jkha academic guide

8/13/2019 JKHA Academic Guide

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TABLE OF CONTENTS

FACULTY .............................................................................................................ii

A MESSAGE FROM OUR HEAD OF SCHOOL ................................................. 1

CORE VALUES ................................................................................................... 2

LOWER SCHOOLPre-Kindergarten .........................................................................................................4

Kindergarten ................................................................................................................5First Grade ...................................................................................................................6

Second Grade .............................................................................................................7

Third Grade .................................................................................................................8

Fourth Grade ...............................................................................................................9

Supplemental Curricula ............................................................................................. 10

The Learning Center .................................................................................................. 11

MIDDLE SCHOOL

FIFTH GRADE PROGRAM ...............................................................................14

GENERAL STUDIESLanguage Arts ........................................................................................................... 15

Mathematics ..............................................................................................................15

Science ......................................................................................................................16

Social Studies ............................................................................................................16

Middle School Enrichment ........................................................................................17

JUDAIC STUDIESChumash ...................................................................................................................18

Ivrit .............................................................................................................................18

Navi............................................................................................................................19

Torah SheB’al Peh .....................................................................................................20



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JOSEPH KUSHNER HEBREW ACADEMY FACULTY

Rabbi Eliezer Rubin Head of School

Ms. Sandra Blank Director of Admissions

Early ChildhoodMs. Bluma Acocella

Ms. Dena Arfe

Ms. Fran Friedman

Ms. Shari Kalter

Ms. Shira Stein

Ms. Ruth Wasser

General StudiesMs. Sharon Acierno

Ms. Susan Braverman

Ms. Michelle Degen

Ms. Ruth DiGiovanni

Ms. Julie Ginns

Ms. Rachel Ginsberg

Ms. Mindy Haller

Ms. Bonnie Hollis

Ms. Channie Lundner

Ms. Shayna Reiss

Ms. Deborah Salkin

Ms. Elissa Titen

Judaic StudiesMs. Jocelyne Berkowitz

Ms. Jessica BienenfeldMs. Rebecca Feldman

Ms. Estee Gross

Ms. Gail Gruber

Ms. Pepi Kolb

Ms. Yaffa Liebman

Ms. Ariana Reich

Ms. Debra Silverman

Ms. Linda Sipzner

Learning CenterMs. Ora Bloom

Ms. Shira Buchen

Ms. Nancy DattelkramerMs. Linda Litland

PsychologistMs. Rena Laza

SpecialsMr. Craig Goldman

Ms. Sara Hoizner

Ms. Ida Lipman

Ms. Leslie Monchar

Ms. Rachel Pineles

Ms. Michal Robinson

LOWER SCHOOL FACULTY

General Studies

Ms. Leora Babich

Ms. Melanie Bienstock

Ms. Diane Bohs

Ms. Christina Chase

Dr. Rosalyn Grad

Ms. Esther Grossman

Ms. Rebecca Hagler

Ms. Mindy Haller

Ms. Deborah Hunter

Ms. Ariel Levenson

Ms. Linda Litland

Ms. Lisa Swanson

Ms. Pattie-Jo Tripp

Ms. Staci Zeif

Judaic StudiesMs. Michal Ben-Guy

Ms. Kayla Bluman

Ms. Hemda Cohen

Rabbi Yaacov Feit

Ms. Danielle Goldstein

Rabbi Reuven Greenberg

Rabbi Yaakov Haller

Ms. Yaffa Malashock

Ms. Azita Moradi

Rabbi Eliezer Rubin

Rabbi Dovid Selengut

Ms. Miriam Shamsian

Rabbi Dovid Sukenik

Rabbi Nachum Wachtel

Learning Center

Ms. Leora Babich

Ms. Danielle Goldstein

Ms. Rebecca Hagler

Rabbi Dovid Sukenik

School Psychologist

Dr. Ruth Glasser

Ms. Rena Lazar

SpecialsMr. Craig Goldman

Dr. Rosalyn Grad

Ms. Sara Hoizner

Ms. Ida Lipman

Ms. Michal Robinson

MIDDLE SCHOOL FACULTY

Office StaffMs. Sheree Bohbot

Ms. Franine Glajchen

Ms. Alexis Henslovitz

Ms. Hilary Levin

Ms. Betty Wong

Librarian

Ms. Leslie Monchar

School Nurse

Ms. Rona Dickman

SUPPORT STAFF

LOWER SCHOOL ADMINISTRATION

Ms. Naomi MaronDirector of General Studies

Rabbi Nachum WachtelLower School Assistant Principal

Ms. Sharona Faleck Director of Student Services

MIDDLE SCHOOL ADMINISTRATION

Ms. Debbie FinkelsteinMiddle School Principal

Mr. Gary Berger Director of Guidance and Student Services

Rabbi Yaakov Haller Director of Student Activities



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1

A MESSAGE FROM OUR

HEAD OF SCHOOL

Dear Prospective Parents,

JKHA/RKYHS has deep historical roots. We are committed to academic excellence in

our religious and general studies programs, and value our critical mission to partner

with parents in the transmission of Torah ideals.

