Lower Elementary Curriculum
Curriculum for students in Kindergarten to Grade 2.
Kindergarten
Humanities
In the "Community" unit, students explore the concept of community, focusing on understanding what makes a community and the importance of collaboration, fairness, and communication within it. This unit enhances students' social studies skills, literacy skills, and personal and social development. The curriculum addresses key learning domains such as civics, history, reading, writing, and speaking & listening skills, with a special focus on how communities function and the roles individuals play within them. The essential questions guiding this exploration include:
Who and what makes a community?
What does it mean to be a member of a community?
Why is collaboration and working together important?
How do we develop fairness, inclusivity, and friendship in our community?
When is it important to work in a group or independently?
How do you most effectively communicate your thoughts, ideas, feelings, and traditions?
Over the course of several weeks, students engage with the concept of community through interactive read-alouds, discussions, and creative activities. They practice asking and answering questions about key details in texts, making personal connections, and describing the main ideas using illustrations and details. Assessments include projects such as creating a 'window' like Lola's in "Island Born" to show aspects of their communities and conducting video interviews to explain what community means to them.
In the "Antarctica" unit invites, students explore the unique features of Antarctica, its climate, wildlife, and the significance of human exploration in the region. This unit enhances students' nonfiction reading and writing skills, scientific understanding, and geographical knowledge. The curriculum addresses key learning domains such as literacy, science, social studies, and math, with a special focus on understanding the distinct characteristics of Antarctica. The essential questions guiding this exploration include:
What makes Antarctica unique?
What is life like in Antarctica?
How and why do humans explore and study Antarctica?
Over the course of several weeks, students engage with the topic of Antarctica through interactive read-alouds, discussions, and hands-on activities. They practice asking and answering questions about nonfiction texts, identifying key details, and using illustrations and text features to gather information. Assessments include creating a class big book about Antarctica, individual mini-books, and a video of students reading the class book.
Math
Unit 1: Counting People, Sorting Buttons (16 sessions)
Classroom Routines and Materials
This unit introduces the processes, structures, and materials that form the basis of math instruction throughout the year and establishes the mathematical community. It also introduces the Classroom Routines that develop and reinforce concepts and ideas in the Number and Operations, Data, and Geometry strands of Investigations
Investigation 1: Counting and Exploring Math Materials (5 Sessions)
Investigation 2: Counting and Describing Attributes (5 Sessions)
Investigation 3: Collecting Data, Counting, and Sorting (6 Sessions)
Unit 2: Counting Quantities, Comparing Lengths (22 Sessions)
Counting and Measurement 1
This unit focuses on connecting number names, numerals, and quantities; counting and developing visual images of quantities up to 10; comparing and ordering two or more amounts; and describing and measuring the length of objects by direct comparison. Students develop strategies for accurately counting quantities up to 10 as they create counting books and do activities and play games that involve counting and counting out sets of up to 10. Students compare sets to determine which has more and directly compare the length of objects to determine which is longer.
Investigation 1: Counting and Representing Quantities (10 Sessions)
Investigation 2: Comparing Lengths and Quantities (12 Sessions)
Unit 3: Make a Shape, Fill a Hexagon (12 Sessions)
2-D Geometry
The focus of this unit is on identifying, describing, and comparing attributes of 2-D shapes, naming shapes, considering the features of specific shapes (e.g., a triangle has three sides and three vertices), and composing and decomposing shapes from and into smaller shapes. Students look for 2-D shapes in their environment and use materials such as pattern blocks, Geoboards and clay to make shapes. They use paper shapes to make a mural, fill puzzle outlines using pattern blocks, and discuss different ways to compose a hexagon using pattern blocks shapes. Throughout the unit, students hear and use positional language to describe the location of the shapes they are working with.
Investigation 1: Describing and Making 2-D Shapes (5 Sessions)
Investigation 2: Making and Combining 2-D Shapes (7 Sessions)
Unit 4: Collect, Count, and Measure (23 Sessions)
Counting and Measurement 2
The focus of this unit is on counting and representing sets of up to 15 objects, applying counting skills by using multiple units to measure and compare lengths, decomposing numbers in many different ways, and beginning to make sense of the operations of addition and subtraction. Students count as they measure and compare the lengths of shoes, strips of tape, and other objects. They act out story problems and play games that involve counting, comparing, and finding the total when a small amount is added or taken away. Students investigate combinations of numbers as they arrange tiles and explore different ways a set of two-color counters can land. They consider how notation can represent these situations.
Investigation 1: Measuring and Counting (10 Sessions)
Investigation 2: Changing Quantities: How Many Now? (7 Sessions)
Investigation 3: Numbers of Tiles (6 Sessions)
Unit 5: Build a Block, Build a Wall (10 Sessions)
3-D Geometry
The focus of this unit is on identifying, describing, and comparing attributes of 3-D shapes (e.g., a cube has 6 congruent faces), naming 3-D shapes, constructing 3-D shapes, and composing and decomposing 3-D shapes from and into smaller shapes. Students look for 3-D shapes in their environment and describe and compare the shapes they find. They make 3-D shapes using connecting cubes, clay, and Geoblocks and think about how shapes are the same and different.
Investigation 1: Describing, Making, and Combining 3-D Shapes (10 Sessions)
Unit 6: How Many Now? (20 Sessions)
Addition, Subtraction, and the Number System 1
The focus of this unit is on counting sets of up to 20 objects; decomposing the numbers to 10 in a variety of ways (e.g., 7 can be seen as 5 and 2 or as 3 and 2 and 2); using notation to describe addition and subtraction situations; finding and exploring combinations of a number; and solving addition and subtraction story problems. A variety of contexts are used to help students develop accurate counting strategies including Inventory Bags, measuring, games, and the Counting Jar. Students revisit addition and subtraction situations, including story problems, which they model, solve and represent on paper.
Investigation 1: Counting Larger Quantities (6 Sessions)
Investigation 2: How Many in All? (8 Sessions)
Investigation 3: How Many of Each? (6 Sessions)
Unit 7: How Many Noses? How Many Eyes? (15 Sessions)
Modeling with Data
The focus of this unit is on describing attributes of objects and data, and using this information to sort, classify, count, order, compare, and represent data, and to use this data to model real-world problems with mathematics. It also extends work with counting by 1s and introduces students to the counting sequences of 2s and 10s. Students sort people and objects according to specific attributes, and count and compare the number in each group. They conduct their own surveys, solve problems using attendance data, and count the number of people, noses, and eyes in a variety of ways.
