First through Fourth Grade
Our students enter first grade prepared to:
- read to learn
- understand the language of mathematics
- ask and find answers to questions related to science, social studies and Jewish studies
Students use technology to support their roles as consumers and producers of new information. Students learn hot\w to do research so they can become knowledge-seekers and knowledge-creators.
The arts play an even larger role in the curriculum as students begin to look through a STEAM lens, incorporating science, technology, engineering, the arts, and math.
Hebrew and Jewish studies take on a new meaning as students continue on their journey to becoming a Bar or Bat Mitzvah and to internalize the Jewish values that are such an integral part of the MJDS experience. Prayer (tefillah) is a regular part of their schooling, as are Jewish holiday celebrations and weekly Kabbalat Shabbat experiences.
Students are provided developmentally-appropriate opportunities to “own their learning” by regularly allowing their voice and choice to shine through in what they want to learn about a particular topic. As they continually grow and thrive as learners, they also acquire the grade-level specific skills, habits and core competencies expected of students who will find success throughout their lives.
Students have an opportunity to articulate and explore their passions through projects and interdisciplinary learning opportunities. A yearly portfolio of work samples teaches our students how to measure their academic, social and emotional growth over time.
- Students document their learning using blogs, journals and storytelling, developing a habit of reflecting on their learning each day.
- Students are taught how to provide feedback to others through peer review and critique.
- First through fifth grade classrooms use the same language arts and math curriculum, as well as teaching strategies.
- A reading and writing workshop model of instruction supports individual growth and provides for continuity in instruction.
This approach allows teachers to build upon each student’s strengths and provides more scaffolding in the areas in which students may need further support.