Tbja flyer

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Tbja flyer

  1. 1. Tampa Bay Jewish Academy Mission Statement To provide a nurturing and inclusive Jewish environment that fosters academic excellence, infused with the values of Torah. Located at Serving grades Congregation Beth Shalom K-2 or 3 1325 S. Belcher Road Clearwater, FL 33764 $6,000 per year tuition ($600 per month) Educate. Enrich. Inspire.
  2. 2. TAMPA BAY JEWISH ACADEMY ELEMENTARY PROGRAM Grades K to 2 or 3 OVERVIEW The Elementary School at Tampa Bay Jewish Academy seeks a balanced, well-rounded and integrated dual curriculum to cultivate the essential building blocks necessary for future general and Judaic study while fostering the social, emotional and intellectual capabilities of each student. The general studies program offers a core curriculum of instruction in language arts, mathematics, science, and social studies. In Judaic studies, the curriculum combines the Halachic outlook with a serious approach to the study of our source texts in their original Hebrew, along with theology and religious philosophy [Mussar]. Hebrew is emphasized as the language of study throughout the Judaic curriculum. A variety of instructional strategies and assessment tools which accommodate individual differences are used to promote learning including, but not limited to, cooperative groups, "hands on instruction," peer coaching, center activities, experimentation and discovery, computerized learning, and independent research. Thematic units of study employ an interdisciplinary approach and are integrated with the Jewish studies whenever possible. Enrichment activities are offered within the classroom on a weekly basis in the areas of art, art appreciation, music, library, computer education and physical education. Physical education will be enjoyed by our students primarily through bringing in outside specialists for programs such as martial arts, gymnastics, soccer, yoga, etc.. These programs will be at the option of the parents and there will be a separate monthly charge for the activities in which your student participates. In addition, there will be planned physical activities on the recreation grounds of school.. Unity and socialization are fostered at these grades through activities such as field trips, musical programs, festivals, school/community service projects, daily recess periods, jump-a-thons, field days, family days, and especially, worshipping together at daily Tefillah services. In unison with the Mission Statement and the Philosophy of the school, expectations for all students at TBJA include the following. TBJA students are expected to become..... • Problem solvers who can identify problems and challenges in a changing society, demonstrate creative and critical thinking skills in order to solve problems and can make decisions by researching, collecting, recording, and analyzing pertinent data from a wide variety of sources using diverse thinking processes and applying effective strategies. • Responsible individuals who are accountable for their actions, adapt to change, recognize the contributions of diversity to society, contribute to the betterment of the community, and demonstrate respect for their environment. • Self-directed learners who can create a positive vision with multiple possibilities for their future, sets goals and takes responsibility for implementing a success plan. • Effective communicators who receive and present information in various formats, interact effectively with their peers, their teachers and other adults, develop technology information to use as a means of communication, and produce work that transmits desired knowledge effectively. • Knowledgeable individuals who own essential knowledge in the core areas, have expanded knowledge base through diverse interests, and seek constantly to extend their education. • Collaborative team workers who show appreciation and consideration of others, works well with those of varying interests and abilities, and share the responsibility for directing team members and working effectively as a member of the group. We reserve the right to make changes to all items in this document based upon enrollment and the dynamic environment as the school evolves to meet the needs of the Jewish Community.