Investigation 1: How Are They the Same? How Are They Different? (4 Sessions)
Investigation 2: Data Projects (3 Sessions)
Investigation 3: How Many Noses? How Many Eyes? (8 Sessions)
Unit 8: Ten Frames and Teen Numbers (22 Sessions)
Addition, Subtraction, and the Number System 2
The focus of this unit is on extending the counting sequence to 100, including counting from numbers other than 1 and by 10s, adding and subtracting in a variety of contexts, and making sense of the teen numbers as a group of ten ones and some number of leftover ones. Students solve story problems, relate a problem to the equation it represents, and make up and solve stories for given expressions. Students develop fluency with addition and subtraction within 5, find the complement of 10 when given one addend, and work with the teen numbers in ways that highlights that those numbers are composed of ten ones and some number of ones. Students use their hands, and then a pan balance, to directly compare the weight of two objects.
Investigation 1: Subtraction and Fluency Within 5 (7 Sessions)
Investigation 2: Complements of 10 and the Teen Numbers (10 Sessions)
Investigation 3: Measuring and Comparing Weight (5 Sessions)
Science
The "Trees and Weather" unit invites Kindergarten students to explore the natural world by observing and comparing trees, leaves, and weather conditions throughout the year. This unit enhances students' observational skills, understanding of seasonal changes, and ability to communicate scientific findings. The curriculum addresses key learning domains such as science, literacy, and art, with a special focus on using the senses and simple tools to explore and record observations. The essential questions guiding this exploration include:
What are the parts of trees?
What shapes are trees, and which trees have similar shapes?
What can we find out about our adopted trees?
What can we observe about leaves, and how are leaves different?
What is the weather today, and how can we measure it?
Over the course of several weeks, students engage in various hands-on activities and observations to explore the structure and changes in trees and weather. Assessments include drawing and recording observations, creating a leaf book, and monitoring daily weather conditions.
The "Materials and Motion" unit invites Kindergarten students to investigate the properties of different materials and explore how objects move. This unit enhances students' understanding of physical science concepts and engineering practices. The curriculum addresses key learning domains such as science, literacy, and math, with a special focus on natural resources, material properties, and the principles of motion. The essential questions guiding this exploration include:
What in our world is made of wood, paper, and fabric, and how are the properties of those materials useful to us?
How can we change the motion of an object?
What happens when we apply different forces to objects?
How do different materials interact with water?
How can we reuse and recycle materials?
Throughout the unit, students engage in activities such as observing and testing materials, experimenting with pushes and pulls, and designing simple structures. Assessments include practical investigations, creating models, and recording observations.
The "Animals Two by Two" unit invites Kindergarten students to explore the structures, behaviors, and needs of different animals. This unit enhances students' understanding of biology and ecology through direct observation and hands-on care of animals. The curriculum addresses key learning domains such as science, literacy, and social studies, with a special focus on the similarities and differences among animals and their habitats. The essential questions guiding this exploration include:
How are animal structures similar and different?
What do animals need to live and grow?
How do different animals behave in their habitats?
How can we observe and record information about animals?
What can we learn about animals by comparing them to each other?
Students engage in activities such as observing fish, birds, snails, worms, and isopods, setting up and maintaining animal habitats, and recording their observations. Assessments include creating detailed observations, comparing animal behaviors, and drawing conclusions about animal needs and adaptations.
Jewish Studies
The "Kippah" unit invites Kindergarten students to explore the significance of head coverings in Jewish tradition and other cultures. This unit enhances students' understanding of cultural symbols, personal identity, and respect for traditions. The curriculum addresses key learning domains such as social studies, literacy, and art, with a special focus on the meaning and significance of kippot and other head coverings. The essential questions guiding this exploration include:
What is the significance of our clothing?
What is the significance of head coverings in Jewish tradition?
Why do some people choose to wear kippot or tallit katanot?
How do different cultures use head coverings?
How do I feel about wearing a kippah and seeing others wear it?
Throughout the unit, students engage in activities such as examining different types of head coverings, discussing their significance, and creating their own kippot. Assessments include discussions, drawing and coloring activities, and presentations on what they have learned about the significance of head coverings in various cultures.
The "Passover" unit invites students to explore the traditions, stories, and rituals of Passover, focusing on understanding the parts of the Seder and making personal connections to the holiday. This unit enhances students' literacy, writing, speaking, listening, social studies, and math skills through a variety of engaging activities and projects. The curriculum addresses key learning domains such as reading and writing, personal and social development, and content acquisition, with a special focus on how Passover is celebrated and the significance of its rituals. The essential questions guiding this exploration include:
What are the parts of the Seder and what happens in each of them?
How does my family celebrate Passover?
How do I feel connected to the Seder and the holiday of Passover?
Over the course of several weeks, students engage with the traditions of Passover through interactive read-alouds, discussions, and creative activities. They practice asking and answering questions about the main topics of texts, retelling key details, and comparing and contrasting different books on the same topic. Assessments include creating a personal Haggadah, which includes pages for different parts of the Seder, illustrated with students' drawings and writings.
Hebrew
In Kindergarten, Hebrew class enhances young learners' Hebrew language skills, focusing on vocabulary acquisition, listening comprehension, and speaking abilities through engaging, theme-based units. Each unit integrates language learning with cultural and scientific exploration, allowing students to connect with the material in a meaningful and enjoyable way. The curriculum addresses key learning domains such as language acquisition, science, personal and social development, and cultural awareness. Through interactive activities, songs, stories, and discussions, students develop a foundational understanding of Hebrew while exploring various thematic topics.
מזג האוויר (Weather)
Example Questions:
מה מזג האוויר היום
מה קורה לעצים בעונות השונות
מה לובשים בכל מזג אויר
תחבורה (Transportation)
Example Questions:
איזה סוגי תחבורה יש
כמה גלגלים יש לאוטובוס
איפה נמצא המטוס
חיות (Animals)
Example Questions:
איזה קולות עושים בעלי חיים שונים
כמה רגליים יש לכלב
איפה גר האריה
חלקי הגוף (Body Parts)
Example Questions:
כמה אוזניים יש לך
איך קוראים לחלק הזה בגוף
איזה צבע העיניים שלך
הבגדים (Clothing)
Example Questions:
מה אתה לובש היום
איזה צבע החולצה שלך
איך קוראים לפריט הזה
הבית (Home)
Example Questions:
מה יש בבית שלך
כמה חלונות יש בבית
איזה צבע השולחן במטבח
הקיץ (Summer)
Example Questions:
מה עושים בקיץ
איזה פירות אוכלים בקיץ
איך שומרים על עצמנו מהשמש בקיץ
These units collectively provide a comprehensive introduction to the Hebrew language and various cultural and scientific concepts, ensuring that students develop both their linguistic abilities and their understanding of the world around them.
