ABOUT SCHECK HILLEL COMMUNITY SCHOOL
Mission
From early childhood through Grade 12, Scheck Hillel Community School educates and inspires students to become exemplary global citizens with enduring Jewish identity, values and a commitment to the State of Israel, through a college preparatory curriculum and meaningful co-curricular experiences guided by Orthodox teachings and set within a nurturing, diverse community.
Core Values
These are the values by which we - faculty, students, parents and staff - live as a school community, showing our respect for Hashem, for self and others, and for the traditions of our school community. We are committed to educating students with care and dignity, instilling a sense of unity, a love of learning, and the values of Derech Eretz (acting with kindness) and appreciating each person as a unique individual, B’tzelem Elokim.
Educational Philosophy
Scheck Hillel builds our Jewish future through your child’s success by tailoring education to the individual child for a personalized, rigorous college preparatory experience. Students develop identity, nurture talent, discover passion and find purpose as our rising generation of creators, innovators and leaders. Scheck Hillel sets the standard for educational excellence by inspiring students to ask, “Who do I want to be?” rather than, “What do I want to do?” This shift empowers students to become reflective global citizens with enduring Jewish identity and values, ready and eager to write the next chapter through their own definitions of success, happiness and fulfillment.
EARLY CHILDHOOD EDUCATION CURRICULUM GUIDE
Introduction
Welcome to Scheck Hillel Community School’s Curriculum Guide for Early Childhood Education (ECE). This booklet provides an outline of the skills, concepts, and knowledge typically acquired by students as they progress through grade levels and the approaches to learning that guide Scheck Hillel’s curricular design and implementation.
Learning activities are planned, sequenced, aligned and personalized to empower and enrich our students today with an eye on the future. Scheck Hillel’s educational program is continually evaluated to ensure students are learning and growing intellectually, spiritually and emotionally, and are acquiring tools and skills that stimulate creativity and innovation for a modern world.
Scheck Hillel is accredited by the National Association for the Education of Young Children (NAEYC). NAEYC accreditation signifies that the school has met rigorous standards for excellence in curriculum, teacher qualifications, health and safety, and family engagement. It also demonstrates a solid commitment to continuous improvement, ongoing professional development for educators, and continual advances through research, innovation, collaboration with local universities and emerging trends in the early childhood field.
Overview
At Scheck Hillel, youngsters grow from babies into independent learners. Reflecting the schoolwide mission, the emphasis of ECE is on maximizing the potential of each individual child through multi-sensory, multifaceted experiences, integrating Jewish values with child-centered activities and approaches. By creating an environment that focuses on small group instruction, teachers guide students to discover and utilize their strengths toward exploration and academic growth.
Scheck Hillel instills in each student a love of learning, a curiosity about the world, a sense of respect and responsibility toward others, and an understanding and appreciation of timeless Jewish values. Scheck Hillel respects and recognizes that all students develop at their own pace and in accordance with their own style.
The Creative Curriculum©
Scheck Hillel believes that experiences during children's early years provide the foundation for learning in the future. In support of this principle, ECE implements The Creative Curriculum. This comprehensive approach prioritizes the development of creativity, critical thinking, and problem-solving skills. This foundation is grounded in research and theory and helps promote developmental milestones and academic success. Teachers adapt the curriculum to consider their students' diverse needs and interests while integrating Scheck Hillel's rich Judaic Studies and Hebrew program. The curriculum supports the idea that young children learn best through play and exploration, instilling a love for learning in children, which can have long-lasting effects on their educational journey.
OBJECTIVES FOR DEVELOPMENT & LEARNING
Social-Emotional
Judaic Studies and Hebrew
Language
English Language Acquisition
The Arts
Physical
The Early Childhood Education curriculum encompasses 11 areas of development and learning. Examples of scope and sequence objectives can be found in the grade-level overviews in this document.