At JKHA/RKYHS, we strive to inspire our students to discover their strengths and de-

velop and strong, healthy identities. We value the trust parents place in our school to

impart knowledge and motivate our students, your children, to embrace their heritageand history and assume responsibility for the world around them.

Consistent with our school mission, we set high standards for all students to enhance

their commitment to Torah study, strive for educational excellence, and strengthen the

foundation of their community.

In our broader society, education today is associated with economic prosperity, and its

main utility is perceived by many as a way to sustain a competitive edge and gain social

status. Jewish education, however, has a different purpose: to inspire children to em-

brace Torah study and values; to motivate them to challenge themselves intellectually;

to stimulate their independent thinking; and to help them develop critical thinking and

social skills in a safe and supportive environment. From Dewey to Rav Kook, whole-

some and thoughtful educational philosophy emphasizes the need to teach children

how to learn while they discover and explore realms of life that spark their curiosity and

help strengthen their character.

Please read through the many wonderful facets of our school described in our guide-

book and discover the many ways in which our school inspires excellence from all our

students. I look forward to partnering with you to enhance your child’s learning experi-ences through our challenging and exciting school program.

Best wishes,

Rabbi Eliezer Rubin



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CORE VALUES

Pirkei Avot describes Torah study in a way that best characterizes our yeshiva:

.—turn the Torah over, and over again, for everything is withinה ך בה ה ך בה דכלא בה

For more than 60 years, our Modern Orthodox, co-educational yeshiva has in-

spired children to embrace Torah study and ideals, and strive for personal excel-

lence, in a safe, supportive environment. Our Judaic and General Studies programs

are designed to teach students how to learn by challenging them to discover their

strengths, expand their understanding of the world, and deepen their connection

with the Jewish people and the State of Israel. Graduates of the Joseph Kushner

Hebrew Academy are well prepared to take responsibility for themselves and their

communities, because we encourage them to forge strong, healthy identities and

to treasure their priceless heritage.



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3

LOWER SCHOOL



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PRE-KINDERGARTEN

Our youngest students are encouraged to explore their world as we guide them and

provide them with a strong foundation for future learning. Academic readiness focuseson teaching the skills necessary to learn in a classroom setting. The children also begin

developing phonemic awareness and familiarity with the Hebrew and English alphabets.

Through stories, songs, class discussions and a print-rich environment, the studentslearn how to use language in order to share ideas and experiences. The students are first

introduced to programs like Treasures, Handwriting Without Tears, Math in Focus andPre-K Numbers and Math. In addition to developing language skills and fine and gross

motor skills, they begin to develop number sense and early math concepts. The pre-

kindergarten program also focuses on the emotional, social, and spiritual developmentof each child. Through guided play and age-appropriate lessons, the students begin to

develop a love of learning and enjoy a positive first experience in school.

Our classroom model allows for and encourages integration between the Judaic and

General Studies, with an emphasis on pride in Jewish identity and familiarity with ritual

and tradition. Torah values are incorporated into daily instruction and activities.

A parent reads Marvin the Monkey to the

class for M week. Each week the class

learns a new letter in both English and

Hebrew, and students bring in objects

from home that begin with the English

letter.

Pre-K students get ready for the flood

whlie learning about Parshat Noach. Im-

parting a sense of participation and ex-

citement about Judaism is the hallmark

of the JKHA Judaic studies program.



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KINDERGARTEN

Our kindergarten creates a warm, friendly atmosphere fostering learning and self-dis-

covery. Although guided play and center work continue to be a source of learning, thestudents begin to transition into more structured lessons, via both whole-class and small,

developmentally appropriate learning groups. The Treasures literacy program emphasiz-

es beginning word-recognition skills, expansion of oral and written vocabulary, and nur-turing emerging writing skills. Through hands-on experiences in mathematics, students

solve simple word problems, recognize number concepts to 10, and use the calendarto interpret and recognize patterns. In science, the students are encouraged to make

observations and explore their natural environment, while social studies introduces the

value of community through shared personal experiences, literature, songs, and poems. All kindergarten students learn the skills needed to work autonomously and collabora-

tively in a safe classroom environment which encourages good midot and acceptance

of others.

Our Kindergarten children learn foundational content in a dynamic Jewish environment

focusing on Hebrew literacy and the Jewish environment through Bible stories, cha-gim, and Shabbat observance. The Hebrew program emphasizes letter recognition and

handwriting of block print. As new Hebrew letters or Jewish concepts are introduced,teachers simultaneously introduce new books with that content. Students learn Bible

stories by creating their own Parshabooks. Weekly hands-on Shabbat

activities connect Jewish law and

practice, while holiday projects part-ner home and school celebrations.

Science lessons are augmented by real-

life exploration. On a visit to a local envi-

ronmental center (right), students examine

the natural world, and form questions and

hypotheses about their observations.