Grade 1
Humanities
"Homes Around the World" integrates various learning domains—social studies, literacy, writing, and speaking & listening skills—centered around the exploration of homes in diverse cultural and geographical settings. This educational journey is anchored by essential questions designed to deepen students' understanding and curiosity about the world:
Where do people live?
How can maps help people locate places and learn about them?
How do the places people live affect what they need?
Through these questions, the curriculum aims to develop map reading skills, critical thinking about global living customs, and the ability to engage meaningfully with texts.
Assessment strategies within the unit are multifaceted, capturing student learning through both practical application and creative outputs. Tasks such as constructing climate-appropriate model homes, designing informative brochures, and completing map-related activities serve as dynamic formative assessments. These are further enriched by exit tickets and peer reviews, offering immediate insights into students' grasp of the content and their developmental progress.
"The Moon" immerses students in a detailed exploration of the moon, its relationship with the Earth and the sun, and its significance in the context of seasons, tides, and the Jewish calendar. Through a multidisciplinary approach encompassing reading and writing, personal and social awareness, and content acquisition, students embark on a journey to discover:
How do the sun and the moon impact our lives, including aspects like seasons, gravity, and tides?
In what ways do the moon phases relate to the Jewish calendar, and how do seasons and sunrise/sunset times influence Jewish holidays?
How can we distinguish between objects in the atmosphere and those in outer space?
What makes the sun a star, and how does Earth's rotation cause day and night?
Why does the moon appear in phases, and how does Earth's orbit around the sun cause the seasons and define the Jewish year?
Assessments are integrated throughout the unit to gauge students' understanding and application of the concepts learned. These include creating space illustrations, identifying and writing facts about space, fiction vs. non-fiction text feature identification, and using non-fiction text features to locate key information. The assessments aim to ensure students can distinguish between types of texts, use text features effectively, and articulate facts and concepts related to the moon and space accurately.
"Fables" invites students to delve into the rich world of fables, aiming to enhance students' reading comprehension, narrative skills, and ethical understanding through the study of these traditional tales. The curriculum is thoughtfully designed to address key learning domains such as reading and writing, personal and social development, and content acquisition, with a special focus on the timeless lessons that fables from various cultures impart. The essential questions guiding this exploration include:
What are the characteristics that define a fable, and how do fables differ from other types of stories?
How do the morals or lessons of fables reflect the values of different cultures, and how can these lessons be applied to our daily lives?
In what ways can the experiences of characters in fables teach us about dealing with real-life problems?
Through a blend of storytelling, illustration, and project-based learning, students engage with fables not just as stories, but as vehicles for learning and reflection. They practice retelling fables, identifying their morals, and comparing these lessons with their own experiences. Assessments range from creative projects that apply fable lessons to community issues to presenting fables through readers' theater, fostering a deep connection between the students and the moral narratives. By the end of the unit, students not only gain an appreciation for the art of storytelling but also understand the universal truths and moral guidance that fables offer, bridging literature with the development of personal values and social skills.
Math
Unit 1: Building Numbers and Solving Story Problems (20 Sessions)
Addition, Subtraction, and the Number System 1
This unit focuses on counting and comparing quantities, connecting counting to the operations of addition and subtraction, and developing an understanding of and strategies for solving addition and subtraction problems via story problems and games. Because it is the first unit, it also introduces the processes, structures, and materials that form the basis of math instruction throughout the year, and establishes the mathematical community. As part of this work, several yearlong classroom routines are introduced that offer regular practice with counting and combining, number composition, developing visual images of quantities, collecting and analyzing data, and working with time.
Investigation 1: Counting and Quantity (5 Sessions)
Investigation 2: Introducing Addition (8 Sessions)
Investigation 3: Introducing Subtraction (7 Sessions)
Unit 2: Comparing and Combining Shapes (12 Sessions)
2-D Geometry
The focus of this unit is on observing and describing defining attributes of 2-D shapes, using those attributes to build, compare, and sort 2-D shapes, and composing and decomposing 2-D shapes. Students identify and describe familiar shapes in their environment. They describe, name, and compare attributes of 2-D shapes, particularly triangles and quadrilaterals. Students find combinations of shapes that fill a region, and investigate different ways to compose a shape from, or decompose a shape into, smaller shapes.
Investigation 1: Composing and Decomposing 2-D Shapes (7 Sessions)
Investigation 2: Describing and Sorting Shapes (5 Sessions)
Unit 3: How Many of Each? How Many in All? (26 Sessions)
Addition, Subtraction, and the Number System 2
This unit focuses on counting on/back as a strategy for adding/subtracting; composing and decomposing numbers into two or more parts and playing games that involve an unknown change; adding more than two numbers; expanding students’ understanding of addition and subtraction notation, in particular the meaning of the equal sign; and counting and comparing larger quantities. Number composition and beginning place value is also a focus. As they use Ten Frame cards to build numbers to 30, students shift to seeing a group of ten ones as one ten and think about how many “ten cards” they need to represent a given number.
Investigation 1: Counting On and Back (4 Sessions)
Investigation 2: How Many of Each? (8 Sessions)
Investigation 3: Multiple Addends and Equivalent Expressions (6 Sessions)
Investigation 4: Working with Larger Numbers (8 Sessions
Unit 4: Fish Lengths and Fraction Rugs (14 Sessions)
Measurement and Fractions
This unit focuses on developing accurate techniques for linear measurement, solving comparison problems about length, and on ideas about time and fractions as equal parts of a whole. Students indirectly compare the lengths of objects, measure the lengths of various objects using several different units, including inch tiles, and compare two lengths to determine how much longer or shorter one object is than the other. They observe and describe shapes (circles, squares, rectangles) that are (and are not) divided into halves and fourths, and partition shapes to show halves and fourths. Students achieve fluency with telling time to the hour, and are also introduced to telling time to the half hour.
