ANN AND NATE LEVINE ACADEMY JANET AND JEFFREY BECK LOWER SCHOOL GRADES K-4 CURRICULUM GUIDE
MISSION STATEMENT Ann & Nate Levine Academy is an inclusive, dynamic, Jewish day school which fosters leadership, creativity, critical thinking, and Jewish values while empowering its students with integrity, self-confidence, and intellectual curiosity. EDUCATIONAL PHILOSOPHY
Critical Thinking
Community
Global Citizenship
Preparatory Curriculum
Creativity
Confidence
Collaboration
Zionism
Growth Mindset
Commitment
GRADES K-4 CURRICULUM GUIDE Ann and Nate Levine Academy offers an innovative curriculum combining the best of both general and Jewish studies. Our curriculum is based on recognized models of excellence and is continuously reviewed and informed by extensive research. Based practice instruction, state-of-the-art technology, fully equipped science labs, and individualized attention ensure our students’ success academically, emotionally and spiritually. Students cultivate their study skills, critical thinking, and creativity every day: at the computer, in Social Studies and Math classes, during reading, Language Arts and library, and in the study of Torah and Jewish tradition. Levine Academy is committed to creating a welcoming atmosphere of diversity. Teachers and students reflect different traditions of Jewish observance and share a variety of skills and interests. Teaching is tailored to each child’s needs and strengths, not to a class average. This allows children to move ahead in areas of strength and to receive additional attention in areas of need. Our approach fosters self-confidence and promotes success. CO-CURRICULAR PROGRAMS At Ann and Nate Levine Academy, development of the whole child is essential. We encourage our students to explore and achieve expertise in a wide variety of enrichment activities both during the school day and after school. Our curriculum includes studio art, art appreciation, music appreciation, Hebrew music, band instruction and choir. The P.E. classes from K through 8 emphasize the acquisition and expansion of basic athletic skills, responsible play and competition, while teaching students healthy choices and preparing them for interscholastic and intramural sports.
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JUSTICE CITIZENSHIP HOLINESS RESPECT INTEGRITY RESPONSIBILITY CARING
GENERAL OVERVIEW OF BECK LOWER SCHOOL The Janet and Jeffrey Beck Lower School curriculum is designed to foster academic excellence and meet individual needs, nurturing each student’s natural curiosity and sense of wonder. Motivated from within, our children acquire a sense of self and accomplishment that allow for experiences of creativity, independent study, choice, and responsibility. These experiences are reinforced through warm, disciplined classroom environments and loving teachers devoted to enhancing each child’s personal development. Embracing the sciences, mathematics, the humanities, Hebrew language and Jewish studies, the arts, and physical and health education, our curriculum integrates material taught within each grade and across the grade levels. In this way, we lay the foundation for a liberal education and lifetime love of learning. Through emphasis on critical and intuitive thinking, as well as analysis and creative problem-solving, our children acquire the intellectual independence essential to succeed in a world of accelerating change. Differentiated instruction designed to meet the learning needs of each individual student begins during the Lower School years as learning specialists, counselors, and classroom teachers work toward developing Individual Learning Plans. Students are stretched to meet their maximum potential in academics, the arts, and as individuals. Emphasis is placed on social responsibility within the school community and the community at large.