The Lower School Yom Ha’atzmaut theme,

“Got Negev?” (left) allowed the children

to examine desert animals, habitats and

diets, combining both Israel education

and science in one fun activity.



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FIRST GRADE

The first-grade curriculum transitions students into a more formal learning environment,

encouraging them to internalize what they are taught and to take an active role in theirlearning. With the Treasures program, children continue to expand on the basics of lit-

eracy with phonics, comprehension and writing. The children work in small differentiated

groups with both fiction and nonfiction texts. Math in Focus, a Singapore Math-basedprogram, is used to develop their understanding of place values to 100, basic addition

and subtraction to 20 as well as other early math concepts such as time, measurementand geometry. The students move from a concrete understanding of math to a more con-

ceptual one, using new skills to solve real-life word problems. In social studies, students

explore the concept of family through a multicultural study of families around the world.National holidays are also integrated into the curriculum. The children learn science

through hands-on activities, observations, and hypotheses about their physical environ-

ment with STC, a Smithsonian-based science curriculum which encourages students tolearn science through exploration and discovery. They begin to develop the observation

skills that will be the foundation for future scientific study at JKHA.

As the building block for tefillah (prayer) and Chumash (Bible) study, Hebrew reading

skills are emphasized. As they enjoy learning with the Kitah Alef mascot, Ariot, the Tal Amcurriculum builds their proficiency until they attain basic reading fluency. The culmina-

tion of this endeavor is the first-grade siddur (prayer book) presentation celebrating theirreading proficiency as well as their readiness to engage in tefillah as both a textual and

religious experience. Students are

introduced to writing Hebrew scriptwith the Ktav B’Kalut or Handwriting

Without Tears program. Weekly Par-

sha studies and preparation for the

numerous chagim connect students

to fundamental Torah ideals, Jewishconcepts and practices.

Above: First graders build on their skills

in reading Hebrew letters and progress

into reading and writing. SMART Boards

let them manipulate Hebrew letters on the

screen with the touch of a finger.

Right: Secular studies are enhanced by

both cutting-edge SMART technology

and traditional activities which help devel-

op fine and gross motor skills.



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SECOND GRADE

Second graders become increasingly autonomous learners and gain a strong sense of

social and academic responsibility in a nurturing, collaborative environment. They beginto make the transition from “learning to read” to “reading to learn.” Students continue to

use the Treasures literacy program to gain more sophisticated fluency, phonics, vocabu-

lary and comprehension skills in small, differentiated guided reading groups. They usethe writing process to brainstorm, edit and collaborate on more complex writing pieces.

In mathematics, students use the Math in Focus program to build understanding of num-bers to 1,000 and expand their fluency with addition, subtraction and multiplication facts,

applying these skills to measurement, time and geometry. The ultimate goal is the abil-

ity to use those skills to solve real-life word problems. In science, students build on theobservation skills developed in first grade. Through the Smithsonian-based Science and

Technology Concepts Elementary program, students are provided with hands-on explo-

ration and experimentation in the field of physical science. The social studies curriculumintroduces geographic location through map study as well as informational texts about

Native Americans, Early Colonial life and national holidays.

Second-grade students continue to build their Ivrit and Kriya reading skills with the Tal

Am curriculum. The underlying theme of the school year is Tov Bakita U’babayit (It is goodat school and home), encourages the students to explore their world in a Hebrew environ-

ment. They also begin a formal introduction to the Chumash with a special presentationto mark the transition. Students learn to navigate the Chumash with a focus on recogniz-

ing and identifying the root of a verb

as part of the L’havin U’lhaskil pro-gram, and glean meaning of the text

and storyline with context clues. Themorals and middot of our forefathers

and mothers are modeled through

Chumash study, while Shabbatserves as a starting point for teach-

ing Jewish practice as it relates tothe Jewish calendar.

Above: Second-graders work on projects on

both individually and in collaborative teams.

This fosters independent learning skills as well

as teamwork and cooperation.

Left: Election Day combined a practical les-

son in democracy with curricular material; the

teachers created booths so students could

vote on which type of Native American dwell-

ing they would choose to live in.



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THIRD GRADE

Third grade at JKHA is a transitional year; students become increasingly more autono-

mous learners while simultaneously learning to work collaboratively with peers. Theycontinue to benefit from a warm and caring learning environment that fosters individual

growth and a desire to learn. The Treasures program provides the students with a plethora

of leveled guided readers—both fiction and nonfiction—which enhance comprehension

and phonetic skills. Through daily writing exercises, students expand, elaborate and edit

their work. In mathematics, students use Singapore math methodology to further explorethe four operations as well as fraction concepts, statistics, measurement, and geometry.

They learn to solve realistic word problems using a variety of strategies, including model

drawing. In science, students learn critical thinking skills and develop scientific knowl-edge through an inquiry-based program. The focus of the third grade social studies

curriculum is an in-depth investigation of different types of communities, including the

social, economic and geographical features of rural, urban and suburban communities.

