of authentic texts As they get older, students participate in more direct forms of

instruction using a workshop model of mini-lessons followed by independent practice Students engage in intensive partner work, sharing feedback with each other in the process of reading and in the crafting and revision of written work In units that gradually increase in complexity and depth, students learn to be critical readers of different genres in fiction and non-fiction, such as poetry, realistic fiction, fantasy, history, biography and informational texts Recognizing that the siddur and Chumash are also literary texts, students reinforce their critical reading skills in their encounters with these texts as well Students learn to be coherent writers in a range of genres as well, including personal narrative, persuasive essay, literary essay, poetry and memoir Beit Rabban graduates are sophisticated readers and writers, well-prepared for the more complex demands of literacy in middle school and beyond

MethodologyOur youngest students are surrounded by books, stories and songs that are seamlessly incorporated into the daily activities of the class They begin to explore the connection between the spoken and written word by dictating “News and Stories,” playing with literacy manipulatives and listening to books read aloud on a regular basis

In our primary grades, we employ a balanced literacy model Balanced literacy provides students with many different experiences such as interactive read-alouds, shared reading, guided reading, writing, and word

study, which all help students build the skills they need to become independent readers and writers During workshops based on Teacher’s College Reader’s and Writer’s Workshop Curriculum, teachers present and model skills, then students practice those skills independently, with partners, or in small groups

Students in intermediate grades continue to receive explicit instruction for building strong literacy skills They analyze more sophisticated texts for deeper meaning and use texts as a means of gaining information

Philosophy

AssessmentLiteracy assessment in the Gan happens through formal and informal observations throughout the year of the children participating in a range of literacy activities

Assessment in Kevutzot occurs on an ongoing basis where student work, participation in lessons and reflection help determine the next steps for each child Teachers conduct one on one reading assessments to determine the appropriate reading level for each student three times during the year We use the Fountas and Pinnell Benchmark Assessment System which allows us to track progress along a continuum of decoding and comprehension skills These

assessments provide a natural opportunity for children to reflect on and take pride in their progress

Writing is assessed for content and the incorporation of conventions such as spelling and punctuation by a close analysis of selected writing assignments Teachers conference with students individually and provide them with feedback throughout the writing process Students learn to self-assess using rubrics and checklists during the editing process They publish several writing pieces every semester, each serving as evidence of the learning that occurred

BRDS in Action

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English Language ArtsBeit Rabban Day School Curriculum Guide

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Outcomes• Students develop a love of reading and writing and

enjoy books from many genres

• Students communicate effectively

• Students learn the connection between their ideas, their words, and the spoken and written word

Skills

3’s Class

• Recognize and begin to form some letters in the alphabet

• Identify one’s own name

• Dictate stories to be written down by teachers

• Rhyme words

4’s Class

• Recognize most of the letters of the alphabet, practice forming letters, and recognize words written around the classroom and on the daily schedule

• Listen and understand when people speak or read and converse about books

• Begin relating letters to sounds and begin to sound out words in writing

Contents

3’s Class

• Expose students to many different kinds of books

• Use songs and stories to teach letters and sounds

• Begin to write news and stories on a regular basis

• Communicate with peers and grownups through play and class conversations

4’s Class

• Use alphabet manipulatives to build pre-literacy skills

• Learn letter-sound correspondence through rhyming games, songs, stories, and literacy manipulatives

• Develop increasingly complex news and stories

• Use books to develop reading comprehension skills


Outcomes• Students gain independence in reading fiction and

nonfiction

• Students learn the conventions of writing including punctuation and spelling

• Students comprehend texts and make connections between the text and their own experiences, other texts, and the world

Skills

Kindergarten

• Read and understand books between levels A and C

• Develop letter-sound correspondence; stretching out words to hear all the sounds in a word

• Recognize sight words, learn to use picture cues and context cues in reading, practice rhyming, and create word families

• Learn to create spacing between words when writing

• Begin learning short and long vowel sounds

• Discuss books, make predictions and inferences, ask questions, and analyze characters

• Engage in the writing process including adding details to stories, editing, and revising

First Grade

• Read and understand books between levels B and I

• Set reading goals, build up stamina, use strategies to tackle difficult words, use context clues to figure out meaning in reading

• Learn to talk about books with friends and teachers

• Write with proper sequence and flow, punctuation, upper and lowercase letters, and full sentences

• Use checklists to edit and revise writing

Contents

Kindergarten

• Use independent and group games to develop skills for solving words

• Introduce reading books: how a book works, sentence structure, and reading with punctuation

• Build writing stamina

• Write and begin to revise and “publish” stories

• Write fiction stories and non-fiction stories such as “How-to” books and persuasive writing pieces

• Write about an experience using memory and describing “small moments” in writing

• Begin partner work to improve writing stories

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Contents

First Grade

• Study characters in books in depth, i e talk about characters feelings and development

• Study non-fiction text structures and features

• Write fictional stories

• Learn how to develop opinion and argument writing

• Read as part of a group in book clubs

Skills

Second Grade

• Read and understand books between levels H and M

• Learn to choose “just right books,” and read them with expression, use strategies for tackling challenging words

• Build reading stamina

• Include details and descriptive language in writing

• Build comprehension by monitoring for meaning while reading, recognizing elements of a story, generate questions about texts

• Plan and complete writing pieces using outlines, drafts, edits, and revisions

• Write with spelling rules and patterns, correct tenses and sentence structure

Contents

Second Grade

• Discuss challenges characters face in texts by engaging in an in-depth character study of a character in an appropriately leveled book

• Engage in an author study and compare and contrast books by that author

• Learn about various features of non-fiction text and think about what can be learned from non-fiction books

• Recognize problems and solutions as part of story structure

• Write personal narratives, “How to” guides, fictional stories


Outcomes• Students gain stamina in their reading and engage

in meaningful discussions about books

• Students generate and develop their own ideas for writing, use richer and more extensive language

in writing, and engage in the revision and editing process

• Students read a variety of genres including fiction, non-fiction, historical fiction, and news

Skills

third Grade

• Read and understand books between levels L and P

• Identify central problems, solutions, main ideas and supporting details in fiction and non-fiction passages

• Engage more fully in the writing process with increasing emphasis on drafting and revising work

Fourth Grade

• Read and understand books between levels O and T

• Study characters and make connections between characters and oneself, learn to apply lessons from books to one’s own life

• Envision, predict, and infer feelings and traits of characters

• Organize information from non-fiction texts into important subtopics

• Learn the value of organization in writing, gather evidence to support writing, and express opinions in writing

Content

third Grade

• Build a reading life: set reading goals, read for longer periods of time, and talk to other students about books

• Study characters in books

• Read non-fiction texts and explain the topic by presenting research to the class in a way that will be understood (using organizational features such as headings and subtopics)

• Write in a wide variety of styles such as: personal narrative, persuasive paragraph, fairy tale, and historical fiction

Fourth Grade

• Build a reading life: set reading goals, read for longer periods of time, and develop skills in working with partners to understand books in depth

• Discuss characters in books in depth through character studies

• Read non-fiction, identify main ideas across a whole book and present research to the class

• Write in a wide variety of styles such as: personal narrative, personal essay, realistic fiction, and historical fiction

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Skills

Fifth Grade

• Read and understand books between levels S and W

• Understand oneself as a reader and create reading goals

• Build the ability to discuss reading with a partner and group

• Generate ideas for writing, build stamina in writing, use varied and larger vocabulary, learn to write introductions and conclusions

Content

Fifth Grade

• Read and understand news and current events, higher level fiction texts, historical fiction, non-fiction, and poetry

• Write in multiple styles such as: personal narrative, persuasive writing, book reviews, writing about reading, historical research, and reflective writing

• Participate in a book club

ModErn hEbrEw

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PhilosophyHebrew is a core component of the curriculum at Beit Rabban Our goals are to foster among students a positive emotional connection with the language of Israel and the Jewish people, and to develop skills in oral and written communication, so that students become confident and proficient practitioners of the language We emphasize Hebrew language facility in order for students to be conversant in the texts of the Jewish people, committed to Jewish values, concepts and peoplehood, and connected to contemporary Israeli life and culture To be most effective in the teaching of Modern Hebrew, we use a Proficiency Approach, which emphasizes the immediate surroundings of the students and their functional ability in the language Hebrew periods are conducted exclusively in Hebrew and emphasize listening, speaking, reading and writing skills In addition, Hebrew is used as a tool for instruction throughout the day in conversations, routines, and directions, as well as in art, music, and physical education classes We use a variety of curricular materials and resources to support language instruction including innovative games and activities, music, dance, drama,

leveled readers and workbooks, computer programs and video In second grade students are introduced to explicit instruction of the structures of Biblical Hebrew in order to facilitate independent study of Biblical and Rabbinic Hebrew texts (for more, see the section on Torah) As students become more proficient in Hebrew thought and expression, we help scaffold conversations with direct instruction in the language of discourse necessary for conversing about the text in Hebrew As Hebrew is a vessel for much of our tradition, we also teach the skills necessary to access the Hebrew in the Siddur, Chumash, and the language of rabbinic literature In those settings, we provide instruction in how to analyze and decipher the meaning of the verbs and forms the students encounter as they arise in their studies In this way, our students are given the tools they need to understand the text before them, as well as those they will encounter down the road Beit Rabban graduates are successful consumers of Hebrew texts and Israeli culture, and are well-equipped for future Hebrew and Judaic studies and for interacting with Hebrew speakers in Israel and abroad

MethodologyOur unique model integrates Hebrew into many different subject areas throughout the day Our teachers are comfortable speaking both English and Hebrew and expose students to authentic speech that pertains to regular classroom activities in addition to dedicated time for Hebrew instruction

Hebrew instruction times include structured activities that promote language production by using the Proficiency Model Our youngest students explore themes and experience Hebrew through active language processing, songs, stories, movement activities, cooking, art, and conversation As students get older, they work in small leveled groups based upon a continuum of language learning These groups of 2-8 students experience the

language in many different ways including listening, speaking, reading, and writing The American Council on the Teaching of Foreign Languages Guidelines provide the basis for our lessons, with specific goals, vocabulary, and abilities being refined from class to class Additionally, we strive to find organic opportunities to delve into the topics of the interdisciplinary units in Hebrew, giving our students the opportunity to discuss these new content areas in their second language Through this holistic approach we help students further develop their conversational abilities, and enrich their vocabulary through their study of these topics

As students develop their abilities they progress along a sequence from Novice, to Intermediate, to Pre-Advanced

As their Hebrew skills grow, learners experience richer and more complex language in the form of videos, poetry, plays, and stories, as well as more sophisticated conversation and discussion Students hear and use target vocabulary and phraseology in a variety of contexts including music lessons, art lessons, and instruction in physical education We strive to provide appropriate adaptations to groupings for students coming from Israel,

or who are raised in Hebrew speaking households Children that come to the school with significant language skills from home and/or from time spent living in Israel are taught in a specialized Heritage track meant to further boost their already developed language skills; the goals outlined below represent a trajectory for non-Native Hebrew speakers

AssessmentStudents are assessed in their development on an ongoing basis by members of our staff The instructors use each lesson as an opportunity to monitor student development, and use those observations to guide future learning and design activities to help support or challenge students as needed Additionally, the Director of Hebrew Language meets with students on a regular basis to assess

the students’ abilities in all four skill areas: Speaking, Understanding, Reading, and Writing Each student is assessed according to ACTFL (American Council on the Teaching of Foreign Languages) proficiency guidelines, and the results of the assessment are shared with their teachers and parents

BRDS in Action

Philosophy

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Modern HebrewBeit Rabban Day School Curriculum Guide

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Outcomes• Students develop understanding and speaking

abilities related to their lives through daily exposure

• Students develop a love for Hebrew literature and song, and pride for understanding the language of our people

• Students understand and respond to Hebrew language about select topics including family, shapes, food, etc

Skills

3’s Class

• Understand and respond to instructions and questions related to units studied

• Build a repertoire of songs and phrases

• Attain vocabulary related to Jewish rituals, including Tefilah, holidays, and Shabbat

4’s Class

• Begin to recognize and name Hebrew letters

• Begin to differentiate grammatical basics such as singular and plural, masculine and feminine

Content

3’s Class

• Daily natural speech and songs for routines including welcome, clean-up, line-up and goodbye

• Routine activities including daily snack and weekly challah baking

• Chalav U’dvash curriculum books and activities

• Modern and classic storybooks play a prominent role in introducing students to Hebrew in an engaging manner

• Interactive units of study around classroom objects, colors, weather, clothing, body parts, and food

4’s Class

• Expand vocabulary to include one’s self and surroundings, family members, animals, transportation, shapes, and counting


Outcomes• Students learn to read and write, and extend their

abilities to speak and understand

• Students begin to use the language creatively,

emerging from learned phrases to naturally expressing oneself

• Students learn to write in block form and in script

Skills

Kindergarten

• Identify and produce all the letters of the aleph-bet

• Learn pre-literacy skills, such as directionality, understanding of vowels, etc

• Begin to read and write isolated words and learned phrases

First Grade

• Read and write in script using vowels, with a focus on connecting syllables, accurate pronunciation, as well as fluency of reading

