Microsoft word - grade 2.doc


These Curricular Expectations are taught from a perspective that reflects the unique nature of the LBDS. Grade 2 Expectations are
enriched and extended, where appropriate, through a selection of the “IB THEMES AND APPROACHES” from the Primary Years
Programme International Baccalaureate The “IBO Learner Profile” and “IBO Attitudes” are
central to our approach to teaching and learning in and out of the classroom. Reform Jewish values, perspectives and content are
incorporated into subjects
IB Themes: Grades 2
Who we Are. Where we are in Place and Time. How we Express Ourselves. How the World Works. How We Organize Ourselves. Sharing the Planet
Approaches to Learning and Teaching Strategies
Assessment: (Criterion Referenced)
(Formative assessment, Summative assessment, Student self-assessment) Organization Communication Thinking
Criteria Tools /Recording
Social skills
YEAR: 5771/72, 2011-2012 GRADE: 2
SUBJECT: Hebrew TEACHER/S: Mrs. Dor, Mrs. Ziskind CAMPUS: NORTH
Rosh Hashanah, Yom Kippur & *Beliefs and values of cultures are conveyed through celebrations and the way of life. *New beginning *Asking for forgiveness *Become better people *Light is a form of energy that sustains life and is *Celebrating Shabbat and its symbols *How do we celebrate Chanukah? What do we do? *Learn to give honour and respect to friends, elders. Sharing the planet *preserve the natural resources of our planet. *Families recognise important personal and cultural Where we are in place and events through celebrations and traditions. -the other customs of Purim -from slavery to freedom 5. May & June Torah
Torah is the most important text in Jewish life. LBDS OVERVIEW OF PROPOSED UNITS
YEAR: 5771/72, 2011/12 GRADE: 2
Beliefs and values of cultures are conveyed through Who we are New beginning Asking for forgiveness Becoming better people Stories help shape and teach about culture and We learn to give honour and respect to friends, ourselves, and the environment through our actions Personal identity and pride in the freedom to be Jewish is expressed through the re-telling these -the other customs of Purim -from slavery to freedom Torah is the central text that unifies all Jews Briah: There is a planned order to creation.
Noah: Actions have consequences; Tikkun Olam
can affect positive change.
Migdal Bavel: Communication prevents
misunderstandings and fights.

& understand routine classroom instructions & familiar passages read fluently and understood & continue to develop simple Hebrew communication skills & uses script form of letters in all writing & write simple sentences in present tense & enjoy using Hebrew & expand prayer repertoire & view prayer as a positive experience and expand prayer repertoire & further develop an understanding of how Jews celebrate the holidays & begin to be familiar with formal Torah study & begin to lead Kabbalat Shabbat as a class & have a sense of pride in belonging to the Jewish people and the State of Israel
Aural Comprehension
& understand aural language about the topics covered
& recall main idea and important details from more complex stories
& sequence events from story
& draw conclusions from given facts
& understand basic sentence structure (nouns, verbs and adjectives) without grammatical labels
& be able to answer questions from the topics covered

Aural Outcomes
to understand and tell the main idea of the topic to use correct grammatical structure of the sentences to answer questions in full sentences & sound out any Hebrew printed and script materials
& read familiar passages fluently
& read unfamiliar texts with accuracy
& follow printed directions on worksheets
& continue to enrich vocabulary through reading and topics covered
& interpret pictures from subjects that were taught
& recognize and use a variety of language conventions (basic punctuation: periods, question marks, exclamation
Reading Outcomes
read familiar passages fluently, and with accuracy enjoy reading
& respond to teacher-initiated questions in full sentences
& speak in correct simple sentences in present tense Binyan-Kal
& answer questions from a story (Grade 1 + Lama, Matai, Le’mi)
& agreement of noun and verb, and use correct noun, verb and adjective agreement through singular and plural
and gender
& continue to conjugate Binyan Kal (shleimim) verbs in present tense
& introduce shem hapo=al (infinitive)
& introduce use of personal pronouns (singular and plural)
& use the new vocabulary in sentences
& give full answers to questions without textual prompt

Speaking Outcomes
answer questions from familiar text with grammatical accuracy use new vocabulary in speaking & use script forms of letters in all writing & form more complex sentences (using correct prepositions) & write full answers to written questions without textual prompt & begin to answer more abstract and open ended questions (Lama) & use new vocabulary in sentences & be able to use correctly the conventions (spelling, grammar, punctuation) specified to this grade
& letter formation and written presentation
Writing Outcomes
writing with full correct sentences use the new vocabulary in written work be able to answer more open ended questions Comprehension Skills
& begin to retell a story in proper sequence with assistance
& begin to retell the story through visual prompts
Language Structures
& use knowledge of sentence structure in oral and written language to determine the meaning of a sentence (e.g.
verb comes after the noun, if the noun is in singular – the verb is in singular, if the noun is in singular the adjective
is in singular)
& to understand and be able to use the words: the, in, in the, to, to the – as one letter Hebrew prefixes
& to transfer a simple sentence from plural to singular and vice versa
& to use correct grammatical sentences in oral and written work
& to transfer simple sentences from singular to plural and vice versa