Investigation 1: Measuring and Comparing (8 Sessions)
Investigation 2: Halves and Fourths (6 Sessions)
Unit 5: Number Games and Crayon Problems (23 Sessions)
Addition, Subtraction, and the Number System 3
This unit focuses on developing fluency with addition and subtraction within 10, including the 2-addend combinations of 10, understanding of the meaning of the equal sign as a symbol of equivalence, and deepening students’ understanding of addition and subtraction through problems and games that involve finding an unknown addend or an unknown change. Students continue to compose and decompose 2-digit numbers and to represent them as the sum of multiples of ten and some number of ones (e.g., 22 = 20 + 2), reinforcing foundational ideas of number composition and place value.
Investigation 1: Combinations of 10 (8 Sessions)
Investigation 2: Addition and Subtraction (8 Sessions)
Investigation 3: Problems about Unknown Change (7 Sessions)
Unit 6: Would You Rather Be an Eagle or a Whale? (12 Sessions)
Modeling with Data
This unit focuses on collecting, recording, representing, describing and comparing data in two and three categories, and on conducting data investigations. As students engage in their own surveys, they use data to model real-world problems with mathematics. Story problems about survey data provide a context for solving comparison problems with the difference, the bigger amount, or the smaller amount unknown.
Investigation 1: Collecting, Representing, and Solving Problems About Data in Two Categories (9 Sessions)
Investigation 2: Organizing and Analyzing Data in 3 Categories (3 Sessions)
Unit 7: How Many Tens? How Many Ones? (24 Sessions)
Addition, Subtraction, and the Number System 4
This unit focuses on counting by numbers other than 1, with an emphasis on groups of 10; adding and subtracting 10 from a 2-digit number, and subtracting a multiple of 10 from a multiple of 10; and on representing 2-digit numbers with tens and ones and using those models to add within 100. Students use contexts such as fingers on students, dots on Ten Cards, and cubes in towers of 10 to represent numbers as tens and ones, to determine a quantity presented as tens and ones, and to compare and add numbers within 100, including situations with more than 10 ones.
Investigation 1: Counting, Adding, and Subtracting Groups of 10 (8 Sessions)
Investigation 2: Tens and Ones (8 Sessions)
Investigation 3: Adding Within 100 (8 Sessions)
Unit 8: Blocks and Buildings (9 Sessions)
3-D Geometry
The focus of this unit is on observing, describing, comparing, and building 3-D shapes and on developing vocabulary for naming and describing defining attributes of 2-D and 3-D shapes. As they describe, draw, and build with Geoblocks, students identify and compare attributes of 3-D shapes, compose and decompose 3-D shapes, and explore the relationship between 2-D and 3-D shapes. They also demonstrate fluency with telling time to the half hour.
Investigation 1: Blocks and Buildings (9 Sessions)
Science
Air and Weather
In "Air and Weather," students explore air as matter, observe daily weather, and track changes in the sky over time. This unit develops students’ skills in observation, data collection, and noticing patterns in nature. The curriculum addresses key domains such as Earth science, physical science, math, and literacy, with a focus on investigating air, wind, clouds, temperature, daylight, and the Moon. The essential questions guiding this learning include:
What is all around us and what do we see in the sky?
Where is air and what can it do?
How does weather change across days and seasons?
What patterns can we find in daylight, temperature, and the Moon?
Students conduct hands-on investigations to see that air takes up space and can push objects, build parachutes and balloon rockets, measure temperature throughout the day, and use tools such as pinwheels, bubbles, wind vanes, and calendars to observe wind and sky change. They record cloud types, track the Moon at home for a month, and graph weather data to look for seasonal patterns.
Sound and Light
In "Sound and Light," students investigate how sound and light help us understand the world and how both forms of energy interact with objects. This unit strengthens students’ understanding of cause and effect, develops early modeling skills, and builds vocabulary for describing physical phenomena. The curriculum addresses key domains such as physical science, literacy, and math. The essential questions guiding this exploration include:
How do sound and light interact with objects?
What causes sound, and how can we change it?
What makes a shadow, and how does light travel?
How can sound or light be used to communicate?
Students explore vibrations with tuning forks, rubber bands, and simple instruments, experiment with pitch and volume, and design a spoon gong to model how sound travels from source to receiver. With light, they create shadows using flashlights and sunlight, test how different materials block or let light through, and use mirrors to redirect light and see hidden objects. Assessments include identifying how sound is produced, explaining shadow formation, and demonstrating ways to send information using sound or light.
Plants and Animals
In "Plants and Animals," students investigate how young plants and animals grow, survive, and resemble their parents. This unit deepens students’ understanding of life cycles, structure and function, and the relationships between organisms and their habitats. The curriculum addresses key domains such as life science, literacy, and math. The essential questions guiding this study include:
How do young plants and animals survive in their habitat?
How do plants begin and grow?
How do organisms resemble their parents?
What structures or behaviors help living things meet their needs?
Students plant grass, alfalfa, and wheat to observe growth and variation, root houseplant stems and potato pieces to discover new ways plants reproduce, and investigate bulbs and root parts to see which can grow new plants. They design terrariums that include both plants and small animals, providing for their needs and observing interactions in a small ecosystem. Through media and outdoor activities, students explore how animals such as squirrels prepare for winter and how parents help their young survive. Assessments include describing plant structures, comparing young and adult organisms, and explaining how structures or behaviors support survival.
Jewish Studies
The "Bereshit" unit invites students to explore the foundational stories of Genesis, focusing on the creation of the world, the significance of Shabbat, and the concept of being created in God's image. This unit aims to enhance students' Hebrew literacy, comprehension of biblical texts, and ethical understanding through the study of these ancient narratives. The curriculum addresses key learning domains such as reading and writing, personal and social development, and content acquisition, with a special focus on the moral and spiritual lessons these stories impart. The essential questions guiding this exploration include:
What are the key events of the creation story and their order?
What does it mean to be created "B'tzelem Elohim" (in the image of God)?
How do the days of creation culminate in the sanctity of Shabbat?
How can we apply the lessons of caring for the earth in our daily lives?
What are the different names of God, and what do they signify?
Students practice retelling the creation story, identifying key vocabulary, and discussing ethical implications. Assessments include creative projects demonstrating understanding of the creation days, discussions about family Shabbat practices, and activities highlighting the importance of caring for the environment.
The "Teivat Noach" unit invites students to explore the story of Noah's Ark, focusing on themes of righteousness, obedience, and God's covenant with humanity. This unit aims to enhance students' Hebrew literacy, comprehension of biblical texts, and ethical understanding through the study of Noah's narrative. The curriculum addresses key learning domains such as reading and writing, personal and social development, and content acquisition, with a special focus on the moral and spiritual lessons this story imparts. The essential questions guiding this exploration include:
Why did God choose Noah to build the ark, and what qualities made him righteous?