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KINDERGARTEN OVERVIEW In Kindergarten, it is our goal to provide a stimulating, nurturing learning environment where children are encouraged to work toward being independent. They are encouraged to develop self-awareness, interpersonal skills and responsible behaviors, which will enable them to be successful in school and life. LITERACY The students develop literacy skills that enable them to progress in reading, comprehension, and writing. Early in the year, the main focus is on phonological awareness and phonemic instruction. Once these early reading skills have been mastered, the reading instruction is student-centered through small groups using the Collaborative Classroom Curriculum. As a student’s reading fluency develops, they shift their attention to comprehension and making inferences. During this literacy block, the students are working independently on Word Work and Writing, including sight words and rule-based spelling. In Kindergarten, the students are introduced to Writers Workshop. They learn the beginning aspects of writing, including how-to, informational, and fiction writing. MATHEMATICS Levine Academy’s Beck Lower School has adopted the Everyday Math Fourth Edition program. This comprehensive program teaches basic math skills in a real world context, encouraging learners to think conceptually and mathematically. Students are encouraged to reason through problems and engage themselves in a wide variety of math related activities. The curriculum includes diverse concepts such as number sense, introduction to number stories, non-standard units of measure, 3-D shapes, addition, and subtraction. The program itself provides opportunities for differentiation at every level while still teaching within the range of one concept or skill. The Kindergarten thematic units are social studies and science-based, with a variety of topics that interest kindergarten aged children. These units of study range from historical characters to life science. During these units, the students participate in read aloud books, informational technology and hands-on projects to help themdevelop a deeper understanding of the subject. Additionally, kindergarteners visit the lower school science lab twice a week and have instruction with our lower school science teacher. Kindergarten is a year of exponential growth and maturity. While academics is a big focus, it is just as important to teach the students skills that will help them be successful throughout their school careers. Children are encouraged to be the best version of themselves as we learn to problem solve and show compassion in our relationships. STEM The STEM-based science curriculum follows the Next Generation Science Standards (NGSS) thematic model using bundles to pique the curiosity and interests of each student scientist. We dive into the year by asking questions to anchor discourse in three main natural sciences: life, earth, and physical. While in the science lab students will learn to code and program robots, build new model habitats for animals needing human support, learn better ways to dispose of waste and forces/motion. Students carry out investigations inside the lab, the makerspace, and in our outdoor learning areas. The students attend class twice weekly.
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JEWISH STUDIES/HEBREW Chalav U’Dvash program imparts basic knowledge of spoken Hebrew that will also build a foundation for future study of the language. The program develops children’s ability to communicate in Hebrew, by providing them with a variety of opportunities and incentives to use the linguistic patterns and vocabulary acquired in the program, connects Hebrew to everyday social situations related to the children’s experiences in the home, at school, in encounters with friends and holiday celebrations, makes Hebrew a source of pleasure for the children and involves the entire family in the learning experience. JEWISH HOLIDAYS Art projects, songs, stories, class celebrations and cooking experiences will help give your child an understanding and appreciation of the stories and symbols of each of the major Jewish holidays. TORAH The students will learn Jewish values through Biblical Stories from Creation to the giving of the Torah at Mount Sinai and explore them during class discussions and dramatic play. PRAYERS The students will be introduced to many of the basic prayers of the daily morning service and Friday evening Shabbat service. FIRST GRADE OVERVIEW First Grade is a year of tremendous academic, emotional and social growth. Our primary goal for our first graders is that they receive the foundation they need to be successful 21st century learners. To achieve this goal we strive to teach them to be positive contributors to collaborative conversations, independent, curious students, critical thinkers who strive to have a deeper understanding of material learned, and responsible members of our community who show respect for themselves and others. ENGLISH LANGUAGE ARTS The core of our language arts instruction is the Being a Reader program developed by the nonprofit learning organization, Center for the Collaborative Classroom. The goals of our work are to provide our students opportunities and skills to become confident readers, independent learners and caring members of a classroom community. The program’s academic strands provide students with a wide range of essential early literacy experiences. These strands combine to inspire the students’ love of reading, allow them to move at their own pace along a continuum of reading development, build their confidence, and establish their sense of identity as readers. The students participate in differentiated small group instruction that allows them to move at their own pace in their reading development. This work, as well as the instruction that takes place in whole-class lessons, provides many experiences using strategies to read and understand text. The students also utilize the Writer’s Workshop model developed by The Teacher’s College at Columbia University. The workshop model provides time for a mini-lesson, guided practice, independent active engagement, and collaboration/reflection.