Language
Social-Emotional
Social Studies
Science and Technology
1. Regulates own emotions and behaviors
a. Manages feelings
b. Follows limits and expectations
c. Takes care of own needs appropriately
2. Establishes and sustains positive relationships
a. Forms relationships with adults
b. Responds to emotional cues
c. Interacts with peers
d. Makes friends
3. Participates cooperatively and constructively in group situations
a. Balances needs and rights of self and others
b. Solves social problems
Cognitive
Literacy
Mathematics
Physical
1. Demonstrates traveling skills
2. Demonstrates balancing skills
3. Demonstrates gross-motor manipulative skills
4. Demonstrates fine-motor strength and coordination
a. Uses fingers and hands
b. Uses writing and drawing tools
Language
1. Listens to and understands increasingly complex language
a. Comprehends language
b. Follows directions
2. Uses language to express thoughts and needs
a. Uses an expanding expressive vocabulary
b. Speaks clearly
c. Uses conventional grammar
d. Tells about another time or place
3. Uses appropriate conversational and other communication skills
a. Engages in conversations
b. Uses social rules of language
Cognitive
1. Demonstrates positive approaches to learning
a. Attends and engages
b. Persists
c. Solves problems
d. Shows curiosity and motivation
e. Shows flexibility and inventiveness in thinking
2. Remembers and connects experiences
a. Recognizes and recalls
b. Makes connections
3. Uses classification skills
4. Uses symbols and images to represent something not present
a. Thinks symbolically
b. Engages in sociodramatic play
Literacy
1. Demonstrates phonological awareness
a. Notices and discriminates rhyme
b. Notices and discriminates alliteration
c. Notices and discriminates smaller and smaller units of sound
2. Demonstrates knowledge of the alphabet
a. Identifies and names letters
b. Uses letter-sound knowledge
3. Demonstrates knowledge of print and its uses
a. Uses and appreciates books
b. Uses print concepts
4. Comprehends and responds to books and other texts
a. Interacts during read-alouds and book conversations
b. Uses emergent reading skills
c. Retells stories
5. Demonstrates emergent writing skills
a. Writes name
b. Writes to convey meaning
Mathematics
1. Uses number concepts and operations
a. Counts
b. Quantifies
c. Connects numerals with their quantities
2. Explores and describes spatial relationships and shapes
a. Understands spatial relationships
b. Understands shapes
3. Compares and measures
4. Demonstrates knowledge of patterns
Science
and Technology
1. Uses scientific inquiry skills
2. Demonstrates knowledge of the characteristics of living things
3. Demonstrates knowledge of the physical properties of objects and materials
4. Demonstrates knowledge of Earth’s environment
5. Uses tools and other technology to perform tasks
Social Studies
1. Demonstrates knowledge about self
2. Shows basic understanding of people and how they live
3. Explores change related to familiar people or places
4. Demonstrates simple geographic knowledge
The Arts
1. Explores the visual arts
2. Explores musical concepts and expression
3. Explores dance and movement concepts
4. Explores drama through actions and language
English Language Acquisition
1. Demonstrates progress in listening to and understanding English
2. Demonstrates progress in speaking English
Judaic Studies and Hebrew Language
1. Develops Hebrew vocabulary
2. Participates in Tefilah
3. Contributes to discussions related to Parashat Hashavua and holidays
4. Participates in activities and discussions and experiential learning related to the Parasha, Jewish calendar/holidays and mitzvot in the context of core values
5. Begins to develop a connection to and love of Judaism through shared experiences and positive, warm, heartfelt interactions
CURRICULUM ENRICHMENT DURING THE SCHOOL DAY
Judaic Studies and Hebrew Language
Our program infuses vibrant, rich Jewish learning throughout the daily curriculum. Students experience the meaning and traditions of their heritage through Torah values (middot), blessings (berachot), Torah study (Parashat Hashavua), holidays (chagim), Shabbat and prayer (Tefilah).