What is the significance of the rainbow as a symbol of God's covenant?
How do the events of the flood and Noah's actions reflect the themes of obedience and faith?
What can we learn about being good stewards of the earth from Noah's story?
How do different animals and their behaviors relate to the narrative of the ark?
Students practice summarizing the main events, identifying key vocabulary, and discussing ethical implications. Assessments include drawing the ark and animals, discussing the significance of the rainbow, and activities exploring the concept of being a "tzadik" (righteous person).
The "Etz Ha'da'at" unit invites students to delve into the story of the Tree of Knowledge, focusing on themes of temptation, consequences, and moral decision-making. This unit aims to enhance students' Hebrew literacy, comprehension of biblical texts, and ethical understanding through the study of this pivotal narrative. The curriculum addresses key learning domains such as reading and writing, personal and social development, and content acquisition, with a special focus on the moral and spiritual lessons this story imparts. The essential questions guiding this exploration include:
What was the rule given to Adam and Chava, and what were the consequences of breaking it?
How do the characters in the story experience and express emotions like curiosity, temptation, and regret?
What lessons can we learn about rules and consequences from the story of the Tree of Knowledge?
How do the different names of God reflect various aspects of divinity in this narrative?
How can we apply the concepts of noticing and wondering to better understand the text?
Students practice retelling the story, identifying key vocabulary, and discussing ethical implications. Assessments include creative projects exploring the emotions of the characters, discussions about the significance of rules and consequences, and activities highlighting the importance of noticing and wondering in textual analysis.
The "Migdal Bavel" unit invites students to explore the story of the Tower of Babel, focusing on themes of unity, diversity, and the power of language. This unit aims to enhance students' Hebrew literacy, comprehension of biblical texts, and ethical understanding through the study of this narrative. The curriculum addresses key learning domains such as reading and writing, personal and social development, and content acquisition, with a special focus on the moral and spiritual lessons this story imparts. The essential questions guiding this exploration include:
What motivated the people to build the Tower of Babel, and what were the consequences?
Why is it significant that God confused the people's language?
How does the story of the Tower of Babel illustrate the importance of communication and cooperation?
What can we learn about diversity and the value of different languages from this narrative?
How do the key vocabulary words from the story help us understand its themes?
Students practice retelling the story, identifying key vocabulary, and discussing ethical implications. Assessments include creative projects illustrating the story's key events, discussions about the significance of language diversity, and activities exploring the importance of communication and cooperation.
The "Hanukkah" unit invites students to explore the traditions, stories, and rituals of Hanukkah, focusing on themes of light, miracles, and Jewish resilience. This unit aims to enhance students' Hebrew literacy, comprehension of holiday texts, and cultural understanding through the study of Hanukkah. The curriculum addresses key learning domains such as reading and writing, personal and social development, and content acquisition, with a special focus on the historical and spiritual lessons this holiday imparts. The essential questions guiding this exploration include:
What is the story of Hanukkah, and what are its key events?
How do we celebrate Hanukkah, and what are the symbols associated with the holiday?
What is the significance of hiddur mitzvah (beautification of the mitzvah) in Hanukkah traditions?
How do the themes of light and miracles manifest in the story and celebrations of Hanukkah?
How can we express our understanding of Hanukkah through art and technology?
Students practice retelling the Hanukkah story, identifying key vocabulary, and discussing the significance of Hanukkah symbols and rituals. Assessments include creative projects such as Hanukkah scratch art, coding projects with KIBO Robots and Scratch Jr., and a Hanukkah Jeopardy game.
The "Mishkan" unit invites students to explore the construction and significance of the Mishkan (Tabernacle), focusing on themes of sacred space, community, and generosity. This unit aims to enhance students' Hebrew literacy, comprehension of biblical texts, and ethical understanding through the study of the Mishkan narrative. The curriculum addresses key learning domains such as reading and writing, personal and social development, and content acquisition, with a special focus on the spiritual and communal lessons this narrative imparts. The essential questions guiding this exploration include:
What was the purpose of the Mishkan, and what were its key components?
Who were the key figures involved in the construction of the Mishkan, and what roles did they play?
How does the concept of voluntary giving (terumah) manifest in the building of the Mishkan?
What is the significance of the Ner Tamid (eternal light) in the Mishkan and in modern synagogues?
How do the elements of the Mishkan compare to those of a modern-day sanctuary?
Students practice identifying the components of the Mishkan, discussing the significance of voluntary giving, and exploring the symbolism of the Ner Tamid. Assessments include creative projects such as building mini Mishkan dioramas, designing Torah covers and other ritual objects, and discussions about the similarities between the Mishkan and modern sanctuaries.
Hebrew
In "Objects in the Classroom and Backpack," students learn to name common classroom items, describe where they are located using basic prepositions, and talk about what they use them for. The unit builds foundational oral communication, listening skills, early decoding, and simple writing within an authentic classroom context. The essential questions include:
What objects do I use in my classroom and backpack?
How can I describe where things are using Hebrew position words?
How can I ask and answer questions about what is in the classroom?
Students learn nouns for classroom objects, simple verbs in context, and patterns such as “בכיתה יש…” and “בילקוט יש…”. They listen to stories like ?איפה פינוקי, sing songs connected to prepositions, play games such as bingo and “מה חסר,” and practice reading early vowels and writing short words. Assessments include describing classroom items using full sentences, following prepositional commands, reading familiar vocabulary, and writing picture-based labels or short sentences.
In "What I Do in the Classroom," students learn to describe their actions using common verbs in masculine and feminine forms, focusing on simple sentences and foundational language structures. The unit strengthens oral fluency, listening comprehension, early reading of familiar vocabulary, and basic writing. The essential questions include:
What actions do I do in the classroom?
How can I describe where I am working or playing?
How can I ask and answer simple questions about classroom actions?
Students learn verbs such as יושב/ת, כותב/ת, מצייר/ת and use patterns like “אני ______ על השטיח” and “מה אתה עושה בכתה?”. They engage with songs and short texts, act out verbs in games like “המלך אמר,” and read patterned questions and simple sentences. Assessments include describing actions in the classroom, reading common verbs, and writing short verb-based captions to match pictures.
In "Birthday," students learn to talk about birthday celebrations, foods, decorations, gifts, and activities. The unit develops speaking and listening in a joyful, familiar context while continuing early reading and writing routines. The essential questions include:
How can I describe what happens at a birthday?
How can I ask and answer questions about my birthday?