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The Character Tree is a new educational video series that focuses on Social/Emotional Development. It was designed for children in grades K-3. It emphasizes positive character traits through engaging discussions, examples, role modeling and hands-on materials. It features people like Jane Goodall, Mister Rogers and Rosa Parks to teach kindness, bravery, integrity, gratitude and perseverance. The curriculum is designed to help the students to understand the importance of being a good citizen and an active member of their community. MATHEMATICS Levine Academy’s Beck Lower School has adopted the Everyday Math program. This comprehensive program teaches basic math skills in a real world context, encouraging learners to think mathematically. Students are encouraged to reason through problems and to engage themselves in a wide variety of math related activities. The curriculum includes operations and algebraic thinking, number and operations in base ten, measurement and data, and geometry. The first grade program provides opportunities for differentiation at every level, while still teachingwithin the range of one concept or skill. SOCIAL STUDIES Our First Grade has adopted the Texas Studies Weekly Curriculum. It is taught using a weekly magazine, virtual field trips, videos and hands-on materials. It covers the strands of civics, government, geography, economics and history. The curriculum also emphasizes vocabulary, and it enhances our students' reading ability. STEM The STEM-based science curriculum in First Grade follows the Next Generation Science Standards (NGSS) thematic model using bundles to pique the curiosity and interests of each student scientist. Students begin the year by investigating designs in nature, and build on this knowledge to develop their own designs that copy nature, known as biomimicry. Students dive deeper into life science with a unit on plant and animal trait inheritance and variation by analyzing and collecting data in our science lab and outdoor learning spaces. In our third bundle, student scientists explore the night sky and seasonal patterns. This unit works closely with our Judaic department for crosscurricular STEM fun. We finish the year strong with a unit on the behavior of light and sound. JEWISH STUDIES/HEBREW Ariot-Cal is an internet based multimedia application which is an integral part of the TaL AM first grade Hebrew as a foreign language curriculum. The program allows students to work at their own pace according to their own personal needs. FIRST GRADE HEBREW/JEWISH STUDIES CURRICULUM INCLUDES 5 DIFFERENT UNITS: Shalom Bakita (Shalom In The Classroom) The Shalom in the Classroom unit deals with everyday life in the classroom at the beginning of the school year, and focuses on familiarization with the characters of a “virtual” classroom, the articles and the learning habits in the classroom.
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Shalom Babayit Uvachutz (Shalom At Home And Outdoors) Shalom at Home focuses on the Jewish daily agenda at home from wakeup until sunset, hence containing subtopics regarding: morning and evening routines, the body, clothing and nutrition, and combining the respective prayers and blessings. Shalom Outdoors focuses on the world outside of the classroom and home. It is linked to the Creation of the world and is organized according to the seasons of the year. Shabbat Shalom This unit deals, respectively, with the preparations for Shabbat, the Mitzvot of Shabbat. The unit includes: • Blessing over the candles
• Blessing over the challah (Hamotze) • Blessing over the wine (Kiddush)
Parashat Hashavu’a The Parashat Hashavua unit presents a first cycle for the study of the weekly Torah portion according to the Jewish calendar. Chag Sameach The Unit consists of 10 topics: The High Holidays, Chanukah, Tu Bishvat, Purim, Pesach to Shavuot, Yom Ha’Atzmaut and Yom Yerushalayim. SECOND GRADE OVERVIEW The overall curriculum goals in Second Grade focus on growing self-awareness and academic esteem by allowing our Ethical Covenant to shape and guide. Through Respect, Caring, Holiness, Responsibility, Justice, Citizenship, and Integrity, Second Grade students embark on a cross-curricular journey encompassed by collaborative Project-Based Learning to foster a sense of independence and preparedness in years to come. HUMANITIES Second Grade Humanities involves Language Arts, Word Study, and Social Studies. In Language Arts we use Conventions of Standard English, Knowledge of Language, Vocabulary Acquisition and Use, Integration of Knowledge and Ideas in Literature, Range of Reading and Level of Text Complexity across Genres, Fluency, and Complex Writing. Throughout the year, we use a variety of resources for our Novel Study practice in order to build fluency and exposure to complex texts. Word Study is adapted through our Collaborative Classroom Curriculum. Collaborative Literacy is the only curriculum that authentically integrates social and emotional learning with literacy. It marries the latest research in literacy education with useful, concrete support for teachers to build a caring classroom community that motivates and inspires students to grow as readers, writers, thinkers, and principled people. In Social Studies, we are “Road Tripping Across the USA”. We launch our academic quest with our “Me on a Map” Unit. This unit supports self-reflection and discovery as a person in a community. We
