Lower School Curriculum

LOWER SCHOOL

Grades Kindergarten Through 4

I. Course Overviews

ENGLISH LANGUAGE ARTS

Our Lower School English Curriculum is based on standards developed by the National Council of the Teachers of English and the International Reading Association.

In English Language Arts, students learn to read, understand themselves and the world, use strategies and skills to read text, and write effectively.

Students read and listen to a wide range of print and non-print texts to build an understanding of themselves, literature, texts and the cultures of the United States and the world. Among these texts are fiction, nonfiction, classics and contemporary works. Students develop an understanding of, and respect for, diversity in language use, patterns and dialects across cultures, ethnic groups, geographic regions and social roles. They also become knowledgeable, reflective and creative with a variety of texts.

Students also apply a wide range of strategies to comprehend, interpret, evaluate and appreciate texts. They draw on prior experience and interactions with other readers and writers.

Students employ a wide range of strategies as they write to communicate with different audiences for various purposes. They apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language and literary genre to create, critique and discuss print and non-print texts.

MATHEMATICS

The Scott Foresman-Addison Wesley Mathematics program is used in Lower School. This program directly feeds into the Middle and Upper School math programs. Students work from texts that are one year above their grade level. They are supported by the teachers’ strategies as well as the systematic approach of this program. The three main goals of the Scott Foresman-Addison Wesley program in Kindergarten through 4th Grade are:

• To reach all learners;
• To provide consistent and constant test preparation; and
• To give priority to problem solving.

Teachers provide structured instruction and step-by-step examples that show students how to think about and solve the problems. Fun and stimulating activities incorporated into the lessons provide extra practice for those of all levels.

Scott Foresman-Addison Wesley Mathematics builds understanding through connections to prior knowledge, math strands, other subjects and the real world. It provides practice for maximum results and offers assessment in a variety of ways.

JUDAIC STUDIES

Judaic Studies in the Lower School helps children to understand important values and life lessons that they can apply to their own life. Students are involved in the learning and encouraged to ask and answer questions. This is a basic premise of Judaic studies learning. The mission of the school is to develop ethical and moral leaders. This program encourages this by asking students to look at their own behavior and actions and compare it to leaders from the Torah. Students are exposed to a variety of resources that provide diverse perspectives and experiences. Community service is also an important aspect of our program and children help to raise money for community groups, bring in food for homeless shelters and write letters to veterans. They learn about the holidays in Judaism and develop an understanding of the customs and rituals of these important events. The students also learn the common blessings and when they are appropriately used.

SOCIAL STUDIES

Students learn to inquire about topics and issues in social studies. Through this curriculum, students begin to develop into informed and thoughtful citizens of our school, city, state, country and the world. This transformation is accomplished through the developmentally appropriate study of history, geography, economics, government and culture at each grade’s appropriate level.

Students conduct research on issues and interests by generating ideas, asking questions and posing problems. They gather, evaluate and synthesize data from various sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. Students also use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate their knowledge.

SCIENCE

Based on the National Science Education Standards, science topics are introduced in Kindergarten through 4th Grade. They give students the basis of understanding in concepts that will be developed in later years. Students are engaged in the active construction of ideas and investigate concepts in the areas of earth, life and physical sciences. They ask and answer questions, complete investigations and begin to understand the concept of scientific inquiry.

HEBREW

Our philosophy of teaching Ivrit, Hebrew, is based on the proficiency approach in which language becomes relevant to the learners. Classes emphasize the ability to function in Hebrew. Students use the language playing soccer and board games, having snacks, expressing their favorite music, discussing what they like to wear, and in social interactions with staff and other children. The goal is to enable students to function fluently in an Israeli post office, grocery store, airport and bank. Students should be able to give tours of the school to Israelis and be able to respond to spontaneous questions.

The classes are divided into small groups based on proficiency and developmental levels. Unit themes are designed to be relevant to their lives, such as school environment, family, home, holidays and Israel. The students explore these themes each year with a variation at a higher proficiency level in all the skill areas: reading, writing, speaking and listening.

STUDY SKILLS

Study skills are integral to the curriculum. Embedded into each area of study are specific organizational skills: outlining; note-taking; time management; test-taking strategies; study skills; listening to, reading and following directions; and learning to use reference materials. Appropriate skills are taught at each grade level.