Parashat Hashavua (Weekly Torah Portion)
Instruction of Parashat Hashavua offers children a unique opportunity to engage with and connect to the experiences of their ancient ancestors. Through hands-on activities and practical exploration of themes and stories from the weekly Torah portion, children understand the richness and depth of these age-old narratives. They learn to summarize key ideas from the Parashah, fostering a strong connection to their Jewish heritage. Moreover, parents are encouraged to engage with their children, asking about what they’ve learned in their Parashah classes, allowing them to showcase their knowledge and skills to their families proudly.
Shabbat and Chagim (Holidays)
ECE’s Shabbat program covers essential aspects of Shabbat, such as candle lighting, Kabbalat Shabbat, Kiddush, and Havdalah, while also delving into its significance concerning creation, the Ten Commandments, and the Mishkan. Through a blend of hands-on activities, children engage with a rich and immersive learning experience that instills a profound love and commitment to the beauty of Shabbat. The ECE engages children in meaningful experiences in preparation for Jewish festivals by imparting knowledge and insights about their meanings and observances, both in the classroom and through various programs, fostering a deep connection to the spirit of these holidays within the campus community.
Israel & Zionism
Scheck Hillel’s Early Childhood program takes a holistic approach to education by incorporating the teaching of Israel throughout the year. This approach ensures that young learners gain exposure to various
aspects of Israeli culture, history, and traditions as part of their curriculum. By integrating Israel-related topics into their daily activities and lessons, the school helps children develop a solid and enduring connection to Israel from a young age, fostering a sense of appreciation and understanding for the country’s significance in Jewish identity and heritage.
Visual Arts
The arts aim to stimulate students to experience the world of art through many types of media including drawing, painting, graphic techniques, printmaking, 3-D projects and weaving. The focus of art classes is primarily on the process, not on the final product. Art is integrated across disciplines as part of Scheck Hillel’s interdisciplinary learning approach. As early as PK3, children explore various media in the art studio.
Music
Music includes singing, playing instruments, moving and creating music. Through the music curriculum, an appreciation of music as an art is instilled in each student, planting a seed which can become a lifelong means of fulfillment, expression and enjoyment. Students experience rhythm and instruments, are introduced to classical musical pieces and composers, and learn songs.
Language Enrichment Sessions (PK3-PK4)
Scheck Hillel’s approach to providing language enrichment sessions for PK3 and PK4 integrates seamlessly into their classroom environment, ensuring a nurturing and inclusive educational experience. Using evidence-based strategies and creative methodologies, the children participate in interactive sessions that foster communication skills, vocabulary expansion, and linguistic confidence. By embedding sessions within the daily routine, Scheck Hillel ensures that language support is holistic, accessible, and conducive to the natural learning process of young children.
Occupational Therapy (PK3-PK4)
In weekly occupational therapy sessions, students develop fine-motor skills essential for school
success: hand strength and dexterity, hand-eye coordination, pre-writing abilities, and daily living tasks. Along with working directly with students, the therapist provides teachers with strategies to e ff ectively support skill development in students needing extra assistance.
Physical Education
Physical Education (PE) is an integral part of the learning experience in ECE. The physical, social and emotional aspects of development are the focus of PE. Key program objectives are to instill in all students a sense of confidence in their physical dexterity and movement as well as clarity around safety, spatial awareness, following directions and social pragmatics during physical activity (i.e., turn taking, cooperation). In addition to PE class, swimming and yoga for young children are also provided.
Student Life & Leadership
Throughout the course of the school year, ECE offers experiences that enhance the educational program, instilling school spirit and cultivating a love of Judaism and service. Holiday events, Shabbat celebrations, class jobs, in-house field trips (off-campus trips for PK4) and specific projects are some of the examples that enhance and emphasize community responsibility and engagement.
School Counseling & Social-Emotional Learning Programs
Social-emotional learning is paramount in ECE. Understanding the self, the family, the transitions and growth markers are all acknowledged and supported in active and productive ways. School counselors are available for all students and parents, and work with children individually, in small groups and as full classes. Additionally, counselors run book clubs and parent education workshops to reinforce the family- school partnership.