The underlying theme of the school year, B’Hatzlacha (Success), underscores the impor-

tance of learning the skills to successfully navigate a Hebrew immersion classroom. Anemphasis on paragraph writing equips students with the intellectual tools to become

independent learners. As they progress in Chumash study , they learn to identify thedifferences between dialogue and narrative passages. They are introduced to Rashi

script as well as the commentary of Rashi. This allows them to begin analyzing the textfrom various angles and to delve deeper into its multiple meanings. Hebrew grammar is

stressed and interwoven into both Chumash and Ivrit units. Moreover, units dealing with

the weekly Parsha emphasize real-lifeapplications of our religious ideals,

while each Rosh Chodesh (the begin-ning of the new lunar month) serves

as a model for the practical and spiri-

tual events in the Jewish calendar.

Above: As third graders begin more com-

plex analysis of the Chumash, Hebrew

grammar becomes increasingly impor-

tant. Skills learned in Ivrit units strengthen

proficiencies in Chumash, and vice versa.

Right: Hands-on activities and real-world

problem-solving connect students to the

abstract concepts learned in the Singa-

pore math methodology.



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FOURTH GRADE

By fourth grade, students are increasingly independent and self-directed. They continue

to use a balanced literacy approach for vocabulary expansion and sophisticated com-prehension strategies such as inferencing, distinguishing between fact and opinion, and

synthesizing ideas. The Treasures program continues to be a source of selected leveled

stories that allow the students to hone their skills while receiving a differentiated literaryexperience. The Math in Focus program provides the students with extensive real-world

problem solving opportunities using the skills attained in their study of whole numbers,fractions and decimals. They continue to explore geometric concepts and practice ana-

lyzing data. In social studies, students explore geographic, political, historical and social

concepts related to their study of the state of New Jersey, which is then extended to theirstudy of the United States. The science curriculum provides the students with a frame-

work for scientific discovery with the opportunity to apply their prior scientific knowledge

to new scenarios and enhance their problem-solving abilities.

The Tal Am program continues to build Chumash and Ivrit skills while furthering indepen-

dent learning. The theme of the school year, Hakita HaMeuchedet (the unified classroom),teaches the student the value of learning and working together as a group. Hebrew com-

position is an important part of the Ivrit curriculum and students begin to study Hebrewpoetry. The Chumash curriculum emphasizes higher-order thinking, asking students to

make inferences, predictions, and connections between events as they study the textalong with the commentary of Rashi. In addition, fourth-graders begin the study of Navi

(the books of the prophets), focus-

ing specifically on sefer Yehoshua(The Book of Joshua) along with an

introduction to Nach (the books ofthe prophets and the books of the

writings) as a whole. As part of the

study of the weekly Parsha, medi-eval and modern commentaries are

introduced as personalities to ex-pand their Torah knowledge within

the context of Jewish history .

Above: JKHA uses the Smithsonian-

based Science and Technology Concepts

program. Students enjoy the participatory

aspects of this inquiry-based curriculum.

Left: Biblical studies grow to include Navi

and Nach, introducing the students to

Jewish history in a Torah context.



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SUPPLEMENTAL CURRICULA

Art

The JKHA art education program instills a love for art of all different media. Childrendevelop an appreciation of the style, history and contributions of master artists. Through

study of the works of Miro, Monet, Picasso, Matisse, Andy Warhol, Marc Chagall and Van

Gogh—to name just a few—students are exposed to a diversity of artistic styles. Theyare encouraged to create their own works of art inspired by these artististic styles, work-

ing with different media such as pencil, crayon, watercolors, paints and clay. Children aregiven many opportunities to express themselves creatively and to use their imagination

as they produce original works of art.

Music Program

The music program introduces students to the art and science of music. Children in the

youngest grades are encouraged to explore the different timbres, tones and pitches pro-duced by different instruments. By actively listening to the differences in the sounds they

produce, they begin to hear and appreciate music in a more interactive way . As they

progress each year, more complex musical concepts such as harmony and orchestra-

tion are introduced. With music classes integrated into school productions such as the

Siddur Play, Chumash Play, Chanukah Concert and Joseph and the Amazing TechnicolorDreamcoat, students learn not only the basics of musical theory , but applied music as

well. Students at JKHA learn songs related to both Jewish and American holidays andcan be counted on to fill the corridors of our school with their melodious voices!

Physical EducationThe physical education program is designed to develop each student’s physical fitness

level while emphasizing sportsmanship and cooperation. The classes provide a safe

environment in which students feel comfortable trying new activities while developingthe skills for overall fitness. Instruction is differentiated by age level; our experienced

teachers have in-depth knowledge of early childhood physiology, and structure activities

appropriate to each stage of gross and fine motor skill development. From the youngestgrades, they place great importance on teaching children how to avoid sports injuries by

proper warm-ups and gymnasium safety procedures.The overarching goal of the curriculum is to nurture

a nefesh bri’ah b’guf bari —a healthy soul in a healthybody. A sampling of units covered includes:

Gymnastics

Basketball

European Handball

Volleyball

Football

Pickleball

Ultimate Frisbee

Track and field

Fitness testing

Jump rope

Games

Soccer

Softball

Lacrosse

Our soft-surface playground, with equipment appropriate for

a variety of ages, allows the children to expend their bound-

less energy in safe and healthy ways during recess, and return

to class ready to concentrate on learning.