MUSIC

Understanding the elements of music as a special language is the focus of the music curriculum. Students learn about melody, harmony, rhythm and pitch while playing others’ musical compositions or creating their own. They learn musical notation beginning with simple notes and beats and progressing to more complex rhythmic structures. Students also listen to music in order to learn about various cultures and historical periods.

ART

Based on the National Arts and Education Standards, ARTSEDGE, our program encourages students’ growth and development in visual art. Students participate in projects that promote thorough understanding. They apply media, techniques and processes, while using knowledge of structures and functions. Students choose and evaluate a range of subject matter, symbols and ideas. They learn to understand visual arts in relation to history and cultures. They have the opportunity to reflect upon and assess the characteristics and merits of their work and the work of others.

Students also are exposed to theatre arts in Lower School through class dramatic projects and productions.

PHYSICAL EDUCATION

Physical Education is integral to our students’ education. We strive to advance not only the physical development of our students, but also to enhance their social and emotional growth. We provide a nurturing environment in which all are encouraged to do their best, whatever their ability level.

We accomplish these goals through a carefully planned and progressive curriculum that targets age-specific expectations and abilities. As younger students master simple loco-motor skills through participation in enjoyable group games, they also learn the value of teamwork, sportsmanship, cooperation and respect.

As they advance through Lower School, students fine-tune their athletic abilities in sport-specific games and activities. Simultaneously, instructors provide direction and role modeling in the areas of fair play, overcoming adversity and self-esteem.

Progressing from pre-K through 4th Grade, students attain all physical and social skills to be valuable members of our competitive sports programs at the Middle and Upper School level. We believe that this will be a measure of the success of our Lower School PE program. Participation in athletics has been proven to aid in the development of a successful and well-adjusted young person.

Physical Education Units

Team Building: Students learn rules for the PE areas, safety procedures and how to develop an environment of inclusion and teamwork.

Fitness: Three sections of fitness throughout the year teach students safe and effective ways to maintain overall fitness. Student fitness is measured to assess progress.

Dance: Students learn to follow a structured choreography while gaining body control and coordination along with an appreciation for dance and the role it can play in overall fitness.

Volleyball: Students learn the skills, rules and rotations to play volleyball.

Basketball: Students learn the skills and rules to play basketball.

Leisure: Students learn games that are less strenuous but can be part of a healthy lifestyle throughout their lives.

Yoga and Jump Rope: Students learn the skills of yoga and jumping rope.

Wiffle Ball: Students learn the skills and rules of softball and baseball utilizing a Wiffle ball setting for safety and to allow for success.

Tennis: Students learn the skills, rules and court positioning to play tennis.

Indoor Hockey: Students learn the boundaries of the indoor hockey pitch, the skills of stick handling and rules for playing.

TECHNOLOGY

The Adelson Educational Campus provides a comprehensive technology integration program. We promote a purposeful and relevant digital-age learning culture across the curriculum.

Our faculty inspires student learning and creativity through real-world application of various technology, software and Web 2.0 tools. Students interact, communicate and collaborate with others to produce original works of which they can be proud. Research and information fluency is developed and strengthened as students use digital tools to gather information from numerous sources while practicing safe and responsible use of information and technology.

 

II. Courses Taught At Each Grade Level

KINDERGARTEN

ENGLISH LANGUAGE ARTS

Students listen to, discuss and respond to literature that includes leveled books, basal readers, trade books, poetry, plays, fiction, nonfiction, fables, music and stories on disc.

Students also begin learning to read through a variety of word identification strategies that include phonics and high-frequency word instruction. Various leveled readers support this instruction. Additional skills taught are blends, digraphs, sentence building , punctuation, flash cards, phonics songs, word blending, dictation, spelling lists with specific rules, discussion, brainstorming words, irregular vowels and games.

Students learn manuscript (print) handwriting as a means of expressing their ideas. Language structure is taught through the writing process and through formal grammar instruction using dictation and daily oral language. Writing is developed through the use of webs, writer’s workshops, four-square paragraph development and short compositions. Spelling is taught through the use of phonics rules and numerous resources.

