At the Joseph Kushner Hebrew Academy Lower School there is a commitment to promoting high curriculum standards within a developmental appropriate, nurturing environment. We address individual student skill sets within our heterogeneous classes by creating homogeneous groupings in Math, Reading and Chumash.

 

The subjects covered include Math, Science, Social Studies and a complete range of Language Arts programs. 

JKHA LS has adopted the Singapore math approach for Pre-K through 4^th grades. This curriculum builds mastery of fundamental concepts and skills through extensive opportunities to explore mathematical ideas at concrete (hands on), pictorial and finally abstract levels. There is a strong emphasis on problem solving in which place value, mental math and computation are reinforced. Students learn to represent problems visually as they employ a key component of this program, Model Drawing. Included in the step by step curriculum are: knowledge of number facts, number sense, patterns, visualization and communication mathematically. The Singapore math approach follows the standards of the National Council of Teachers of Mathematics and the Core Curriculum standards of NJ.

Fifth grade Math is geared to preparation for Middle School. There is an emphasis on more abstract concepts and application of high level computation and problem solving as exemplified by fraction, decimal and percent.

Science is taught twice a week in grades Pre-K through 5^th. The goal of the Science curriculum is to promote mastery of the scientific method, expand Science vocabulary, recognize the relationship of Science to Math and to have students relate to Science in their lives. Our children spend time in our Middle School laboratory doing experiments and having “hands on” mode of instruction.

 

 

The focus of our Social Studies curriculum is for students to see their place in the national and world community. Social Studies is taught twice a week and is integrated into Language Arts. There is an emphasis on civics and the responsibility expected of our students as citizens of the USA and the world. American History becomes the focus in upper grade elementary school classes combining geography, sociology and history in the study of New Jersey and then the United States.

Current events is also a component of our Social Studies curriculum. There is a writing portion also integrated, as well as building comprehension skills.

The JKHA Integrated Reading/Language arts curriculum employs a balanced literacy approach to address learning goals in reading, writing and oral language. From the earliest preschool years during which a love of literacy is fostered and print awareness is developed children, the JKHA curriculum addresses the primary areas identified by the National Reading Panel as the core components of a good literacy curriculum: phonics, phonological awareness (the sounds of our language), word study/vocabulary, comprehension and fluency. These components are explicitly taught through whole class lessons, small group guided reading instruction focusing in on comprehension and vocabulary and individualized lessons targeting student needs. Students read both narrative and expository texts and learn to apply specific reading strategies to maximize understanding and appreciation of the written word. Differentiated instruction to address the unique learning profile of each JKHA pupil is a primary attribute of our literacy program. Whether in our guided reading groups or replacement reading programs designed to provide intensive remedial instruction to eligible students, the JKHA literacy curriculum aims to provide the foundation that every child requires to become literate, inquisitive and articulate young adults.

The conventions of written communication are also integrated into literacy instruction as students build their competence in the 6+1 Traits of Writing: Ideas, Voice, Sentence Fluency, Organization, Conventions, Word Choice and Presentation. These traits are developed and reinforced in learning activities that promote the various stages of the writing process. In addition, students have opportunities to write for multiple purposes as they become more sophisticated in their use of written language as a means of communication.   Students are asked to create narrative, persuasive and expository writing pieces, as well as various forms of poetry. As students move through the elementary grades, they learn to conduct independent research using both traditional and technology resources.

 

 

Tal AM Program is the model selected by the Joseph Kushner Hebrew Academy and used as the vehicle of instruction for its Judaic and Hebrew language curriculum. Beginning in Grade 1 students are exposed to the full range of Tal AM resources and methods. The curriculum is based on the principles of communicative-heritage language acquisition. It activates learning in all frames of mind by utilizing a wide range of activities for all modes of communication and integrates Hebrew language acquisition, the development of Jewish concepts and values, love of Israel and Medinat Yisrael and reading and writing skills. In accordance with these principles the program creates a visual and oral Hebrew environment in the classroom, which is mirrored in the students’ materials, thus extending its use into the home and enhancing retention and reinforcing the learning process. It offers a variety of stories, Jewish sources, prayers and blessings, as well as songs, recitations and plays which are age-appropriate that aim to develop the child and his/her Jewish identity.

Our second graders study curricula that build the foundation for future Jewish scholarship. They begin Chumash, studying words and phrases from the Torah itself. They establish the building blocks from which they will proceed to more in-depth Torah study. The multi-sensory approach of Tal AM begun in 1^st grade continues with each subject area in Judaics. Chumash, Chagim, Ivrit and Kriyah are taught as an integrated whole emphasizing the links which connect the different subject areas. The skills developed in first grade are reviewed and strengthened, particularly reading and writing Hebrew. Second graders begin to write multiple sentences in Hebrew, forming paragraphs.

Third graders, having completed more than three parshiyot in Chumash the previous year, now begin the study of Torah commentaries, specifically Rashi. The highlight of 3^rd grade is learning to read Rashi and the role commentary has in comprehension of the Pasuk and entire Chumash episodes. Skills in reading and writing Hebrew are reinforced and students begin to prepare compositions and poems in Hebrew. As in the 1^st and 2^nd grades, students are exposed to all facets of Judaic learning through the lens of the Tal Am program which utilizes a multi-sensory approach while integrating all dimensions of Jewish learning into a unified whole.

Now having a firm foundation in the language of Chumash, our fourth graders are ready to include the study of Navi in their knowledge base. Fourth grade focuses specifically on Sefer Yehoshua and as an introduction to NaCH as a whole. They continue to building on their Chumash skills, moving to independent preparation of text. Hebrew composition is an important part of the language curriculum. Subject areas covered in third grade are reviewed and built upon. Ethical sayings and Proverbs are introduced and studied in Hebrew.

As the last class in the lower school, independent study and preparation is emphasized in 5^th grade. Students begin Rabbinics by studying Mishnah. They learn in the background of Torah She B’al Peh and begin the study of Mishna through a multi-sensory approach using the V’shentantom Curriculum. Hebrew conversation and writing is targeted to enable students to work on their own. This includes student preparation of the Parsha of the week.

The students are expected to utilize the skills acquired in 4^th grade to enable them to work alone and in chevrutah.