How do songs and stories help me talk about celebrations?
Students learn vocabulary for party items, use patterns such as “ביום הולדת שלי יש…” and “מתי היום הולדת שלך?”, and retell stories like יום הולדת. They sing birthday songs, play themed games, and read simple birthday-related texts. Assessments include describing a birthday celebration orally, answering patterned questions, reading familiar words, and writing short birthday sentences.
In "Family," students learn to name family members, describe who is in their own family, and use basic descriptive words like big, small, older, and younger. The unit supports oral language, listening comprehension, and early literacy through stories, songs, and simple personal descriptions. The essential questions include:
Who is in my family?
How can I talk about my family using simple Hebrew patterns?
How can I understand another child’s description of their family?
Students build vocabulary for family members, practice patterns such as “במשפחה שלי יש…”, and listen to stories like המשפחה שלי and אליעזר והגזר. They play games, read patterned texts, and write simple family descriptions. Assessments include oral family descriptions, reading family vocabulary, and writing short sentences based on pictures.
In "Summer," students learn vocabulary for summer weather, clothing, foods, and activities while practicing simple descriptive sentences and questions. The unit integrates speaking, listening, and early literacy skills within a seasonal theme. The essential questions include:
What happens in the summer?
What do we wear, eat, and do in summer?
How can I use Hebrew questions and patterns to describe summer items?
Students learn high-frequency vocabulary, practice patterns such as “בקיץ יש…” and “מה לובשים בקיץ?”, and engage with songs, poems, and stories like הר של גלידה. They play sorting and memory games, describe summer scenes, and write simple summer-themed sentences. Assessments include reading and writing summer vocabulary, answering patterned questions, and describing summer activities orally.
Grade 2
Humanities
"Migration: Reading Beneath the Surface" invites 2nd-grade students to delve into the complexities of immigration through literature and personal connections. This unit enhances students' reading comprehension, critical thinking, and writing skills while fostering a deeper understanding of immigration's impact on individuals and societies. The curriculum addresses key learning domains such as reading and writing, personal and social development, and content acquisition, with a special focus on the experiences of immigrants. The essential questions guiding this exploration include:
What are the reasons people migrate, and how do these reasons impact their lives?
How can we understand and retell the stories of immigrants and their journeys?
What role do objects and traditions play in preserving cultural identity during migration?
How can we use personal and historical narratives to understand the broader context of immigration?
In what ways can we express our understanding of immigration through writing and art?
Over the course of several weeks, students engage with a variety of texts such as "Annushka's Voyage," "Goodbye 382 Shin Dang Dong," and "What Is A Refugee?" They participate in activities like creating matchbox diaries, writing opinion pieces, and mapping migration journeys. These activities help students practice identifying main topics and key details, summarizing stories, and making personal connections to the material. Assessments include projects like a trifold poster presentation, journal writing, and art-based projects, which allow students to demonstrate their understanding and creativity.
The "Countries, Climate, and Culture" unit invites students to explore the diverse features of countries around the world focusing on Africa. This unit enhances students' geographical knowledge, cultural understanding, and critical thinking skills. The curriculum addresses key learning domains such as reading and writing, personal and social development, and content acquisition, with a special focus on understanding how geography and climate shape cultural experiences. The essential questions guiding this exploration include:
How do countries differ in their climates, geographies, and cultures?
In what ways are the experiences of children around the world similar to and different from our own?
How does geography impact the way people live, and how do borders define countries?
What are the key features of nonfiction texts, and how can we use them to gather information about different countries?
How can we organize and present our research on a foreign country effectively?
Over the course of several weeks, students engage with the content not just as factual knowledge but as a way to connect with the world around them. They practice identifying main topics and key details in texts, comparing urban and rural settings, and understanding the physical and political geography of different regions. Assessments include creative projects like "Secondgradelandia" to understand political geography, note-taking exercises, and presentations on researched countries, fostering a comprehensive understanding of the subject matter.
The "Patricia Polacco" unit immerses students in the world of Patricia Polacco's picture books, fostering a deep understanding of characters, themes, and narrative structures. This unit enhances students' reading comprehension, narrative skills, and opinion-writing abilities. The curriculum addresses key learning domains such as reading and writing, personal and social development, and content acquisition, with a special focus on identifying character traits, understanding plot development, and articulating opinions. The essential questions guiding this exploration include:
How can we identify and describe the feelings and traits of characters in Patricia Polacco's stories?
What lessons or morals can we learn from the stories, and how do these lessons apply to our own lives?
How can we use illustrations and text to understand the characters, settings, and plots of these stories?
In what ways can we effectively express our opinions about which story deserves an award, using evidence from the text?
Over the course of the unit, students engage with Patricia Polacco's books through interactive read-alouds, stop-and-jot activities, and guided discussions. They practice identifying character traits and emotions, retelling stories using transition words, and extracting lessons learned from the narratives. Assessments include creative projects such as writing nominations for their favorite book, drafting opinion pieces, and participating in a celebration ceremony where they present their cases and vote on the winning book.
Math
Unit 1: Coins, Number Strings, and Story Problems (26 Sessions)
Addition, Subtraction, and the Number System 1
This unit focuses on adding and subtracting single-digit numbers, focusing particularly on adding numbers in any order; shifting from counting by 1s to counting by groups, particularly groups of tens and ones, which lays the foundation for students’ work with place value and the base-10 number system; and developing and refining strategies for solving a variety of addition and subtraction problems. As the first unit in Grade 2, it also introduces the mathematical tools, processes, and ways of working that will be the foundation of math class. As part of this work, students are introduced to several year-long classroom routines that offer regular practice with composing and decomposing numbers, developing visual images of quantities, addition and subtraction facts, telling time, and counting, collecting, and analyzing data.
Investigation 1: Introducing Math Tools and Classroom Routines (6 Sessions)
Investigation 2: Does Order Matter? (8 Sessions)
Investigation 3: Comparing Quantities and Counting by Groups (7 Sessions)
Investigation 4: Solving Story Problems (5 Sessions)
Unit 2: Attributes of Shapes and Parts of a Whole (19 Sessions)
Geometry and Fractions
The focus of this unit is on observing and describing defining attributes of 2-D and 3-D shapes (e.g., number and shape of faces, number and length of sides, and number of angles and vertices), and using those attributes as they sort, construct, draw, and compare shapes. This unit also develops ideas about equal parts of a whole, focusing specifically on partitioning and describing halves, fourths, and thirds of one whole and recognizing that the same equal part of a whole (e.g. one half of a square) can be different shapes.
