NEWS FROM THE LOWER SCHOOL JUDAIC STUDIES DEPARTMENT

By Dror Karavani, Lower School Judaic Studies Coordinator

The Shabbat parties in grades 2, 4, 5, and 6 are very special and unique. Rabbi Elbaz and Morah Robin lead the children in each grade in different fun activities, focusing on the connection of the Shabbat and the parsha of that week. Around tables, set with light snacks, the girls light the candles, Shalom Aleichem is sung and Kiddush is said. Rabbi Elbaz then teaches a new song related to the parsha, adding to many other songs already taught and sung so beautifully by the children. In grade 6, the students themselves are assigned the task of giving a D'var Torah during the Shabbat party. At other times, they have prepared original skits on the week's parsha and performed it for the younger grades. At times, Rabbi Hauser tells the children stories with an important lesson to be learned. In order to enrich the students' knowledge of the parsha, different games are also played. In addition, educational parsha videos in Hebrew and English are sometimes shown to the students' delight. All in all, the Shabbat parties in grades 2, 4, 5, and 6 deepen the connection of the children with the week's parsha and the beauty of Shabbat. (Submitted by: Rabbi Tzion Elbaz)

This week is a special parsha for the third graders, since they're studying Parshat Vayeira in their classroom. In addition to the learning, the students prepared and acted in skits from the parasha using the Chumash skills they've been taught. It was so nice to see the stories which we've learned, come to life.

NEWS FROM THE LOWER SCHOOL 

By Fourth Grade Teaching Team of Rabbi Elbaz, Mrs. Lerner and Morah Minna

Activities in the 4th grade have been varied and exciting!  In Judaic Studies, the students learn Chumash, Navi, Dinim (Laws), and Parasha.  The subjects are taught in a variety of ways in order to reach all our different learners. Both in Chumash and Navi accurate reading of the texts is stressed. Reading games like "Go Pasuk" encourage students to read their most accurately paying attention to each and every letter and vowel. Building a strong vocabulary is also certainly a goal. To help our students achieve this, different activities are given to reinforce the teaching of these new words. Teacher created worksheets, games of matching, bingo, and hangman are all designed to help students retain the new vocabulary. A strong vocabulary enables our students to comprehend these Biblical texts more easily. Analyzing word families by looking for the common root (shoresh) is an important skill we are constantly working on.  Drama is also used in our classroom. Students act out using the Torah language meaningfully to show their understanding of the topic we are learning. Projects using the computers and art enable students to express creatively what they have learned and help in retention of the material. Tal Am workbooks are also used to enhance our understanding in Chumash lessons. The children are progressing beautifully and I have high expectations for further success throughout the school year.

In Hebrew language, the fourth grade is very busy studying about our new student of the Tal Am family.  Her name is Karen.  She is a very lovely young lady with special needs.  She uses a wheelchair to get around.  We are learning how the school and her classmates are accommodating, accepting, and showing empathy towards her needs.  We are working hard on sentence structure and formal grammar (present and past tense).  The students are enjoying our current topic, "Fall".  We learn about the weather in the fall, the changing of the leaves and all the fall colors as well as the fun we can have with raked leaves.

Our General Studies class in the Fantastic Fourth Grade has spent this first quarter learning Things that Matter: The Scientific Method, States of Matter, Geography, Government, Number Sense, Authors' Purpose, Creative Writing Skills, Problem Solving Skills, Cause-Effect Relationships, and Empathy.  We have conducted weekly science investigations which have included building and testing straw models, investigating the physical properties of different states of matter, and testing the solubility of salt and sugar in water.  Through these weekly science investigations we are learning how to make sound hypothesis, clear observations, and reasonable conclusions.  Look for updates as we get ready to participate in our Superheroes Writers' Workshop.  We love to do hands on projects in many of our curricular areas.   Our recent study of geography culminated in a magnificent map project.  The students used their knowledge of map symbols, grids, cardinal and intermediate directions, and landforms to create maps of fictitious islands.  These island maps indicate the location of the students' secret superhero lairs.   The students had to write a set of directions to their lairs.  These directions include cardinal and intermediate directions, landforms and grid points.  We will soon have these magnificent projects ready for display on our hallway bulletin board.    

KINDERGARTEN PROSPECTIVE PARENT OPEN HOUSE THIS WEEK

DEADLINE EXTENDED FOR SCHOLARSHIP DINNER TRIBUTE BOOK

 A hallmark of Beit Medrash study that dates back over two thousand years is the chavruta system. What is incredible is that the way it looked in the halls of Babylonia is essentially the same as it looks in the classrooms of CTA and schools around the world today: mini-groups (usually pairs) of students collaborate to learn, review and intellectually debate the material in order to sharpen each other's understanding. It is interesting to note that as educational philosophy advances, the need for differentiated instruction has been identified as crucial. (In short, differentiated instruction refers to exposing students to the material in a variety of ways to allow all types of learners an access to understanding.) A tool that has been found to be especially powerful is what has been coined review," which can take the form of peer tutoring, cooperative learning, or peer assessment - essentially, the chavruta system of the Sages. In the Upper Schooll Judaic Department, chavruta learning is employed starting in junior high and eventually becomes the primary mode of instruction. Food for Thought: Avraham's willingness in this week's parsha to sacrifice his son Yitzchak is deeded one of the greatest expressions of reverence towards G-d of all time, and remains a merit fo us even today. Not to detract from Avraham, but there were many people in history, Jew and non-Jew alike, who went so far as to actually lose their children in order to keep their faith. Why is Avraham considered categorically unmatched?

CBI HOSTS WORLD SERIES PARTY

1.  Whyd did G-d appear to Avraham after the brit mila?

     a.  Avraham was sick, so G-d came to "visit" him.

2.  Why was Avraham sitting at the entrance to his tent? 

     a.  He was looking for guests.

3.  What were the missions of the three angels?

     a.  To announce Yitzchak's birth, to heal Avraham and to destroy Sodom.

4. Why did Avraham enjoin the guests to wash the dust off their feet?

     a.  He thought they were among those who worship the dust, and he didn't want any object of idolatry in his home.

5.  Why did Avraham ask specifically Yishmael, and not someone else, to prepare food for the guests?

     a.  To train him in the performance of mitzvot.

6.  Why did the angels ask Avraham where Sarah was?

     a.  To call attention to Sarah's modesty, so as to endear her to her husband.

7.  When G-d related Sarah's thoughts to Avraham, He did not relate them precisely. Why?

     a.  For the sake of peace.

8.  What "cry" from Sodom came before G-d?

     a.  The cry of a girl who was executed for giving food to the poor.

(Parsha Vayera Quiz originally appeared on the

Ohr Somayach website, www.ohr.edu)