• Expand vocabulary and ability for self-expression and description

• Grammatical skills including prepositions, pronouns, plural, etc

Content

Kindergarten

• Daily natural speech and songs for routines, games, and play

• The Nitzanim and Chalav U’dvash curricula provide Hebrew anchor texts and are used in addition to modern Israeli storybooks and songs

• The Nitzanim shel Ottiot program is implemented for practicing the shape and sound of each letter

• Language connected to class interdisciplinary studies including the neighborhood, and plants and food through storybooks, songs, and conversations in Hebrew about the topics

First Grade

• Daily natural speech and songs for routines, games, and play

• Multimedia including video, songs and games

• Curricula with the experiences of a child as a central motif including the Nitzanim Level II curriculum set of storybooks and workbooks, and the Chaverim B’ivrit Level 1 curriculum

• Modern literature of Israeli writers such as Leah Goldberg, Paul Kor, Rinat Hoper, Miriam Roth, Mirik Snir, and many more Language connected to class interdisciplinary studies including New York City and the natural world, such as the water systems and rain cycle Students experience these topics in Hebrew through songs, videos, and storybooks

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Skills

Second Grade

• Use more complex grammatical structures which allow students to describe themselves and others in present and past tenses

• Begin to be creative with the language using

learned structures

• Ability to narrate in complex sentences

• Ability to read and understand increasingly long and complex texts

Content

Second Grade

• Increasingly complex texts in Modern Hebrew literature, including simple poems, and blocks of text

• Storybooks designed for building reading comprehension from the Nitzanim Level III series, as well as other anthologies of Hebrew literature

• Continued study of ways to describe themselves and their immediate surroundings using the Chaverim B’Ivrit Level II Curriculum

• Acquire Hebrew language connected to class interdisciplinary studies including the animals in connection with the creation of the world, and the rich songs and stories related to communities around the world


Outcomes• Students read and write texts that are multiple

paragraphs in length, and understand opinions in verbal and textual form

• Students are able to express an opinion and explain

it with reasoning and/or evidence from a text

• Students initiate conversations and speak with others about their plans, activities, and interests

Skills

intermediate low

• Use past tense to describe experiences

• Speak in a string of sentences, and use complex sentences

• Describe the basic storyline of a short story

intermediate Mid

• Review a short story for content elements such as character, setting, conflict, etc

• Use the verb + infinitive construct and third person

• Communicate ideas through writing including simple letters and brief summaries

• Begin to narrate using time and tense cues

intermediate high

• Interpret and use present, past and sometimes future tense of most regular verbs

• Comprehend narrative texts such as short stories and informative texts such as advertisements, notes, and messages with increasing independence

Content

intermediate low

• A combination of resources – poems, narratives, songs 3-5 sentences in length on topics related to the students’ lives

• Focus on grammatical forms such as the infinitive and prepositions that allow for more complex speech and writing

• Language and experiences connected to ongoing classroom studies

intermediate Mid

• Read increasingly longer blocks of text from various sources – newspapers, poems, workbooks, videos, and songs

• Participate in discourse around personal experiences, interests, texts and related studies

• Ability to answer questions related to comprehension in full sentences using correct grammar

intermediate high

• Discourse on a variety of topics related to the experiences of the students, as well as popular Israeli culture including age appropriate television shows, music, poems, etc

• Discussion around topics connected to the broader world, research and history

• Participate in independent projects and develop presentation skills

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holidAyS And thE JEwiSh CAlEndAr

חגים ולוח השנה

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PhilosophyThe goal of the holidays and Jewish calendar curriculum at Beit Rabban Day School is to develop students who are knowledgeable about and proud of the Jewish, American and Israeli traditions and who joyfully celebrate the holidays that mark their respective calendars Holidays are exciting times of year that are characterized by personal and communal celebration and profound learning We affirm and celebrate our identities as Jews and Americans, and connect with the wider community, our ancestors, the seasons and the earth The holidays provide a framework in which to study many important concepts such as new beginnings, gratitude, community, freedom, independence, and equality, and their cyclical nature allows for deeper understandings to evolve each

year Children engage in vibrant preparations before each holiday as they learn about the meaning, stories, themes, and rituals through all means of creative expression As children get older they engage in relevant textual studies for specific holidays, such as the Haggadah of Pesach and Martin Luther King’s “I Have a Dream” speech Beit Rabban has a tradition of many school-wide holiday celebrations, such as a Thanksgiving feast and a Lag Ba’omer picnic, which foster community, school cohesion, and spirit. Beit Rabban graduates are proud carriers of Jewish and American traditions, who bring a wealth of knowledge, understanding, and creative celebration into their middle school careers and beyond

MethodologyThe primary methodology for the study of holidays and the annual calendars is through direct experience, either through the celebration of a particular holiday or in the preparation for the observance of the holiday outside of the school environment Preparations include learning the stories, symbols, themes, liturgies, rituals and songs of a holiday While key elements of a holiday are reviewed every year, each class focuses on a particular lens or angle for exploring the holiday, often thematically connected to its interdisciplinary study When holidays occur during the school day, students engage in authentic celebrations of the holiday; for example, a Tu B’Shvat seder, eating lunch in the Sukkah, singing Hallel on Chanukah However, the school chooses not to reenact celebrations outside of

their scheduled time, such as mock seders or other non-authentic experiences In addition to wanting students to appreciate authentic experiences, the school values the fact that different families will choose their own way to engage with the observance or celebration of a particular Jewish or national holiday

As students increase their ability to access primary texts, an important component of the preparation for a holiday will include exploration of primary texts, whether biblical in nature or emerging from such texts as the Constitution or the Israeli Declaration of Independence

AssessmentTeaching the Jewish holidays is a natural “spiraling curriculum,” with students building on their knowledge and understanding of each holiday, with each new year Learning is assessed through observing student discussion of holiday practices and themes, as well as through evaluating projects that students complete in preparation for each holiday For example, in the weeks leading up

to Pesach, students work on a Haggadah that reflects their learning of the foundational texts and practices of the holiday, and central themes and ideas that are appropriate for each grade level Ability to understand and recite texts such as the Ma Nishtana is measured through individual assessment

BRDS in Action

Philosophy

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Holidays and The Jewish CalendarBeit Rabban Day School Curriculum Guide

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Outcomes• Students anticipate Shabbat and holidays with

excitement and joy

• Students experience the essence of Shabbat and key holidays in their learning and preparation

• Students know narratives associated with key holidays

• Students recognize and understand the meanings of symbols associated with Shabbat and key holidays

Skills

3’s Class

• Perform the basic rituals connected with Shabbat and different holidays with support

• Demonstrate knowledge of the key ideas of Shabbat and holidays through words, music and art

• Distinguish between the Jewish and secular calendars

4’s Class

• Perform the basic rituals connected with Shabbat and different holidays

• Demonstrate knowledge of the key ideas of Shabbat and holidays through words, music and art

• Distinguish between the Jewish and secular calendars and match holidays with their seasons

Content

3’s Class

• Liturgy, blessings, narratives, observances and songs associated with Shabbat and holidays

• Symbols associated with major holidays in the Jewish, American and Israeli calendar

4’s Class


• Symbols associated with major holidays in the Jewish, American and Israeli calendar

• Biblical and rabbinic texts associated with Shabbat and holidays


Outcomes• Students understand that holidays connect us to

different groups of people and may have religious and/or cultural significance

• Students recognize that the calendar is cyclical and there is value in annual recognition and celebration

• Students know when key holidays occur

• Students appreciate that Shabbat and the holidays of the Jewish, American and Israeli calendars

emerge from specific texts or historical events and can articulate the events or narratives that are connected to each holiday

• Students can participate in the rituals and observances of Shabbat and key holidays

• Students respect that different cultures, and even individuals within a culture, may choose to observe a holiday in different ways

Skills

Kindergarten

• Know the months of the Hebrew calendar and which holidays are in which months

• Perform rituals and blessings connected with Shabbat and different holidays

• Match selected names of people, events, symbols and practices to Shabbat and appropriate key holidays

• Discuss previously learned material regarding holidays, share family traditions, and pose questions that pertain to holiday concepts or traditions

• Express curiosity about different traditions for practice among the community

First Grade

• Know the months of the Hebrew calendar and which holidays are in which months

• Perform rituals and blessings connected with Shabbat and different holidays

• Match selected names of people, events, symbols

and practices to Shabbat and appropriate key holidays


• Express curiosity about different traditions for practice among the community

Second Grade

• Know dates of key holidays

• Perform rituals and blessings connected with Shabbat and different holidays, including evening and daytime Kiddush

• Name people, events, symbols and practices associated with Shabbat and key holidays


• Compare different traditions for practice among the community

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Content

Kindergarten

• Months of the Hebrew calendar


• Biblical and rabbinic sources for Shabbat and holidays

• Deeper exploration of the following:

• Yamim Noraim - shofar, book of Jonah

• Sukkot - rain

• Chanukah - lighting the chanukiah

• Purim - 4 mitzvot of Purim

• Pesach - foods and their symbolic meanings, asking good questions

• Shavuot - story of Matan Torah

First Grade





• Yamim Noraim - symbolic foods, symbolism of fasting

• Sukkot - Israelites in the desert

• Chanukah - story of Chanukah

• Purim - literary study of characters in Megillat Esther

• Pesach - narrative of Yetziat Mitzrayim

• Shavuot - Megillat Ruth

Second Grade





• Yamim Noraim - God as parent/ruler (אבינו מלכנו)

• Sukkot - Arba'at Haminim

• Chanukah - miracles, light/dark

• Purim - ונהפך הוא - reversals and opposites

• Pesach - customs of Jews around the world, דיינו

• Shavuot - Ten Commandments


Outcomes• Students gain appreciation for the way that nature

and agriculture figured prominently in the lives of our ancestors and inform many of the rituals practiced today

• Students recognize that we are fortunate to live in a time and place where we are free to celebrate holidays as we choose

• Students engage in curious and respectful dialogue about the different ways that they and their peers celebrate Shabbat and Jewish holidays

• Students can name the people and events that are

associated with Shabbat and key holidays

• Students are fluent in the rituals and observances of Shabbat and key holidays

• Students think deeply about the themes and values that are central to the various holidays found in the Jewish, American and Israeli calendars

• Students study textual sources for Shabbat and key holidays as a basis for their understanding of the holiday, particularly distinguishing between major and minor Jewish holidays

Skills

third Grade

• Know dates of key holidays

• Perform rituals and blessings connected with Shabbat and different holidays, including selections of liturgy


• Compare different traditions for practice among the community

• Distinguish between major and minor holidays; those mentioned in the Torah and those that are not

• Examine the themes and more abstract concepts central to the various holidays

Fourth Grade

• Perform rituals and blessings connected with Shabbat and different holidays, including selections of liturgy

• Compare different traditions for practice among communities around the world


• Examine the themes and more abstract concepts central to the various holidays

• Study texts as basis for understanding Shabbat and holidays

Fifth Grade

• Confidently perform rituals and blessings connected with Shabbat and different holidays, including selections of liturgy

• Compare and contrast different traditions for practice among communities around the world


• Examine the themes and more abstract concepts central to the various holidays and draw thematic connections between holidays

• Reflect on historical evolution of key holidays

• Study texts as basis for understanding Shabbat and holidays

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Content

third Grade



• Art, literature, and other forms of expression regarding the holiday cycle


• Yamim Noraim - process of doing teshuvah

• Sukkot - farming, harvest, gratitude, joy

• Chanukah - religious freedom

• Purim - masks, secret/revealed identities

• Pesach - agricultural focus - spring, barley harvest, chametz/matzah

• Shavuot - agricultural focus - bikkurim, wheat harvest, pe'ah/leket in Megillat Ruth

Fourth Grade





• Yamim Noraim - Shofar, וידוי

• Sukkot - Ushpizin

• Chanukah - the miracle of Chanukah, על הנסים

• Purim - hidden miracles, על הנסים

• Pesach - 4 children, personalizing freedom (בכל (דור ודור

• Shavuot - Role of Torah in our lives

Fifth Grade





• Yamim Noraim - מלכויות, שופרות, זכרונות, כל נדרי

• Sukkot - permanent/temporary

• Chanukah - publicizing the miracle

• Purim - 4 mitzvot of Purim, focus on mishloach manot and matanot la'evyonim

• Pesach - slavery and freedom, 2 versions of moving from degradation to praise

• Shavuot - Megillat Ruth - journeys and new identities

iSrAEl EnGAGEMEntPeoPle, land & State

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PhilosophyFrom an early age, students at Beit Rabban Day School are exposed to affective experiences, content knowledge and texts that build a relationship between the individual and the shared experiences of the Jewish people This includes an introduction to elements of Jewish history and collective memory, encounters with traditions and cultures of Jewish communities around the world, attachment to the land of Israel, and opportunities to build a relationship to the modern Jewish state Our approach is designed to create an emotional attachment to other Jews and to the physical center of the Jewish people, as well as to build up a foundation of knowledge related to the historical past and the contemporary reality of the Jewish people To accomplish this, our curriculum accounts for the study of specific themes related to the people and the land, for school-wide programming and celebrations, and for integration of these concepts in other curricular areas Each year students deepen their knowledge and understanding through their ongoing study of the annual holiday cycle, which links Jewish

history with contemporary practice Students participate in intensive Hebrew learning experiences and are exposed to Israeli audio and visual media as another important means of connecting with the culture of Israel and with the Jewish people They also have the opportunity to focus on popular Israeli culture through songs and games in our music, physical education, and art programs In addition, opportunities are sought out within other curricular realms to connect content and students to other Jews and to Israel Teachers help students surface connections to the land and people through tefillah and Torah studies, as well as in their interdisciplinary study units Our community provides another critical component to our curriculum Students are exposed to the stories, ideas, and traditions of their peers, parents, and teachers This allows the relationship to Israel and the Jewish people to emerge in an organic, personalized, and authentic manner, inviting the students to embark on their own Jewish journeys that connect them to the Jewish people and to the land and state of Israel

