Hebrew Bilingual

Scope and Sequence

Our Scope and Sequence was developed in order to provide the parents of the Hebrew Bilingual program with some guidelines pertaining to the Language Arts curricula and the general expectations at each grade level.

This Scope and Sequence was not designed to replace the current English Hebrew Bilingual Curriculum Guide as developed by the Province of Manitoba, Department of Education, but rather to serve as a reference to assist teachers, principals and parents.

KINDERGARTEN

Our kindergarten program involves an integrated philosophy combining Hebrew, English, whole language and project and thematic approaches. All holidays are experienced and formally taught.

During the first term of kindergarten, (September to December) the children are gradually exposed to the Hebrew language through songs, holidays and daily routines. As the year progresses, Hebrew is used more frequently and consistently, in order to achieve a 50% usage of Hebrew in the classroom towards the last term, (May to June).

FIRST TERM DAILY ROUTINES

1. Simple instructions given in Hebrew, i.e., "Sit on carpet".
2. Simple questions asked in Hebrew with specific answers taught, i.e., "Who is in school today?"
3. The Hebrew alphabet is taught using the whole language approach, i.e., children are encouraged to identify letters using song charts etc.
4. Hebrew songs and Israeli dances to enhance vocabulary of themes and holidays.
5. Review of vocabulary.
6. Hebrew games.
7. Stories and poems as related to themes and holidays.

AFTER WINTER BREAK

1. Encourage children to write their Hebrew names on their work.
2. Encourage children to use certain phrases in Hebrew such as, "May I use the washroom?"

KINDERGARTEN THEMES

1. Holidays (Hebrew Language Arts)

2. Shabbat (Hebrew Language Arts)
3. All About Me (Social Studies)
4. Body Parts (Health)
5. Family (Social Studies)
6. Classroom (Language Arts)
7. Seasons (Science)
8. Daily Routine
-calendar
-numbers (1-10)
-days of the week (English and Hebrew)
-shapes
-colors
-patterns and attributes (integrated with mathematics)
-additional themes are child initiated using the project approach, i.e., dinosaurs,
stores, hospital, transportation, etc.

GRADE ONE LANGUAGE ARTS

A. Listening Objectives
The children should be able to understand....
-oral directions given by the teacher;
-new vocabulary associated with themes and holidays;
-simple sentences in Hebrew;
-and use daily greeting appropriately.

B. Speaking Objectives
The children should be able to....
-ask basic questions in Hebrew, i.e., "May I go to the washroom?";
-answer basic questions in Hebrew;
-use nouns, verbs, pronouns and adjectives appropriately;
-use thematic vocabulary.

C. Reading Objectives
The children should be able to....
-recite the Hebrew alphabet in order;
-demonstrate knowledge of the names and sounds of all Hebrew letters in the
printed and written form;
-read the following vowels:
-recognize the remaining vowels:

D. Writing Objectives
The children should be able to....
-print and write all Hebrew letters properly and neatly;
-write 3-4 word sentences.
Emphasis is placed upon students' work being completed in a neat and organized manner.

GRAMMAR

Grammar is not formally taught in the classroom. However, children are exposed to Hebrew grammar and are expected to use the language properly.
In order to assist children to develop an understanding of the different parts of a sentence, a colour coded system has been developed and is to be used consistently from grade 1-6 inclusive. The colour code is as follows:

OBJECTIVES

The children should be able to....
-differentiate between masculine and feminine verbs (in present tense) and nouns in their singular and plural form;
-use prepositions correctly.

THEMES

GRADE TWO LANGUAGE ARTS

A. Listening Objectives
The children should be able to....
-follow oral directions given by the teacher;
-comprehend and appreciate Hebrew literature read by the teacher;
-respond in Hebrew to oral questions;
-actively participate in questions and answers involving daily routines, i.e., calendar.

B. Speaking Objectives
The children should be able to....
-use an increased number of phrases indicating their needs, i.e., washroom water, sharpen pencil, work in hall, work at desk;
-answer oral and written questions using full sentences and correct grammar;
-communicate with their peers using 3-5 word sentences in structured activities;
-use the vocabulary pertaining to the themes taught in class.