MATHEMATICS

Kindergarten students use the 1st Grade program in math. At this stage, they learn to understand numbers and the relationships among numbers. Students read, write, order and identify whole numbers less than 100 and demonstrate counting skills of skip counting by 5’s and 10’s to 100. Students identify, order and compare coins by making equivalent amounts up to 25 cents. Students add and subtract with fluency to 9 and find sums and differences less than 100.

Students pose questions and gather data about themselves, identify concepts of “more or less,” use bar graphs and pictographs, sort and classify objects using one attribute, and understand the meaning of equals. Students identify and name the days of the week and the months of the year. They also recognize one- and two-dimensional geometric shapes.

JUDAIC STUDIES

Torah stories come to life during Judaic studies. For example, in the story of the Tower of Babel, students learn, “I have the power to use my words to build or tear down.” We teach students that Judaism is about wondering and being amazed at the world. Holiday study and celebration is a centerpiece of Kindergarten. Students continually learn how to apply the lessons of Judaism to their own lives. During Rosh Hashanah (Head of the Year), students learn that the years repeat (e.g., we go to school every year) because there’s always something new to learn — we never stop learning. Students have units such as Being a Mensch (“I can make the world a better place!”) and Mitzvah (“Doing Jewish” means “doing good”). Kindergarteners have a special Shema pillowcase celebration with parents.

SOCIAL STUDIES

Students connect information about the past to the present and begin to understand time and chronology of events. They identify and study U.S. holidays, including Thanksgiving, Martin Luther King Day, President’s Day and Nevada Day. In geography, students learn about deserts, mountains, bodies of water, states and continents. They begin to understand that maps represent places. Kindergarten also provides an overview of the continent of Africa.

Students begin to learn about money and currency in other lands. They understand, through practical examples, the meaning of goods and services. They also learn about the president and vice president of the United States. Children discuss laws, rules and how and why they are created. Students identify the U.S. and Israeli flags and learn about the basics of American and Jewish culture. They discuss accepting differences in people and begin to identify similarities among cultures. They begin to share ideas and opinions and learn to discuss ideas and work in a group.

SCIENCE

Earth Science concepts of learning for Kindergarten focus on the planets in the solar system, the moon and the sun. Students also study changes in the weather, hurricanes, tornados and the water cycle. Life Science introduces students to plants, trees, seeds, the five senses, the main organs of the body, fitness and dental health. In Physical Science, students explore magnets.

HEBREW

Our Preschool-Kindergarten Program imparts a basic knowledge of spoken
Hebrew that provides a foundation for future study of the language. We develop our children’s ability to communicate in Hebrew by providing them with a range of opportunities to use linguistic patterns and vocabulary acquired. Students are given the ability to connect Hebrew to everyday social situations related to their experiences in the home, at school, in encounters with friends and during holiday celebrations.

MUSIC

Students begin practice in vocal skills, beat awareness, instrument playing and musical improvisation. They begin to practice recognizing tonal and rhythmic patterns. They discriminate between high and low sounds, fast and slow beats, long and short tones, and same or different tones or patterns. They also begin short, structured solo playing and singing.

TECHNOLOGY

Students begin to use the computers for classroom work and projects. They identify the parts of the computer, log in, launch programs and develop mouse skills. When working with documents, students enter and delete text, undo and redo, and perform basic keyboarding skills.

 

1ST GRADE

ENGLISH LANGUAGE ARTS

Students listen to, discuss and respond to literature that includes fiction and author units, nonfiction materials and poetry.

Students continue learning to read through the development of word identification strategies that include phonics and high-frequency word instruction, fluency, and comprehension skills and strategies. Leveled readers and reading texts are read in instructional reading groups, along with books in subject areas to support science and social studies topics.

Students learn to write for a variety of purposes, including journal writing, creative writing and writing in the content areas. Manuscript handwriting continues to be developed. Language structure is taught through the writing process and through formal grammar instruction using English textbooks. Spelling is taught through a sequence of lessons that develop phonetic skills: long and short vowels, blends, digraphs, vowel combinations and structural analysis, common syllables, prefixes and suffixes. High-frequency sight words are introduced and reinforced throughout the year.