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THE LEARNING CENTER

The JKHA Lower School Learn-

ing Center is a multi-facetedprogram which addresses the

individual learning needs of

identified children in Kinder-garten through fourth grade.

The Learning Center is a placewhere learning differences are

understood, acknowledged

and supported. Its goal is tocreate a secure environment in

which children can grow both

academically and emotionally.The Learning Center philosophy is to equip students with effective strategies and pro-

vide them with the skills needed to perform to the best of their ability in the mainstreamclassroom.

The Learning Center is a partnership between special education teachers, classroomteachers, students and parents. Learning Center staff members work collaboratively with

classroom teachers to adjust curricular demands. They help teachers modify assign-ments and tests in order to minimize frustrations and maximize success. All kindergar-

ten and first-grade students are screened at the beginning of each school year in order

to identify any child in need of support. Early intervention is provided to kindergartenstudents who are referred by their teachers and identified by this specialized screen-

ing. First- through fourth-graders are supported as needed, either by an in-class inclu-sion model, or a pullout group which meets up to four times per week. Learning Center

teachers provide instruction in basic skills, as well as help in navigating the demands of

a dual curriculum. They teach test-taking and study strategies, methods for improvingcomprehension of texts, and assistance in developing grade-appropriate organizational

skills. They recommend modifications and accommodations and assist teachers in theirimplementation. Learning Center teachers meet regularly with classroom teachers and

collaborate in choosing the best support model for each student.

Learning Center teachers foster a positive, nurturing atmosphere in which a variety ofmulti-modality techniques are employed. Students are taught individually and in small

groups, enabling each child to work at his/her specific level and pace. They are empow-ered by understanding their own unique learning style in order to gain insight into their

personal strengths and challenges. Given consistent encouragement and the propertools, students in the Learning Center are taught to advocate for themselves and develop

the skills and confidence necessary to become independent, successful learners.



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MIDDLE SCHOOL



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FIFTH GRADE PROGRAM

In the Middle School, the fifth grade holds a special place as the transitional year when

students acclimate to departmentalized learning while enjoying the comfort and familiar-ity of a single classroom environment. Our program enables our students to learn from

content specialists as we ease the students into a departmentalized structure, which is the

norm of the Middle School program. Students in the fifth grade remain in a “home base”

classroom throughout the day, but they enjoy the departmentalized experience of Middle

School as different teachers who are content specialists visit their classroom to teach them

throughout the day. Language Arts and Social Studies meet back to back under an um-

brella Humanities program, which enables the teacher of the two subjects to foster cross-

curricular development goals. Similarly, for Hebrew, Science, and Chumash, students learn

from subject specialists who come to the students in their home base classrooms. Themath program is leveled based on skill, as determined by fourth grade teachers and results

from the fourth grade Terra Nova standardized tests.

Clockwise from top left: Middle School students always enjoy their time exploring the microscopic

world in biology class. Middle Schoolers daven either in the Klatt Beit Midrash or the Rosenberg

Beit Midrash; both beautiful settings enhance their tefillah. All classrooms are equipped with SMART

technology; here a math student sends her response to the teacher’s question with a SMARTclicker. Zionism is a core value at JKHA/RKYHS, and our students look forward to marching in the

Salute to Israel Parade in Manhattan every spring.



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GENERAL STUDIES

Language Arts

Language Arts is at the heart of the General Studies program at JKHA Middle School,as we believe that reading and writing offer a lifetime as pleasure, as well as one of life’sgreat journeys. Students learn to write to be understood and to speak to be heard—skills

necessary not just for future academic success, but for every aspect of life.

In the fifth grade program, Language Arts focuses on several goals: reading comprehen-sion, critical thinking, writing, and oral interpretation. The curriculum for fifth grade starts

with the Treasures program, with differentiated instruction for students based on theirreading abilities. Using the Treasures program enables the fifth grade teachers to bridge

the student learning experience from the Lower School division to the Middle School. As

the year progresses, students transition into the literature-based program that charac-terizes the Middle School’s Language Arts program in older grades. Students in the fifth

grade read works of growing complexity in a variety of genres. To enhance and growstudents’ writing skills, students engage in frequent writing activities to build their facil-

ity and strength as writers. Writing assignments stress process and revision in order tofoster and nurture academic independence.

The English curriculum for grades six, seven, and eight is a literature-based program

designed to encourage fluency in reading comprehension and mastery of the writingprocess. Students read works of growing complexity in a variety of genres, including

prize-winning fiction and non-fiction, newspaper and magazine articles, poems, essays,and plays. Teachers use project-based learning activities, computer technology, movies,

journal projects, and creative writing projects to spark a love of reading and enhance

student engagement with both reading and writing. In addition, newspaper and magazinearticles are used to promote and improve the reading comprehension skills necessary for

success on standardized tests.