  3. 3. TAMPA BAY JEWISH ACADEMY ELEMENTARY PROGRAM Grades K to 2 or 3 GENERAL STUDIES CURRICULUM OVERVIEW LANGUAGE ARTS The Language Arts curriculum integrates five major components: reading, writing, grammar, spelling, and handwriting, all basic to good communication. Reading is the core of the curriculum, because comprehension of all material read is important in all areas of life. Emphasis in the reading program is placed on phonemic awareness, through oral language development, phonics - sound symbol relationships and application of skills, decoding skills, reading comprehension strategies, sequencing and listening at the first and second grade levels. Extended reading comprehension skills, literature appreciation and vocabulary development continue at the 3rd grade level. These skills enable students not only to understand the material read, but also to learn to enjoy reading itself. The present reading texts contain varied types of literature such as folk tales, fables, poetry, nonfiction and high interest stories. All reading skills are presented in a spiral effect so that foundational skills are introduced at one level and reviewed again at the next level. Any skills that are not presented fully or cause difficulties in understanding to the student are presented again, and reinforced by the teacher. To supplement the reading program, novelettes are read by students at the 1st and 2nd grade levels, and the group reading of full length novels and independent assignments will also assigned to the 3rd graders. These lengthy stories help develop comprehension and thinking skills and provide ample opportunities for independent writing. Traditional grammar and composition are taught in a sequential format at these grade levels. Grammar usage, sentence structure, capitalization/punctuation and paragraphing are stressed. It is expected that students will learn how to express themselves correctly verbally and on the written page. Creative writing is incorporated into the curriculum through texts and teacher developed programs, and integrated in all thematic units of study. The writing process includes: prewriting, writing, editing, rewriting, and final draft. The Writing Workshop in the 3rd grade helps students to create excellent editing skills while developing facilities in narrative, informative and persuasive writing styles. Students learn to write in a variety of formats and use prewriting strategies such as webbing, brainstorming, and outlining. Students are expected to use correct grammar in speaking as well as writing. Using effective spoken language, good eye contact, clear diction, and appropriate tone and volume is stressed in the language art’s program. The spelling component is based on a combination of phonics and whole language, and accuracy in all forms of written communication is emphasized. Dictionary, proofreading, language, and vocabulary skills are also extended through the use of the text and teacher-made materials. The handwriting component encourages skill in written exercises, self-expression and communication. The Zaner-Bloser method for manuscript and cursive writing (introduced at 2nd grade) is used. Since fine muscle development varies from student to student causing different degrees of correctness of form, emphasis is placed on legibility and neatness at these levels, rather than uniformity. The students are engaged in additional enrichment activities such as field trips to Largo Cultural Center and Ruth Eckerd Hall where they are introduced to theater and other live performances which enhance the language arts program. MATHEMATICS The math program builds on and maintains the basic arithmetic skills and their application. Logical thinking and problem-solving are stressed. Concepts are emphasized and mastered through guided practice and homework. Rote and drill practices are used to attain mastery of such skill as the number facts, while math games, computerized programs and learning centers serve as enrichment. Heavy emphasis is placed on the use of manipulatives, computer experience and calculator skills at the appropriate grade level. The math program beginning in the kindergarten class emphasizes the student’s ability to solve the problems, not the mere rote memorization of facts. The core of the mathematics program includes: Number sense, concepts, operations, measurement, geometry and spatial sense, algebraic thinking, data, analysis, and probability. We reserve the right to make changes to all items in this document based upon enrollment and the dynamic environment as the school evolves to meet the needs of the Jewish Community.
  4. 4. TAMPA BAY JEWISH ACADEMY ELEMENTARY PROGRAM Grades K to 2 or 3 SOCIAL STUDIES The Elementary Social Studies program extends from a local to a global emphasis, stressing the continuity of a strong sense of family, community, national, and international study. In addition, emphasis is placed on citizenship, environmental issues, geography and mapping skills, cultural awareness, and the Jewish holidays/customs. A Social Studies text series is in use in grades one through three. This text tracks and compliments the language arts curriculum. Social Studies is integrated with all subjects, including Judaics, to provide students with a strong awareness of their role as positive, contributing citizens in a world society Materials such as wall and desk maps, globes, computer software, current events magazines, videos, TV programs and other reference materials are used to supplement the text. Basic research skills are taught and applied in all studies. Additional enrichment includes, guest speakers, theatrical presentations, holiday celebrations, and other events that also help to enrich the students’ learning experiences. Through the Social Studies program, students will explore the themes of continuity and change through the examination of American history and the development of civilizations. They will discover that human interactions through trade, travel, and political alliances shape and influence the world governments and the social and political structure of our country and other nations. Through their study of government they will learn how the effect the essential structures of American government have influenced the governments of each state. Current events bring the faces of different nations into the classroom where the additional study of geography gives concrete perspectives to students studying the global continents. SCIENCE The science program provides students with the opportunity to do ”hands-on” exploration in the areas of Life Science, Physical Science, Earth Science, and the study of the human body. In their study of science, students begin learning using the Scientific Method and use the process skills of observing, communicating, classifying, estimating, inferring, predicting, making definitions, making and using models, giving hypotheses, collecting data, controlling variables, and experimenting. Factual knowledge is fostered as well as the wonder of scientific study. A science text is used in grades one through three along with hands on materials for performing the accompanying experiments. The curriculum will be enhanced through guest speakers, and special programs. All of the elementary students will participate in an annual science fair for which independent study and creativity are encouraged. Throughout the school our science programs will include the National Science Education Standards, published by the National Research Council and representing the contributions of thousands of educators and scientists, offering a comprehensive vision of a scientifically literate society. The guidelines not only describe what students should know, but also offers guides for teaching science and for science assessment. The school's science program unifies concepts and processes, sees science as inquiry based and unifies physical, life, and earth and space sciences. The school supports a facilitated learning approach to science education. The role of the teacher is as the facilitator. The teacher provides an atmosphere in which students design and direct activities. To develop the idea that science investigation is not made up of closed-end questions, the teacher asks guiding questions and is prepared to help students draw meaningful conclusions when results do not match predictions. Through numerous activities, cooperative learning opportunities, and with a variety of critical thinking exercises, students feel comfortable in taking a facilitated learning approach to science in the classroom. Students are provided with experiences as the base for developing abstract ideas. Students are encouraged to consider questions about the concepts, make observations, and share prior knowledge. Many labs are conducted throughout the year. They require a minimum amount of equipment, and students can take responsibility for their organization and execution. We reserve the right to make changes to all items in this document based upon enrollment and the dynamic environment as the school evolves to meet the needs of the Jewish Community.