& simple vocabulary related to each holiday & customs and symbols & B=rachot & Introduction of the basic story of the holiday Rosh Hashana
& Blessing: “ …. Le’Hadlik Ner shel Yom Tov”
& Song: “Avinu Malkenu”
& Words: Chala, Tapuach - Devash, Rimon, Dag, Yayin, Shana-Tova, Shofar, Bait-Knesset, Machazor
Yom Kippur
& Concept: “Avinu Malkenu” – prayer asks God for forgiveness and help in the coming year

Sukkot and Simchat Torah
& Four Species & Concept: The cycle of Jewish learning is continuous & We complete “Devarim” book and begin “Bereshit” book & Study about the Torah & Words: Sefer Bereshit, Simchat-Torah, Lulav, Etrog, Hadas, Arava, Sukka, Degel, Torah & Blessings: “Lay’shev Ba’Sukka”, “Al Netilat Lulav”
& Concept: Blessings, stories and songs enhance the celebration of Chanukah & Blessings: Lehadlik Ner Shel Chanuka, She’asa Nissim, She’he’cheyanu & Words: Chanuikiyu, Leviva, Sevivon, Kad, Matanot, Nerot, D’mey-Chaunkah & Concept: Kabbalat Shabbat – how we are celebrating it & Blessings: Lehadlik Ner Shel Shabbat, Bore’ Pri Ha’Gafen, Ha’Motzi, Kiddush & Words: Nerot, Kiddush, Ya’yin, Chala, Prachim, Mapa-Levana Tu B’Shevat
& Concept: The birthday of the trees
& Words: Etz, alim, perot: Tut, Agas, Tapuach, Tapuz, Anavim, banana, sh’kediya
& Songs: Ha’shkediya Porachat
& Concept: How the Jews are celebrating the holiday
& Teachers tell the Story
& Brachot: Al Mikra Megila, She’asa Nissim, She’hecheyanu
& Words: Ozen-Hamman, Ma’secha, Ra’ashan, Megila, Mishloach-Manot, Matanot-La’Aniyim, Liytzan
& Songs:

& From the Haggadah: Grade 1 Program plus Ve’He’SheAmanda, Bichol Dor Vador, Kiddush, The order of the Seder & Words: Cos-Eliyahu, Haggada, Tzalachat-Ha’seder, Matzot, Me’y-Melach, Beytza, Nerot, Yayin, Maror, Charoset, Carpas, Zroa, Kiddush
Yom Ha’atzmaut:
& Concepts: The birthday of the State of Israel, the flag, the Israeli Emblem, the capital city of Israel, the language (Hebrew), the money (shekel) & Words: Yom-Ha’atzmaut, degel, Medinat-Israel, Mapa, Ir-Bira, Yerushalim, Ha’Tikva, Menorah, Anfey- Zait, Shalom, Hebrew, Shekel, Yom-Huledet, Bracha & Songs: Hatikva, Kol Ha’aretz Degalim, Cachol Ve’Levan, Menora Ve’Anfey-Zait Shavuot
& Concepts: Giving the Torah, Seven Species, Dairy Food

& Briat Ha=Olam (The Creation of the World) - introduction
& Noach (Noah)
& Fluency of additional passages from the morning services are taught: V=ahavta, Mi Chamocha, Adonai S=fatai, Aleinu & Concepts beneath Sh=ma-V=ahavta, Adonai S=fatai, Avot V=imahot & Jerusalem: The Menora: Place, By the Parliament: Source, The Holy Temple & The Western Wall: building a model and writing notes & Kibbutz and Cities: making a mural & Expanding Grade 1 program: National Anthem, Emblem, The Flag & Shavuot: Making baskets for the holiday with Noah story) Learning Outcomes
& Students will learn about the Menorah and the Kotel & Students will recognize the difference between Kibbutz Life and City Life & Students will know, in more depth, about the meaning of the flag, emblem and the National Anthem
& flash cards, pictures, singing, choral reading, games, compositions, independent writing, drama, pantomime and artwork
& Individual assessment, class participation, written work, teacher observation & periodic written assessment


Corel office document

CURRICULUM VITAE Michigan State University333 Bostwick Ave NEGrand Rapids, MI 49503 EDUCATION : B.A., PsychologyUniversity of California, BerkeleyM.A., Behavioral Neuroscience ProgramDepartment of PsychologyUniversity of California, Los AngelesPh.D., Behavioral Neuroscience ProgramDepartment of PsychologyUniversity of California, Los Angeles POSITIONS HELD: Acting Chairperson, Departmen

International Journal of Movement Education and Sports Sciences (IJMESS) Annual Refereed & Peer Reviewed Journal Vol. I No. 1 January-December 2013 Online ISSN 2321-7200 Diuretics the Masking Agent: Adverse effect, Therapeutic Use and Misuse in Sports * Phy. Edu. Teacher, Jawahar Navodaya Vidyalaya-Butana, Sonipat, Haryana (India) (Received 01 June 2013 – Accepted 07 June 2013)

Copyright © 2010 Health Drug Pdf