MathematicsBecause it is both an eternal language and a universal language, mathematics provides

a unique foundation for critical thinking and logical interpretation. Mathematics enhances

skills in art when applied to color and shape; to music when applied to sound; and to

Gemara when applied to textual analysis. JKHA Middle School teachers seek to fosterstudents’ appreciation for the beauty of mathematics, building on previous conceptsto ensure in-depth understanding. We expect

student to master each topic as it is complet-ed, enabling them to model real-world appli-

cations, and to problem-solve by incorporat-

ing all previously acquired knowledge andskills.

JKHA provides Middle Schoolers with access to

IXL. This subscription-based website gives stu-

dents extra practice with their math skills and im-

mediate feedback based on their responses. Some

students have logged over 500 practice problems

and teachers have noticed a real difference in

classroom and test performance.



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Upon graduation from MS, students will have developed a strong foundation for algebra,

as well as competency in using a variety of problem-solving techniques; determining thebest strategies for solving word problems; estimating the reasonableness and effective-

ness of solutions; and taking standardized exams and other kinds of tests. We are proud

of our students’ active participation in many national math contests, include Mathemati-cal Olympiads, Continental Math League Contest, New Jersey Math League Contest,

and the New Jersey Math League Algebra Contest.

ScienceThe science curriculum at the Middle

School focuses on exposing students tothe scientific principles of the world we live

in. In sixth grade, for example, studentsstudy the Earth, examining the ways in

which our planet changes over time. Thetheory of plate tectonics helps to explainmany phenomena, including the shape

and position of continents, earthquakesand volcanoes, and the location of moun-

tain ranges.

In seventh grade the study of life sciences

leads our students to discover the impact

our environment has on their everyday

lives. Students examine all forms of life—from cellular to multi-cellular, from bacte-ria to humans—to determine the relation-

ship of each organism to its ecosystem.

Our science program for eighth graders focuses on exploring the basic scientific prin-ciples that underlie the physical world. The role of science in society is emphasized, as

is the importance of critical thinking and experimentation to all branches of knowledge.Engaged by a rich variety of science experiments and projects, students also develop

critical social and communication skills.

Social StudiesMiddle Schoolers are endlessly fascinated by every aspect of identity. Our Social Stud-ies program is designed to illuminate the connections between personal identity and the

history of humankind, focusing on the developments have shaped and continue to influ-

ence people and civilizations. As the school’s mission emphasizes empowering studentsto “analyze, create, and seek out new intellectual challenges,” the Social Studies pro-

gram provides students with the opportunity to analyze the past and its influence, createmeaningful connections to the material, and seek new intellectual challenges in the form

of research, projects, and formal assessments.

The Social Studies curriculum for fifth grade is the first half of a two-year academic pro-

gram. Students embark upon a journey through Ancient Civilizations in which they ex-

plore the history and legacies of the Fertile Crescent civilizations and Egypt. Additionally,

Eighth graders show off their hard work on the

Toy Project Fair. This annual event generates great

excitement. Students work together in teams to

do market research, creative design, mechanical

engineering and, finally, public demonstrations of a toy they work together to build.



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students examine current events, geography, chronology, and the foundation of civiliza-

tion dating back to the Prehistory era. There is a heavy emphasis upon skill developmentin the course, especially in the areas of writing, organization, test taking, listening, note-

taking, and critical thinking.

In sixth grade, students continue to study ancient civilizations such as those of India,China, Greece and Rome. Wherever possible, Jewish history is incorporated into units

to illustrate the simultaneity of Jewish history parallel to the ancient civilizations covered. Additionally, during the study of Rome, students learn about Christianity and the way in

which it specifically impacted Judaea and the fall of the Second Temple. Over the course

of the year, students complete multiple independent research projects and bi-monthlycurrent events assignments to foster their growth as critical and analytical historians.

They analyze the role of geography on the progress of a civilization’s development, aswell as the impact of critical events and people in a given ancient civilization.

The seventh grade Social Studies curriculum encompasses the period of American colo-nization through the Civil War in American history, from 1591–1865. Students not only

learn facts about the historical events and pivotal leaders, but also learn to analyze their

historical significance, both contextually and in the present day. In seventh grade, stu-dents explore and sharpen their research skills, using both library databases and texts

to produce group and individual projects as well as research-based historical fictionpapers. Students examine critical events in American history and evaluate their broader

historical significance over the course of American history, internationally, and currently.

In the eighth grade, students investigate United States history from post-Civil War era to

the period after World War II. A thematic approach to the history of that century includesthe study of industrialization, the Progressive Era, World War I and the Roaring Twenties,the Great Depression and the New Deal, World War II, and the Cold War and post-Cold

War eras.

