FIRST AND SECOND GRADE ENDURING UNDERSTANDINGS
Hebrew
Due to the difference in learning abilities between 6 and 8 year olds, this class will be differentiated in the material that they are presented with. Hebrew is a great example for how this model will be effective. Those first graders that are still working on their letter identification will continue with Sam the Detective Reading Readiness Book. When they are deemed proficient enough to continue, they will begin with the Kadima: Get Ready for Hebrew. Most students will be working on Kadima by the middle of First Grade. Those that finish Kadima and most Second Graders will move onto Zman Likro, volume 1.
The goal for those in grade one is to become fully familiar with the Hebrew letters and with Hebrew words that relate to the Synagogue and Jewish Holidays. Students will become familiar with the Hebrew language related to seasons, months and the weather. They will be able to count up to 10. Students will learn in this grade how to start writing in script.
By grade two, students are reading with vowel and letter combinations. They are able to count up to 20 and understand the system of Gematria where a Hebrew letter is equivalent to a number. Modern Hebrew greetings and expressions are fully understood by this year. They are able to read and write in script. By now they can read simple Hebrew texts and have a basic understanding of what they are reading. Reciting and reading of basic Jewish prayers and blessings will be important.
Judaic Studies
Biblical stories will now take on more meaning at this age and they are ready to understand that the basic structure of the Bible. The teacher should focus on the students’ ability to retell a story in their own words. Students will understand that the Torah is broken into portions (or a Parsha). The teacher should show this by saying some words about the weekly Torah portion.
“Conservative Judaism affirms the critical importance of belief of God but does not specify all the particulars of that belief.”
(Emet Ve-Emunah)
First and second graders’ are at the point where they can begin to develop a personal relationship with God and conceive why God should be important in their lives. Discovering God at this age is important for forming an idea of what part Judaism should have in their lives.
By this age students should identify and know the purposes of Jewish ritual objects such as: Aron HaKodesh, Bimah, Ner Tamid, Parochet, Torah, Etz Chaim, Yad, Mantle, breastplate, crown, rimonim, sofer, Ten Commandments, siddur, kipah, tallit, tefillin, menorah, art motifs in Judaism such as the Magen David, Lion of Judah, burning bush, etc.
In the synagogue, the students will begin to realize that their learning of Hebrew is to prepare them to learn prayers which they will subsequently be leading next year in a Friday night’s service. This year they will learn to proficiency the Modeh Ani, Shalom Aleichem and Adon Olam.
Students will understand that the place of the Jewish home is a central for their growth. The intention is to help strengthen the overall family connection to Jewish culture and especially the synagogue.
Ethics and Morals
Students will become familiar with biblical and Jewish stories that illustrate ethical and moral values. This will extend to introducing Midrash to the students. Midrash or biblical legends depict Jewish values such as the value of extending hospitality, treating animals kindly, caring for nature, of hard work, of sharing with the poor, of honesty, of learning, of caring for loved ones. Translating the ethical values into reality will happen for this class when they bring Mishloah Manot during Purim to the elderly.
BJL: Ethics Curriculum is very age appropriate and useful for this class. It should be used to introduce the terms:
This will then progress to Handelman’s Vision for Conservative Early Childhood Programs section on Ethical Behavior. It is full of stories with the morals and Mitzvot all spelled out with classroom discussion questions and much more. This class will look at the topics of: Visiting the sick, Acts of Lovingkindness, hospitality, returning lost property, respect, honoring parents, feeding the hungry, pursuer of peace, contentment with your lot and having a cheerful attitude.
Holidays
Now there can be added depth to the meaning of the holidays. Students should be able to identify the main characters in the Hanukkah story and thus retell the story in their own words. They should be able to understand that there are themes in holidays such as the theme of freedom in both Hanukkah and Passover. Later in the year, the students should research how the holidays were observed in Israel in ancient times and what is unique about how they are being observed now. An example is looking at the Lag B’Omer celebration at the grave of Shimon bar Yochai in Meron near Tzfat.
This class that will also continue to utilize the BJL: Beginnings Curriculum. The topical folders for all of the holidays are to be read aloud to the students. There are two or three “paper and pencil” activities in each folder which require the teacher to make photocopies of beforehand. When appropriate, there are discussion questions, but it is very understandable if these discussion questions need to wait till next year. For more information turn back to pages 12-13.
Israel
Now that students have been introduced to Israel they are now ready to understand why the Jewish people attribute a holiness to the land. This will allow them to then understand the importance that we attribute to Jerusalem, the eternal capital of the Jewish people. Knowing that the State of Israel has preserved the rights of all religions to worship in Jerusalem is important. They will learn that there was once a Temple and the only remaining piece is the outer wall of the Second Temple. Students should hear the Hatikvah and be able to recite it. Students will also learn some of the differences between Israel and Canada in terms of geography, history and culture.