MethodologyIsrael engagement education is carried out in four different ways: Special programs focused on the subject, as a part of the interdisciplinary studies program, through engagement with Hebrew and Jewish texts, and through interactions with children, parents and staff from Israel and Diaspora communities

The special programs are experienced either as a part of the Jewish calendar cycle, with Yom ha’Zikaron and Yom ha’Atzamut as particularly focused on Israel, and with an important role in all other Jewish holidays The interdisciplinary studies, especially those that track the social studies curriculum, provide opportunity to put the Jewish historical experience in a broader context The

Modern Hebrew language program provides extensive opportunity to expose students to Israeli culture, daily life and current events, with our technology platform capable of supporting real-time engagement with Israeli children The study of Jewish texts, whether the Bible or Birkat ha’Mazon, provide points of connection between the student, the land of Israel, and the story of the Jewish people

In addition to these curricular dimensions, ongoing exposure to students, parents and staff from Israel and other important Jewish communities provide opportunity for each student to connect with living examples of a more global Jewish community

AssessmentIsrael Engagement is assessed through observation of student participation in conversations and activities related to sessions on Jewish peoplehood, the land of Israel and the Jewish state As a part of Hebrew instruction, students also demonstrate proficiency in Israel Engagement through their ability to explain terms and

concepts reflected in Israeli culture As students develop and move towards more abstract thinking, evidence of understanding will be assessed to see how students reference themselves within the context of the Jewish people, historically and geographically as well as how they describe their relationship with the land and state of Israel

BRDS in Action

Philosophy

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Israel EngagementBeit Rabban Day School Curriculum Guide

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Outcomes• Students associate Israel and its symbols with

happiness and celebration

• Students have familiarity with popular Israeli children’s songs and begin to recognize the tune and words of Hatikva

• Students begin to learn the stories of the Bible, the Jewish people, and Israel

Skills• Understand that Hebrew is the major language

spoken by Jews in Israel and is a key language of the Jewish people

• Exposure to individual’s connections with Israel and the Jewish people through storytelling and sharing of personal experiences among peers and teachers

• Develop an emotional connection and commitment to the Jewish people and Israel

Content• Exposure to symbolic Israel: flag, map, terms

• Introduction to Hatikva and popular Israeli children’s songs

• Introduction to the idea of the Jewish people and our story, including Torah and Sippurei Tanach

• Introduction to relationships between Jewish customs and holiday rituals that connect to the land of Israel

• Exposure to the idea that Israel is a real place, with people, city, and geography


Outcomes• Students develop a greater understanding of the

geography of Israel, including the land, flora & fauna, and the people

• Students develop a sense that the story of the Jewish people is a part of their own personal narratives

• Students interact with Israeli culture through history, literature, music, and art

Skills• Connect Parashat Hashavua study to the idea of the

formation of the Jewish people on its journey to the land of Israel

• Use of Hebrew to make connections between students and the primary language of Israeli Jews and a key language connecting the Jewish people to one another and to Jewish textual tradition

Content• Continued exposure to symbolic Israel and

expansion of symbols (IDF, Menorah, Kotel, Knesset, etc )

• Expansion of repertoire of modern Israeli culture, including music, art, and pop culture

• Exposure to contemporary Israeli issues such as army, conflict, and loss in an age appropriate manner

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Israel EngagementBeit Rabban Day School Curriculum Guide

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Outcomes• Students recognize that as individuals, they are part

of the collective known as the Jewish people

• Students understand how Jewish history and life in many different places has impacted Jewish life today

• Students understand that the civilization of the

Jewish people – it’s language, religion, social structures – emerged out of the shared experience in the land of Israel and that the desire to return to Jewish sovereignty continued despite the fact that for two thousand years, the majority of the Jewish people lived in the Diaspora

Skills• Ability to share personal reflections about Israel and

Jewish people

• Describe how Jews continue to live in many different places, share many commonalities and have distinct aspects to how Jewish life is lived in their community

• Define how Israel is a Jewish and democratic state that is home to half of the world’s Jewish population as well as non-Jews

• Explain how Jews around the world engage in supporting and strengthening Israel as an ongoing act of Zionism

Content • Exposure to a wider range of Israeli culture,

including literature and art that begin to move from the symbolic to the more challenging

• Jews around the world, basic arc of Jewish history

• Deeper linkage with tefillah, birkat hamazon, and other Jewish liturgy and practices

• Understanding that different types of Jews and non-Jews live in Israel

• Exposure to challenges of Jewish people such as anti-Semitism, Shoah

• Engagement with Israeli peers through technology, joint projects

• Engagement with daily life and current events in Israel and the broader world, including exposure to conflicts and challenges

• Introduction of idea about visiting and living in Israel as something normative

• Introduction to Zionism both historically and in regard to contemporary meaning

MAth

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PhilosophyThe goal of the mathematics program at Beit Rabban Day School is to develop students who are fluent in mathematical operations and reasoning, flexible and creative problem-solvers and capable and confident practitioners Mathematical skills are fostered through a systematic spiraling curriculum that increases in complexity while reinforcing and building upon previous experiences Over the course of their studies, children learn to measure, analyze, organize, develop strategies, estimate, and calculate in a wide range of topics, from addition and subtraction of whole numbers, to multiplication and division of fractions, graphing growth patterns, and measuring triangles and other geometric shapes Children are encouraged to experiment with a range of problem-solving strategies, to become comfortable taking risks, and to be open to different approaches They engage

in a variety of structured conversations and activities to build conceptual understanding before learning more traditional algorithms for solving problems Students are provided with a variety of classroom experiences, including direct instruction, independent and cooperative work, and the use of math games and manipulative materials Topics are introduced as developmentally appropriate in keeping with the National Council of Teachers of Mathematics standards As children grow more able to extend their thinking from hands-on projects to abstract reasoning, they learn to employ concrete, pictorial, verbal, and symbolic models for problem solving Additionally, mathematical themes are integrated into other areas of the curriculum Beit Rabban graduates leave with the confidence and skills necessary to be effective mathematical problem-solvers, and ready for the more sophisticated topics of middle-school math

MethodologyIn our Gan the children are surrounded with a rich variety of math manipulatives to engage with throughout the day Children learn counting, sorting, number values, patterns and simple number combinations by using math manipulatives and classroom materials Children also learn math through songs, stories, and authentic experiences that involve number problems

As the children enter the elementary schools we use a number of different math programs to help children develop mathematical thinking and solve math problems in many creative ways Our units are rooted in curriculum and incorporate concepts from TERC Investigations, Singapore Math, Contexts for Learning, NumberTalks, and Figure It Out Math Various elements of these and other math curricula are used to provide a rich and diverse mathematical experience for children

Assessment Students are assessed in an ongoing manner through classwork, homework, sharing their thinking, and solving real world math problems For some units a math project may be analyzed for accuracy and understanding In the elementary program there is a written assessment at the end of each unit

BRDS in Action

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Outcomes• Students develop early number sense and begin to

understand the concept of numbers

• Students begin to learn geometry and spatial sense

• Students begin to experience the process of measurement, data collection and the organization and representation of information

• Students begin to learn patterns and relationships

Skills

3’s Class

• Sorting objects

• Creating graphs of information gathered

• Counting using manipulatives and songs

• Recognizing simple patterns

4’s Class

• Learning one-to-one correspondence

• Recognizing more complex patterns

• Simple addition and subtraction through word problems and manipulatives

• Counting to higher numbers

Content

3’s Class

• Exposure to a range of counting manipulatives

• Counting on the calendar, snack times, and during transitions

• Using songs that incorporate math concepts to foster mathematical awareness

4’s Class

• Counting games, songs, and manipulatives

• Working with specific manipulatives such as pattern blocks and geoboards to build skills in patterns, geometry and spatial awareness

• Using games and authentic experiences through classroom activities and holidays throughout the year to focus on one-to-one correspondence

• Using manipulatives such as counting dinosaurs and bears, links, unifix cubes, and dice to promote simple addition and subtraction


Outcomes• Students begin to understand the meaning of

numbers, one to one correspondence and counting to higher numbers

• Students begin to explore two- and three-dimensional shapes

• Students begin to engage in data analysis, and understand patterns

Skills

Kindergarten

• Develop strategies for accurately counting a set of objects by ones

• Developing strategies to solve addition and subtraction problems with small numbers

• Using manipulatives, drawings, tools, and notation to show strategies and solutions

• Understanding length and using linear units; measuring the length of an object by lining up multiple units

• Describe, identify, compare, and sort two- and three-dimensional shapes, construct two- and three-dimensional shapes

• Identify the unit of a repeating pattern, extend repeating patterns

• Sorting and classifying objects, representing data, and carrying out a data investigation

First Grade

• Developing strategies of accurately counting a set of objects by ones and by groups; developing an understanding of the magnitude and position of numbers

• Making sense of and developing strategies to solve addition and subtraction problems with small numbersfirst grade continued

• Knowing addition combinations of 10

• Explore the relationships between two- and three-dimensional shapes

• Construct, describe, and extend a repeating pattern with various structures

• Begin to design and carry out data investigation

• Understand length using linear units and measuring with standard units

Second Grade

• Count groups and understand place value

• Understand properties of addition and subtraction with totals up to 100

• Understand fractions as parts of a whole and use fraction terms and notation

• Identify, compare, and sort 2D and 3D shapes

• Describe and represent 2- and 3-element repeating patterns

• Describe and represent ratios using tables

• Sort, classify, and represent data, design and carry out a data investigation

• Measure length with standard units; represent time and calculate duration

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Content

Kindergarten

• Counting and the Number System: Hear and use the counting sequence and the number names in order in a variety of contexts, connect number names with written numbers and with the quantities they represent

• Addition and Subtraction: Develop understanding of addition and subtraction by counting, visualizing, modeling, solving, and discussing different types of problems, add or remove a small amount from a set and figure out the new amount in the set

• Measurement: Measuring through direct comparison—comparing several objects to determine the longest object and discussing important aspects of accurate measurement

• Geometry: Deepen students understanding of two-dimensional and three-dimensional shapes, identify different shapes, describe two- and three-dimensional shapes

• Patterns and Functions: Construct, describe, extend, and determine what comes next in repeating patterns, identify attributes of objects in a pattern

• Data Analysis: Identify attributes of groups of objects, determine how the objects are the same and different, and sort them into groups based on their attributes, and determine how the data might be grouped

First Grade

• Counting and Number System: Develop strategies for accurately counting a group of up to 50 objects counting both forwards and backwards

• Addition and Subtraction: Work with the idea that quantities can be composed and decomposed in different ways with repeated experience breaking a number into parts or combining parts together, and practicing adding and subtracting single digit numbers

• Geometry: Careful observation, description, and comparison of two- and three-dimensional shapes

• Patterns and Functions: Create, describe, extend, and make predictions about repeating patterns; analyze what comes next or what comes several steps ahead

• Data Analysis: Create their own representations of data collected, organizing data, and providing an image that helps them describe what the data shows

• Measurement: Develop foundation skills for accurate linear measurement and understanding how measurement tools must be lined up

Second Grade

• Counting and Number System: Counting objects by ones, twos, fives, and tens, understanding the base ten structure of the number system, two digit numbers, and even and odd groups

• Addition and Subtraction: Developing conceptual understanding of addition and subtraction problems and developing efficient strategies for solving problems

• Fractions: Understanding fractions as parts of a whole and using them to name quantities

• Geometry: Recognizing the important properties of shapes and using them to describe, sort, and compare 2D and 3D shapes

• Patterns and Functions: Exploring situations with constant ratios using pattern blocks and building cube buildings; exploring how one variable changes in relation to the other

• Data Analysis: Learning to read and analyze data using tables and graphs, designing and implementing a study that requires data collection and analysis

• Measurement: Using linear units to measure and compare the length of objects; practice naming, notating, and telling time on digital and analog clocks


Outcomes• Students increase their skills in addition and

subtraction and are able to solve more complex addition and subtraction problems

• Students develop an in depth understanding of multiplication and division

• Students explore fractions and decimals

• Students gain a deeper understanding of geometry

Skills

third Grade

• Extend knowledge of the number system to 1,000; describe, analyze, and compare strategies for adding and subtracting whole numbers; add and subtract accurately and efficiently

