Professional Documents
Culture Documents
Context:
Type of school: Orthodox Day School in the Five Towns
Age of students: 8-9 year old heterogeneous girls.
Grade Level: Third
Class Meets: Daily, four days a week for 30 minute sessions.
Content Area: Ivrit/ Lashon
Curriculum Development Team: Principal, all third grade Ivrit teachers, one
senior second grade teacher. One of third grade teachers will be made the leader of
the team, to be called Curriculum Advisor.
Time and Place of Meetings: The team will meet once a week before class
begins for half an hour. We will start off by working on basics in sentence structure
and composition.
The curriculum leader will present organized material that that he/she has
prepared on his/her own time. The team will also meet once a month during the
school year for a more comprehensive review of the curriculum and its
implementation.
Duration: 6 months (from after Sukkot until Rosh Chodesh Nissan and continues
after Pesach until the end of the year).
What theory is guiding this curriculum? Our curriculum is modeled using
Ralph Tylers Basic Principles of Curriculum and Instruction. We will be following his
four fundamental questions in designing this Ivrit curriculum. They are:
1. What educational purposes should the school seek to attain in teaching and
using the Hebrew language?
2. What educational experiences can be provided that are likely to attain these
purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purposes are being attained?
Current State of Curriculum: There is a loose idea of what should be covered in
third grade. The categories within Ivrit listed on the report cards and cumulative
record cards show what is expected to be covered.
Teachers are comfortable with the curriculum and units they have covered
for years in their own classrooms. They have developed these units
themselves and therefore are attached to them.
It is difficult to organize meetings at a time convenient for all teachers which
does not interfere with their personal schedules and classroom needs.
Standards:
Resources:
The educational philosophy and mission statement of the school along with
classroom worksheets and booklets prepared by the teachers in conjunction with
the Curriculum Advisor. Text used will be 2 - as a guide for
vocabulary and reading comprehension.
Understanding skills
Synthesis: Example: Based on the story that we read today, can you write two
sentences to end it differently?
Evaluation: Example: Fix the following sentences to make it be grammatically
correct.
Implement/Revise:
The purpose of this curriculum assessment is to judge the extent of which students
are performing according to the objectives by the current curriculum. This will be
useful in making future decisions for revision of the curriculum.
Teachers will be asked to fill in a short questionnaire about the curriculum:
1. Is the teacher aware of the goals of the current curriculum?
2. Does the teacher understand (and agree with) the criteria for the present
curriculum?
3. Does the curriculum (seem to) meet the objectives?
4. Does the teacher feel that there is room for innovation and change in the
curriculum?
5. Does the teacher feel that the curriculum is planned partly based on the
needs and interests of the students?
6. Does the teacher feel that the program meets the needs and interests of
the students?
7. Does the teacher feel that a variety of teaching methods are being used?
8. Does the teacher feel that the administration and teachers representing
various levels meet regularly to discuss curriculum practices?
9. Does the teacher feel that there are interrelationships between the
components of the Hebrew curriculum or are they taught in isolation?
10. Does the teacher feel that there are real problems with the current
curriculum?
5
Also, a brief survey for the students (to be designed) to find out whether they feel
that their (the students) needs are being met. This will include questions wherein
the students assess on a 1-5 scale their learning experience.
After the data on the current curriculum has been gathered and reviewed, there
will be meetings with the curriculum team to:
1. Add/change existing objectives.
2. Evaluate if revisions fit into time, facility, financial or other limitations.
There will be continual evaluations of curriculum with regular surveys and
meetings using similar questions as above.
STANDARD
BENCHMARKS
ASSESSMENTS
Weeks 1 & 2
Reading
Comprehension (RC) Read a story in the book
and demonstrate
comprehension.
Written Expression
(W.E.) Review of writing
the Hebrew letters
correctly and neatly
Weeks 3 & 4
OE/VOC - family
members, numbers.
Ques words
Dkdk -review and add
R.C.- Read a story in the
book and demonstrate
comprehension.
W.E. Copying over
coherent sentences
written in Hebrew.
to
include in daily entries in
OE/VOC matching
games, teacher
worksheets.
DKDK Replacing proper
nouns with pronouns.
Continued review of
with occasional worksheets
RC-Answering oral and
written questions
W.E. Write the morning
news correctly and neatly
in the Hebrew Journal.
Student participation in
the collaborative effort.
Weeks 5 & 6
Weeks 7 & 8
using
R.C. - Read a story in the
book and demonstrate
comprehension.
W.E. Writing sentences
about family members.
journal.
VOC students will master
the learned voc.
DKDK Students will be
able
to
classify
singular/plural, male/female
pronouns
R.C. Students will be able
to read and translate on
their own " "pp.20-21
Students will be able to
answer questions based on
the story. (pp.22-25)
W.E. Student will be able
to write 2 sentences about
what
family
members
typically do.
OE student will be able to
relate who is in their family.
DKDK: Student will be able
to conjugate using
DKDK introduce
R.C. - Read a story in the
book and demonstrate
comprehension.
W.E.
Answering
questions about what we
wear on which parts of
our
bodies
and
in
different weathers.
Dkdk Review of ,
using the words and
minute conversation in
Hebrew
Dkdk: conjugating verbs
in singular
R.C. - Read a story in
the
book
and
demonstrate
comprehension.
W.E.
Writing
a
coherent sentence that
can be included in daily
.
household
Ques words
Dkdk:
continue
conjugating
verbs
in
singular
R.C. - Read a story in
the
book
and
demonstrate
comprehension.
W.E.
Answering
questions
based
on
where objects are found
in a house and who in
wearing.
Dkdk students will be
able to conjugate three
given verbs.
R.C. - Students will be able
to follow as the story "
"pp. 44-45 is read by
the class. Students will be
able to answer questions
based on the story. (pp.4748)
W.E. Students will write
their own sentence to
include in the daily
.
matching
games,
teacher
worksheets
Dkdk
teacher
worksheets and around the
world game.
R.C.
Answering
questions in the workbook.
Writing a short essay
summarizing the story.
W.E. On two different
days, Students include 2
sentences in their journal
describing a room in their
Weeks 22 &
23
routine
Dkdk
Conjugating
verbs in plural
R.C. - Read a story in
the
book
and
demonstrate
comprehension.
W.E. Writing sentences
using all of the learned
vocabulary
OE students will be
able to engage in a 3
minute conversation in
Hebrew
Dkdk continue
conjugating verbs in
plural
R.C. - Read a story in
the
book
and
demonstrate
comprehension.
W.E. Writing a two
paragraph story using
word banks and
sequential pictures as a
guide.
to
answer
questions
regarding
household
objects.
VOC students will master
the learned voc.
Dkdk students will be
able to conjugate three
given verbs in plural
R.C. - Students will be able
to follow as the story "
"pp. 56-58 is read by
the class. Students will be
able to answer questions
based on the story. (pp.5961)
W.E. Student will be able
to write sentences with
little or no assistance using
given word banks.
house.
Answering
questions in workbook.
Class discussion of the
story including students
answering oral questions.
W.E. Students will put
sequential picture cards in
order
and
write
appropriate captions for
each card.
OE students will put on a
play with small group of
peers that enacts a typical
morning routine.
Dkdk Students will
change sentences from
to .
R.C.
Students
will
answer questions in the
workbook. They will also fill
out a comic strip based on
the story.
W.E. Students will write a
two
paragraph
story
describing a typical home
morning
routine
that
begins with waking up and
ends with arrival in school.