Investigation 1: Attributes of 2-D and 3-D Shapes (5 Sessions)
Investigation 2: Quadrilaterals, Rectangles, and Squares (6 Sessions)
Investigation 3: Halves, Quarters, and Thirds (8 Sessions)
Unit 3: How Many Stickers? How Many Cents? (24 Sessions)
Addition, Subtraction, and the Number System 2
This unit focuses on the place value of 2-digit numbers, and operating on those numbers within 100. Students come to see 100 as ten 10s and multiples of 100 as being made up of some number of hundreds. They solve a variety of types of story problems (e.g. put together/take apart with one or both addends unknown, add to and take from with result unknown, problems with an unknown change or an unknown start). They play games that involve combining amounts to get to 100 or $1. Work on fluency with addition and subtraction within 100 continues, with a focus on using known facts and knowledge of the operation. Students also identify, read, and write numbers to 500, and mentally add and subtract 10 to numbers in that range.
Investigation 1: Sticker Station (8 Sessions)
Investigation 2: Adding and Subtracting Within 100 (9 Sessions)
Investigation 3: Problems with an Unknown Change or an Unknown Start (7 Sessions)
Unit 4: Pockets, Teeth, and Guess My Rule (12 Sessions)
Modeling with Data
This unit focuses on sorting and classifying categorical data; ordering numerical data; and collecting and representing categorical and numerical data using a variety of representations: student-generated representations, picture graphs, bar graphs, Venn diagrams, cube towers, and line plots. Students describe the data, and discuss what the data tell them about the group surveyed. In doing so students develop the ability to model with data, aspects of their world.
Investigation 1: Working with Categorical Data (6 Sessions)
Investigation 2: Working with Numerical Data (6 Sessions)
Unit 5: How Many Tens? How Many Hundreds? (20 Sessions)
Addition, Subtraction, and the Number System 3
This unit focuses on the place value of 3-digit numbers and operating on numbers within 100. Students come to see 100 as 10 tens and multiples of 100 as being made up of some number of hundreds. They solve a variety of types of story problems (e.g., put together/take apart with one or both addends unknown, add to and take from with result unknown, problems with an unknown change or an unknown start). They play games that involve combining amounts to get to 100 or $1. Work on fluency with addition and subtraction within 100 continues, with a focus on using known facts and knowledge of the operations. Fluency with addition within 100 is a benchmark in this unit. Students also identify, read, and write numbers to 1,000 and add and subtract 10 and 100 to numbers in that range.
Investigation 1: Combinations of 100 (6 Sessions)
Investigation 2: Adding within 100 and Counting to 1,000 (6 Sessions)
Investigation 3: Fluency within 100 (8 Sessions)
Unit 6: How Far Can You Jump? (12 Sessions)
Linear Measurement
This unit focuses on developing strategies for accurately measuring length with nonstandard and standard units (e.g., craft sticks, cubes, inches, feet, yards, centimeters, and meters) and tools (e.g., inch-brick measuring tools, rulers, yardsticks, and meter sticks) and for considering the relationship between different units and tools (e.g., the larger the unit, the smaller the count will be). Students represent measurement data on a line plot and also solve story problems that involve adding, subtracting and comparing lengths.
Investigation 1: The Land of Inch (6 Sessions)
Investigation 2: Two Measurement Systems (6 Sessions)
Unit 7: Partners, Teams, and Other Groups (10 Sessions)
Foundations of Multiplication
The focus of this unit is on working with equal groups as the foundation of multiplication by investigating even and odd numbers and by representing equal groups with arrays and tables.
Investigation 1: Is It Even or Odd? (4 Sessions)
Investigation 2: Exploring Equal Groups (6 Sessions)
Unit 8: Enough for the Class? Enough for the Grade? (20 Sessions)
Addition, Subtraction, and the Number System 4
This unit focuses on developing and achieving fluency with subtraction within 100, and on achieving fluency with addition and subtraction facts within 20, which students have been working on throughout the year. Students are also introduced to a new type of story problem—comparison problems with a smaller unknown. They end the year thinking about how the strategies they know and use for adding and subtracting 2-digit numbers translate to adding and subtracting 3-digit numbers, represented with place-value notation. Students also demonstrate fluency with time, work that has been happening all year long, ending the year telling time to the nearest five minutes, using A.M. and P.M.
Investigation 1: Subtraction: Fluency within 100 (11 Sessions)
Investigation 2: Models for Adding and Subtracting Larger Numbers (9 Sessions)
Science
Pebbles, Sand, and Silt
In "Pebbles, Sand, and Silt," students explore Earth materials by observing, sorting, and comparing different kinds of rocks and the particles that result when larger rocks are broken down. This unit develops students’ skills in close observation, recording data, and using scientific language to describe size, texture, and properties. The curriculum addresses key domains such as Earth science, literacy, and math, with a focus on how natural materials form and change. The essential questions guiding this exploration include:
What are rocks made of, and how can we describe them?
How do rocks break down into smaller pieces?
What patterns can we find in Earth materials?
Students investigate a variety of rocks, separate mixtures using screens, compare sand and silt, and observe how water interacts with Earth materials to shape and transport them. They create models to show how rocks weather into smaller pieces and use descriptive vocabulary to classify materials based on observable properties. Assessments include sorting tasks, written explanations of rock particle size, and models demonstrating how Earth materials change over time.
Solids and Liquids
In "Solids and Liquids," students investigate the properties of different materials by observing how solids and liquids look, feel, move, and interact. This unit strengthens students’ ability to compare materials, test predictions, and describe the behavior of matter. The curriculum addresses key domains such as physical science, literacy, and math, with a focus on understanding how materials can be identified and changed. The essential questions guiding this learning include:
What are the properties of solids and liquids?
How do materials change when they are heated, cooled, mixed, or separated?
How can we use properties to solve problems?
Students examine a variety of solids and liquids, test how they flow or hold shape, and observe changes such as melting, freezing, and dissolving. They investigate mixtures—such as cornmeal and water—describe how components can be separated, and record observations using tables and diagrams. Assessments include identifying materials based on properties, explaining how a change occurred, and describing mixtures and solutions in students’ own words.
Insects and Plants
In "Insects and Plants," students study the life cycles, structures, and behaviors of living things, focusing on how organisms grow, survive, and depend on their environment. This unit deepens students’ understanding of habitats, interdependence, and the needs of living organisms. The curriculum addresses key domains such as life science, literacy, and math. The essential questions guiding this study include:
How do insects and plants grow and change?
