Judaic Studies - The Ramaz School

Judaic Studies - The Ramaz School
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Judaic Studies
The Judaic Studies program at the Ramaz Lower School is a spiral program of skills and content, based on the Jewish year
Our goal is to increase the proficiency of both spoken and written Hebrew. We believe that the best way to achieve this is by following the natural path of language development as much as possible. To that end, the school day is divided into two equal parts: General studies conducted in English, and Judaic studies -- including Hebrew language arts -- conducted only in Hebrew. This division provides our students with maximal exposure to spoken and written Hebrew during the school day, both during formal teaching times and during implicit teaching (assemblies, daily conversations, etc.). In accordance with the Ramaz teaching model, we work in small groups.
CHAGIM (HOLIDAYS)
MORPHOLOGY AND CONTENT
Throughout the year, Ramaz students learn about different aspects of the Jewish year. In “theme” lessons, we teach the halachic origin of the holiday (e.g., Torah,
Megillah
, etc.), as well as the modern aspects of the holiday. We provide a vast variety of sources for the traditional and modern elements of a holiday. We use the spiral method so each subject is learned throughout the school, with differential aspects that are developmentally appropriate for each grade.
Since we follow
Avraham Avinu’s
directive, "speak less, do more," we make the learning material as tangible and perceptible as possible for the students by using activities, demonstrations, and concrete multisensory learning aids. This allows as many senses as possible to take part in the learning process, which in turn makes it more efficient, interesting, and – most important – a positive experience for every student. We address the diversity within each class by teaching the different
halachot
(when applicable) and learning about different
minhagim
(customs) – all while keeping to the school’s Modern Orthodox position.
Example: Our
Tu B'shvat Unit
In
first grade
, the students learn about the main customs (planting trees and eating dried Israeli fruit); they also integrate their knowledge of reading and writing single words by writing a gift card for the tree’s birthday and identifying
Shivat HaMinim
(the seven species of Israeli fruits). Students learn relevant
brachot
, songs, and stories, as well as grammatical rules that are content-derived (plural-singular pattern).
In
second grade
, the students learn a
Tu B'Shvat
story, which provides a platform for reading comprehension skills such as complex instructions, detail location, and narrator identification.
In
third grade
, the students learn about cycles both in nature and in the Jewish year. Each group prepares a project where they explore a cycle and present it to the class. In the learning process, we emphasize collaborative and independent work (i.e., the students are encouraged to work as a group with maximal independence), and the students are required to present their project to the class.
In
fourth grade
, the students practice comprehension skills through a story about environmental preservation and young leadership (which they learn about as part of their
Navi
subject). The students also participate in
hafrashat challah
(separating of dough for “taking challah”). With the
bracha
they learn the origin of the custom and the different halachot involved. They also bake a
challah
for
Shabbat Shira
and learn about the custom of spreading bread crumbs for birds.
This is just a sample of what we teach. We also engage in other activities, including learning about tree parts, seed cycles, seven species,
Tu B'Shvat
songs, planting seeds, and more.
The formal instruction of Hebrew in the Lower School is conducted in two ways: explicit and implicit instruction. Explicit instruction of Hebrew is done every day. Hebrew lessons focus both on the morphology [phonology (decoding-reading), grammar, syntax], and content (vocabulary, reading comprehension) components of the language; in all lessons, we stress both comprehension and expression.
Morphology
Reading
In first grade, students learn to read Hebrew accurately and fluently. Ramaz makes a significant investment both in materials and in human resources to maintain small-group instruction (no more than six students per teacher). The learning material is adapted according to each class’s needs every year. The reading program is mainly phonetic and based on establishing the strong grapho-phonemic attachments that facilitate automatic decoding while reading. Students learn to read print and script letters and practice writing in script. As early as possible, we introduce reading comprehension components such as WH- questions,
HE HaYedia
(the definite article
HE)
,
VAV hachibur
(the conjuctive
VAV
), and more .  We encourage both accuracy and fluency in reading throughout the program.
Grammar and Syntax
We teach explicit grammar and syntax rules for present, past and future tenses. Students are expected to identify, fill in and write full and accurate sentences starting in second grade.In Grades 3 and 4, students learn to write short paragraphs and stories using correct grammar and syntax.
Content
Our students acquire a rich and age-appropriate vocabulary that correlates to their experiences and the Ramaz vision.
While the students study language rules and concepts, they also develop learning skills such as independent work and self-inspection. The stories we teach are based in the students’ own world and appropriate to the school’s vision and way of life. We also make an effort to incorporate Israel into every unit, in order to further strengthen Ramaz students’ connection with the State of Israel. In a variety of activities (weather, elections, and more), we refer to Israel and compare it with our life in the USA.
Implicit learning is constant during the school day-- in having conversations, giving instructions, asking questions, and any other student-teacher encounter. We also facilitate “teachable moments” at recess and school assemblies.
FURTHER ACTIVITIES
In addition to formal instruction, we have a variety of activities that expand our students’ exposure to Hebrew in different genres, and strengthens their connection with Israel:
Hebrew Enrichment
– students are referred by teacher’s recommendations.
Moadon HaSefer
– students in 2nd-4th grade are encouraged to read a modern Israeli book and discuss it in a Hebrew book club.
School Newspaper
– students write articles, riddles, crossword puzzles, and stories; the newspaper is published twice a year.