Academic Life
Subject Areas
English Language Arts Curriculum
We provide a balanced approach with a structured curriculum across the grades. This includes word study (phonics, spelling, grammar, vocabulary), literature (genres, classics), reading for information and enjoyment, writing (handwriting, personal and creative expression, genres), speaking, and listening. Often reading and writing are tied to topics in history, geography, science, math, or Judaics, with emphasis on clear communication, recognizing and valuing different voices, and finding pleasure in the written and spoken word. A lifelong habit of reading is developed by reading aloud daily, requiring daily independent reading, and helping children find books suited to their interests and skill levels.
In Grades three to six, the ELA program is enhanced by Teaching the Qualities of Writing, a curriculum of hands-on lessons that explore the qualities of composition - ideas, design, language, and presentation. The lessons illustrate how a writer's personality, or "voice," energizes the writing.
A comprehensive and detailed reading assessment from Fountas & Pinnell is performed on each student. This assessment helps our faculty tailor aspects of the language arts curriculum that build on finding appropriate books for individual students' success in language arts.
The ELA curriculum in grades five and six (Chavayah) incorporates a team-teaching approach in a two-year language arts program. Students are taught study skills that they carry with them throughout their academic careers. Essay writing, persuasive speech, reading comprehension, vocabulary building, and spelling competency are all integrated into the Chavayah language arts program.
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Math Curriculum
The Everyday Mathematics curriculum is used from kindergarten through grade six. Everyday Mathematics is a research-based curriculum developed by the University of Chicago School Mathematics Project. The authors of Everyday mathematics believe that it is crucial to begin laying the groundwork for mathematical literacy at an earlier age than offered in traditional programs. Based on their own and supporting research, the authors also firmly believe that children are capable of learning a great deal more than previously expected. A number of features distinguish the Everyday Mathematics curriculum, including:
· Real-life Problem Solving. Everyday Mathematics emphasizes the application of mathematics to real-world situations. Numbers, skills, and mathematical concepts are not presented in isolation, but linked to situations and contexts relevant to everyday lives. The curriculum also provides numerous suggestions for incorporating mathematics into daily classroom routines and other subject areas.
· Balanced Instruction. Each Everyday Mathematics lesson includes time for whole-group instruction as well as small-group, partner, or individual activities. These activities balance teacher-directed instruction with opportunities for open-ended, hands-on explorations, long-term projects, and ongoing practice.
· Multiple Methods for Basic Skills Practice. Everyday Mathematics provides numerous methods for basic skills practice and review. These include written and choral fact drills, mental math routines, practice with fact triangles (flash cards of fact families), daily sets of review problems (called math boxes), homework, timed tests, and a wide variety of math games.
Because no mathematics program can meet the needs of every student, LGA teachers supplement Everyday Math with additional resources, especially in the areas of computation and math fact fluency.
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Science Curriculum
The science curriculum offers a balance of natural and physical science, with a spiral sequence that introduces topics in the lower grades and goes into more depth in the upper grades. Biographies of scientists are also included at every level.
Classes combine hands-on experiences with clearly presented content using books, videos, guest experts, and field trips. In typical science classes, you might see children raising earthworms, building simple machines, or using microscopes.
Starting in the spring of 2010, LGA will hold a biannual science fair for students in grades three to six. In grades three and four, students will work in small groups, while students in grades five and six will work on individual projects. The science fair is designed to complement the science learning taking place in the classroom, and will highlight a combination of a home- and school-based projects.
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HISTORY & Geography Curriculum
The history and geography curricula are based on the Core Knowledge Sequence, a spiraling curriculum offering a coherent plan that builds grade by grade. This curriculum is distinguished by its specificity, solid content foundation on which to build skills instruction, and logical, grade-by-grade sequencing.
All grades have both American and world history components, and students learn about geography by tying it together with history. From kindergarten forward, students study American history sequentially up until the present. In world history, students study ancient and modern cultures around the world by establishing foundations in the early grades, and then revisiting topics in more sophisticated depth later. The history curriculum is taught through readings, reenactments, films, guest lecturers, artifacts, and field trips. Students learn not only the content of history and geography, but its methods as well. The geography sequence also includes spatial sense and an understanding of mapping, map-reading skills, and knowledge of the characteristics of basic geological features.