• Gain conceptual understanding of multiplication; develop strategies for division based on its inverse relationship with multiplication

• Understand fractions and decimal fractions as equal parts of a whole

• Use graphs and tables to represent change, describe and represent a constant rate of change, and measure temperature using thermometers

• Describe, summarize, compare, and represent data; design and carry out a data investigation

• Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and identify shapes that are not quadrilaterals

Fourth Grade

• Fluency with multiplication combinations to 12x12

• Solve multiplication problems with two-digit numbers

• Solve division problems with one- and smalltwo-digit divisors

• Adding and subtracting three- and four-digit numbers accurately and efficiently choosing from a variety of strategies

• Comparing values of fractions and decimal fractions

• Describe and represent a constant rate of change; connect tables and graphs to each other and to the situations they represent

• Organize and represent data about two groups in order to compare the groups

• Describe and measure angles, translate between two- and three-dimensional shapes

Fifth Grade

• Represent the meaning of multiplication and division

• Reasoning about numbers and their factors

• Solving multiplication problems with two- and three-digit numbers; solving division problems with two digit divisors

• Adding and subtracting accurately and efficiently; read, write, and sequence numbers to 100,000

• Work with halves, thirds, fourths, fifths, sixths, eighths, tenths, and twelfths

• Describe and represent situations in which the rate of change is not constant

• Describe major features of a set of data represented in a line plot or bar graph

• Draw conclusions about how two groups compare based on summarizing the data for each group

• Examine the characteristics of polygons, including a variety of triangles, quadrilaterals, and regular polygons

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Content

third Grade

• Addition, Subtraction, and the Number System: Understanding the base-ten number system to 1,000, learning place value of two-digit and three-digit numbers, representing numbers using standard and extended forms, solving addition and subtraction problems with two- and three-digit numbers using multiple strategies

• Multiplication and Division: Investigating the properties of multiplication and division and developing strategies for solving multiplication and division problems

• Numbers and Operations: Understanding, representing, and combining rational numbers and fractions

• Patterns, Functions, and Change: Studying situations of change in temperature, number sequences, and graphs

• Data Analysis: Collecting, representing, describing, and interpreting categorical and numerical data

• Geometry: Understand that polygons may share attributes (e g , having four sides), and that the shared attributes can define a larger category (e g , quadrilaterals)

Fourth Grade

• Multiplication and Division: Reasoning about numbers and their factors and multiples; understanding the relationship between multiplication and division; learn to fluently solve multiplication and division problems and develop problem solving strategies

• Addition, Subtraction and the Number System: Extend knowledge of the base-ten number system working with numbers up to 10,000; understanding the structure of 10,000 and how numbers are related within that structure

• Rational Numbers: Building students’ understanding of the meaning, order, and equivalencies of fractions and decimals including fractions that are greater than 1

• Patterns, Functions, and Change: Use graphs and tables to represent change and show the constant rate of change

• Data Analysis and Probability: Describe and summarize data for comparing two groups using a line plot as a tool for showing shape and distribution of a set of data

• Geometry and Measurement: Students expand their knowledge of four sided figures (quadrilaterals) and describe classes of shapes

Fifth Grade

• Multiplication and Division: Consolidate their understand of the computational strategies for multiplications; able to carry out strategies that involve breaking one or both factors apart, multiplying each part of one factor by each part of the other factor, then combining the partial products; learn ways to solve division problems fluently

• Addition, Subtraction, and the Number System: Extend knowledge of the base-ten system working with numbers in the hundred thousands and beyond; solve multistep problems with large numbers

• Rational Numbers: Understanding the relationships among fractions, decimals, and percents

• Patterns, Functions, and Change: Create tables and graphs to represent the relationship between two variables in a variety of contexts; create graphs in which the rate of change itself is changing

• Data Analysis and Probability: Compare two sets of data collected from experiments and develop questions to compare the two groups

• Geometry and Measurement: Find the measure of angles of polygons, determine the volume of three dimensional shapes, and work with area and perimeter

MuSiC

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PhilosophyMusic is incorporated into the curriculum as a discrete subject area as well as integrated into other curricular areas Our music program aims to build understanding and appreciation of music through singing, playing instruments, performing rhythms, moving to music, composing and listening Goals also include making connections between music and history, culture, and other disciplines In the music program, Gan students learn to follow rhythms and beats and use instruments to explore sound They build a repertoire of Hebrew and English songs and use music as a means of community celebration As students get older, they learn about different genres of music and the historical periods and places they come from They use critical thinking to analyze the way music is organized, and learn to identify

different styles of music Creative, hands-on engagement with musical instruments affords students the opportunity to use music as a form of self-expression and provides an environment for both peer learning and student-centered learning Students in grades 3-5 learn to play the recorder and have the opportunity to participate in a concert along with a professional orchestra at Carnegie Hall each year Music is also incorporated in community gatherings, Tefillah each morning, the study of Torah trope, in relation to studies of different cultures, and as a means of creative expression Beit Rabban graduates have a sound foundation in musical theory and practice and are well-prepared to further their musical education, within school and in the wider world

MethodologyIn the Gan, children are exposed to music throughout the day and in a music class in the afternoon once a week Students explore rhythm, learn to hear the difference between high and low notes while singing, and explore playing a range of instruments

In the Kevutzot, students also have a music class once a week as well as singing and being exposed to music throughout the day as part of various disciplines In music class students learn about various genres of music, learn about elements of music, develop music listening skills, and music composition

In the older grades students have the opportunity to learn how to play an instrument, the recorder, and have an opportunity to participate in a choir if they choose

AssessmentStudents are assessed in music through the teacher’s observation of their participation in various elements of the music class The students’ rhythm, singing, and

musical composition skills are all observed and built upon throughout each year

BRDS in Action

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Outcomes• Students will be able to sing in a group and listen to

different types of songs and musical styles

• Students will experiment with playing a wide range of instruments

• Students will begin to learn about tone, pitch, rhythm, and beat and will explore different ways to move their bodies to music

Skills


• Play a variety of different types of instruments

• Create different rhythms and beats with instruments

• Gain awareness of differences in instrument families and begin to learn the sounds of each

• Move to the beat of music and adjust body movements with changes in the music

• Notice variations in musical selections such as changes in tempo, pitch, and volume

• Begin to sing in tune and match tones as they sing with others

Content


• Listen to a range of different types of music that evoke different feelings

• Use many different instruments to experiment with sound

• Explore creative movement and dance while listening to music

• Listen to music with high/low sounds, loud/soft sounds, short/long sounds and fast/slow sounds

• Listen to songs with different musical patterns and rhythms

• Sing songs with rhymes, counting, and new vocabulary

• Learn new vocabulary connected to music

• Listen to a variety of music styles from around the world


Outcomes• Students will develop understanding of musical

elements including beat, meter, rhythm, melody

• Students will be able to improvise short musical ideas that ‘tell a story’

• Students will be able to sing in a blended and pleasant way within a group

• Students build a repertoire of classic Hebrew songs that touch on the holidays, seasons, and cycle of the year

Skills

Kindergarten

• Play percussion instruments in time to a beat

• Recognize and produce repeating rhythmic patterns

• Recognize the sounds of select instruments

• Recognize repeating motives (melodies) in music

• Sing harmoniously in a group with appropriate timing (allowing for instrumental or vocal introduction)

First Grade and Second Grade

• Interpret music using creative movement

• Identify specific musical elements: rhythm, melody, form

• Perform rhythmic patterns using voice, body movement and instruments

• Recognize the unique ways in which music tells a story

• Develop musical vocabulary

• Increase repertoire of Hebrew and English songs

Content

Kindergarten

• Music and Me: This unit focuses on first encounters with the basic elements of music including rhythm/beat, melody/motive, and orchestration/instrumentation Students develop the skills to hear and respond creatively to these elements as they appear in repertoire selections Activities include improvisation, singing, movement and drawing

• Song and Celebration: Throughout the year students engage in singing and gain exposure to a wide array of different kinds of music They learn to sing individually and in a group and demonstrtate expressive qualities of music such as loud/soft and fast/slow with their voices

First Grade and Second Grade

• Music That Takes Us Places: This unit uses knowledge about the basic elements of music to focus on how those elements tell stories and inspire the listener’s imagination Students begin to develop advanced listening skills and the ability to interpret music

• Song and Celebration: Throughout the year students will engage in singing and gain exposure to a wide array of different kinds of music They will learn to sing individually and in a group and demonstrate expressive qualities of music such as changes in dynamics and tempo

• Music and Movement: Students will design creative movement patterns in response to music and will use movement to dramatize songs and stories

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Outcomes• Students will be able to compose short musical

compositions using both acoustic sounds and digital technology, and explain the compositional process, its elements, strategies, and techniques

• Students will be at a level of musical mastery

of basic recorder technique and will perform a repertoire at Carnegie Hall

• Students will be able to use their musical knowledge to compose original pieces (after advanced recorder class)

Skills

third Grade

• Compose and perform complex rhythmic patterns using voice, body, instruments and environmental sounds

• Experience and discuss music from different composers

• Use compositional skills (rhythm, melody, form, and balance) creatively in production of original compositions

recorder: beginners

• Produce pleasant sounds on the recorder

• Read basic music notation and rhythm notation

• Play recorder in a group setting

Content

third Grade

• My Music: Students use their knowledge of musical elements to compose their own music After investigating the ways music inspires imaginative interpretation, students create their own musical “stories ” Compositional projects include body sounds, sounds from the surrounding environment, vocal sounds, instrumental sounds, and lyrics All compositional projects are collaborative with peers working together and performing for the class

• Recorder: Students are introduced to the recorder and learn the proper way to hold and handle the instrument They begin to play basic tunes and to read basic music notation They engage in rhythm exercises and note-reading games As students practice and advance, they learn more complex songs including the repertoire for a concert accompanying a professional orchestra at Carnegie Hall They also use the notation they learned to compose music

Skills


• Identify and examine different orchestral families

• Formulate questions about musical compositions from past or present cultures

• Develop digital technology skills for music composition

• Compose original compositions in groups manifesting multiple musical lines (melodies and rhythms)

recorder: Advanced

• Read advanced rhythmic and musical notation

• Learn new material independently (developing practice habits)

• Play in a group in pieces in two part harmony

• Compose/improvise advanced musical expressions alone and in pairs

Content


• My Music and Technology: In today’s world of music production and composition, technology plays a major role Students at the advanced level are introduced to the possibilities of digital composition using such applications as garage band, EasyBeats, and more Throughout the year students engage in collaborative composition projects using digital technology Student compositions are performed for the class and analyzed using musical understanding gleaned from previous years

• Advanced Recorder: Now that students have mastered the basics of the recorder they engage in more complex rhythm games and compose more detailed pieces using ideas learned in class

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PhySiCAl EduCAtion

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PhilosophyPhysical education at Beit Rabban Day School promotes children’s health, safety and wellness Children learn to increase their strength and flexibility by practicing fundamental motor skills in a way that is fun and engaging The goals of our program are to develop students’ fitness and movement skills, help them build lifelong habits of exercise and good health, and promote cooperation and sportsmanship Students participate in physical activities that develop aerobic capacity, muscular

strength, endurance and flexibility They also learn and practice the skills, strategies and techniques necessary for collaborative and competitive sports and games As importantly, students learn and practice teamwork and cooperation with others Beit Rabban instills in its students the goal of a healthy, active lifestyle and patterns of physical activity that they can continue to maintain throughout their lives

MethodologyPhysical education courses are conducted in Hebrew, truly allowing for a total physical response to the language as students engage in vigorous physical activity Our Gan students participate in gym time where they play group games and develop skills such as balance, hand-eye coordination, and speed In the Kevutzot, children have 1-2 physical education classes each week During that time, students participate in physical activities that cause

increase in heart rate, breathing and body temperature as they learn new skills and strategies In addition, all of the students at Beit Rabban visit Central Park on a daily basis to encourage physical activity and spend time outdoors Children have the opportunity to run, jump, climb, and play as they develop gross motor skills and strengthen their muscles

AssessmentStudents are monitored for participation and effort during all physical education classes They learn to set and strive for personal, achievable goals, promoting self-esteem,

resilience, confidence and independence Students reflect on their activity and progress and celebrate their growth

BRDS in Action

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Physical Education

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Outcomes• Students develop gross motor coordination skills

• Students develop increasing balance, direction, and climbing skills

• Students engage in active play on a regular basis

Skills

3’s Class

• Become aware of body in space and begin to gain coordination in movement

• Develop ability to walk in a line

• Develop climbing skills

• Begin to learn how to throw, catch, and kick

4’s Class

• Move with increasing directionality and coordination

• Walk backwards and forwards safely

• Climb and play more easily on ramps, steps, and ladders

• Throw, catch, and kick with increasing accuracy

Content

3’s and 4’s Class

• Students play outdoors in Central Park every day and have access to a large running space, and equipment to climb and play

• During gym time children have access to hula hoops, balance beams, bean bags, scarves, and big construction building blocks to help develop gross motor skills