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continue to magnify this concept until we have embraced key geographical features and influential Americans who have affected U.S. History. As students think, talk, and share ideas, they come to value the thinking of others. MATHEMATICS Second Grade uses the Fourth Edition of the Everyday Math Program, developed by the University of Chicago School of Mathematics. This comprehensive program teaches basic math skills in a real world context, encouraging learners to think conceptually and mathematically. Students are encouraged to reason through problems and engage themselves in a wide variety of math related activities. The curriculum includes diverse concepts such as strategic computation, algebraic function, data collection and interpretation, multiplication, and geometry. The program itself provides opportunities for differentiation at every level, while still teaching within the range of one concept or skill. STEM The STEM-based science curriculum in First Grade follows the Next Generation Science Standards (NGSS) thematic model using bundles to pique the curiosity and interests of each student scientist. Students begin the year by investigating plant and animal needs, their interdependence, and the diversity of living things. This knowledge is used to jump into our second bundled unit to research the effects of wind and water in both quick and slow land changes. During this unit, students enjoy visits from community partners to support critical thinking in erosion prevention. The third bundle focuses on mapping earth by exploring types of maps and then creating our very own. We finish the year strong by investigating the Engineering Design Process to manipulate states of matter and an
exploration into basic chemistry. JEWISH STUDIES/HEBREW
Tal Am program activates learning in all frames of mind by utilizing a wide range of activities for all modes of communication, integrating Hebrew Language acquisition, the development of Jewish concepts and values, and reading and writing skills. The curriculum offers a variety of stories, Jewish sources, prayers and blessings, as well as age- appropriate songs, recitations and plays which aim to develop the child and his/her Jewish identity. The program is structured around a Virtual Classroom comprised of diverse students, each demonstrating how s/he learns. These virtual students grow and develop together with the students, serving as models for the construction of a learning community. iTaL Am - Internet based multimedia program working in conjunction with the Tal AM program. SECOND GRADE HEBREW/JEWISH STUDIES CURRICULUM INCLUDES 6 DIFFERENT UNITS: Tov Bakitah This unit focuses on the student’s world, daily school schedule and relationships with peers. Tov Babayit This unit presents daily routines at home including clothes, meals and cleanliness.
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Chagim This unit focuses on Jewish holidays including customs, rituals, mitzvot, blessings, and stories related to units. Torah (Genesis) This unit teaches the stories of Creation, Garden of Eden, Adam and Eve, Noah –The flood and Tower of Babel. Students learn to use a Chumash, and also learn the language of the Torah. Parashat Hashavua These units present the weekly Torah portion according to the Jewish calendar. Shabbat Sheli Ve’shelanu This unit focuses on Mitzvot and rituals of Shabbat - from sunset on Friday through Havdalah services on Saturday night. THIRD GRADE OVERVIEW The primary focus of academic development in Third Grade is to create a framework of skills that build a foundation of competencies to promote independence for future learning. Third Grade is a cornerstone year as the students are transitioning from early elementary to upper elementary. This demands a much more diverse and prominent set of expectations. Through curricular integration and
repetition, the students build the following skills: • Follow routines and procedures independently • Take ownership of learning and provide evidence • Employ a variety of problem-solving strategies for tasks in reading and math • Develop responsibility, integrity, and character READING/LANGUAGE ARTS
English Language Arts instruction in Third Grade follows the Collaborative Classroom’s Making Meaning curriculum, which focuses on developing reading comprehension strategies and fostering the social-emotional development of the learner. This is achieved through a variety of mentor texts, engaging activities, and content extensions. We also integrate Social Studies concepts into our extension activities to promote cross-curricular connections. The students work within a modified Daily 3 workshop model, which includes independent reading, small group work with the teacher, and work time to complete assignments. The students have a weekly lesson on a grammar concept, which is reinforced and conceptualized through other English language arts workshops during the academic week. In lieu of a traditional spelling program, we use a Word Study model that not only addresses proper spelling and usage, but also focuses on specific spelling patterns and word rules. The students study the pattern while reinforcing this skill in a myriad of activities over a two-week period. Students utilize the Writer’s Workshop model developed by The Teacher’s College at Columbia
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University, which provides time for a mini-lesson, guided practice, independent active engagement, and collaboration/reflection. Students participate in regular, dedicated writing time in addition to regular presentations of completed coursework to the class. MATHEMATICS Weuse theUniversityofChicago’sEverydayMathcurriculumforourmath instruction. This comprehensive program teaches math skills in a real world context, encouraging learners to think conceptually and explain their mathematical reasoning. The Third Grade curriculum focuses on multiplication strategies, building fact fluency, fractions, and comparing geometric attributes. Problem-solving is a significant focus of this study, and students are expected to provide evidence of their understanding. The program itself provides opportunities for differentiation at every level while still teaching within the range of one concept or skill. SOCIAL STUDIES Our Social Studies curriculum focuses on the study of world cultures and geography. The students begin the year with