MATHEMATICS

Students in 1st Grade use the 2nd Grade mathematics curriculum. They read number words less than 100 and write the corresponding numeric value. They model the whole number of 1’s, 10’s and 100’s and begin to understand fractions and odd and even numbers. In computation, students add and subtract with fluency to 18 and add and subtract two-digit numbers. They find the sum of three or more two-digit numbers and make change for amounts up to $1.00. Students also round numbers to the nearest 10, identify “most and least,” describe and reproduce a pattern, and construct and solve simple number sentences to 18. Students begin learning about capacity and measurement units, demonstrate an understanding of time and time relationships to the nearest half hour, identify symmetry, model geometric shapes, and accurately solve problems using mathematics.

JUDAIC STUDIES

Starting in 1st Grade, students learn about the Parshah (Torah portion of the week), its basic plot and at least one significant and relevant idea. For example, in their lessons on Joseph, students learn about how to deal with sibling rivalry. While studying about the Garden of Eden, they learn that rules help us keep safe. Students have major units on holidays, prayer and Shabbat. Students also celebrate a special Shabbat Box ceremony with parents.

SOCIAL STUDIES

Students identify people and events celebrated during U.S. and Israeli holidays. They understand Pilgrims, the Wampanoag’s life and the Mayflower. They learn about the contributions of Washington, Lincoln and Martin Luther King Jr. They also discuss timelines, past events and learn about personal family histories.

Students name the continents and general areas of the United States. They learn about the climate and habitat of Antarctica and the areas around the equator. They understand the directions of north, south, east and west, identify the equator, and construct simple maps.

Students in 1st Grade learn about money and the value of goods through a classroom store. They understand that families consume goods, services and natural resources. Through the study of community jobs, they learn that people earn money.

Students also identify reasons for rules and explain how decisions are made while creating classroom roles and responsibilities. They understand that there are leaders for the national government and state government, as well as leaders of other nations. They identify national symbols like the Statue of Liberty, White House and Mount Rushmore. Finally, students begin to understand the differences and similarities between American and Jewish culture, continue to share ideas and opinions and learn to work cooperatively. They compare and contrast life in the United States with life in Antarctica and at the equator.

SCIENCE

First-graders focus on the study of oceans and rainforests in Earth Science. In Life Science, they study insects, animals of the rain forest, sea life, nutrition, dental health, and plants and how they grow. They also study the movement of objects with a focus on push, pull, force and gravity in Physical Science.

HEBREW

The Tal Am curriculum is used in 1st and 2nd Grades. Tal Am is based on the principle of communicative heritage language acquisition. The program activates learning in all frames of mind by utilizing a wide range of activities for all modes of communication. It integrates Hebrew language acquisition, the development of Jewish concepts and values, and reading and writing skills.

In accordance with these principles, the programs create a visual and auditory Hebrew environment in the classroom, which is mirrored in the students’ materials. The programs thus extend Hebrew into the home, enhancing retention and reinforcing the learning process. The curriculum offers a mixture of Jewish stories, as well as songs, recitations and plays, which are age-appropriate and which aim to develop the child and his or her Jewish identity. The curriculum does not utilize translation, but uses pictures and other devices to teach Hebrew in Hebrew.

MUSIC

The music curriculum focuses on a continuation of work on vocal skills, playing techniques, improvisation, high, low, middle and repeated sounds, and active listening. Students begin identifying musical phrases and elongated patterns, as well as simple pattern dictation. They begin writing and reading staff notation and rhythmic elements.

TECHNOLOGY

Students continue their basic technology keyboard skills and develop the appropriate finger placement on the keyboard by using the home-row keys. When working with documents, the students learn to format text, select objects, manipulate graphics, print and create graphs.

 

2ND GRADE

ENGLISH LANGUAGE ARTS

Students listen to, read, discuss and respond to literature that includes the use of the basal texts, appropriate chapter books, and exposure to both Caldecott Medal- and Newbery Award-winning books. Students’ discussion is based on elements of fiction and nonfiction and the use of comprehension strategies. Students read and respond to literature in groups and independently.

Students refine reading abilities through word identification strategies, fluency, and comprehension skills and strategies. Various materials support this instruction. In addition, students read independently with focus on particular strategies used during reading.