C. Reading Objectives
The children should be able to....
-recognize and internalize all Hebrew letters and vowels including certain exceptions, i.e., kol;
-achieve fluency on stories, poems and songs reviewed often during the year;
-decode unfamiliar text;
-comprehend new text using familiar vocabulary;
-read with expression.

D. Writing Objectives
The children should be able to....
-write all Hebrew letters properly;
-write 5-7 word sentences using charted vocabulary;
-answer written questions in full sentences;
-follow a given pattern in order to create their own book;
-use the computer lab to publish a minimum of one book.
Emphasis is placed upon students' work being completed in a neat and organized manner.

GRAMMAR

In order to assist children to develop an understanding of the different parts of a sentence, a color coded system has been developed and is to be used consistently from grades one through six. The color code is as follows:

Objectives
The children should be able to....
-recognize and identify the different parts of a sentence;
-use the infinitive;
-group "families" of verbs according the shoresh (root), i.e., kaf, tav, vet - kotev, kotevet, kotvim, kotvot, lichtov;
-use feminine, masculine and plural nouns, verbs and adjectives correctly;
-identify shoresh in an unfamiliar form of the word (of a previously studied shoresh);
-use the concept of yesh and eyn (have and have not).

The various grammatical skills covered in grades 2 through 6 were developed in a program, The Aleph Bet Series, by Dr. Iyrit Talmud as part of the most recent Hebrew language program offered by the Tel-Aviv University for children studying Hebrew in the Diaspora.

The students are introduced to the Aleph Bet series in grade 2. Recommended lessons - Book One - Lessons 1-6 inclusive.

THEMES

1. Holidays

2. Classroom and School (Language Arts)
3. Family (extended) (Social Studies)
4. All About Me (body) (Health)
5. Seasons/Clothing (Language Arts - Science)
6. Senses (Language Arts, Health)
7. Israel (map of Israel - cities, mountains, seas, directions)
8. Be'Atzmi (Tal Sela program)
-things I can do on my own
9. Calendar *
-days of the week, months of the year, weather, colors, dates, words pertaining to time (eg. today, tomorrow, yesterday, etc.)
10. Numbers *
-mastery 1-30
-familiarity 0-100
* Repetitive themes throughout the year

GRADE THREE

The students in Grade Three will continue to build their skills in all areas of the Hebrew language including reading, comprehension, speaking and writing.

LANGUAGE ARTS

A. Listening Objectives
The children should be able to:
-follow and execute oral directions given by the teacher;
-comprehend and appreciate Hebrew literature read by teacher, guest speaker or peers;
-respond in Hebrew to oral questions;
-actively participate in questions and answers involving daily routines and various topics.

B. Speaking Objectives
The children should be able to:
-answer oral questions using full sentences and correct grammar;
-communicate with teacher and peers using detailed sentences in structured activities;
-use the vocabulary pertaining to the themes taught in class;
-orally summarize stories and poems.

C. Reading Objectives
The children should be able to:
-recognize and internalize all Hebrew letters and vowels including exceptions;
-read fluently both familiar and unfamiliar text.

D. Writing Objectives
The children should be able to:
-write detailed Hebrew sentences using the vocabulary and grammatical rules covered in class;
-answer written questions using full sentences;
-summarize a story covered in class;
-write a short paragraph based on themes covered in class;
-publish literature;
-use the computer lab in order to publish literature;
-write a story using given vocabulary.
Emphasis is placed upon students' work being completed in a neat and organized manner.

GRAMMAR

In order to assist children to develop an understanding of the different parts of a sentence, a color coded system has been developed and is to be used consistently from grades 1-6 inclusive. The color code is as follows:

Objectives
The children should be able to:
-recognize and creatively use the different parts of a sentence;
-correctly use the infinitive;
-use the correct forms of feminine, masculine and plural nouns, verbs and adjectives;
-identify the "shoresh" (root) of a word and use it to develop "families" of words derived from that "shoresh" (root);
-use properly zeh, zot, eyleh;
-use definite article (hay hayidiah), i.e., hayeled hachacham, beveyt hasefer;
-an awareness of irregular nouns and agreement and adjectives, i.e., keesot gidolim, yadayim gidolot;
-use prepositions;
-use the proper form of ownership, i.e., yesh, eyn.
The various grammatical skills covered in grades 2-6 were developed by Dr. Iyrit Talmud as part of the most recent Hebrew language program offered by the Tel Aviv University for children studying Hebrew in the Diaspora.