Middle School Enrichment At JKHA Middle School, we believe that every student should understand technologyand become adept at using it properly. To that end, teachers in both General and Judaic

Studies incorporate technology into at least one project each semester, encouraging

students to master and use computer skills in real-life situations. Students working onpapers for Language Arts or Social Studies, for example, must master Microsoft Word;

assignments in math call for competency in Microsoft Excel; projects in science requirea keen understanding of PowerPoint; and keyboarding skills are essential to the com-

position of a Hebrew text for the eighth grade yearbook. Students graduate from eighthgrade knowing how to use—and when to use—appropriate technology, as well as how to

evaluate Internet sources and safely surf the Internet.

In addition, the eighth grade students participate in a twelve-week computer applicationsmodule. The course asks students to own, operate, and market their own professional

teams. Students create logos, design t-shirts, produce advertisements and more, using

the Microsoft Office package including Word, Excel, PowerPoint, Publisher and Access,as they start up their new “teams.” As they create and market their teams, students use,

improve and grow their computer skills and proficiency.



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JUDAIC STUDIES

Chumash

The JKHA Middle School Chumashcurriculum targets Sefer Bamidbar

and Devarim. Bamidbar is divided in

half and is studied over the course oftwo years. In their first year, our stu-

dents study the beginning of Bamid-bar, Parshiyot Bamidbar through

Shlach, which discusses the first of

the 40 years in the Midbar (wilder-ness). During that year, the students

analyze the preparation of Bnei Yis-

rael to travel from the Midbar to Eretz Yisrael . The curriculum continues

with the downfall of that generationthat begins with their needless com-

plaints and ends at the hands of theMeraglim (spies) and their evil report.

In the subsequent year, our studentsstudy the second half of Sefer Bamidbar, starting with Parshat Korach and the rebellion

that followed the sin of the spies. Students continue with Parshiyot Chukat, Balak, and

Pinchas as they explore the events of the 40th year in the Midbar , including the sin ofMoshe, Bilaam’s attempt to curse Bnei Yisrael , and Bnei Yisrael’s advance toward Eretz

Yisrael.

Finally, our students study Sefer Devarim, the final words of Moshe to Bnei Yisrael. With

just 37 days left to his life and at the doorway to Eretz Yisrael to which he will not enter,

Moshe must decide what messages he would like to impart to his nation. Whether it isa review of essential mitzvot with special significance in the Land or foundational beliefs

included in the Aseret Hadibrot and the Shema, studying Sefer Devarim is a study of oneof the greatest speeches of all time.

Engaging content, however, is not the only hallmark of the Middle School Chumash Cur-riculum. Our department as a whole has committed to creating life-long learners who

have the ability and desire to study Chumash on their own. Our three year curriculum was

designed to systematically teach students the textual skills necessary to understand any passuk in Chumash. Through innovative SMART Board lessons that bring the text to life,

our own trademark Chumash Vocabulary League, and oral assessments, students aregiven the confidence to take ownership of the Chumash. Combined with the study of the

Chumash’s mefarshim which helps teach students to ask, answer and analyze their own

questions, our aim is to give students the tools to walk out of eighth grade ready to taketheir learning to the next level.

The Chumash Vocabulary League is a perfect example

of JKHA innovation. Since 80% of the Chumash con-

sists of 544 words, the faculty created the CVL to chan-

nel the students’ natural competitiveness into a strong

foundation for Chumash comprehension. Games (aka

quizzes) throughout the year culminated in the exciting

championship games with real buzzers and judges.



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IvritOne of the goals of the JKHA/MS is to create a community of Hebrew speakers who areable to converse in Ivrit, read Ivrit books, understand articles written in Israeli newspa-

pers, develop a better understanding of Tanach and learn the culture of Israel. The NETA

program, a curriculum initiative in Hebrew language and culture is helping students toattain these goals.

JKHA/MS has been working with the NETA program, established at the Hebrew Univer-sity of Jerusalem to implement this innovative whole-language approach to instruction.

The program enables students to enhance their reading, writing and conversational skills.Unlike more traditional programs that require memorizing grammar or “tachbier” rules,

NETA focuses on conversational Hebrew as well as Hebrew literature and grammar.

The NETA program is driven by the belief that the mastery of Hebrew will promote stu-dents’ understanding of their history, culture and tradition. Every book in the scope of

sequence is about a different theme of interest to middle school students. Topics rangefrom computers and sports to friendship and dreams. Each theme is presented from the

perspective of modern Israeli culture, Jewish tradition and general world knowledge. The

curriculum includes art, science, mathematics, literature, midrash and philosophy. NETAis always intellectually challenging, engaging the students’ thought processes.

NETA provides intensive on-going professional development, program assessment andteacher mentoring. Teachers participate in different seminars and workshops throughout

the school year and every summer. The NETA program is very carefully monitored andassessed.

Assignments, tests and class work indicate that the program is working, and that our

students are learning and retaining more Ivrit language skills than ever before. Studentevaluations show that they feel more confident replying to teachers in Ivrit and are able to

converse with others. Students of NETA retain vocabulary words more readily and com-prehend and respond appropriately to instructions given to them in Ivrit. And test student

writing skills have shown their improvement in mastering the language.

