4级

7项清单.

• 希伯来语

  In the 4th grade, we continue our progress with the Tal Am program.  As the “united class”, our goals include -

  • Increased reading comprehension and writing skills through the study of texts and sayings of our sages, using the lens of rules for good behavior and manners
  • Continued improvement of conversation and listening skills through songs, 短剧, 组工作, 和演示
  • Creative writing through projects 和演示
  • Continued work in topics of grammar through supplemental workbooks, 包括现在, past, 不定式, 所有格, 句型的改进

• 犹太人的研究

  The 4th grade 犹太人的研究 program responds to the developmental needs and interests of emerging young Jewish girls and boys. Based on the foundation of “Derech Eretz Kadmah La’Torah”, “propriety is a prerequisite to the study of Torah”, the curriculum is designed to promote intellectual curiosity and foster individual and communal responsibility. Daily and weekly lessons are enriched with activities that nurture Jewish identity and pride and sustain interpersonal growth.

   

  Recognizing the educational value of 21st century technology, students enjoy and benefit from integrating creative digital tools into their coursework and special projects.

   

  主题组成部分包括:

   

  祈祷תפילה

  We start the day with Tefillat Shacharit: Birkot HaTorah, Birchot HaShachar, P 'sukei D 'zimra, Birkot Kriyat 示玛, 示玛, 阿弥陀佛, Aleinu, 和Tehillim. 全年, students develop a general understanding of the Tefillot and laws of Tefillah and work on an in depth knowledge of the 阿弥陀佛.

   

  Torah/圣经文本-

  使用L 'havin U ' lehasskill课程, we study the following Parshiot in depth with selected Rashis:

   

  永永永，永永永，永永永，永永永,ויצא. These sections begin with Jacob running away from home after receiving the birthright and starting a new life in Charan. Jacob returns to his homeland and the encounter with his brother, Esav. The narrative segues to Joseph and his brothers and their migration to Egypt. We highlight the transition from a family to a people.
  
  

  We develop an understanding of “Shivim Panim Latorah” -- there are seventy interpretations to the Torah. We analyze the actions of Jacob and his sons, and debate the ways we think situations played out based on different readings of the text. 

   

  先知书- - - - - - - - - - - - -

  约书亚记

  We study about the leadership transitioning from Moshe to Joshua; about the Jewish people entering the land of Canaan, conquering the land and dividing the properties. The students become familiar with the geography of early Israel.

   

  法律和习俗- - - - - - - - - - -

  Special emphasis is given to the Jewish holidays: background, 掌握关键词汇, 祈祷, 习俗和习俗. In addition, we use the workbook חיינו as a source book for basic Jewish knowledge.

   

  Jewish 历史 and Zionism- היסטוריה וארץ ישראל

  We use the Lookstein Center Bar Ilan University curriculum on Zionism. The units consists of: The Northern Challenge, 第一次回归, Coming Home and Struggle for Jerusalem 1947-1967.

   

  Biographical Sketches of the Commentators- פרשנים

  We study about the lives and contributions of numerous Commentators from the era of the Second Beit Hamikdash until the present.

   

  每周Torah部分——פרשתהשבוע

  We review the highlights of the Torah portion and share Divrei Torah.
  
  

  Popular and Didactic Phrases and Sayings - פתגמים

   

  The students are introduced to classical phrases taken from the Torah and Talmud to enrich and inspire their weekly learning.

   

• 语言艺术

  四年级的ELA项目, 基于平衡的识字概念, focuses on the important introduction of learning how to read and decipher informational, textbook-based材料. Textbooks and informational articles constitute the basis of comprehension skill building for both social studies and science, units of study which will be discussed later. The ELA program includes a variety of formats, 包括文学界, 独立阅读, 口语阅读, read aloud (having a variety of materials read to the students by the teacher), 以及公开演讲. (全年, class members have several opportunities to give a short presentation on a predetermined topic to their classmates.)
  
  Also included in this area are note-taking skills, identifying the main idea and its related details, chunking information (linking like details together), 以词汇用法为基础, 以及各种语法基础技能.
  
  

  The writing segment focuses on writing “tight,” concise on-topic paragraphs which use a greater complexity of sentence structure and variety of transitional and linking words. As the writing is linked to the vast variety of topics covered, 它可以有多种形式, 比如个人叙事, 比较和对比文章, 或短, detailed explanations of a process or concept.