• Children participate in whole group gym games such as parachute games, obstacle courses, and running games


Outcomes• Students demonstrate progress towards select

locomotor and non-locomotor skills

• Students participate in physical activities that cause increase in heart rate, breathing and body

temperature on a regular basis

• Students develop socially as they work independently and in the context of the group

Skills

Kindergarten-Second Grade

• Students develop skill and speed in locomotor skills including walking, running, jumping, hopping, crawling, skipping, galloping, rolling and turning

• Students develop speed and strength in non-locomotor skills including bending, stretching, twisting, pushing, pulling and balancing

• Students demonstrate appropriate behaviors and safe practices in physical activity settings

Content

Kindergarten-Second Grade

• Students engage in a variety of games and activities that require physical exertion and skill This includes stretches and exercises, relay races, obstacle courses, and cooperative games

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Outcomes• Students identify and participate in physical

activities that promote aerobic capacity, muscular strength, endurance and flexibility

• Students refine, vary, and combine skills in complex situations and demonstrate more proficient movement patterns

• Students demonstrate an understanding of the purpose for rules, procedures and respectful behaviors while in physical activity settings

Skills

third Grade-Fifth Grade

• Students use the concept of relationships such as over, under, around and through in dynamic movement situations

• Apply movement principles in increasingly complex activities

• Students work cooperatively with peers and recognize that there is a lot of variation in movement skill and ability levels among members of their class

• Students exhibit cooperative, respectful and safe behaviors in physical activity settings

Content

third Grade-Fifth Grade

• Students engage in a variety of games and activities that require physical exertion and skill This includes stretches and exercises, relay races, obstacle courses, and cooperative games

• Students combine skill and strategy to succeed in cooperative and competitive individual or group activities

SCiEnCE

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PhilosophyThe goal of the science program at Beit Rabban Day School is to guide students in meaningful discovery about the physical and natural world The students’ natural curiosity about the world around them is harnessed and guided towards systematic thinking and exploration Students engage first-hand in the scientific method of inquiry to build scientific knowledge They learn to observe, describe, compare, contrast, question, predict, and analyze features of the physical and natural world, and they learn to measure, collect and evaluate data in a range of topics in the Physical, Earth, and Life sciences In developmentally appropriate units that gradually and

systematically increase in depth, breadth and complexity, students investigate topics such as plant growth, animal life cycles, the seasons, weather and climate, rocks and minerals, electricity and magnetism, waste and recycling, building and construction, and the human body Science units integrate mathematics and communication skills at every age level In addition, numerous interdisciplinary studies that blend science, social studies, Judaic studies, math and literacy, complement our science program Beit Rabban graduates are equipped with the core skills, concepts, principles and theories of science that they need to succeed in middle school science and beyond

MethodologyStudents explore scientific ideas and concepts through first hand exploration and investigation They are actively involved in the construction of experiments and learn to carry out the steps of the scientific process Each subject area provides a rich source of topics for developing questions that act as starting points for inquiry and

problem solving Students form hypotheses and test them through experimentation and trial and error They propose ideas, observe, create experiments, and interpret evidence gathered They learn to apply and compare their findings to real world problems and developments

AssessmentStudents are assessed through teacher observation of students’ questions, hypotheses, and engagement in experiments Students in elementary grades are also assessed through presentation of their work and written reports of their findings

BRDS in Action

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Outcomes• Students will engage in scientific discovery and

experimentation of the world around them

• Students will gain an introduction to the scientific method; asking questions, making predictions,

collecting and observing data and then evaluating the data

• Students will have first experiences with various topics in life, physical, and earth science

Skills

3’s Class

• Make observations of the world using the five senses

• Explore properties of objects such as weight, shape, and color

• Experiment with balance

• Explore the characteristics of plants and animals

• Study different kinds of weather and seasons

4’s Class

• Differentiate between the properties of liquids and solids

• Experiment with multiple forms of balance, weighing, and measuring

• Understand what keeps our bodies safe and healthy

• Investigate how living things get food

• Identify some of the plants and animals that live around us

• Explore the relationship between people and the environment

Content

3’s Class

• Life Science: Students study plants, butterflies, and the five senses

• Physical Science: Students investigate physical science through cooking, building in the block area, and exploring different properties of the environment around them

• Earth Science: Students explore earth science by studying weather and seasons and starting to think about how we can care for our environment

4’s Class

• Life Science: Students investigate life science through studying animals in Central Park, trees, and the human body

• Physical Science: Students investigate physical science through water exploration, using manipulatives to balance, weigh, and measure, and color mixing exploration

• Earth Science: Students investigate earth science by thinking about how we take care of the world around us, and exploring the rocks, fields, trees, water and landscapes of Central Park


Outcomes• Students learn the properties of life through the

study of animals and plants

• Students make hypotheses, conduct experiments

and draw conclusions using the scientific method

• Students relate experiments to real life science

Skills

Kindergarten

• Observe and understand how living things grow and change

• Identify different parts of plants and their functions including roots, leaves, stems, and seeds

• Describe the physical properties of objects using weight, size, color, shape and temperature

• Recognize patterns of change in weather during different seasons

First Grade

• Describe the basic needs of animals and how they grow and change

• Classify the properties of living and non-living things

• Construct model bridges and boats

• Understand the properties of water and the interdependency between water and the environment

Content

Kindergarten

• Life Science: Students investigate life science by exploring various elements of plants and food

• Physical Science: Students investigate physical science through experimentation with force and movement and building structures

• Earth Science: Students investigate earth science by exploring the changes in seasons and exploring weather patterns

First Grade

• Life Science: Students study animals that live in the Hudson River as well as animals that depend on the Hudson River

• Physical Science: Students explore different types of bridges on the Hudson River and different types of boats on the Hudson River

• Earth Science: Students explore water conservation and clean water preservation

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Skills

Second Grade

• Learn about the life habits of fish and birds, and identify some of the birds and fish living in the New York area

• Identify different sources of light

• Learn about the solar system—classification of celestial objects—the sun, moon, stars, and planets

Content

Second Grade

• Students explore elements of life and physical science as well as astronomy through topics found in the seven days of creation in Breishit

• Life Science: Students investigate what birds and fish need to live, what they eat, their unique features, and what is a threat to them

• Physical Science: Students explore the effects of light within their environment, learn about light sources, shadows and darkness They study different sources of light and how it travels, and classify opaque versus transparent

• Astronomy: Students investigate astronomy through the exploration of the planets in the solar system, the sun and its properties, the moon and its phases, and stars Students explore the relationship between the sun, moon, and earth


Outcomes• Students continue to expand their understanding of

animal life and human life

• Students explore a variety of physical science topics including building, buoyancy, electricity

• Students increase their understanding of conservation and the importance of preserving our environment

Skills

third Grade

• Explain the stages of the animal life cycle and the changing needs of animals

• Describe, classify, and order materials on the basis of their buoyancy and assemble materials so they will float

• Use a variety of materials to design, construct, and test structures that can support objects, span gaps, or serve as containers

• Describe and classify rocks and minerals based on their properties

Content

third Grade

• Life Science: Students investigate the growth and development of animals and discover that different animals have different life cycles

• Physical Science: Students experiment and draw conclusions about what sinks and floats and the properties of an effective watercraft (this unit is connected to the Explorers unit of study) Students will explore building stable structures using a variety of materials

• Earth Science: Students investigate earth science by learning about materials found on the earth’s surface-rocks, minerals, and soil (this unit is connected to the Native American unit of study)

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Skills

Fourth Grade

• Describe the nature of sound and demonstrate methods for producing and controlling sound

• Construct a mechanical device for a designated purpose

• Measure temperature, wind speed and direction, amounts of rain and snow, and amount of cloud cover

Fifth Grade

• Understand the important structures and systems of the human body

• Build and test circuits using batteries, bulbs, and wires

• Recognize ways that human activity can help and harm the environment

Content

Fourth/Fifth Grade Cycling Curriculum

Year A:

• Life Science: Students explore life science through study of the plant life cycle

• Physical Science: Students will investigate weight and standard measures and investigate properties of materials

• Earth Science: Students learn about weather phenomena and the methods used for weather study

Year B:

• Life Science: Students study the human body and its functions They learn about cells, tissues, organs, muscles, and bones as well as body systems such as the metabolic and digestive systems

• Physical Science: Students learn about electricity and learn how to complete a circuit Students also will investigate the transformations that water undergoes between solid, liquid, and gas

• Earth Science: Students investigate the role of waste in our world and identify alternatives for the responsible use and disposal of materials

SoCiAl StudiES

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PhilosophyThe goal of the social studies curriculum at Beit Rabban Day School is to build students’ knowledge of history, geography, civics and economics and to develop their intellectual, reasoning, reflection and research skills Students learn these topics and skills both in interdisciplinary units of study and through examination of ideas and topics that children observe in the world around them or are prevalent in current events Our students learn the historical narratives of New York and the United States, their chronological and geographical context, the roles of significant individuals in local and American history, the rights and obligations of citizenship, and the ways in which American ideals have been challenged in history and in the present-day As students progress

from the Gan through the Kevutzot, the units of study increase in depth and complexity Students strengthen their academic skills by learning research methods and historical interpretation, as well as the importance of supporting one’s ideas and points of view with evidence Students build their social and emotional skills by learning empathy for people who lived long ago and those who live today in less fortunate circumstances They also learn concepts such as justice, leadership, courage, heroism and individual responsibility Beit Rabban graduates are well-grounded in core knowledge and principles of social science and history and are well-prepared for more complex studies to come in middle school

MethodologyIn our Early Childhood Center, students learn through their own observations of the world The curriculum is partially emergent, emerging from the children’s interests and enthusiasm about a topic, and is based on the questions, ideas and interests of the students The class explores topics and ideas through discussions, reading books, conducting interviews of family and community members, looking at maps, and going on field trips

As students move into the elementary grades they continue to engage in studies that are partially emergent, where the topic of interest is predetermined, but the emphases of the study changes pending the interests of the students They learn by gathering information from a variety of sources including artifacts, books, maps, the Internet, field trips, experts, and museums Their studies are deepened through fascinating classroom discussions that promote higher order thinking skills and project-based learning Students engage in different kinds of projects to build upon and reflect their learning, as well as promote creativity and collaboration

AssessmentSkills and knowledge for social studies are assessed on an ongoing basis over the course of each study Teachers observe and record student participation and input in class conversations, as well as during small group or partner work Students are often asked to share responses to questions either verbally or in writing that reflect their understanding of the subject matter In addition, the creative component of the study is often checked against a rubric that is developed in concert with the students so that expectations are clear Students use these rubrics to guide their work and to self-assess at different points during the process The creative output of different studies, which may include a model, play, mural, writing piece, powerpoint presentation, video, song, performance piece, or any other kind of representation of learning, serves as an additional way to assess both the process and product of the learning

BRDS in Action

Philosophy

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Social StudiesBeit Rabban Day School Curriculum Guide

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Outcomes• Students will understand differences among

individuals and families and will be contributing members of their classroom communities

• Students will begin to understand themes in American holidays

• Students will begin to learn about the world around them—the school community, the neighborhood, and the park

Skills

3’s Class

• Understand the differences between home and school

• Learn classroom routines and responsibilities of being part of a classroom community

• Begin to understand major themes of American holidays

4’s Class

• Understand differences between one’s own and other families

• Begin to notice different features on simple maps (map of the classroom, school, and Central Park)

• Begin to learn about American holidays and events of the past

Content

3’s Class

• Learn about the relationship between themselves and others and learn skills for negotiating, taking turns, and cooperating through daily play, discussion and modeling

• Engage in discussion about what a classroom community is, and together create class jobs and share responsibilities in the classroom

• Learn songs, stories and concepts for Thanksgiving and Martin Luther King Day; relate these to Jewish values of gratitude and justice

4’s Class

• Students study families through photos, discussions, books, songs and activities

• Students begin to learn concepts of time (past and present)

• Students explore and investigate Central Park and seek answers for their own questions about it as well as for observable questions such as who uses the park? Why do we have a park? Where is it? What are some of its features? How can we preserve it?

• Students relate study of Central Park to Jewish texts about nature


Outcomes• Students learn about themselves, their

communities, the city they live in, and world communities

• Students gain an understanding of different kinds of maps and how to read them, and where they are geographically in relation to the rest of the world

• Students begin to learn about cultural and historical events of their own communities and other communities

Skills

Kindergarten

• Ask questions and consider answers based on knowledge and observations, understand and consider the opinions of others

• Understand the measurement of time in days and weeks

• Ask geographic questions about where places are

located and begin to build mapping skills

• Understand the concept of trading goods and services and how money is used in society

• Show respect in issues involving difference and conflict

Content

Kindergarten

• Neighborhood Community Study: Students explore aspects of their neighborhood community and investigate questions such as: What is a community? What communities do each of us belong to? How does interdependence manifest in a community? What is our role and responsibility? How do communities help us? What does Judaism teach about being a good neighbor and community member? What Jewish institutions are in our community?

