the odds. Their texts and lessons explore Jewish content whenever possible, ranging from Fiddler on the Roof to Refugee to Night, and to The Chosen). Themes can range from primary Jewish concepts such as Tikkun Olam to the difficulty of being an upstander when someone in a small group does not understand the more difficult concepts of Joseph Campbell’s The Hero’s Journey . Both grades read sources of worldwide interest in global diversity as well as notable classics and contemporary “classics.” In the 7 th Grade , students learn applications of Bloom’s Revised Taxonomy to understand the difference between easier concrete thinking and more demanding higher order reasoning. In addition to the standard necessities of writing instruction, both 7 th and 8 th Grades learn how to embed quotations/evidence, add commentaries of critical thought, and attribution. Cohesion of introduction and conclusion are emphasized to convey the importance of maintaining an interesting, fluent communication. It is important to note that writing takes precedence over testing in 7 th and 8 th Grades. Nevertheless, ERBs, held twice yearly except during COVID, serve as indicators of knowledge incurred in Grades 7 and 8. As a finale to their study of Language Arts, the 8 th Grade students blindly evaluate written pieces from all grades for publication in Visions , a school-wide literary magazine , giving future graduates the opportunity to put into practice what they have learned. Most importantly, each item covered in Language Arts 7 and 8 addresses the Levine Mission Statement in its promotion of “leadership, creativity, Jewish values, integrity, self -confidence, and intellectual curiosity.” Enhancements to the Language Arts curriculum include professional learning support staff to enhance learning, the presence of an academic dean to assist Language Arts teachers in a growth-centered focus on 21st century learning, and solid professional development, with encouraging, not restrictive, administrative budget for further training that encourages a positive mindset. Electives on creative writing and poetry, in particular, round out the offerings in the Language Arts department. Overall Areas of Challenge in Elementary and Middle School • In Kindergarten through 8 th Grade, vertical planning is needed; we do realize, however, that it is often difficult in a dual language curriculum to have the time to address this need. • Additionally, a need exists for curricular grade-level planning time. Areas of Challenge for Elementary • A more comprehensive strategy would prove beneficial for grades K-2, adding components to provide a more balanced literacy program. • More study and phonics instruction would be preferable. • In addition to requiring more collaboration and formalization of curricular guides by grades (standards), writing rubrics for each unit would complete the curriculum.
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