Students learn to write for a variety of purposes, including writing genres (descriptive, persuasive and narrative) and friendly letters. Manuscript handwriting continues to be developed and cursive is introduced. Language structure is taught through the writing process and through formal grammar instruction using English texts and supplementary materials. Spelling is taught and reinforced using spelling and vocabulary lists.

MATHEMATICS

The 2nd Grade students use the 3rd Grade mathematics curriculum. Students read, write, order and compare numbers less than 1000, develop an understanding of fractions, use money with dollars and coins up to $10.00, add and subtract four-digit numbers, multiply a two-digit number by a one-digit number, and use strategies to make reasonable estimates. Students also determine elapsed time, tell time to the nearest minute, determine measurements of length to the nearest centimeter and nearest meter, and interpret the concepts of a problem-solving task and translate them into mathematics.

JUDAIC STUDIES

Continuing their studies from 1st Grade, students learn the Torah portion of the week such as Parashat Sh’mot (Finding God in Small Places), Parashat Bo (Marking Our Freedom) and Parashat B’shalach (Brave Nachshon Comes to Visit). Students also learn about the synagogue and how the makeup of our physical environment affects us mentally and spiritually. They learn about family history — that their family tree is part of a larger Jewish people family tree, indicating the shared roots of all Jewish families. Students learn Tzedakah/Gemilut Chasidim, that we all have an obligation to take care of each other. They also learn holiday and prayer studies such as units on Birkat HaMazon (Blessing after Meals), Shema U’Virchoteha (Shema and its blessings), Kashrut (Jewish dietary laws) and more. Second-graders also have a special Siddur ceremony with parents in which they receive their own Siddurim.

SOCIAL STUDIES

Textbooks are used to introduce content areas. Literature, reader’s theatre, songs and projects are also used. Students complete social studies projects using hands-on materials, Internet resources, mapmaking techniques, videos and artifacts from different cultures and countries.

The students identify the contributions of historical figures who have helped to shape our country and describe the importance of national celebrations and holidays. They learn how Egypt and China have influenced and contributed to the present in terms of inventions, architecture, calendars and written language. They also study patriotism and American symbols.

In geography, students learn to use a compass rose and landform and street maps. They learn the world’s oceans and countries and gain an overview of the continents of Asia, Australia and Europe. Students differentiate between goods and services and producing and consuming while analyzing the benefits of a free enterprise system. They trace the development of a product from production to customer and understand the difference between wants and needs. They identify people who provide services to our community and explain how work becomes income to spend on wants and needs.

Students begin to understand the functions of a government and compare the roles of government officials. They identify the qualities of a good leader and characteristics of good citizenship. They describe how the United States votes and chooses leaders. Students also learn that the United States is a land of many diverse cultures and ethnic origins. They explain how people influence the different communities and how customs and celebrations reflect American individualism, inventiveness and freedom.

SCIENCE

Students study Earth Science through an exploration of the Earth, its layers and natural resources. They also study Earth as part of the solar system, along with the sun, moon (and its phases), stars and other planets. In Life Science, the primary concepts of learning are the life cycle, metamorphosis, hibernation, dinosaurs, the respiratory and digestive systems, health and nutrition. The properties of matter are introduced for concepts studied in Physical Science.

HEBREW

Grades 1-2 use the Tal Am curriculum. Tal Am is based on the principle of communicative heritage language acquisition. The program activates learning in all frames of mind by utilizing a wide range of activities for all modes of communication. It integrates Hebrew language acquisition, the development of Jewish concepts and values, and reading and writing skills.

In accordance with these principles, the programs create a visual and auditory Hebrew environment in the classroom, which is mirrored in the students’ materials. The programs thus extend Hebrew into the home, enhancing retention and reinforcing the learning process. The curriculum offers a mixture of Jewish stories, as well as songs, recitations and plays, which are age-appropriate and which aim to develop the child and his or her Jewish identity. The curriculum does not utilize translation, but uses pictures and other devices to teach Hebrew in Hebrew.