a survey of geographical concepts, work on the development and refinement of their map reading skills, and deepen their understanding of landforms. Following our introductory unit, the students receive their passports and “travel” across the world! They study a specific country from each continent throughout the year. Our Social Studies curriculum challenges students to think critically about world events, celebrate cultural differences, and highlight similarities between themselves and children around the world. Students engage in enriching, experience-based, hands-on activities. At the end of the year, the students create their own country study to showcase their project-based learning skills and reinforce objectives, such as note-taking, organizing information, and public speaking. They complete these projects to reflect their learning, develop time management strategies, and take responsibility for their ideas. Our Social Studies program is a blend of student interests and highly engaging 21st century learning! STEM The Third Grade STEM-based science curriculum utilizes the Engineering Design Process to explore life science, earth and space science, and physical science. Third Grade scientists meet in the lab twice weekly to inquire and explore natural phenomena. The foundational unit dives into animal development and survival moving into animal and plant trait inheritance and variation at a depth and breadth surpassing schema from first grade to include extinction, fossils, and survival of the fittest. The second bundle is centered in earth and space science where student meteorologists explore hazardous weather on a global scale. We finish the year strong with an expansive dive into magnets. JEWISH STUDIES/HEBREW Granite Ivrit is an exciting and innovative new Hebrew program for schools based on the Proficiency approach, the Communicative Language Teaching approach, and the ACTFL benchmarks. This program is offered to students who have acquired the skills of reading and writing, and are in Novice to Intermediate levels. Granite Ivrit focuses on the three modes of communication while providing students with the opportunity to learn the language through different modalities as well as meaningful
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and hands-on activities, making the learning fun and relevant. Migdalor And iTaL Am (Internet Based Multimedia Program)
Jewish Holidays programs present major holidays and Shabbat concepts in context (stories, poems and a variety of exercises). Tal Am This program activates and develops learning of Jewish concepts and values. The curriculum offers a variety of stories, Jewish sources, prayers and blessings, as well as age-appropriate songs, recitations and plays which aim to develop the child and his/her Jewish identity. Torah – Bereishit (Lech Lecha, Vayera, Chayei Sarah) This unit develops reading and comprehension skills in Chumash, introducing Torah commentary. Students are exposed to Biblical Hebrew, giving them a foundation to understand and develop their Biblical text skills. Assessment is done using the Standards and Benchmarks program, allowing for greater diversity. Parashat Hashavua This unit presents the weekly Torah portion according to the Jewish calendar. FOURTH GRADE OVERVIEW The major goal of Fourth Grade is to foster a sense of independence and prepare students for their years in middle school and beyond. This is done through cross-curricular integration with all subject areas, but particularly in the humanities. In Fourth Grade, the students begin to lay a foundation for response to feedback, self-evaluation, accountability, peer collaboration, and more. Emphasis is placed on students becoming independent learners and acquiring necessary skills, such as: • Developing study skills to prepare for examinations • Acquiring organizational and time management skills with target dates • Using a variety of note-taking strategies • Implementing reading strategies and writing skills • Thoughtfully showing all work and providing detailed explanations behind the steps LANGUAGE ARTS/READING In Reading and Language Arts, we are reinforcing the comprehension reading strategies taught in lower grades and introducing additional strategies to enable children to comprehend higher-level material. By utilizing newspaper articles, novels, short stories, and other instructional materials we are building on previously obtained skills. In lieu of a traditional spelling program, Fourth Grade utilizes a word study program. Each week the students work with and manipulate words that follow a specific rule--they complete in-class categorizations and sort to apply their thinking. All language arts work, reading and vocabulary, is completed using the Collaborative Classroom Making Meaning curriculum. Fourth graders are assigned tasks at the beginning of the week and are given an opportunity to choose what activities and assignments they want to work on each day. This model provides time for
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students to work one-on-one or in small groups with the teacher for guided reading. The students also utilize the Writer's Workshop model developed by The Teacher's College at Columbia University. The workshop model provides time for a mini-lesson, guided practice, independent active engagement, and collaboration/reflection . MATHEMATICS Levine Academy’s Beck Lower School has adopted the Everyday Math Fourth Edition program. This comprehensive program teaches basic math skills in a real world context, encouraging learners to think conceptually and mathematically. Students are encouraged to reason through problems and engage themselves in a wide variety of math related activities. The curriculum includes diverse concepts such as computation, algebraic function, decimals, fractions, and geometry. The program itself provides opportunities for differentiation at every level while still teaching within the range of