Ramaz Early Childhood Center

Kindergarten

Overview

Our educational mission is to encourage children to become independent learners and thinkers, to educate children who will be confident in their own resources to discover, to gain information - children who will look to other children in their group as trusted resources for assistance and for additional resources of information. We strive to engage children in their learning and to excite them with the process of discovery.

Judaic Studies

Tefillot and Berakhot - Prayers and Blessings

Tefillot are recited daily; new prayers added as the year progresses. Tefillot associated with Shabbat and shagim are taught at the appropriate times. Berakhot are recited before snack and before lunch. Portions of Birkhat ha-Mazon are said after lunch; with several new lines or a new paragraph added when the children are ready until the whole tefillah is learned.

Parashat ha-Shavu'a - Portion of the Week

The Torah curriculum centers on familiarizing students with parashat ha-shavu'a. Class discussions introduce students to stories from the chumash; in addition, discussions are focused to instill in students an appreciation for the ethical and moral values of the Torah way of life. Class projects bring these discussions to life in the form of singing performances and art activities. Many mitzvot, and middot are introduced as well through parashat ha-shavu'a. Weekly projects culminate at the family Shabbat table.

Safah -- Language Arts

The children acquire an active Hebrew vocabulary. This vocabulary includes words that are used daily (e.g., routines, menu choices, etc.) idioms, words connected with various units (e.g., the classroom, the family, etc.), as well as words that are associated with Shabbat and the holidays. In addition, there is an emphasis on vocabulary linking the parashat ha-shavu'a program with the children's other classroom experiences. Every effort is made to use full phrases and sentences.

The children learn the aleph - bet, letter recognition and letter sounds. They develop sight vocabulary. Because Hebrew is predominately phonetic, many of the children learn to sound out basic Hebrew words. The students learn to write their names in Hebrew; they also write Hebrew as part of projects connected with parashat ha-shavu'a, Shabbat and chagim.

Shabbat and Chagim -- Holidays

Kindergartners celebrate and learn about Shabbat, as well as the Jewish and secular holidays. Each holiday unit of instruction integrates the curriculum areas of language arts, art, music, drama and dance. The children learn why and how we celebrate the chagim. They become familiar with the history behind the celebration; in the case of the Jewish calendar, they learn about Jewish heroes, and about the dinim, minhagim, tefillot, and berakhot connected with the specific chag.

General Studies

Language Arts

Throughout the Language Arts program, the emphasis is on building the skills proceeding from each student's pre-existing language foundation. The approach conforms to the Balanced Literacy model of instruction in which reading and writing skills are completely integrated in each area of the curriculum. Students are constantly exposed to different modes of communication experiences. There are daily reading times, as well as times of the sharing of family news. Children are encouraged to share their experiences and to articulate themselves in clear, precise and expressive language. Children are also encouraged to create meaning, to make their own stories and to explore the limits of language in creating their own imaginative worlds. Teachers introduce exercises and experiences that suggest new vocabulary, that extend the children's skills at description, at discussing current events, as well as at sharing their thoughts and feelings in group situations.

Reading Readiness

Reading Readiness is a function of maturity and cannot be rushed. Each child is given the opportunity to progress at his or her own rate. Children who are already reading are helped individually to master new decoding and comprehension skills. They are given the opportunity to use the skills they already have to write their stories.

Teachers combine a whole language approach with phonics methodology in order to assist each child to build upon his or her reading readiness. While there is no formal reading instruction, teachers provide a print rich environment to convey the message that the goals of communication pervade all areas of learning; they encourage each child to explore texts and make progress towards decoding. Each classroom is equipped with a full library that includes books with different levels of text, different balances of illustrations and text in context. With teacher assistance, children are encouraged to locate information and to explore topics according to their own interest, comfort level and ability.