EMEK HEBREW ACADEMY TEICHMAN FAMILY TORAH CENTER 15365 MAGNOLIA BLVD SHERMAN OAKS, CA 91403
THIRD GRADE GIRLS CURRICULUM OUTLINE 2012/2013 TORAH STUDIES – MORAH NECHAMA ZUCKER
Tefillah: We start each day with Tefillat Shacharis, where the students spend between 30 – 40 minutes reciting the prayers aloud and in unison. Time is dedicated each week teaching them Biurei Teflilla, focusing on the Birchat Hashachar (morning blessings), Baruch She’amar, Ashrei and the first paragraph of the Shema. This year the third grade will be davening with the second grade. Morah Shoshana Shifman will be leading the group. Kriyah - Reading: Our Kriyah program is based on a school-wide Kriyah map, divided into 22 steps of comprehensive reading review, starting with the basics of letter and sound recognition and progressing to the more complicated skills such as Sheva Na / Nach and sight words. Each week we take another skill and review it with the students in a group setting. Students are expected to read each Hebrew homework night after we begin the program, and the appropriate ‘step’ will be given out in the homework folder. Students are also divided into specific academic levels in the classroom, with each working to improve and hone their skills at their own pace.
Page 1 of 4
Ketiva - Writing: Writing and letter formation is consistently reinforced during Chumash and Hebrew language classes. Writing is expected to be neat, properly formed and legible.
Chumash / Rashi: In 3rd grade the students will learn the Parshiyot of Chaye Sarah, Toldot and Vayetze. The syllabus is divided by storyline, with clear goals for mastering prefixes, suffixes, shorashim (verbs), and life lessons (Mu’sar Haschil). Our daily lessons, worksheets and tests are geared to develop and assess their analytical thinking skills through logic, sequencing, research and hands-on activities.
Differentiated instruction is a key
element to the Chumash classes, with different learning groups, each utilizing their strengths and needs to progress according to their level and ability. By the end of the year the students should be comfortable with the layout of the Chumash (how to find a parsha, perek and posuk); have an understanding for the timeline of events from the Creation to the birth of the Shevatim; master the common skills and utilize them in “unseen” sections of the Chumash; and they will be made aware of many different commentaries – incorporating the concept of Shiv’im Panim Latorah. Rashi is introduced by learning the font and key differences between Rashi and common letters of the Aleph Bet. Students will recognize a Dibur Hamatchil, and how to find it in the Chumash. They will gain an understanding of the role Rashi plays in helping us understand the Peshutai Shel Mikrah, and get accustomed to looking for questions and answers within Rashi. Chumash Homework will be sent home every Tuesday, Thursday and Friday. Usually the girls will have a worksheet to complete or Pessukim to review. They may also get a small Chumash project to complete. We are also going to intergrate technology into our Chumash lesson by having the girls work in the computer lab on a project having to do with the Chumash topic that we are studying.
Page 2 of 4
Halacha: Time is spent learning the stories and Halachot of every major Chag through the modes of activities, games, worksheets and projects. There will be a review packet for each Chag which is followed up with multiple choice quiz. During the period between the Yomim Tovim, the students will be learning the importance and significance of brachos and saying Shemona Esrai. We continue to build on their knowledge of Brachot, with a focus on Birchat Ha’nahanin (Bracha Reshona and Achrona). There will be a brachos project that the girls will complete at home and at school after the Chagim. This project will be graded.
Parshat Hashavua: Parshat Hashavua is taught on Friday with a Q&A guide given over Shabbat. The focus on Parsha is to share the weekly stories and lessons derived from the Torah portion. Each week I include a D’var Torah, story and ‘thinking question’ on the Parsha which should evoke discussions around the Shabbat table. There will be no further testing on Parsha but I do require the girls to share what they have learned about the Parsha each week. Yediot Klaliot: In 3rd grade we continue to build on Yediot Klaliot knowledge from the previous years by reviewing and learning these specific Yediot (facts): 12 months of the year; six Brachot before eating foods; Avot and Imahot; 5 books of the Torah; Gimatria (numerical value) units, tens and hundreds; days of the week; days of creation; Borei Nefashot; Shalosh Regalim; 12 Shevatim; Names of the Tefillot; Names of all the Parshiyot in the Torah; Shivat Haminim; Ten Makkot; Asher Yotzar; 4 fast days connected with the destruction of the Bet Hamikdash; Bracha for Thunder, lightning and rainbow; 4 special parshiyot during the month of Adar; Me’ein Shalosh. Each day we review the Yedios Klalios for that week with a song. On occasion I there will be a written assessment or project to help learn a new topic.
Page 3 of 4
Middot: Positive Middot is constantly reinforced and integrated through every subject and opportunity. In addition to this, we will be following the Konei Olam Middot Program (from the Chofetz Chaim Heritage Foundation). This curriculum follows a fictional child, as he travels the world learning positive attributes from the many stops in his journey. Some of the lessons include: Hakorat Hatov (appreciation); Nikayon (cleanliness); Kibud Horim (respecting parents); Emet (truth); Savlanut (patience); Shalom (peace); Kibud Habriyot (respecting G-d’s creations). The program incorporates stories, projects, assignments and incentives to promote Middot Tovot both in school and at home. There will also be an anti-bullying program led by Yocheved Gohari LCSW.
Page 4 of 4