Hebrew
Due to the difference in learning abilities between 6 and 8 year olds, this class will be differentiated in the material that they are presented with. Hebrew is a great example for how this model will be effective. Those first graders that are still working on their letter identification will continue with Sam the Detective Reading Readiness Book. When they are deemed proficient enough to continue, they will begin with the Kadima: Get Ready for Hebrew. Most students will be working on Kadima by the middle of First Grade. Those that finish Kadima and most Second Graders will move onto Zman Likro, volume 1.
The goal for those in grade one is to become fully familiar with the Hebrew letters and with Hebrew words that relate to the Synagogue and Jewish Holidays. Students will become familiar with the Hebrew language related to seasons, months and the weather. They will be able to count up to 10. Students will learn in this grade how to start writing in script.
By grade two, students are reading with vowel and letter combinations. They are able to count up to 20 and understand the system of Gematria where a Hebrew letter is equivalent to a number. Modern Hebrew greetings and expressions are fully understood by this year. They are able to read and write in script. By now they can read simple Hebrew texts and have a basic understanding of what they are reading. Reciting and reading of basic Jewish prayers and blessings will be important.
Judaic Studies
Biblical stories will now take on more meaning at this age and they are ready to understand that the basic structure of the Bible. The teacher should focus on the students’ ability to retell a story in their own words. Students will understand that the Torah is broken into portions (or a Parsha). The teacher should show this by saying some words about the weekly Torah portion.
“Conservative Judaism affirms the critical importance of belief of God but does not specify all the particulars of that belief.”
(Emet Ve-Emunah)
First and second graders’ are at the point where they can begin to develop a personal relationship with God and conceive why God should be important in their lives. Discovering God at this age is important for forming an idea of what part Judaism should have in their lives.
By this age students should identify and know the purposes of Jewish ritual objects such as: Aron HaKodesh, Bimah, Ner Tamid, Parochet, Torah, Etz Chaim, Yad, Mantle, breastplate, crown, rimonim, sofer, Ten Commandments, siddur, kipah, tallit, tefillin, menorah, art motifs in Judaism such as the Magen David, Lion of Judah, burning bush, etc.
In the synagogue, the students will begin to realize that their learning of Hebrew is to prepare them to learn prayers which they will subsequently be leading next year in a Friday night’s service. This year they will learn to proficiency the Modeh Ani, Shalom Aleichem and Adon Olam.
Students will understand that the place of the Jewish home is a central for their growth. The intention is to help strengthen the overall family connection to Jewish culture and especially the synagogue.
Ethics and Morals
Students will become familiar with biblical and Jewish stories that illustrate ethical and moral values. This will extend to introducing Midrash to the students. Midrash or biblical legends depict Jewish values such as the value of extending hospitality, treating animals kindly, caring for nature, of hard work, of sharing with the poor, of honesty, of learning, of caring for loved ones. Translating the ethical values into reality will happen for this class when they bring Mishloah Manot during Purim to the elderly.
BJL: Ethics Curriculum is very age appropriate and useful for this class. It should be used to introduce the terms:
This will then progress to Handelman’s Vision for Conservative Early Childhood Programs section on Ethical Behavior. It is full of stories with the morals and Mitzvot all spelled out with classroom discussion questions and much more. This class will look at the topics of: Visiting the sick, Acts of Lovingkindness, hospitality, returning lost property, respect, honoring parents, feeding the hungry, pursuer of peace, contentment with your lot and having a cheerful attitude.
Holidays
Now there can be added depth to the meaning of the holidays. Students should be able to identify the main characters in the Hanukkah story and thus retell the story in their own words. They should be able to understand that there are themes in holidays such as the theme of freedom in both Hanukkah and Passover. Later in the year, the students should research how the holidays were observed in Israel in ancient times and what is unique about how they are being observed now. An example is looking at the Lag B’Omer celebration at the grave of Shimon bar Yochai in Meron near Tzfat.
This class that will also continue to utilize the BJL: Beginnings Curriculum. The topical folders for all of the holidays are to be read aloud to the students. There are two or three “paper and pencil” activities in each folder which require the teacher to make photocopies of beforehand. When appropriate, there are discussion questions, but it is very understandable if these discussion questions need to wait till next year. For more information turn back to pages 12-13.
Israel
Now that students have been introduced to Israel they are now ready to understand why the Jewish people attribute a holiness to the land. This will allow them to then understand the importance that we attribute to Jerusalem, the eternal capital of the Jewish people. Knowing that the State of Israel has preserved the rights of all religions to worship in Jerusalem is important. They will learn that there was once a Temple and the only remaining piece is the outer wall of the Second Temple. Students should hear the Hatikvah and be able to recite it. Students will also learn some of the differences between Israel and Canada in terms of geography, history and culture.