Starting in the spring of 2011, students in grades three to six will take part in a biannual world geography fair. As with the science fair, students will have the opportunity to work collaboratively with other students and by themselves. Students’ creativity and imagination will be at the forefront of these projects.
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Modern Hebrew Curriculum
Modern Hebrew is a significant element of our curriculum. Our goal is to provide students with substantial knowledge of modern Hebrew grammar and vocabulary, leading to fluency. For students who join us in the later grades, a variety of strategies are used to introduce Hebrew and help establish comfort with the language.
The strands of the curriculum are reading, grammar, and written oral expression. In the classroom, emphasis is given to speaking in Hebrew, individualizing instruction, and using music, drama, and art whenever possible. “Thinking in Hebrew” is encouraged, and to that end, teachers incorporate Hebrew words and phrases in all parts of the day.
In kindergarten, students are introduced to a bank of words and phrases. Hebrew is integrated into the daily routine of the school, and students are exposed to Hebrew language through a number of modalities. Students are introduced to the letters of the Hebrew alphabet and learn simple phrases.
The Tel Am Hebrew and Judaics curriculum starts in first grade. The structure of the Tel Am program is based on the notion that the best learning environment for children is one in which knowledge is acquired through a variety of activities, using each of the five senses. In addition to studying from textbooks, students use music, games, and visual aids, both to learn the Hebrew language and to develop a keen understanding of Jewish concepts and values.
Students develop their Hebrew and heritage literacy in a gradual, spiraled process, building new ideas and concepts on top of an expanding foundation of knowledge. The program gradually helps foster Jewish identity by allowing children to explore their Jewish roots and traditions in a fun and exciting manner. By making the study of Hebrew and Judaism relevant to the children’s everyday lives, the program enables them to develop a true appreciation of their heritage and understand the need for continued, lifelong Jewish study.
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JudaicS Curriculum
LGA seeks to nurture the vibrancy of Jewish life and traditions, producing thoughtful, committed, caring, and engaged Jews. The Judaic studies curriculum:
· instills in our children derech eretz—ethical behavior and civility—through intensive exposure to classical Jewish texts and a school culture of respect and kindness
· facilitates student participation in a variety of g’milut chasidim (acts of lovingkindness) through both class projects and schoolwide endeavors
· connects our students to God, the Jewish people, and the world at large
· educates the whole student through integration of Judaic Studies with general studies
· builds an understanding of Jewish civilization, and of the pivotal role the State of Israel plays in Jewish life
· fosters love and respect for (as well as critical thinking about) Judaism and Jewish culture, text, practices, and history. Multiple interpretations are encouraged where appropriate
· helps students acquire the tools—values, skills, and knowledge—to function as young Jews through learning Torah, prayer, and mitzvot
· prepares students to feel at home in a variety of Jewish communities and synagogues through study of different ways of understanding and practicing Judaism
· brings the Jewish calendar to life through community celebration of chagim and Shabbat
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MUSIC, VISUAL ARTS, and DRAMA
We believe the arts are as important to learning and growth as academic skills. Along with weekly music and art classes with trained educators, students experience creative activities throughout the curriculum and the community. Teachers incorporate a wide range of media in many units of study, and parent volunteers bring a range of creative skills into the classrooms as well. Many of the faculty and staff participate in the arts outside of school, and regularly bring their talents to our students.
Physical Education
Every class has a half-hour of daily recess, which includes team games (such as Capture the Flag) as well as abundant free choice. The playground features a climbing structure, swings, a two-lane bike and scooter path, tetherball, tennis on a backboard and other ball sports, hopscotch, and dramatic play materials.
All grades go to the YMCA weekly for a physical education program that includes the following units: team games and teambuilding, gymnastics, parachute work, ball skills, basketball, climbing, and soccer. Teachers frequently use movement and dance in their classrooms as well.
In the spring, students in grades four through six and alumni in grades seven and eight have the opportunity to be part of DISCombobulators, our competitive ultimate Frisbee team. The team competes against a variety of upper elementary and middle school teams throughout the
Pioneer
Valley.
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CHAVAYAH Curriculum
Chavayah, an integrated learning experience for students in fifth and sixth grades, serves to challenge students academically, enhance leadership skills, and guide the growing independence of our oldest students. While the grades are distinct and led by their own grade-level team of teachers, opportunities for cross-grade learning takes place through the Chavayah English language arts program, Judaic elective courses, small-group community-service projects, and offsite social experiences.