MUSIC

Students increase their practice of known rhythmic elements through dictation, two four-beat patterns and pentatonic patterns. They use known rhythmic and tonal elements in short compositions or arrangements, work with groups on accompaniments or arrangements, and perform for the class. They continue their work with reading and writing musical notation, as well as vocal techniques.

TECHNOLOGY
Students in 2nd Grade begin to use correct touch-typing skills, navigate the Internet, use a Web browser, edit text in documents, insert graphics into other applications and expand their knowledge of various computer applications and software.

 

3RD GRADE

ENGLISH LANGUAGE ARTS

Students listen to, read, discuss and respond to literature, including basal reading texts and appropriate chapter books. Many types of reading genres are covered and discussed.
Students continue to refine their reading abilities through word identification strategies, fluency, comprehension skills and strategies. In addition, the class incorporates independent student work that improves their individual reading skills. Projects are created to enhance the classroom novels.

Students learn to write for a variety of purposes, including autobiographies, creative stories, journal writing, nonfiction, directions and tall tales. Language structure is taught through the writing process and formal grammar instruction uses an English text and daily oral language. Spelling is taught using numerous resources in order to meet the students’ developmental level. Vocabulary words are taken from novels read in class. Cursive writing is formally taught.

MATHEMATICS

Students in 3rd Grade use the 4th Grade math curriculum. Students locate common fractions and decimals on a number line to hundredths, develop and evaluate strategies for multiplying and dividing whole numbers, adding and subtracting fractions with like denominators, and apply with fluency efficient strategies for determining multiplication and division facts to 9.

They also use division with three-digit numbers with or without remainders and use place-value concepts with rounding to nearest 10, 100 and 1000. Students understand the mathematical properties, determine probability, solve problems involving numeric equations or inequalities, and continue their study of measurement. Students also identify right, acute and obtuse angles and other geometric problems.

JUDAIC STUDIES

Students learn a great deal about Israel, such as Torah stories focusing on Am Yisrael (the Nation of Israel), Eretz Yisrael and the B’rit (covenant). Sample units include “Am Yisrael: All Jews are Members of Am Yisrael, It Takes Twelve Tribes to Create a People,” “Israel: The Physical Land,” “Israel: The Land for Our Souls” and other related units. Holiday units abound, as well as prayer units such as the Torah Service, geography of Siddur and the Amidah (including ideas such as “asking things of God is an important way to raise our awareness level of what others lack”). Third-graders also have a special Tanach ceremony with parents in which they receive their own Tanachim.

SOCIAL STUDIES

Students learn about the local community of Summerlin and the Las Vegas area. They also study the continents of North America and Asia. Students study Native American tribes from across the United States and about cultural artifacts. They learn why we celebrate certain U.S. holidays and how those were decided, as well as important women and minorities in U.S. history. Third-grade students develop geography skills by learning how to use a globe and various maps. They understand how geography affects settlement and identify key landform terms. The students learn about democracy, local and state governments, and about the concepts of supply and demand.

SCIENCE

Earth Science concepts introduce geology with an emphasis on rocks, minerals and fossils. Students study the animal kingdom, invertebrates and vertebrates, mammals, and the skeletal and circulatory system of the human body. Students begin the physical science study of the laws of motion and learn about simple machines.

HEBREW

Third Grade uses the Chaverim B’Ivrit curriculum. The program is based on the communicative approach taught from three perspectives: psycholinguistic, educational and social-cultural. The program serves to provide learners with the ability to communicate in Hebrew in diverse situations and comprehend texts from multiple genres, bring learners in contact with primary sources, expose students to life experiences of children in Israel, and awaken an awareness of the special characteristics of the Hebrew language.

MUSIC

Students continue work in vocal techniques; reading, writing and composing musical notation; and performing. There is an increased emphasis on group balance through listening in singing, recorder playing and drum circles.

TECHNOLOGY

Students’ technology vocabulary continues to expand and they work to develop touch-typing skills. Text formatting and editing also develop as the students learn to edit alignment and justification, line spacing and margins. Students begin to understand copyright laws, how to gather reference material from online sources, and use proper citation methods for sources and pictures. The students also develop skills as they create multimedia presentations, recognize the elements of a spreadsheet, and create and format graphs.