DICTIONARY SKILLS

Objectives
The children should be able to...
-internalize the alphabet in order;
-be familiar with the appreviations used in common dictionaries for nouns, verbs,
adjectives, etc., i.e., noun-n, verb-vt, adjective-adj., adverb-adv.;
-recognize that verbs will be found in the dictionary only in the past, singular and masculine form;
-recognize that the best translation is consistently the first word given on the list.

THEMES
1.  Holidays

2. Seasons (Science)
3. Classroom and School (Language Arts)
4. BETE'AVON (Tal Sela program) (Language Arts, Health)
-in depth study of food groups
-meals, menus
-likes, dislikes
-health awareness
-parts of the day

5. YOM HA'ATZMAUT (Tal Sela program)
-map of Israel (directions, bodies of water, cities, mountain ranges, deserts, regions, neighboring countries)
-create a plasticine map of Israel (regional)

6. KIBBUTZ IN ISRAEL (Social Studies)
-written project (in English)
-model of a kibbutz with a blueprint

7. TORAH
-Noah
-Tower of Babylon
The Torah in grade three will be used as a linguistic tool to further develop the students' language skills as the basis of Modern Hebrew in the Torah.

8. CALENDAR *
-days of the week, months, date

9. TIME *
-the clock

10. NUMBERS *
-1-100 feminine
-1-10 masculine
-the numerical value for each Hebrew letter

11. SHABBAT *
* Repetitive themes taught throughout the year

ASSESSMENT

Towards the middle of grade three, students will be exposed to formal forms of assessment including spelling, oral reading and written and oral comprehension evaluations. Throughout the year, informal assessments are made based on students' classroom performance, homework assignments, etc.

GRADE FOUR

The students in Grade Four continue to develop their oral, written and reading skills. They are responsible for all the vocabulary words and grammatical rules covered in the primary grades.

LANGUAGE ARTS

A. Listening Objectives
The children should be able to...
-follow and execute oral directions given by the teacher in Hebrew;
-comprehend and appreciate Hebrew literature read by the teacher, guest speaker and peers;
-respond in Hebrew to oral questions;
-actively participate in questions and answers on various topics.

B. Speaking Objectives
The children should be able to...
-answer oral questions using full sentences and correct grammar;
-communicate with teachers and peers using detailed sentences;
-orally summarize stories and poems;
-discuss various learned topics in Hebrew;
-discuss personal experiences.

C. Reading Objectives
Children are expected to read fluently.

D. Writing Objectives
The children should be able to...
-write detailed Hebrew sentences using the vocabulary and grammatical rules covered in class;

GRAMMAR

In order to assist children to develop an understanding of the different parts of a sentence, a colour coded system has been developed and is to be used consistently from grades 1-6 inclusive. The colour code is as follows:

Objectives
The children should understand the concepts of:

The various grammatical skills covered in grades 2-6 were developed in a program, the Aleph Bet Series, by Dr. Iyrit Talmud as part of the most recent Hebrew language program offered by the Tel Aviv University for children studying Hebrew in the Diaspora.

DICTIONARY SKILLS

Objectives
The children should be able to...
-internalize the alphabet in order;
-be familiar with the abbreviations used in common dictionaries for nouns, verbs, adjectives, etc., i.e., noun--n, verb--vt, adjective--adj., adverb--adv.;
-recognize that verbs will be found in the dictionary only in the past, singular and masculine form;
-recognize that the best translation is consistently the first word given on the list.

THEMES
1. Holidays

Some holidays are celebrated with a focus on the individual expression of the meaning of the holiday, i.e., Tu B'Shvat seder, Shabbat.
2. ZEH ANI (Tal Sela Program)
-physical characteristics
-emotions
-hobbies

3. HASHATYL SHELI (Tal Sela Program)
-nature

4. INTRODUCTION TO THE HOLOCAUST

5. EYTEN LACH SHIR (Tal Sela Program)
-Israel theme
-My Map of Israel (JNF booklet)
-Herzl and Zionism

6. TORAH
-Creation
-Garden of Eden
-Cain and Abel

7. DATE AND CALENDAR *

8. NUMBERS *
-1-1000
-1-20 masculine and feminine
* Repetitive themes taught throughout the year

ASSESSMENT

Students in grade 4-6 will be assessed formally and informally by their teachers based on their classroom performance, homework assignments and formal testing.

