Hebrew+and+Prayer

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The subject "Hebrew" in a supplementary Religious School setting has 2 facets: Prayer and Conversation.
 * Note Links at bottom of page; Hebrew homework schedules are on class page. ||
 * INTRODUCTION: **

Due to the limited teaching time in a supplementary school, priorities regarding Hebrew need to be made. Not only does it take much more time to develop conversational skills than is at our disposal, but Jewish prayer is an important facet of Judaism that binds Jews world over together. Thus the focus of the Hebrew program is more on developing prayer skills than attempting to teach conversational Hebrew.

The components of Prayer studies are: Hebrew decoding, keyword identification, recitation and developing Kavannah (finding purpose) through associated stories and music. Unlike ‘Reading’; decoding refers to the ability to sound out words accurately without necessarily understanding their meaning.

The components of Hebrew conversation we are able to offer are: TPR exercises (Total Physical Response), and use of heritage and classroom vocabulary in class (Milot HaShavuah). In addition some JEMs (part of our JEWEL program on Weds), focus on specific aspects such as conversational, writing, reading according to the topic.

// Kita Alef - Gimel: t // he focus in these grades is to develop Hebrew decoding skills. In addition, students learn to recite prayers by having a mini-tefilla session in class and by attending our Haverim Services on Shabbat. Becoming skilled at Hebrew decoding requires not only in-class practice but also doing short review assignments at home.
 * OUR PRAYER CURRICULUM: **

//Kita Dalet - Vav:// In these grades the prayer curriculum becomes more structured with specific prayers taught each year. However, to some students the amount we teach could be overwhelming and to others too little. Thus our curriculum is modular (called MILE- see below) so that we can piece together a prayer curriculum which is tailored to each student’s ability and motivation. As with any skill, prayer skills take practice and thus completing our homework program reinforces the classroom learning.

//Kita Zayin:// By now most students have learned the most important parts of the prayer curriculum because they have been/are preparing for their B'nei Mitzvah. Thus in Zayin there is less of an emphasis on prayer and more of an emphasis on ethics and other issues important for teenage life. Kita Zayin students participate in a teen minyan and learn to lay tefillin. They also have options about expanding their prayer skill set and learning other prayer skills not taught regularly (e.g. Leading Havdallah).


 * MILE: OUR MODULAR HEBREW THROUGH PRAYER PROGRAM **

MILE, or Modular Independent Learning Exercises, is our 4th-6th grade program for teaching prayer, and improving Hebrew decoding. Jewish prayer services have a defined order and the program allows teachers to prioritize the learning of the most prominent prayers for those students who might struggle with this skill and add additional prayers for those who are able to advance faster.

The program involves 4 important components:

1.Progressing through MILE Map – an individualized path of prayer learning. Students receive stickers along their map as they progress from prayer to prayer. Each unit is designated with an "M" number (M1, M2, M3a-c etc.) which you can see on the "Mile Map" below.

2.Teacher Overviews - initial teacher led overview about the meaning of prayers, introduction of keywords and chanting practice will take place in class. This is done at about an average student’s pace.

3. Independent Learning - reading and exercises done either individually or in Hevruta groups (depending on students) using Torah Aura’s Pirkei Tefilla booklets and prayer introductions (short paragraphs called HAKR, originally in "Hebrish" -transliterated Hebrew for extra practice, but now mostly in English). The pace may be slower or faster than the teacher led pace. Faster students could complete additional modules that might not be discussed in class. Slower students would possibly perfect less modules than they are exposed to in class.

4. Review – without consistent review the students will not learn or retain the material. Review must be conducted in class with teacher, by completion of homework assignments, attending Youth Congregation regularly, and by reviewing Kartisiya (flashcards) vocabulary.


 * Homework is here to help your students master the skills for the long run, rather than cram for them. **
 * Please encourage/help your student do their homework regularly. Listen to their reading, even if you don't understand - it shows you care!
 * Student should not spend more than 30/min per week total.
 * If your student struggles, let us know and we can streamline the assignment.
 * Attending Youth Congregation makes MILE much easier!! Youth Congregation is the "Lab".
 * Homework Assignments for grades 1-6 are in the packets they receive at //back to school.// The schedule is also on the class page (links from home page).
 * Students who are in Nativ 1 (Special Needs/Myuhad)or Nativ 2 - should only do the homework assigned to them by their tutor/teacher and not the general packet.
 * For our summer homework packet - click on ** BHPP. **


 * RESOURCES:**

**__Mile Map:__ **  **__Alef Bet Chart:__ **  **__Kartisiya (flashcard) Vocabulary:__ ** 

__Special Homework Pages:__ 