• Plants and Food: Students study this topic and investigate questions such as: How does procuring food differ in urban and rural neighborhoods? Where do supermarkets get food from? What kinds of foods are important in different cultures and why? Which places in New York City reflect diversity of food and culture? Students also learn about brachot for food

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Skills

First Grade

• Develop questions about a topic of study

• Retell events in sequential order, identify events of past and present, and identify change over time in NYC

• Identify similarities and differences between neighborhoods

• Learn about geographic representations such as maps, photos, satellite images, and models

• Identify human made structures and natural structures and describe how human activities have impacted nature

Second Grade

• Use different forms of evidence to make meaning in social studies including art, photos, artifacts, oral histories, maps, graphs, etc

• Identify cause and effect using examples from world communities

• Identify patterns of continuity and change over time in world communities

• Compare and contrast features of different communities

• Recognize the relationship between geography and economics

• Describe a historical development in a community with specific details

• Navigate a world map including oceans, continents, and countries

• Use legends, folktales, oral histories, biographies, and narratives to learn about the cultures of world communities

• Explore diversity in art, music, dance, and literature of world communities

Content

First Grade

• New York City Study: Students explore aspects of New York City’s rich history and current landmarks, neighborhoods, and geography Children investigate questions such as: Who lives in NYC? What are NYC’s geographic features? Where is NYC on the map? How big is it? How has NYC changed over time? What communities of Jews live in New York City? What types of food, art, music, and dance can one find in New York City?

• Hudson River Study: Students explore aspects of the importance of the Hudson River and investigate questions such as: Why are rivers important to cities? Where is the Hudson River? How big is the Hudson River? What structures have been built to help people across the Hudson River? What kinds of boats travel on the river and what are they transporting? How have humans affected the Hudson River? What does Judaism teach about how we relate to natural bodies of water?

Second Grade

• World Communities Study: Students will study Ethiopia and Morocco and investigate questions such as: What are the similarities and differences between my community and other communities? What are different types of communities (i e suburban, urban, and rural) and what features do each of those communities have? What are the ethnic or cultural groups that live in each? What kinds of values are reflected in each culture? What are the Jewish communities like in these different cultures? How has geography and natural resources impacted them? What challenges do they face? What are economic, social, and cultural aspects of world communities?


Outcomes• Students gain deeper understanding of geography

• Students gain a deeper understanding of historical events in New York City and the United States, and

understand multiple historical perspectives

• Students learn research skills and how to access and use primary and secondary resources

Skills

third Grade

• Understand that geographical regions have unifying characteristics and can be studied using a variety of tools

• Understand that geographic factors often influence where people settle and form communities

• Differentiate between primary and secondary sources and how they can be used

• Employ mathematical skills to measure time in years, decades, and centuries

• Identify long-term and immediate causes and effects of an event from history

• Distinguish human made features from “environments” such as land, water, and air (not directly made by humans)

• Identify resources, products, goods and services and types of government in historical communities

Content

third Grade

• Geography: Students explore world geography and investigate questions such as: What do maps tell us? How do we interpret symbols and scale on a map? What are the geographic features of different continents? What are different climates in regions throughout the world? How does geography affect communities around the world?

• Native Americans: Students explore Native American history and culture and investigate questions such as: What do Native Americans today want us to know about their history and culture? What are the systems of governance and organization among Native American groups? What are the jobs, roles of men and women, transportation and technology in Native American communities? What can we learn from Native American culture about our place in nature? What can we learn from the experiences and culture of

Native Americans to help us create a more just world? What can we, as Jewish people, learn from the history and on-going growth of the Native American communities? In what ways are Native American culture similar or different to Jewish culture?

• Encounters: Students learn about Christopher Columbus’ encounter with the Taino people and investigate questions such as: What motivated Europeans to explore America? What were the economic, social, cultural, and religious reasons that led people to America? What routes did the explorers take to get to New York? How were cultures of Native Americans and European explorers similar and different? What happened when people from different cultures met? What does Judaism teach us about encounters and difference? What can we learn from the encounter between Europeans and Native Americans to help us create a more just world today?

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Skills

Fourth Grade

• Identify and explain the authorship of historical evidence, the author’s point of view, and multiple perspectives of a historical event

• Create an understanding of the past using primary and secondary sources

• Explain how events are related to one another chronologically

• Recognize dynamics of historical continuity and change over periods of time

• Recognize the relationship between economics, geography and history in social studies

• Identify different types of political systems in American history

Content

Fourth Grade

• Colonial America: Students explore aspects of Colonial America and investigate questions such as: What is a colony? Who populated the colonies? What was their journey like to America? What was life like in the colonies? Was colonization just or unjust? How were colonies similar and different to each other? What was the relationship of the colonists to Native Americans? How did geography affect settlement patterns and the economic development of each region? What role did Jews play in Colonial America?

• Road to Revolution: Students explore what led to the American Revolution and investigate questions such as: Why did a revolution need to occur? What were the causes of the revolution? What does Judaism teach about freedom and revolution? Why did the colonies want independence from England? Who were the key people involved in the Revolution? What were the key battles during the revolutionary war? What are different perspectives on the revolutionary war?

Skills

Fifth Grade

• Recognize different forms of evidence used to make meaning in social studies and explain content, authorship, purpose, and format

• Identify and explain the role of bias and intended audience; categorize divergent perspectives of a historical event

• Identify implicit ideas and be able to draw inference

• Identify causes and effects using examples from current and historical events, and classify the relationship between multiple causes and effects; distinguish between long term and immediate causes and effects of an event in history

• Identify important turning points in history

• Identify how the relationship between geography, economics, and history helps to define a context for historical events

• Recognize and explain how characteristics (cultural, economic, and physical environment) of regions affected American history

• Identify different types of political systems and ideologies from various times in American history and their impact

• Develop an understanding of the interdependence of individuals and groups in communities in America

• Form opinions about historical text backed with evidence and be able to debate pros and cons of arguments

Content

Fifth Grade

• Founding Documents of American Democracy: Students explore the historical background of the Declaration of Independence, the Articles of Confederation, the Constitution, and the Bill of Rights and investigate questions such as: What is the context, content, and significance of each document? How has the Constitution been interpreted and amended? How is the American government structured and why? What is the purpose of government? What do Jewish texts teach about rights, obligations and governance?

• Slavery and Abolition: Students explore slavery, the abolitionist movement, and the factors that led to the Civil War Students investigate questions such as: What was life like for slaves and their children? What was the moral problem with slavery? What do Jewish texts teach about slavery and freedom? How did people effect change? Who were the abolitionist leaders? What role did Jews play in abolition and the Civil War? What role has racism played in America from past to present?

• Immigration: Students will explore why people from other countries immigrated to New York and investigate questions such as: What were the reasons people immigrated to New York? What was the experience of immigrants at Ellis Island? What challenges did immigrants face? What kinds of working conditions did they experience? What happened to immigrant children? What were the requirements for becoming a United States citizen? Where did different immigrant groups settle in New York? How did immigrant communities support its members? What was life like for Jewish immigrants?

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SoCiAl And EMotionAl lEArninG

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PhilosophyThe social and emotional development of children serve as the foundation for all other learning that takes place at Beit Rabban Day School We are committed to helping students develop positive relationships with peers and adults, empathy for others, and skills for handling challenging situations effectively Students learn to accomplish these goals by building their self-esteem and confidence, learning to recognize and regulate their emotions, and learning to make responsible decisions In the Gan, the social and emotional intelligences of children are cultivated in a very loving and nurturing environment Children are aided through the process of separating from parents and caregivers gradually and are given many opportunities to express themselves through play Play is facilitated various times each day, and provides children the time and space to discover, discuss and work out their

feelings In the Kevutzot, social and emotional learning continues through formal, structured programs such as daily class meetings and weekly class reflections, as well as organically as situations arise In addition, collaborative processes are intentionally included in all curricular areas through partner and small group learning activities Together, these opportunities challenge students to learn how to work together, approach and resolve conflict, and compromise In both Gan and Kevutzot children learn about how social and emotional skills are part of our overall values of Derech Eretz and the concepts are linked to Jewish values Beit Rabban graduates are self-aware and empathetic children who have a strong sense of what it means to be part of a caring community and who possess the social skills and self-confidence to strengthen the new communities they will join

MethodologyIn our Early Childhood Center social and emotional skill building is integrated into all of the learning that takes place throughout the day Teachers engage in one on one, small group, and whole class discussions, read books, perform puppet shows, tell stories, and create art with children to help them explore their emotions Teachers support children in navigating their friendships by observing keenly and offering strategies during play in the classroom and on the playground

In the Kevutzot children practice positive interactions throughout their studies They learn how to express their opinions effectively and to agree or disagree with others respectfully They practice working with partners, small groups and larger groups, building collaboration skills Students also engage in more direct learning around social and emotional skills during a designated Community Meeting time each week where teachers have guidance in leading meetings with children from the Caring School Community Curriculum The Caring School Community program helps children build social and emotional skills in their classrooms and larger school community It provides a forum for children to get to know one another, discuss issues, identify and solve problems, and make decisions that affect the classroom environment The curriculum also encourages children to reflect and process their thoughts and feelings with one another, and in so doing, help build meaningful friendships

Assessment Children’s social and emotional skills are assessed through ongoing teacher observations throughout the year Teachers observe as children interact with each other and

with grownups, and set goals with students to help them become more aware of their behaviors

BRDS in Action

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Outcomes• Children begin to become more aware of their

feelings and how to express them

• Children learn to be a part of the classroom community, play cooperatively, share and take turns

• Children begin using verbal skills to articulate conflict and start learning strategies for navigating conflict

Skills

3’s Class

• Begin to learn names of different feelings

• Begin to adjust to new routines and situations

• Begin to play and interact with other children (move from parallel play to cooperative/interactive play)

• Begin to discuss sharing and taking turns with classroom materials

4’s Class

• Recognize and begin learning to manage different feelings

• Follow classroom routines and begin to feel a sense of responsibility in the classroom

• Begin to learn how to share materials and take turns

• Begin to resolve conflicts verbally

Content

3’s Class

• Students develop social and emotional skills through dramatic play during Explorations, meeting times, one-on-one interactions with teachers, and interactions on the playground and during lunch and quiet time

• Teachers support social and emotional learning through individual and class discussions, acting out social stories and situations, reading and discussing books and engaging in music and art around relevant topics

4’s Class

• Students develop social and emotional skills through interactions in all the centers in the classroom during Explorations, discussions during meeting times, teacher support during transitions, park, and lunch

• Teachers support social and emotional growth through engaging in group discussions around classroom norms and routines with the children, group discussions on various topics around feelings, reading books highlighting specific social and emotional skills and having class discussions about them, acting out social situations, and using music and art to help develop social and emotional skills


Outcomes• Children continue to build classroom community

and understand routines

• Children learn to listen to one another’s thoughts, ideas, questions and feelings and develop

friendships in their classrooms

• Children learn to resolve conflict by expressing themselves

Skills

Kindergarten

• Contribute to the classroom community

• Cooperate with peers

• Listen to other children in a group meeting time and begin to understand different points of view

• Learn to be flexible with changes in schedule or other changes in environment

First Grade

• Resolve conflicts appropriately using respectful language

• Express feelings and communicate challenges

• Listen actively and understand the points of view of others

• Develop deeper friendships

Content

Kindergarten

• Create community by participating in team building exercises, taking responsibility for classroom jobs and engaging in routine songs and activities

• Discuss and engage in learning at weekly Community Meetings about topics such as: listening to each other’s ideas and considering the feelings of classmates

• Engage in a study of the neighborhood and learn about ways that people in communities interact with each other and help one another

• Relate lessons learned in tefilah and parshat hashavua to one’s own life

First Grade

• Children discuss and engage in learning around topics at weekly Community Meetings such as: developing a sense of responsibility as a student, developing friendships, listening to one another’s ideas, working with partners and playing at the playground

• Children learn about diversity by studying different cultures in New York City

• Relate lessons learned in Jewish texts (Siddur and Parashat HaShavua) to one’s own life

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Skills

Second Grade

• Develop collaboration skills including openness to new ideas, flexibility, and compromise

• Practice resolving conflicts respectfully

• Explore ideas around friendship

• Develop empathy and sensitivity to other people’s feelings

Content

Second Grade

• Children discuss and engage in learning around topics at weekly Community Meetings such as: responsibility, caring for others, friendship, teasing, arguing, playing with others at the playground, and navigating conflict

• Children analyze and appreciate differences in religion, race, culture, and way of life in their study of world communities

• Relate lessons learned in Chumash to one’s own life


Outcomes• Children will collaborate effectively with a variety

of peers and strengthen their ability to resolve conflicts respectfully and independently

• Children will listen to others and respect diversity of thought and opinion

• Children will develop meaningful friendships and contribute to a positive classroom community

Skills

third Grade

• Develop a sense of unity and community with peers and reflect on group experiences collectively

• Develop skills for cooperative group work

• Increase level of flexibility around change

• Develop an increased awareness of moral responsibility

Fourth Grade

• Develop understanding of interdependence in community

• Deepen awareness of others’ feelings and perspectives

• Think about issues of justice

• Learn skills of negotiation with peers

Content

third Grade

• Children discuss and engage in learning around topics at weekly Community Meetings such as: problem solving strategies, positive relationships, interactions on the playground, respectful disagreements, and respecting different points of view