one concept or skill. SOCIAL STUDIES The main focus in Social Studies for Fourth Grade is Texas. We examine the history of Texas from the early beginnings to the present while discussing important issues, events, and individuals. Units range from basic geography and map identifications to the Texas Revolution and impact of expansion. Levine uses Mind Missions lessons to integrate Social Studies with Language Arts and STEAM challenges for engaged learning. STEM Fourth Grade student scientists are able to use a model of waves to describe patterns of waves in terms of amplitude and wavelength, and that waves can cause objects to move. Students are guided to develop mastery understanding of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. In order to describe patterns of the Earth’s features, students analyze and interpret data from maps. Fourth Graders activate schema from second grade to develop a deeper understanding that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. Students are able to use evidence to construct an explanation of the relationship between the speed of an object and the energy of that object. Students develop an understanding that energy can be transferred from place to place by sound, light, heat, and electric currents or from object to object through collisions. They apply their understanding of energy to design, test, and refine a device that converts energy from one form to another. The crosscutting concepts of patterns; cause and effect; energy and matter; systems and system models; interdependence of science, engineering, and technology; and influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for these disciplinary core ideas. JEWISH STUDIES/HEBREW Granite Ivrit is an exciting and innovative new Hebrew program for schools based on the Proficiency approach, the Communicative Language Teaching approach, and the ACTFL benchmarks. This program is offered to students who acquired the skills of reading and writing, and are in Novice to Intermediate levels. Granite Ivrit focuses on the three modes of communication while providing students with the
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opportunity to learn the language through different modalities as well as meaningful and hands-on activities, making the learning fun and relevant. Migdalor Jewish Holidays program presents major holidays and Shabbat concepts in context (stories, poems and a variety of exercises). Tal Am This program activates and develops learning of Jewish concepts and values. The curriculum offers a variety of stories, Jewish sources, prayers and blessings, as well as age-appropriate songs, recitations and plays which aim to develop the child and his/her Jewish identity. Torah – Exodus This unit develops reading and comprehension skills in Chumash, introducing Torah commentary. Students are exposed to Biblical Hebrew, giving them a foundation to understand and develop their Biblical text skills. Assessment is done using the Standards and Benchmarks program, allowing for greater diversity. Parashat Hashavua This unit presents the weekly Torah portion according to the Jewish calendar
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LOWER SCHOOL MUSIC
Music is a distinctive part in the learning process at Levine Academy. In the Music classroom, students learn to be listeners and performers as they explore basic musical concepts such as rhythm, melody, harmony and form. Our comprehensive Music program provides hands-on experiences for children to learn through listening, singing, moving, playing instruments, improvising and creating. Music is integrated across the curriculum. In Music class, students may learn geography or history while in their core subject classrooms, they sometimes sing to add to their understanding of subjects such as math or science. JEWISH MUSIC Music classes at Levine introduce students to many styles of Jewish Music, from Israeli traditional to modern Jewish Music. The curriculum promotes an atmosphere of fun, while teaching songs that enrich the children’s knowledge of Hebrew and Judaics as well as an understanding of basic musical concepts. Our celebrations throughout the year are enhanced by musical performances such as: • Kabbalat Shabbat • Zimriyah • Kehilla Kedosha Monthly Celebrations • First Grade Chagigat HaSiddur • Second Grade Chagigat HaChumash • Third Grade Chagigat HaSafah • Fourth Grade Chagigat HaAliyah • Yom Ha’atzmaut
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PHYSICAL EDUCATION The Physical Education curriculum takes a whole-child approach to physical fitness. Students develop gross motor skills and coordination, targeting specific skills needed in team sports. They are exposed to a wide range of team sports, enhance skill development, a competitive environment, while building self-esteem, and instilling a life-long enjoyment of physical activity. Teamwork, appropriate sportsmanship, an understanding of the rules of the game, and the spirit of competition are integrated into each sports unit. Students are encouraged to push themselves to go beyond their individual limits and work toward achievement of their physical fitness goals. ART The Levine Academy art program is based on the National Core Arts Standards. Students attend weekly art classes, where they receive hands-on instruction in a wide range of art media and explore choices involved in presenting art to an audience. Students also learn how to identify, examine, and compare works of art. Our visual arts venue gives students an opportunity to look closely at themselves, to examine the world around them, and to understand connections between artistic expression and cultural values.
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JUSTICE CITIZENSHIP HOLINESS RESPECT INTEGRITY RESPONSIBILITY CARING
18011 Hillcrest Road Dallas, TX 75252 972-248-3032 phone 972-248-0695 fax www.levineacademy.org
September 2021
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