GRADE FIVE

Students in grade five continue to build their oral, written , reading and comprehension skills. The students are responsible for the vocabulary words and grammatical concepts previously taught. As the students progress, they are able to see the patterns and the structure of the Hebrew language.

LANGUAGE ARTS

Students are encouraged to work independently in the classroom and at home in order to enhance their Hebrew skills.
A. Listening Objectives
The children should be able to...
-follow and execute oral directions given by the teacher in Hebrew;
-comprehend and appreciate Hebrew literature read by the teacher, guest speaker and peers;
-respond in Hebrew to oral questions;
-actively participate in questions and answers on various topics;
-actively listen to and participate in lessons involving ancient Hebrew.

B. Speaking Objectives
The children should be able to...
-answer oral questions using full sentences and correct grammar;
-communicate with teachers and peers using detailed sentences;
-orally summarize stories and poems;
-discuss various learned topics in Hebrew;
-discuss personal experiences;
-discuss current events in Hebrew;
-discuss various forms of Hebrew literature such as poems, short stories, legends, folkstories, etc.

C. Reading Objectives
Children are expected to read fluently and are exposed to various forms of writings such as newspapers, magazines and poetry.

D. Writing Objectives
The children should be able to...
write detailed Hebrew sentences using the vocabulary and grammatical rules covered in class;
-answer written questions using full sentences;
-summarize a story covered in class;
-write a short paragraph based on themes covered in class;
-publish literature;
-use the computer lab in order to publish literature;
-write short dialogues;
-write creative paragraphs;
-write a different ending to a learned story;
-develop questions based on a given text;
-use supplementary readers and corresponding worksheets as developed by the Tal Sela program;

-write dialogues;
-write creative short stories using proper grammatical rules;
-complete ten book reports at home between September and June;
-create comic strips in Hebrew;
-write a play in Hebrew.

GRAMMAR

In order to assist children to develop an understanding of the different parts of a sentence, a color coded system has been developed and is to be used consistently from grades 1-6 inclusive. The color code is as follows:

Objectives
The children should understand the concepts of...
-before and after, time (days, weeks, months, years, etc.)
-various sentence structures, i.e.,
-infinitives
-verbs where the second letter of the root is
-past tense;
-infinitives of past tense;
-ordinal numbers;
-prepositional phrases;
-different verb groups in the past tense, i.e.,
The various grammatical skills covered in grades 2-6 were developed in a program, the Aleph Bet Series, by Dr. Iyrit Talmud as part of the most recent Hebrew language program offered by the Tel Aviv University for children strudying Hebrew in the Diaspora.

DICTIONARY SKILLS

Students are expected to use the Hebrew-English /English-Hebrew dictionary for class and homework. The children should be able to...
-internalize the alphabet in order;
-be familiar with the abbreviations used in common dictionaries for nouns, verbs, adjectives, etc., noun-n, verb-vt, adjective-adj., adverb-adv.;
-recognize that verbs will be found in the dictionary only in the past, singular and masculine form;
-recognize that the best translation is consistently the first word given on the list.

THEMES

1. Holidays

Holidays are taught with a historical and ecological focus. A time line is used to enable students to understand the important events that occurred in Jewish history.

2. ZEH LOH ANI - (Tal Sela Program)
-feelings, names (nicknames), All About Me;
-physical attributes, inner self (likes, dislikes).

3. PIONEERS - (Chalutzim)
-integrated with Tu B'Shvat
-turn of the century conditions in Israel;
-waves of immigration to Israel Herzel and Zionism up to Balfour Declaration.

4. HOLOCAUST

5. JERUSALEM
-History of 3000 years;
-discussions of Christianity vs Islam vs Judaism from a historical point of view;
-Jerusalem of Ours (Tal Sela) - History of the British Mandate, The White Book, The War of Independence and The Six Day War.