• Children also deepen their understandings about interdependence in community through their study of Native American communities

• Relate lessons learned in Jewish studies to one’s own life

• Practice chavruta and small group collaboration for learning in all subject areas

Fourth Grade

• Children discuss and engage in learning around topics at Community Meetings such as: exploration of the idea of what is fair, playground challenges and problem solving around issues that come up in the playground, planning and making decisions together for the classroom community norms, inclusion and exclusion of peers, how to express feelings and moods in a skillful way, and how to navigate conflicts

• Children also deepen their understandings about interdependence in community through their study of Native American communities

• Relate lessons learned in Jewish texts such as Chumash and Mishna to one’s own life


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Skills

Fifth Grade

• Develop effective communication skills and conflict resolution strategies

• Recognize that conflict can lead to growth

• Develop more mature sense of justice

• Develop empathy and sensitivity to others

Content

Fifth Grade

• Discuss and engage in learning around topics at weekly Community Meetings such as: developing empathy for others, inclusion and exclusion of peers, conflict resolution, cooperating with others and reflecting on growth and development

• Students deepen their understanding of community through their social studies unit on communities that immigrated to New York City in the beginning of the 20th century

• Relate lessons learned in Jewish texts such as Chumash and Mishna to one’s own life


tEFilAh

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PhilosophyThe goals of the tefilah program at Beit Rabban Day School are to create an experience of prayer for children that is reflective and meaningful, personal and communal, serious and joyful The tefilah program is designed to help children gain fluency in the prayers, build comprehension of their meaning, forge personal connections with the prayers and with the Jewish community, and to engage in a practice that is both thoughtful and happy Students learn to read, chant, sing and lead tefilot and they engage in discourse around tefilah at each grade level, learning the meanings of individual prayers and themes and structures within the prayer service As children get older, they review the meanings of previously learned prayers and find new significance They continue to add to their repertoire of tefilot each year, building towards the ability to participate

confidently in, and lead, the shacharit prayer service Forging personal connections to the prayer service is paramount To help children foster a personal connection, students in older grades keep a tefilah journal in which they reflect on the tefilot and how they relate to events in their own lives Throughout their time at Beit Rabban, students learn to engage in the experiential practice of prayer in a way that keeps it from becoming rote and routine They learn that prayer can vary from calm and reflective to happy and joyous, that it can be accomplished through singing and chanting and quiet, whispered voices, with musical instruments and without Beit Rabban graduates leave the school with the knowledge and confidence to be reflective prayer participants and effective leaders in the broader community

MethodologyTefilah at Beit Rabban combines a mixture of liturgical study, experiential learning, opportunities for worship, and facilitated conversations about the meaning and experience of prayer In order to allow for all of these approaches to tefilah education, there is a daily practice of tefilah every morning which can take different forms (musical, meditative, communal, individual) in addition to time set aside for “iyun tefilah,” tefilah investigation, learning and reflection In all grades, the approach to the learning of prayers is deliberate, with each individual prayer taught in a manner that allows for deep and age-appropriate understanding Students consider the prayer's meaning and its connection to the individual student’s life using discussion and sometimes artistic expression to reflect on the meaning of the prayers

In the Gan, there is a dual focus on central prayers in the daily morning service and on blessing In Shorashim the students shift from a communal created siddur to a received text, celebrating this transition with the Siddur Celebration Students use this siddur—selected for its clear print, lack of commentary, intertextual citations and absence of translation—for the rest of their time at Beit Rabban Periodically, students in all grades are also provided opportunities to worship in larger groups and work intentionally to build a prayer community that is supportive and responsive to one another

Assessment Tefilah is assessed through observing student participation in daily tefilah sessions, and recording accuracy and fluency in the prayers studied each year During conversation about specific prayers, students are assessed for their understanding of the meaning of prayers, and key vocabulary words Further, through more extensive projects on tefilah, such as preparation for the siddur ceremony, students demonstrate their understanding of big ideas in tefilah, and communicate their personal connection to prayers

BRDS in Action

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Outcomes• Students will understand that prayer is a means of

connecting with God and with community

• Students will participate in daily worship experiences that create calmness and community

• Students will understand that each individual

person has her or his own experience during prayer

• Students will be able to sing tefilot

• Students will articulate main theme of each tefilah

Skills

3’s Class

• Learning how to sit together and be calm

• Develop comfort level with central morning prayers

• Develop a sense of respect and awe for the Torah and tefilah

4’s Class

• Learning how to sit together and be calm

• Develop comfort level with central morning prayers

• Develop a sense of respect and awe for the Torah and tefilah

Content

3’s Class

• Tefilah changes depending on the day

• How we make tefilah special (ritual objects, garb)

• Tefilot, including:

• Modeh Ani

• Ma Tovu (1st line)

• Shema and Baruch Shem

• Oseh Shalom

• Ki Mitziyon

• Etz Chaim

• Hallel (Hodu Lashem)

• Blessings before foods

4’s Class



• All of previous class's tefilot, plus:

• Adon Olam

• Ashrei (1st 2 lines)

• Yotzer Or

• V’ahavta

• Mi Chamocha

• Borei Nefashot


Outcomes• Students will experience prayer as something

that is both highly personal as well as shared by a community

• Students will understand that prayer is a common language shared by Jewish people around the world

• Students will know that different prayers are recited on different occasions (Shabbat, Rosh Chodesh, etc )

• Students will be able to sing/chant tefilot

• Students will articulate main theme of each tefilah

• Students will appropriately play the roles of kahal (congregation) and shaliach tzibbur (leader)

Skills

Kindergarten

• Recognize each tefilah in communal siddur

• Sing/chant class’s tefilot

• Demonstrate respect and awe during tefilah

• Express personal understandings and feelings about tefilot and the prayer experience

First Grade

• Begin to decode siddur Hebrew


• Navigate within siddur


• Begin to lead class tefilah by choosing melodies, setting pace


Second Grade

• Facility decoding siddur Hebrew


• Navigate within siddur


• Lead class tefilah by choosing melodies, setting pace


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Content

Kindergarten



• Strong review of previous classes' tefilot, plus:

• Torah Blessings (la’asok through shalom)

• Or Chadash

• V’ha’er Eineinu (until b’yishuatecha)

• Birkat Hamazon – 1st brachah

• L’cha Dodi – chorus, plus first two and last stanzas

• Brachah of Hallel

• Hodu Lashem

• B’tzeit Yisrael

First Grade

• Exposure to range of different siddurim

• Strong review of previous classes' tefilot, plus:

• Birchot HaShachar

• Ashrei (all)

• Ahavah Rabbah

• 2nd and 3rd paragraphs of Shema

• Birkat Hamazon – 2nd brachah

• Hallelu et Hashem

• Ana Hashem

Second Grade

• Keva and kavannah

• All of previous classes' tefilot, plus:

• Hallelu (Psalm 150)

• Yishtabach

• First 3 brachot of Amidah

• Birkat Hamazon – 3rd brachah

• L’cha Dodi – middle 6 stanzas

• Hashem z’charanu yevarech

• Pitchu li and Odcha


Outcomes• Students will understand that the siddur is a

dynamic text that connects with the bible and rabbinic literature

• Students will engage in theological discussion about the role of prayer in their lives

• Students will demonstrate competency in siddur skills and worship leadership

• Students will know the structure of tefilah, distinguishing between different services, parts of the service and types of tefilot (praise, request, gratitude)

• Students will articulate key themes and meaning of tefilot

Skills

third Grade

• Navigate within a siddur

• Sing/chant tefilot with fluency and appropriate nusach

• Extract root words to help with comprehension

• Lead portions of tefilah for a group

• Engage in conversation about theology

• Identify structural components of Amidah and compare weekday, Shabbat and Yom Tov amidot


Fourth Grade






• Identify structural components of Shaharit, Minhah and Ma’ariv services


Fifth Grade






• Apply learning from relevant biblical and rabbinic sources to tefilah experience


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Content

third Grade

• Structure of Shacharit


• Amida (complete)

• Ya’aleh v’yavo

• Structure of the Amidah (comparing weekday, Shabbat and Yom Tov)

• Birkat Hamazon – 4th brachah

• Baruch Haba

• Yehallelucha

Fourth Grade

• Structure of Mincha and Maariv


• All of birchot kri’at Shema

• Aleinu

• Al Hamichya

• First paragraph of Hallel

• Mah Ashiv

Fifth Grade

• Tefilah in rabbinic literature


• Eilu d’varim

• Elohai neshamah

• Baruch She’amar

• Vayevarech David

• Shirat HaYam

• Min Hametzar (whole paragraph)

tiKKun olAM

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PhilosophyTikkun olam (repairing the world) is an integral part of the curriculum and culture of Beit Rabban Day School, connecting to the values of kavod (respect), achrayut (responsibility) and chesed (kindness) that we instill in the children Our goals are to provide students with the values, beliefs, and tools they need to bring about social change in the many communities of which they are a part and to make tikkun olam (repairing the world) an ongoing practice, leading to a life-long commitment to active engagement Through the tikkun olam curriculum, students learn the role of the citizen in a democratic society and are empowered to have agency and make change in multiple ways, including awareness-raising, direct service,

advocacy, ethical consumption and tzedakah Over the course of students’ educational journeys at Beit Rabban, they learn about and engage with a wide range of social issues, including poverty, health, diversity/inclusion, and environmentalism They may address these issues by conducting food and toy drives, cleaning up Riverside Park, visiting the elderly, reducing waste and electricity use at Beit Rabban and engaging in research and debate about where to allocate the class’s tzedakah funds Beit Rabban graduates leave the school as conscientious, responsible members of the Beit Rabban, Jewish, local, national, and world communities, who actively seek opportunities for tikkun olam, repairing and improving the world

MethodologyStudents learn about tikkun olam through discussion of Torah principles connected to tikkun olam, research about social justice issues and community needs, active engagement in community service projects and a tzedakah allocations process Each class focuses on issues that are related to their interdisciplinary studies or other aspects of their curriculum The students go through a process of researching, learning, thinking and reflecting in order to determine ways they can make a difference Their

efforts to create social change around their issue may include direct service where children interact with another population such as visiting the elderly It may also include indirect service such as advocacy, awareness-raising or changing their consumption practices It also involves a tzedakah allocations process in which students determine how their class’s tzedakah funds can have an impact on their issue

Assessment Students are assessed through observation of their thoughts and ideas during class discussions and their level of participation in tikkun olam activities

BRDS in Action

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Outcomes• Students begin to learn about the concept of

tzedakah, begin to collect tzedakah, and have discussions about allocating the tzedakah

• Students gain awareness of a community of people who have needs

• Students begin to engage in projects to help address these needs

Skills

3’s Class

• Recognize that there is a community of people outside the classroom that may need things

• Learn the term tzedakah and what it means in a literal sense (giving money to help others)

4’s Class

• Deepen the understanding of tzedakah and who it is for

• Begin to identify needs of others

• Begin to learn about different ways to help others

Content

3’s Class

• Students are introduced to the concept of tzedakah and make a tzedakah box for the classroom

• Students contribute money to the tzedakah box and discuss who it could help

4’s Class

• Students have discussions about tzedakah and why it is important for us as Jewish people

• Students create a tzedakah box and give tzedakah every Friday

• Students engage in a project to help others outside of the school community

Outcomes• Students recognize tikkun olam as an important

Jewish value

• Students identify problems in their different communities and think of ways to help address

these problems

• Students engage in projects to help address problems in different communities

Skills

Kindergarten

• Begin to identify problems they see in the communities around them

• Discuss populations in need in New York City

• Think of ways to help people in the broader New York community

First Grade

• Observe and recognize needs of people, animals, and the environment in New York City

• Identify issues that require action and participate in problem solving

• Realize that children can create change and help address problems in the larger community

Second Grade

• Engage in discussion about personal and communal responsibility

• Recognize the power of the individual to effect change

• Work collaboratively with others to determine and implement a tikkun olam project

Content

Kindergarten

• Discuss tzedakah and its importance in Jewish practice

• Create a community tzedakah box and give tzedakah regularly

• Read and discuss books about tikkun olam

• Engage in discussions about what children can do to help the larger community, and carry through with service and awareness-raising

First Grade

• Students continue to learn about tzedakah and engage in discussions about the concept of chesed

• Students collaborate to brainstorm what they can do to help others in the New York City community

• Students work together to participate in a tikkun olam project

Second Grade

• Students are introduced to Jewish texts about tzedakah

• Students continue their study of the ideas and Jewish concepts of chesed

• Students work together collaboratively to engage in a tikkun olam project addressing a problem in the community


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Outcomes• Students research issues in the local, national,

or world communities and engage in meaningful problem solving

• Students deepen their understanding of the Jewish

values connected to community service

• Students begin to understand the concept of social justice

Skills

third Grade

• Engage in discussion about personal and communal responsibility

• Research a topic and determine meaningful ways to help

• Collaborate to select, learn about and execute a tikkun olam project

Fourth Grade

• Gain awareness of problems in the local, national, or world communities and consider ways to help

