Hebrew Curriculum

OVERVIEW OF HEBREW CURRICULUM

The curriculum is based on the those Hebrew goals as determined by the rabbi through use of contemporary curricula, the Prayer Book as well as age appropriate education. It is designed for prayer proficiency in each student. The prayers noted are to be mastered by the conclusion of the school year.  The teacher is to facilitate the progress as well as evaluate and test each student in each level of achievement. As each prayer level is achieved, the student proceeds to the next prayer. The teachers evaluate each student on a weekly basis by listening to each individual student’s progress. Students work alone, in pairs, or in groups as well as participate as a full class.

This program is based on the age-appropriate introduction of each prayer. It is designed to go from the least difficult and therefore most approachable prayer to the most difficult. There is an ongoing evaluation of each student so as to know each child’s progress through the school year. This information will be passed on for the following year through each student’s record folder.

The coursework is prayer based, using the prayers as used in the evening and morning Shabbat services of Congregation Kol Am.

            The student is introduced to the prayer being taught through the vocabulary, the grammar, the prayer’s meaning and place in the service. Assessment is by the teacher and rabbi, through oral reading, and then the student is expected to proceed to the next level/prayer.

            At the beginning of each Sunday’s session there is a formal service for all classes, during which all the prayers are read or chanted, offering the students the opportunity to read and experience the full Saturday morning service. During each week’s service time, the students are reminded of syllabification, dagesh and sh’va and other reading/learning tools.


Third grade:

Letter and vowel recognition is achieved through use of text, prayers and manipulatives such as flash cards and Hebrew Helper. Prayers are rote (or read when appropriate). The prayers to be formally taught are those over lighting of the Shabbat candles, Kiddush, wine, Barchu and Sh’ma. Chanukah blessings are to be introduced through spoken/chanted familiarity. Letters and vowels should be highlighted and recognized in this rote process as well. Through the use of prayer, familiarity is reinforced in letter/vowel recognition.

Fourth grade:

Reinforcement of letter and vowel recognition as well as names of letters and their sounds. Those prayers to be read with proficiency are: Barchu, Sh’ma, avot/gevurot and Torah blessings. Rote prayers should include: Chanukah blessings, Four Questions for Passover and Sheheche’yanu and read when appropriate.

Fifth grade:  

Those prayers expected to be achieved include: Yotzair, Ma’ariv aravim, mee chamocha, Sim Shalom, and Aleinu. There will also be a continuing review of all previous prayers

Sixth grade:  

Those prayers expected to be achieved include: V’ahavta, Hoda’ah, Haftara blessings as well as proficiency in all previous prayers. By this time the student is expected to be proficient in all prayers to be used in a Shabbat evening or morning service at Kol Am.

Seventh grade:

Those prayers expected to be achieved include: Kaddish, sight reading of Torah, Birkat Ha’mazon, as well as continuing proficiency in all prayers that are used in the Shabbat service. Each student is expected to be “service ready” prior to formal Bar/Bat Mitzvah tutorial preparation.

Enrichment, when possible, should be introduction of songs such as: Hatikvah, Oseh Shalom, Ayn Kelohaynu, Adon Olam, and Shalom Aleichem.