Kindergarten Writing Children learn to write simple sentences. They are encouraged to learn proper letter formation and spacing. They learn these simple tasks as they write wishes in birthday books and as they compose their own stories and poems. As the children recognize that letters represent sounds, they begin to experiment in their own writing by using inventive spelling. The emphasis in these exercises is on the creative process. The children concentrate on expressing their feelings and ideas without having to attend to proper spelling and grammar. Their compositions are dated and kept in writing portfolios. Mathematics Children learn mathematics through the use of a wide variety of manipulatives; they explore mathematics concepts through experiential learning, and they also complete worksheets in order to reinforce their learning and to review the mastered concepts. Some of the topics that the students are introduced to include the following: recognizing numbers through 31 (calendar); correct writing of numerals through 31; counting by one's, two's, three's, four's, five's, ten's, as well as sequencing, sorting and matching. They are introduced to the vocabulary of mathematics (e.g., addition, subtraction, etc.). The students also learn about one-to-one correspondence and about the concept of estimating; they learn how to identify patterns and different solid shapes. Through cooking and through learning about telling time, they learn about measurement. As the year progresses, students are involved in projects of gathering information and data, which leads to the introduction of the concept of graphing. Science The science program is built upon the children's natural curiosity; the method of instruction emphasizes hands-on experiences. Science concepts and laboratory skills are developed while the students are engaged in cooking projects, gardening, and animal care. In addition, other exercises are conducted in which students gain an understanding of weather patterns, physical changes, magnetic forces, perception, light and measurement. Students are engaged in projects that integrate their learning-projects that involve collecting and recording data, as well as graphing the results. Social Studies The social studies curriculum begins with a unit entitled, "All about Me." The unit stresses the characteristics of individuality-those aspects that make each of us unique. At the same time, the unit begins to emphasize the similarities that we share and the way in which we form communities. The next part of the curriculum extends the students' awareness to the "The School as a Community," and continues to expand the students' awareness beyond the school to larger social structures. Each classroom contains a library that provides facts and illustrations of people of different ages around the world, from different cultures. There are also units that refer to geography as the students study these different cultures. Educational Technology Computers are located in each classroom to use as a learning tool with various educational programs for reading readiness, for math, for visual discrimination and for auditory discrimination. When the children are using the mouse, they are further developing their fine motor skills. Each classroom has two computers and the children sign up for the use of the computer center in the same way they might sign up or rotate in the housekeeping area or the block area. Physical Education The children in kindergarten enjoy physical education twice a week; they go down to the gym where there are organized activities and where their physical skills are assessed. One of the goals of the program is to help them develop coordination in different activities--whether it be running, jumping, climbing, hopping, or jogging. The children use hoops and balls to develop their eye-hand coordination. There are also exercises and activities to develop muscle strength. Throughout the program, being a team player and showing good sportsmanship are values that are explained, demonstrated and emphasized. The children have recess once a day on the play-roof, weather permitting. The play-roof is equipped with a play structure that is appropriate for children of this age; they use the structure for climbing and sliding. Outdoor play is also another opportunity for children to socialize in a setting outside of the classroom. The children very often will organize their own games. Music The children are taught songs in Hebrew and English. In addition, there are activities that emphasize performance with different instruments. Children learn about rhythm and movement through tapes and CDs. These activities help teach children to listen and to follow directions as well. Art Art is promoted and encouraged as a means of communication and self-expression. The children use a variety of media to explore texture and design, as well as to create art work that provides free range to each child's imagination and individuality. Art is an ongoing and dynamic experience in each classroom; in addition the children go to the art room once a week to work with the art teacher. Students' art work is often integrated with the curricular units that are being presented in the general and Jewish curricula. Kindergarten Overview | Tefillot and Berakhot | Parashat ha-Shavu'a | Safah | Shabbat and Chagim | Language Arts | Reading Readiness | Writing | Mathematics | Science | Social Studies | Educational Technology | Physical Education | Music | Art prev
Kindergarten Overview | Tefillot and Berakhot | Parashat ha-Shavu'a | Safah | Shabbat and Chagim | Language Arts | Reading Readiness | Writing | Mathematics | Science | Social Studies | Educational Technology | Physical Education | Music | Art prev
The social studies curriculum begins with a unit entitled, "All about Me." The unit stresses the characteristics of individuality-those aspects that make each of us unique. At the same time, the unit begins to emphasize the similarities that we share and the way in which we form communities. The next part of the curriculum extends the students' awareness to the "The School as a Community," and continues to expand the students' awareness beyond the school to larger social structures. Each classroom contains a library that provides facts and illustrations of people of different ages around the world, from different cultures. There are also units that refer to geography as the students study these different cultures.
The children are taught songs in Hebrew and English. In addition, there are activities that emphasize performance with different instruments. Children learn about rhythm and movement through tapes and CDs. These activities help teach children to listen and to follow directions as well. 
Art is promoted and encouraged as a means of communication and self-expression. The children use a variety of media to explore texture and design, as well as to create art work that provides free range to each child's imagination and individuality. Art is an ongoing and dynamic experience in each classroom; in addition the children go to the art room once a week to work with the art teacher. Students' art work is often integrated with the curricular units that are being presented in the general and Jewish curricula. 