• Continue to develop research skills to gain deep understanding of problems in the world

• Engage in a tikkun olam project and follow through with all the steps to complete the project

Content

third Grade

• Students gain exposure to different social issues and organizations

• Students continue to learn the concept of tikkun olam-repairing the world

• Students continue to learn Biblical stories connected to tzedakah, tikkun olam, and chesed and discuss the implications for today

• Students work together collaboratively to engage in a tikkun olam project addressing a problem in the community

Fourth Grade

• Students gain exposure to different social issues and organizations

• Students continue to learn about Biblical stories and characters that exemplify Torah values connected to helping others

• Students learn the concept of tikkun olam with increased depth

• Students work collaboratively to engage in a tikkun olam project addressing a problem in the community

inTErmEdiATE third Grade-Fifth Grade Skills

Fifth Grade

• Identify problems in the local, national, or world communities and consider ways to help

• Participate respectfully in conversations about social issues

• Research and become knowledgeable about a topic

• Evaluate the efficacy of tikkun olam activities

• Interface with different populations

Content

Fifth Grade

• Students participate in the Teva Outdoor Learning intensive nature education program and learn about ways to participate in tikkun olam programs focused on environmental preservation

• Students learn Biblical text and Torah values connected to social justice and how they can have practical application to tikkun olam projects

• Students work together collaboratively to engage in a project focusing on social justice

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torAh BiBle, CommentarieS, Weekly Portion & oral laW

חומש, תנ״ך, פרשנות, פרשת השבוע ותושב״ע

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PhilosophyThe goals of the Torah curriculum at Beit Rabban Day School are to instill in students a love for Torah study as a personal, communal, religious and spiritual practice; to equip students with the skills they need to undertake serious study of Biblical and Rabbinic texts; to expose students to the core texts of the Jewish tradition; and to impart to students an understanding of how the canon of classical Jewish texts came to be developed Students learn to interact with the text, and in so doing, build a relationship with the Torah as well as with teachers, peers, family, and the rest of the community of Jews across time and place who engage in the study and interpretation of Torah The foundation for lifelong learning begins in the Gan where children discover Torah through song, celebration and story They learn Sippurei Torah, narratives about figures, events and places that are prominent in the Torah via storytelling, books, art, cooking, music, movement and drama Through tefilah and the study of Jewish holidays, children are also exposed to ideas and texts from rabbinic literature As children progress into the Kevutzot, they learn Parshat Hashavua, and engage in sophisticated conversations surrounding the content of the weekly Torah portion They also begin textual analyses of selected small portions of Torah and rabbinic literature, building skills to prepare them for more sophisticated textual study in the years to come

Formal Chumash learning begins in second grade, and emphasizes textual decoding and translation skills as well as analytical and interpretive skills Students’ learning is celebrated and displayed at Beit Rabban’s annual Torah Reading Ceremony, a community-wide event where first-year Chumash students chant portions of Genesis with ta’amei hamikra (cantillation) As children progress in their textual skills they delve more deeply into the content, are introduced to traditional parshanut (traditional and modern commentaries on the Torah) in third and fourth grades, and continue to develop their own perspectives on the text and its commentaries In the fourth grade children add the studies of Navi (Prophets) and Torah Shebe’al Peh (Oral Law) in addition to their regular Chumash study Throughout their study of Torah, the students are exposed to the multiplicity of perspectives represented in the tradition and are encouraged to develop a personal way of reading a text that allows them to be both conversant in the historical conversation and begin to be contributors to this heritage They are also exposed to a range of genres of biblical and rabbinic literature including narrative, law and poetry Beit Rabban graduates leave with a strong foundation for a lifelong journey in Torah study and interpretation and the skills they need for furthering their Torah education

MethodologyThe focal point of Torah study at Beit Rabban is students’ understanding of the primary text, with each student seeking to understand what the text says, what it means and what personal meaning he or she derives from it To that end, students work with texts in the original Hebrew with a minimum of scaffolding Editions of the texts are selected that feature no translation, minimum commentary and include the basic apparatus that differentiate source texts from other key primary sources

Students are provided with opportunities to become familiar with important resource tools such as specialized dictionaries, the concordance, and other resources that support Torah study

Beit Rabban emphasizes the development of textual, analytical and interpretive skills, which often necessitates deep dives into small chunks of text This approach is based on the belief that if students are given the opportunity to develop strong text skills in one area of a text, these same tools can be applied to new texts in the future At the same time, there is also value placed on students’ familiarity with the content of biblical and rabbinic literature and their appreciation of texts in their

entirety Therefore, Beit Rabban’s approach in Chumash is to start at the beginning of the Chumash and move forward through the text in its entirety, including the study of sections that are problematic in terms of content, theological stance or linguistic difficulty

An important element of Torah learning at Beit Rabban includes the presentation to the students of a key book each year that will serve as the basis of a Jewish library The books presented in the early childhood years are selected for their appropriateness for young children; from first grade on, the students are presented with an adult text that will serve both to support their studies in the school and as a text that will continue its use into the adult years The books that are presented are as follows:

• Three’s: Bim and Bom: A Shabbat Tale• Three’s/Four’s: Breishit: In the Beginning• Four’s: The Bedtime Sh’ma• Kindergarten: Let’s Learn Hebrew Picture Dictionary• First Grade: Siddur• Second Grade: Chumash• Third Grade: Mikraot Gedolot - Breishit • Fourth/Fifth Grade: Set of Mishnayot and Tanach• Fifth Grade: Tikkun

Assessment In the Gan, assessment is conducted primarily through dialogue to ensure that students can provide evidence of understanding of the Sippurei Torah In the Kevutzot, one of the primary modes of study in Chumash class is chavruta learning, in which students learn in pairs to grapple with the language and meaning of the text In order to assess student understanding and skill proficiency, we observe students’ chavruta interactions, and record their progress in areas such as word recognition, vocabulary comprehension, and the ability to comprehend new materials using a variety of

strategies During class discussions about text, we record evidence of the development of skills such as referring to earlier passages in discussing ideas, asking interpretive questions, and seeking answers to these questions In addition, periodic formal assessments are administered to assess students’ abilities in decoding, translating key vocabulary, identifying grammatical structures, comprehending, analyzing and interpreting the text We also assess text independence by assessing students in their ability to decode and understand an unseen text

Philosophy

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Torah: Bible, Commentaries, Weekly Portion & Oral LawBeit Rabban Day School Curriculum Guide

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Outcomes• Students appreciate that the Torah is filled with

stories that can inform the way we see the world

• Students understand that the stories of the Torah are the stories of the Jewish people

• Students understand that biblical and rabbinic texts inform Jewish ritual practice and holiday observances

• Students develop a love for the Sefer Torah as a sacred object and the appreciation that time spent in Torah study is special

Skills

3’s Class

• Identify the Sefer Torah as a sacred object

• Know how to hold the Torah and share it with others

• Ask questions about the Torah and offer an answer or perspective

• Name key characters in the Torah

• Connect certain holidays with their narratives in the Torah

4’s Class

• Identify the Sefer Torah as a sacred object

• Know how to hold the Torah and share it with others

• Ask questions about the Torah and offer an answer or perspectiveName key characters in the Torah

• Retell key biblical narratives

• Connect certain holidays with their narratives in the Torah

Content

3’s Class

• Key narratives in Genesis, beginning with creation

• Selected texts related to holidays (Megillat Esther, Haggadah shel Pesach)

4’s Class

• Key narratives in Genesis and Exodus, from creation through revelation at Sinai

• Selected texts related to holidays (Megillat Esther, mishnayot from Moed, Haggadah shel Pesach)

BRDS in Action

Philosophy

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Outcomes• Students will understand that Torah has

implications on everyday life and conduct

• Students will develop of a personal connection to the Chumash through understanding the yearly cycle of portions

• Students will develop a feeling of ownership of the Torah through the acquisition of textual skills

• Students will understand that biblical and rabbinic texts inform Jewish ritual practice and holiday observances

Skills

Kindergarten

• Name the five books of the Chumash

• Know the name of the current parashah

• Identify all 22 letters of the Hebrew alphabet

• Explain what is meant by a weekly Torah portion

• Ask questions about Jewish texts and offer an answer or perspective

• Name key characters in the Torah and their relationships to one another


• Connect holidays with their narratives in the Torah

First Grade

• Name the five books of the Chumash

• Know the name of the current parashah

• Decode Hebrew consonants and vowels to read accurately from biblical and rabbinic texts

• Understand concept of roots, tenses and gender in the Hebrew language

• Formulate questions about Jewish texts and consider multiple perspectives when formulating opinions

• Name key characters in the Torah and their relationships to one another


• Connect holidays with their narratives in the Torah

Content

Kindergarten

• Key events, themes, laws from Parashat HaShavua

• Biblical and rabbinic sources that are related to the holidays studied or experienced at school

First Grade

• Biblical and rabbinic sources that are related to Jewish practices experienced in the school: prayer, blessings, kashrut, holidays, etc

• Ongoing study of Parashat HaShavua

Skills

Second Grade

• Read from biblical and rabbinic texts accurately and fluently

• Chant Torah trope and use cantillation marks to punctuate a pasuk

• Identify the shoresh of a biblical word

• Navigate a Chumash to find parashah, perek, pasuk

• Identify part of speech of biblical words

• Accurately translate a familiar passage of biblical narrative

• Analyze and interpret narrative biblical passages based on textual proof

• Demonstrate familiarity with people, places and events in Chumash

Content

Second Grade

• Genesis 1-17

• The symbols and related melodies of Torah trope


• Biblical and rabbinic sources that are related to Jewish practices experienced in school: prayer, blessings, kashrut, holidays, etc

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Outcomes• Students will develop the skills to independently

study Tanach and Mishnah in the original

• Students will read biblical and rabbinic texts closely and critically, engaging in textual analysis and interpretation

• Students will experience Torah learning as an ongoing process with many levels of understanding and paths of interpretation

• Students will look to biblical and rabbinic sources to inform their thinking about the world

Skills

third Grade

• Name all parshiyot in Genesis

• Decode Rashi script

• Identify Rashi’s question about the biblical text and restate his answer

• Understand that textual difficulties can be answered in multiple ways

• Identify textual difficulties and compare and contrast different commentators’ answers

• Read from biblical and rabbinic texts accurately and fluently

• Employ variety of strategies to translate biblical texts independently


• Navigate Mikraot Gedolot to find parashah, perek, pasuk


• Demonstrate familiarity with people, places and events in Chumash

Content

third Grade

• Introduction to Rashi and selected other commentators

• Genesis 18-36, including selected comments of Rashi



Skills

Fourth Grade

• Name all parshiyot in Genesis and Exodus


• Employ variety of strategies to translate biblical texts independently

• Use dictionary and concordance to deepen understanding of biblical text



• Describe the broad arc of the narrative found within the Bible

• Describe the Oral Torah and its relationship to the Bible

• Name 6 orders of Mishnah

• Navigate book of Mishnah, identifying seder, masechet, perek, mishnah, commentaries

• Employ variety of strategies to translate Mishnaic text

• Break individual mishnayot into case, different rulings and reasons for those rulings

• Describe the broad arc of the narrative found within the Bible

• Compose and deliver a dvar Torah that demonstrates textual understanding and practical application

• Describe the Oral Torah and its relationship to the Bible

• Name 6 orders of Mishnah

• Navigate book of Mishnah, identifying seder, masechet, perek, mishnah, commentaries

• Employ variety of strategies to translate Mishnaic text

• Break individual mishnayot into case, different rulings and reasons for those rulings

Content

Fourth Grade

• Genesis 37-50 and Exodus 1-6, including selected commentaries and midrashim

• Other commentaries besides Rashi, midrashim



• Introduction to the Tanach as a whole, including the various divisions of the text

• Selected passages from Joshua, Judges, Samuel and Kings

• Introduction to the six orders of the Mishnah and the context of its development

• Study of selected Mishnayot from Brachot, Avot, Chullin and seder Moed

• Exposure to the Gemara, legal codes, and other later components of Oral Law in order to examine an idea or value from its biblical origins to later interpretations

• Key vocabulary words and terminology within rabbinic texts

• Central figures in rabbinic literature

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Skills

Fifth Grade

• Name all parshiyot in Torah


• Employ variety of strategies to translate biblical texts independently, including non-narrative texts

• Use dictionary and concordance to deepen understanding of biblical text



Content

Fifth Grade

• Exodus 7-40, including selected commentaries and midrashim

• Introduction to non-narrative biblical texts, including poetry and law



• Introduction to the Tanakh as a whole, including the various divisions of the text

• Selected passages from Joshua, Judges, Samuel and Kings

• Introduction to the six orders of the Mishnah and the context of its development

• Study of selected Mishnayot from Brachot, Avot, Chullin and seder Moed

• Exposure to the Gemara, legal codes, and other later components of Oral Law in order to examine an idea or value from its biblical origins to later interpretations

• Key vocabulary words and terminology within rabbinic texts

• Central figures in rabbinic literature

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