During ELA, all of the Chavayah students learn together with both the fifth and sixth grade homeroom teachers. At times, students learn grade-specific curriculum; at other times, students learn in combined groupings. Across the strands of language arts, students work with others who have similar interests and levels, share and develop ideas, and participate in whole-group discussions.
In Judaics, students choose weekly electives (such as modern Jewish music or cooking). Electives are offered for three terms of approximately ten weeks each.
Field trips include a combined beginning-of-the-year kickoff (for example, a ropes course was held in 2009) and an end-of-year trip. The sixth grade travels separately to
Teva
Learning
Center for a four-day science workshop, and the fifth grade spends an overnight in
Albany, NY , to visit the State House and meet fifth graders at a local Jewish day school.
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School Community
School community is fostered in many ways. Teachers share with parents the life of the school through weekly e-newsletters. Parents are actively involved in the school through our PTO, welcoming new families, raising money, sharing expertise in classrooms, and joining in community sing and prayers. Grandparents and other friends are invited to participate in many events, and visit regularly. Countless opportunities exist for children to share their work with other grades in an atmosphere of respect, and community responsibility is fostered through classroom and all-school jobs and community-service projects. The school’s motto—learning while learning to care—is put into practice every day.
At LGA every adult helps every child—not just with schoolwork, but with being a good person. This respectful guidance is reflected in the numerous ways children respect and help each other and the broader community. Whether it is sitting with a younger “lunch buddy,” collecting silverware for a local homeless shelter, or sharing bikes on the playground, students are living the Jewish values that are the foundation of our school.
Our biweekly newsletter, Koleinu, is another valuable resource for many of our parents to stay informed with what is going on at the school. School announcements, columns from the head of school and other faculty, PTO notes and news, curriculum-focused columns, and photos are some of the highlights of the Koleinu.
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SUPPORT SERVICES
Teachers are committed to working closely with parents to ensure every child’s success. The school’s learning specialist is a resource for (and a bridge between) teachers and parents in regard to both early intervention and support for children who learn differently. Activities such as classroom observation, individualized attention, and team approaches help with identifying needs, planning ahead, and providing necessary services for children. The learning specialist also serves as a “resource room” for parents, offering information, referrals, and advice.
A school psychological intern is also in the school two full days a week, working with students and consulting with faculty to ensure the greatest success for each of our students. Together with the learning specialist, the school psychological intern provides a range of services for students and families.
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LANDER LIBRARY
The school library is a hub of activity and serves the entire school community. An extensive collection of books fill the shelves for classes, Judaic and Hebrew studies, parent education, and simple enjoyment, while four computers are set up for student use both during and after school. Games, rocking chairs, and age-appropriate titles also make visiting with younger children enjoyable.
Teachers also maintain classroom libraries that students use daily for language arts studies, curriculum research, and enjoyment.
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AFTERSCHOOL PROGRAMS
Parents can choose from a variety of after-school options. The school has an after-school program from 3:15 to 5:30 p.m. on Monday through Thursday, staffed by an after-school counselor. The program allows working parents to keep their children in one place after school. A healthy snack is provided, and students have the opportunity to be outside, work on homework, play quiet games indoors, or just read a book.
The school also offers various electives that run once a week, in six-week sessions, from 3:15 to 4:30 p.m. Electives have included Mad Science, Tae Kwon Do, guitar class, chorus, ultimate Frisbee, chess, art, knitting, Pet Pals with the Dakin Animal Shelter, and a Brownie and Junior Girl Scout troop. Classes vary by session.
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Educational Philosophy
The foundation of the LGA education is the integration of rigorous academics, both secular and Judaic, with a strong, thoughtful social curriculum. This philosophy is based on:
Solid academics coupled with intellectual curiosity and astute critical thinking skills. We instill a love of learning derived from the pleasure and satisfaction that comes from active inquiry, exploration, growth, and mastery.
The value of communication. Teachers work closely with one another and with families to assure the education of the whole child.
Respect for one another. Students are nurtured to become caring, contributing members of the community.
The development of life-long learning tools. We promote good study habits and organizational skills that serve students in many pursuits and capacities.
Supporting and challenging students at their own levels. We recognize diverse learning needs and learning styles, and maintain a culture that respects the unique qualities of each and every child.
The joy of community. We organize many activities across the grades, invite the larger community to join school activities, and create avenues for student and family involvement outside of school.
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