• Math

  The fourth grade math curriculum follows the NYS core curriculum. This program emphasizes both computation skills and building an understanding of concepts and processes involved, as well as learning and applying strategies for solving a variety of math word problems.
  主题包括:
  

  1. 地方价值和金钱，
  2. addition and subtraction of whole numbers and decimals,
  3. multiplication (2 to 3 digit) by 2 digit numbers,
  4. 部门
  1. 部门 with remainders, the meaning of remainders,
  2. 把余数写成分数，
  3. the concept and process of 部门 and long 部门,
  4. 可分性规则,
  5. 发现平均水平,
  5. 写表达式和方程，
  6. 几何与测量
  1. 立体和平面人物
  2. 相等和相似的数字
  3. 运动
  4. 对称
  5. 周长，面积，体积
  7. 解决文字问题的策略
  8. A year-long in-class activity of recording and maintaining an up-to-date “checkbook”, based on “monies” given out routinely for a variety of reasons in class

• 体育课

  威彻斯特走读学校 is committed to a quality 体育课 Program which is an essential part of the core curriculum deserving and receiving equal priority in the total educational philosophy of the school. Research from several scientific studies are in agreement that daily physical activity improves cognitive function, achievement performance in the classroom, 心理健康, 信心, 自尊, the total improved physical health and fitness of the individual, 让孩子更快乐，更健康. It is with this in mind that each week the students in the lower school (grades 1-5) are provided 4 periods of physical education (30 minutes each).

• 科学

  In addition to time spent exploring topics in the school’s science lab with the science teacher, the fourth grade also spends class time reading and learning about a variety of science topics. This learning includes reading textbook materials, 听视频, 动手做项目, and playing topic-related games to reinforce the concepts taught.
  
  主题包括:
  

  1. Energy from plants: plant parts, life cycle, growing our own plants
  2. 细胞:
  1. 细胞的组成部分
  2. 植物细胞
  3. 动物细胞
  3. 人体系统
  1. 骨骼和肌肉
  2. 呼吸和循环
  3. 消化和神经
  4. 身体的防御
  4. 我们的生态系统:能量的流动
  1. 食物链
  2. 食物网
  5. 电与磁
  1. 分子,指控
  2. 电荷如何流动
  3. 磁性
  4. 电荷:吸引或排斥
  6. 科学工具的使用
  1. 斜面(球和斜面), connected to unit on objects in 运动 (speed, force, 摩擦, 重力, 动力)
  2. 天平(质量)
  7. 矿物和岩石
  1. 矿物质
  2. igneous, sedimentary, and metamorphic rocks
  8. 地球表面的变化
  1. 侵蚀
  2. 饱经风霜的材料
  9. 简单的机器
  1. lever, wheel and axle, inclined plane, wedge, and screw

  
  

  Fourth grade science covers both life and physical science.  Through units on cells and the human body, students learn more about themselves.  以电和磁为单位, 力和运动, students get to engineer their own circuits, 汽车, 以及其他发明.  
  
  

  学习单元包括:
  

  细胞	人体系统
  电	磁性
  力和运动	简单的机器

• 社会研究

  The goal of fourth grade social studies is to foster an understanding of the early history and historical developments of the United States, with a particular focus on the history of New York State. Content is approached through a variety of mediums: reading a variety of sources, 从实践经验中学习, field trips and participation in Native American and early colonial era games and projects.
  
  

  内容理解包括:
  

  • The prehistoric land bridge and arrival of the first peoples to America
  • Native American Indians of New York State- Iroquois and Algonquin
  • How these groups met their basic needs of food, clothing, and shelter
  • How geographic factors and the environment shaped Native American Indian settlement patterns
  • Early explorers and the Age of Exploration: reasons for exploration
  • Who were the European explorers who claimed and settled New York State?
  • Native American Indians of New York State and the European encounter: How were Native Americans treated by various explorers?
  • The culture and contributions of the Native American Indians who lived in our community
  • 早期的殖民者来自哪里? 他们定居的时间、原因和地点?
  • 殖民地的日常生活是怎样的?
  • The impact of the Dutch and English settlers on New York State
  • 谁组成了一些社会, 经济和宗教团体(朝圣者), 清教徒, 契约仆人, 奴隶, 商人, 农民, 种植园主)
  • How everyday life in colonial New York was different from everyday life today