  5. 5. TAMPA BAY JEWISH ACADEMY ELEMENTARY PROGRAM Grades K to 2 or 3 PHYSICAL EDUCATION The Elementary School's Physical Education (PE) program seeks to develop in students a sense of well being, a desire to maintain fitness, and the skills to achieve lifetime physical health. Special attention is given to social skill development, individual activities, and group activities. Emphasis is on the enhancement of the students’ self-esteem by helping them develop confidence in their individual motor skills, and a good sense of teamwork and sportsmanship. The curriculum for 1st and 2nd grades allows for maximum participation in all activities. However, participation is stressed, rather than skill. Activities are planned to enhance gross motor development and special awareness, while good sportsmanship and cooperation are continually encouraged. In grade Three, the curriculum focuses on skill development, both individually and in a team setting. Good sportsmanship and cooperation continue to be emphasized. Every effort is made to create an atmosphere on the playing field where every student feels comfortable about himself or herself and have no reservations about participating in any activity. ART Art education provides students with a well-rounded education that helps to prepare them to be contributing members of society. Art enhances communication skills, builds self-esteem, reinforces task completion, inspires critical thinking and facilitates decision-making. In addition exploration of art in society exposes children to many cultures that exist in the world. Emphasis is placed on creating Judaica, so as to learn the significance of these powerful spiritual objects. The art curriculum will be incorporated into the units taught in the classroom. Projects that involve the units being learned will be introduced and carried out by the classroom teachers. The students will be introduced to a wide range of art materials as well as different art methodology. MUSIC The major goal of the music curriculum is to introduce students to large amounts of Judaic music in both song and dance, so that the students are steeped in their heritage and culture. Music also provides students alternative methods of self-expression, active involvement, opportunity for those that are musically inclined to excel, and a variety of activity to please many different tastes. The curriculum includes units of study in singing (in the Hebrew language); dancing (Israeli folk dances); instruments (rhythm and orchestral); classical musicians and musical periods; foreign languages (songs in Yiddish and other foreign languages); Jewish musicians, composers, and singers, and genres of music (variety of styles). COMPUTER In a world of expanding technology it essential that students discover and explore the opportunities which computers offer as a lifetime learning tool and to develop proficiency in their use. Our curriculum will focus on instruction in computer literacy and application with strong emphasis placed on keyboarding at the lower grades. . We reserve the right to make changes to all items in this document based upon enrollment and the dynamic environment as the school evolves to meet the needs of the Jewish Community.