The evidence of improve-

ment is reflected in student

scores on NETA tests. Aswe continue our work with

the NETA program, we ex-pect continued progress

and success.

NaviThe Navi curriculum at

JKHA/MS is designed to

expose students to the

timeless words and deedsof some of the greatestNevi’im (prophets) in Jew-

ish history. The unique les-

sons that can be learned

Our creative teachers use role-playing, art projects, and other

techniques to bring the Tanach vividly to life for our students.

Relating the texts to modern challenges keeps the messages

fresh and relevant for our students.



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from the books of Shmuel Alef, Shmuel Bet and Melachim Alef are emphasized at all

grade levels, through close study of the explicit and implicit messages within each text.Students are encouraged to live the words of these great leaders, and to learn both from

their example and their challenges.

In Shmuel Alef students learn from Chana about the power of sincere prayer and con-sider her son’s Shmuel’s dedication to the Jewish community as he travels all over the

land inspiring others with his teachings and serving as judge. Students study Bnei Yis-rael’s request for a king, the rise and fall of Shaul HaMelech—first King of Israel—and his

pursuit of Dovid, his new arch-nemesis. As students watch the chase they are able to

internalize the lessons of Dovid’s unwavering belief in Hashem and recognize the dangersof the powerful trait of jealousy.

In Shmuel Bet they continue to appreciate Dovid Hamelech’s faith in God as he slowlybuilds his kingdom, and admire his ability to learn from his mistakes. David’s humility,

heroism and leadership are central elements of classroom discussions, as students cometo recognize Dovid as a model of teshuva (repentance) with whom any Jew can identify.

Students also explore the first half of Sefer Melachim which depicts Bnei Yisrael reap-

ing the benefits of Dovid’s introduction of his young son Shlomo, the new king intent onbuilding the first Beit HaMikdash. With the downfall of Shlomo, students gain insight into

the fact that even the wisest of men can fail to identify and address the challenges theyface.

Torah SheB’al Peh Mishna

The Judaics department has a Torah SheB’al Peh program that scaffolds the introduc-tion to the Torah SheB’al Peh in the 5th grade to the study of Gemara in the 8th grade.

Through a fully designed spiral of learning skills, this four year program advances the

child to independence in Mishna and Talmud. Jewish identity according to our Rabbis isprimarily defined by our Oral Traditions, which is housed in Mishna, Talmud and Midrash.

Mastery of the Oral Tradition is a high priority, and development of passionate Jewishidentity is our goal.

Recognizing that the study of Torah SheB’al Peh, like all areas of learning, has specificskills, and concepts that must be methodically acquired to promote future success, our

program implements these skills in grades 5 through 8. For example, in order to transi-

tion from Mishna to Gemara, the program also teaches examples of the Tosefta and theBraita, the other Tannaic texts important when one is studying Talmud. The Mishnayot

are taught in the traditional song, which creates a dynamic classroom environment andhelps in the retention of the Mishnayot. Additionally, there are colorful posters adorning

the walls of the classroom that help students practice their skills.

In the first year, students will develop an understanding of the special role and functionof the Oral Tradition, while recognizing the relationship between Mishna and Mikra in

any topic under examination. They will also understand the structure and organizationalmethods of the Mishna to enable “navigation”. In order to place each phrase of Mishna

in its appropriate historical and cultural context., students will become familiar with the

dozens of Tannaim who worked to create and promote the Mishna.



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Gemara

In the seventh and eighth grades the students begin the the study of Gemara. Whereasthe focus of years one and two (fifth and sixth grades) the focus of Torah SheB’al Peh was

on Torat Hatannaim, the focus of the seventh and eighth grades are on Torat Haamoraim.

In seventh grade students are introduced to the Amoraim, Rabbis of the Talmudic periodof Israel and Bavel, according to their Batei Midrash and generations.

Students are introduced to the traditional Tzurat Hadaf of the Vilna Shas as well as theskills to be able to identify each type of Memra within a section of the Gemara (sugya).

Key words that are integeral parts to understanding the layout of the Gemara is a focus

of the seventh grade as well.

After reviewing the skills acquired in the seventh grade, the eighth grade begins the sec-

ond year of the fundamentals of the Babylonian Talmud and its Aramaic text. They studythe functions of “shakla V’taria” of the sugyot of the Amoraim as well as the patterns of

arguments within a sugya.

Various sugyot in Mesechet Brachot and

Mesechet Pesachim are chosen. These

sugyot discuss topics of interest to thestudents daily life of tefilla, Shabbat and

the chagim.

Even as their Judaic Studies and Ivrit classes progress in complexity and sophistication, the Middle

School students are involved in the warmth and joyousness of Jewish celebrations to keep their

ruach alive and put Torah principles into action. An emphasis on chesed is an integral part of the holidays and year ‘round. Above, students prepare latkes for the highly popular Iron Chef latke

cook-off during Chanukah; below, students prepare meals for Tomchei Shabbat as one of many

chesed activities during Eight Ways in Eight Days.



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jkha academic guide

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