6. TORAH
-Abraham, Isaac, Jacob;
-selections from the Book of Genesis.

7. J.N.F. - Joe Secter "I Love Israel"
-History of JNF;
-forms of settlement;
-all major cities in Israel.

ASSESSMENT

Students in grades 4-6 will be assessed formally and informally by their teachers based on their classroom performance, homework assignments and formal testing.

GRADE SIX LANGUAGE ARTS

Students in grade six continue to build their oral, written , reading and comprehension skills. The students are responsible for the vocabulary words and grammatical concepts previously taught. As the students progress, they are able to see the patterns and the structure of the Hebrew language.

Students are encouraged to work independently in the classroom and at home in order to enhance their Hebrew skills.

A. Listening Objectives
The children should be able to...
-follow and execute oral directions given by the teacher in Hebrew;
-comprehend and appreciate Hebrew literature read by the teacher, guest speaker and peers;
-respond in Hebrew to oral questions;
-actively participate in questions and answers on various topics;
-actively listen to and participate in lessons involving ancient Hebrew.

B. Speaking Objectives
The children should be able to...
-answer oral questions using full sentences and correct grammar;
-communicate with teachers and peers using detailed sentences;
-orally summarize stories and poems;
-discuss various learned topics in Hebrew;
-discuss personal experiences;
-discuss current events in Hebrew;
-discuss various forms of Hebrew literature such as poems, short stories, legends, folkstories, etc.

C. Reading Objectives
Children are expected to read fluently and are exposed to various forms of writings such as newspapers, magazines and poetry.

D. Writing Objectives
The children should be able to...
-write detailed Hebrew sentences using the vocabulary and grammatical rules covered in class;
-answer written questions using full sentences;
-summarize a story covered in class;
-write a short paragraph based on themes covered in class;
-publish literature;
-use the computer lab in order to publish literature;
-write short dialogues;
-write creative paragraphs;
-write a different ending to a learned story;
-develop questions based on a given text;
-use supplementary readers and corresponding worksheets as developed by the Tal Sela program;
-write dialogues;
-write creative short stories using proper grammatical rules;
-complete ten book reports at home between September and June;
-create comic strips in Hebrew;
-write a play in Hebrew.

GRAMMAR

In order to assist children to develop an understanding of the different parts of a sentence, a color coded system has been developed and is to be used consistently from grades 1-6 inclusive. The color code is as follows:

Objectives

As an introduction to grammar in grade 6, the students will review all grammatical concepts and rules covered in grades 2-5 inclusive. The children should understand the concepts of:

The various grammatical skills covered in grades 2-6 were developed in a program by Dr. Iyrit Talmud as part of the most recent Hebrew Language Program offered by the Tel-Aviv University for children in the Diaspora.

DICTIONARY SKILLS

Objectives
The students are expected to use the Hebrew-English/English -Hebrew dictionary for class and homework. The childre should be able to...
-internalize the alphabet in order;
-be familiar with the abbreviations used in common dictionaries for nouns, verbs, adjectives, etc., i.e., noun-n, verb-vt, adjective-adj., adverb-adb.;
-recognize that verbs will be found in the dictionary only the past, singular and masculine form;
-recognize that the best translation in consistently the first word given on the list.

THEMES

Holidays are taught from a historical and ecological perspective. Holidays and customs are analyzed and compared among the different Jewish communities around the world, as well as the different branches of Judaism within the Winnipeg community.

The holidays studied are:

2. ANI ROZEH L'HYOT - (Tal Sela)
-Fables
-Play - The Egg in Disguise
-nicknames, social acceptance, peer pressure

3. HERZEL, DRYFUS AND BACKGROUND TO ZIONISM
-the Uganda Plan
-Creation of JNF
-Waves of Immigration
-World War One
- -The Balfour Declaration
-HaShomer
-British Mandate
-Second World War
-Haganah
-Palmach
-Lechi
-1948 State of Israel

4. PEACE PROCESS
-wars of Israel 1948, 1956, 1967, 1973, 1982
-Palestinian issue

5. HA DEGEL (Tal Sela)
-Holocaust
-State of Israel

6. HOLOCAUST

7. J.N.F.
-Joe Secter - "I Love Israel"
-review of grade 5 material
-Declaration of Independence of Israel

8. TORAH
-Book of Exodus
-Book of Joshua and settlement of the Twelve Tribes

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Please send comments to: brockcorydon@wsd1.org