  6. 6. TAMPA BAY JEWISH ACADEMY JEWISH STUDIES Grades K to 2 or 3 JUDAIC CURRICULUM OVERVIEW The Tampa Bay Jewish Academy is dedicated to the education of Jewish youth through a comprehensive approach that is based upon our commitment to excellence. The curriculum structures follow closely that of the General Studies curriculum and include the latest and most up-to-date teaching pedagogy. Teachers are encouraged to attend workshops, conferences and college level courses to enhance and expand their skills. The curriculum is organized into four basic core areas which are represented by the cognitive subject matter: • Tefillah [Prayer] – Every day • Torah Study [Bible] • Jewish Studies, which includes Halacha Customs and Rituals; Holidays and Observances, History and Heritage; Values [Midot], and Hebrew Themes within these areas provide continuity within the overall school curriculum. Students revisit these units as they continue their education at TBJA, and their core of knowledge expands and grows from the simple to the complex in a spiraling mode that provides for continuous growth, and expanded understanding. Our program endeavors to make customs and traditions an integral part of students’ everyday life, through three modes of communication: oral, written and visual. We strive to bring Jewish culture and its heritage to life. Stories, music and dances instill positive feelings for Judaism in the student and enrich the curriculum. The program is built on four strands: • Torah Study of source texts in their original Hebrew . • Halacha, Traditions and Rituals: Students learn the practices and observances that enable them to live a Jewish life on a daily basis, to participate with their family at home, in the synagogue and in the Jewish community on Shabbat and holidays and throughout the Jewish lifecycle. • Holiday and Observances: Students learn about each holiday, including its history and origins, its observances and rituals, and its prayers, blessings, and songs. They make holiday crafts and foods, travel on field trips and participate in outreach programs. • History and Heritage: students learn about the history of the Jewish people and the State of Israel, through texts, special presentations, plays and ceremonies. We reserve the right to make changes to all items in this document based upon enrollment and the dynamic environment as the school evolves to meet the needs of the Jewish Community.
  7. 7. Tampa Bay Jewish Academy School Calendar 2010-2011 Page 1 AUGUST, 2010 NOVEMBER, 2010 Monday, August 16 First day of school Thursday, November 4 1:00pm-5:00pm Parent/Teacher conferences Tuesday, August 24 Back to School night, all grades Wednesday – Friday, November 24-26 Closed for Thanksgiving SEPTEMBER, 2010 Monday, September 6 Closed for Labor Day DECEMBER, 2010 Wednesday, September 8 12:00pm dismissal for Erev Rosh Hashana Wednesday, December 1 First night of Hanukkah Thursday & Friday, September 9 & 10 Closed for Rosh Hashana Monday – Friday, December 20-31 Closed for Winter break Friday, September 17 12:00pm dismissal for Erev Yom Kippur JANUARY, 2011 Saturday, September 18 Yom Kippur Monday, January 3 School closed Tuesday & Wednesday, September 21 & 22 Students decorate Sukkah Tuesday, January 4 Classes resume Thursday & Friday, September 23 & 24 Closed for Sukkot Friday, January 14 End of 2nd Qtr grading period Thursday, September 30 Closed for Shemini Atzeret Monday, January 17 Closed for MLK, Jr. Day Thursday, January 20 Tu B’Shevat seders OCTOBER, 2010 Friday, October 1 Closed for Simchat Torah Thursday, January 27 Kabbalat HaSiddur Thursday, October 28 End 1st Qtr We reserve the right to make changes to all items in this document based upon enrollment and the dynamic environment as the school evolves to meet the needs of the Jewish Community.
  8. 8. Tampa Bay Jewish Academy School Calendar 2010-2011 Page 2 FEBRUARY, 2011 MAY, 2011 Monday, February 21 Closed for President’s Day Monday, May 2 Yom Hashoah Tuesday, May 10 Yom Ha’Atzmaut MARCH, 2011 Monday, May 23 Lag B’Omer Monday, March 21 Purim: Megillah reading and Monday, May 30 Closed for Memorial Day costume parade Tuesday, March 22 End of 3rd Qtr grading period JUNE, 2011 Friday, March 25 Closed for Spring break Wednesday, June 1 Yom Yerushalayim Monday, March 28 Closed for Spring break Thursday, June 2 Last day of school Tuesday, March 29 Classes resume 12:00pm dismissal APRIL, 2011 Monday-Tuesday, April 18-26 Closed for Pesach Special thanks to “Mr. Al” for his design of the Tampa Bay Jewish Academy logo We reserve the right to make changes to all items in this document based upon enrollment and the dynamic environment as the school evolves to meet the needs of the Jewish Community.
  9. 9. Thank you for your interest in Tampa Bay Jewish Academy. We hope you choose to become part of our growing family. Robby Cicco Helen Freid Michael Igel Lewis Orloff Rabbi David Weizman Rabbi Danielle Upbin-Weizman s With questions or to receive more information, please contact: Robby Cicco (727)510-4291 robbycicco@cs.com We reserve the right to make changes to all items in this document based upon enrollment and the dynamic environment as the school evolves to meet the needs of the Jewish Community.

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