What do living things need to survive?
How do plants and animals depend on each other?
Students raise insects such as mealworms or caterpillars to observe life cycle changes firsthand, plant seeds to track germination and growth, and study how insects interact with plants in classroom investigations. They compare the structures of different insects and plants and explore how these structures help organisms meet their needs. Assessments include life cycle drawings, habitat descriptions, and written explanations of how insects and plants rely on one another.
Jewish Studies
In "Lech Lecha," students strengthen early translation skills—mastering unit vocabulary, identifying simple shorashim, and developing oral reading fluency with short psukim. They learn to distinguish names, places, and verbs, and begin using these tools to make sense of narrative flow. The unit explores Avram’s journey and the themes of trust, courage, and gratitude. Essential questions include:
How do people find the courage to follow something they cannot see?
Why is trust (emunah) important when facing something new or uncertain?
What makes peace and gratitude essential values in a community?
Students illustrate psukim to demonstrate comprehension, paraphrase phrases using vocabulary lists, and practice noticing textual details that prompt interpretive questions. Writing tasks invite them to compose letters in the voice of Avram or Sarai, reflecting on fear, excitement, and faith. Assessments include illustrated psukim, explanations of chosen quotes, and short written reflections connecting Avram’s actions to students’ own experiences of gratitude and transition.
In "Vayera," students deepen translation fluency by applying familiar vocabulary, identifying simple shorashim in new contexts, and reading short psukim aloud with accuracy and phrasing. They extend their literacy skills by learning key characters and locations, memorizing select unit psukim, and distinguishing between Biblical and modern Hebrew usage. The stories of Avraham emphasize moral courage, hospitality, and justice. Essential questions include:
What makes something worth standing up for?
How do we show kindness to guests and strangers?
How does Avraham model courage and compassion?
Students analyze psukim through drawing, dramatization, and guided translation. They create welcoming signs that contrast Avraham’s tent with their own homes and design covers for a book on Hachnasat Orchim. Interpretive writing asks students to argue—using textual evidence—why an entire group should not be punished for the actions of a few. Assessments include illustrated psukim, creative products, and short written arguments drawing on Avraham’s example.
In "Toldot," students solidify second-grade translation benchmarks: mastering unit vocabulary, identifying visible shorashim, distinguishing between verbs and nouns, and reading psukim aloud with increasing fluency. The unit focuses on family dynamics, decision-making, and the consequences of actions. Essential questions include:
When—if ever—is it acceptable to deceive someone for a good reason?
How much responsibility do parents bear for peace between siblings?
Why is it hard to make wise decisions when tired, hungry, or upset?
Students practice summarizing psukim, identifying character traits, and using textual evidence to support claims. Writing tasks include reflecting on mistakes from a character’s perspective, analyzing sibling relationships, and exploring the middot embedded in the narrative. Assessments include illustrated psukim, short written interpretations, and kibbud av v’em reflections grounded in the Jacob–Esau story.
Hebrew
In "Morning Routine—Before School," students learn to describe what they do each morning before school using connected Hebrew sentences. The unit focuses on speaking, listening, early reading, and simple writing through predictable routines like waking up, getting dressed, and eating breakfast. The essential questions include:
How can I describe my morning routine in Hebrew?
How can I ask and answer questions about morning activities and breakfast?
How do songs and stories help me remember new words?
Students learn high-frequency verbs, breakfast foods, and daily actions, and use patterns such as “בבוקר אני…” and “מה אתה עושה בבוקר?”. They listen to and retell short stories and songs, play games like memory and sequencing, and read short patterned texts. Assessments include orally describing a morning routine, answering familiar questions, reading simple sentences, and writing short captions connected to pictures.
In “School Day” students use Hebrew to describe what they do during the school day and what they learn in different classes. The unit strengthens oral communication, listening comprehension, and foundational reading and writing in print and script. The essential questions include:
How can I talk about what I learn and do at school?
How can I ask and answer questions about my daily schedule?
How can I understand another child’s description of their school day?
Students learn vocabulary for school subjects, activities, and recess, and use patterns such as “בבית ספר אני לומד…” and “בהפסקה אני…”. They engage with simple stories and class videos, practice patterned reading, and play games such as bingo and “המלך אמר.” Assessments include describing a school day, answering schedule-based questions, reading short texts, and writing simple sentences about what happens at school.
In "After School—Afternoon and Evening Routine," students learn to talk about what they do after school and throughout the week, using connected Hebrew sentences. The unit builds oral fluency, comprehension, and early writing in the context of hobbies, home activities, and evening routines. The essential questions include:
How can I describe what I do after school and in the evening?
How can I ask and answer questions about hobbies, food, and routines?
How can I understand another child’s after-school description?
Students learn vocabulary for activities, foods, places, and daily actions, with patterns such as “אחרי בית הספר אני…” and “מה אתה עושה היום אחרי בית הספר?”. They read and listen to short stories and songs, use patterned questions, and play movement and memory games. Assessments include describing an after-school routine, reading short texts, and writing simple sentences about their weekly schedule.
In "The Home," students use Hebrew to describe the rooms of a house, what is in each room, and what people do there. The unit strengthens interpersonal speaking, interpretive listening, and early literacy within a deeply familiar context. The essential questions include:
How can I describe my home and what I do in each room?
How can I ask and answer questions about someone else’s home?
How can I understand a short description of a child’s house?
Students learn vocabulary for rooms, furniture, and everyday actions, using sentence frames such as “בבית שלי יש…” and “בחדר… אני…”. They listen to and read simple stories such as “הבית של יעל,” engage with familiar songs, and play games like bingo and sequencing. Assessments include describing their own home, reading patterned sentences, and writing short descriptions of rooms and activities.
In "Summer," students learn to describe summer weather, clothing, foods, and activities using familiar Hebrew patterns. The unit emphasizes oral communication, listening comprehension, and early reading and writing tied to a high-interest, seasonal theme. The essential questions include:
How can I describe summer weather and activities in Hebrew?
How can I talk about what I wear, eat, and do in the summer?
How can I understand another child’s description of summer?
Students learn vocabulary for weather, beach items, fruits, and leisure activities, and use frames such as “בקיץ יש…” and “בקיץ אני…”. They read and listen to short stories and poems, sing seasonal songs, and play games that reinforce vocabulary and patterns. Assessments include describing what summer is like, answering patterned questions, reading short texts, and writing simple sentences about summer routines.