 

4TH GRADE

ENGLISH LANGUAGE ARTS

Students listen to, read, discuss and respond to literature that includes fiction, nonfiction, biographies and different genres to enhance their learning. They develop advanced reading skills by identifying fact and opinion, understanding inferences, distinguishing cause and effect, drawing conclusions, studying author’s point of view and continuing to work on comprehension strategies. Vocabulary development is emphasized through reading literature, looking for contextual meaning, and comparing and contrasting text. Word study is developed through spelling and the understanding of prefixes, suffixes, synonyms, antonyms and homophones.

Students learn to write for a variety of purposes, including the four-square writing method for creative and nonfiction essay writing, research reports, journal writing, letter writing and poetry. Language structure is developed through the writing process and through formal grammar instruction using the English text book and other resources. Spelling is taught using numerous resources and the development of vocabulary is continued. Cursive writing is refined.

MATHEMATICS

Students in 4th Grade use the 5th Grade mathematics curriculum. The students order and compare common fractions, decimals and percentages; recognize odd, even, prime and composite numbers; divide by two-digit numbers; add, subtract, multiply and divide decimals; and add and subtract fractions. Students begin to represent the idea of a variable, understand Fahrenheit and Celsius, estimate the measurement of angles, determine perimeter and area, and classify triangles.

JUDAIC STUDIES

Students are invited to become biblical commentators. With a real translation of the biblical text that was crafted specifically for students this age, students are drawn into the words of Torah. They discuss the disparities among various versions of a story, as well as the parallels among different stories within the Torah. For the first time in Lower School, students do not study from a book about Torah — it is actual Torah study made accessible and age appropriate. In their studies focusing on the Books of Genesis and Exodus, students learn that Torah makes an impact on even the ordinary details of their lives.

SOCIAL STUDIES

Students study the United States by regions. Lessons encompass Indians, explorers, settlements, the West, Nevada state history, the Gold Rush and the Oregon Trail. Students begin a study of Incas and Aztecs. Students use an atlas and learn hemispheres, latitudes/longitude and about various types of maps. They memorize states and capitals, Great Lakes, and main U.S. rivers and mountain ranges. They learn what each region of the United States grows, raises, manufactures and mines.

The 4th Grade students study the three branches of government at the national and state level, the basic founding of the country and elections. The students learn more about the Constitution and the Bill of Rights. They also learn about U.S. culture through an in-depth study of Nevada and immigrants of the United States, as well as the Indians of South America. They understand how the culture is different in different regions of the country and about the different regions of Israel and how that affects the culture.

SCIENCE — INTRODUCTORY PHYSICS PART I

Content for this course includes three units — Light, Color and Sight; Sounds We Hear; and Electricity and Magnets. Each unit is subdivided into more specific topics, which are organized around, and elaborate upon, each main theme. These physics concepts are the major component of this course. Science laboratory safety, measurement, the scientific method, charts, data tables and graphs are also integral parts of the curriculum. In addition, there is an emphasis on skills development in the areas of organization, listening to and following directions, reading and writing, note-taking, study and test-taking strategies, and higher level thinking.

HEBREW

The 4th Grade continues to use the Chaverim B’Ivrit curriculum. The program is based on the communicative approach taught from three perspectives: psycholinguistic, educational and social-cultural. The program serves to provide learners with the ability to communicate in Hebrew in a mixture of situations and comprehend texts from multiple genres. It brings learners in contact with primary sources, exposes students to life experiences of children in Israel and awakens an awareness of the special characteristics of the Hebrew language.

MUSIC

Students work on more in-depth study of musical notation, vocal and instrumental reading and composing individual works. There is an emphasis on improvisation and creation using awareness of structure of tonal and rhythmic elements, with major and minor tonalities and basic chords. Students also begin to have an understanding of modalities.

TECHNOLOGY

Safe searching and communication techniques are emphasized to students throughout their technology learning. They learn to evaluate search results from a search engine. They continue to develop skills in many applications and software programs as well as learn to apply design principles to the creation of a brochure, newsletter, book or flyer. They continue to learn proper citation methods and touch-typing skills.

Enjoy these educational Powerpoints describing more about our art and technology programs: https://connect.adelsoncampus.org/groups/stacycolwell/wiki/d3636/Summer_Enrichment_2012.html