Scheck Hillel focuses on the health and safety of students from the moment they step onto campus. Early Childhood Education offers a nurturing atmosphere that puts each individual child at the center of learning.
Parent Academy
Scheck Hillel’s ECE Director conducts parent workshops focusing on essential topics in early
childhood development. These workshops o ff er a valuable opportunity for parents to deepen their understanding of their child’s growth and development, while also providing practical strategies to support their children at home. Through engaging presentations, interactive discussions, and hands-on activities, parents will gain insights into various aspects of early childhood, including cognitive development, social-emotional skills, language acquisition, and more. The director’s expertise and guidance create a supportive environment where parents can ask questions, share experiences, and build connections with other families. By participating in these workshops, parents will be empowered to play an active role in their child’s early years, fostering a nurturing and enriching environment for their development.
Conscious Discipline®
Conscious Discipline is a social and emotional learning approach that promotes self-regulation, empathy, and positive relationships. It teaches adults and children skills like composure, encouragement, and problem-solving to create a safe and nurturing environment in schools, homes, and communities. By focusing on building emotional intelligence and fostering connection, Conscious Discipline helps individuals develop essential life skills for success. This learning approach is aligned with Scheck Hillel’s objectives for development and learning.
OVERVIEW BY GRADE/DEVELOPMENTAL LEVEL
PKT (18 months) Overview
Toddlers are inquisitive by nature, eager to learn new skills, striving for independence as natural learners. Language is one of the most exciting parts of the toddler’s development. This is the period where their understanding and use of words builds rapidly. Through early nurturing relationships and responsive interactions, toddlers learn ways of being in relationships, how to get their needs and wants met, and how to identify and regulate emotions. Physical development during the toddler years includes some major advances in gross motor skills
and fine motor skills. Walking, obviously, is one of the most significant physical milestones. Toddlers also become more adept at activities that require fine motor movements.
Toddlers do not think the way we think and have not yet developed the full brain architecture that adults have. Toddlerhood is an accelerated stage of cognitive development and the stage at which children first begin to develop their reasoning and thinking skills. (Rebecca Chicot, Ph.D.)
Scope and Sequence Sample: Social-Emotional Development
Self-regulation
Positive relationships
• Begins to use adult support to calm self
• Begins to respond to changes in adult’s tone of voice and expression
• Begins to indicate needs and wants
• Uses adult support to calm self
• Responds to changes in an adult’s tone of voice and expression
• Indicates needs and wants
• Uses adult support to calm self
• Responds to changes in an adult’s tone of voice and expression
• Begins to seek to do things for self
Group participation
• Begins to demonstrate a secure attachment to one or more adults
• Begins to use trusted adult as a secure base from which to explore the world
• Begins to react to others’ emotional expressions
• Uses trusted adult as a secure base from which to explore the world
• Reacts to others’ emotional expressions
• Begins to play near other children; use similar materials or actions
• Begins to respond appropriately to others’ expressions of wants
• Begins to express feelings during a conflict
PK2 Overview
Two-year olds are curious and on the cusp of major steps forward in their language, physical, socialemotional, and cognitive development. Language skills for two-year-olds are blossoming. They begin to speak in longer sentences, their vocabulary expands quickly, and they understand simple directions and many common phrases used in routine situations.
Two-year-olds still need adult support as they increase their interest in social relationships with others. Two-year-olds demonstrate the ability to play beside other children and to seek adults’ help when their interactions become difficult. They assert their independence and thrive on independently accomplishing activities.
Scope and Sequence Sample: Language Development
Objective
Listening to and understanding language
Two-year-olds are able to use their bodies and senses in multiple and complex ways to understand and interact with their environment. Movement now occurs not just for the pleasure it brings, but with a goal in mind. Fine motor development focuses on eye-hand coordination skills. Their actions are smooth, specific, and more accurate.
Exploration is a driving force for curious two-yearolds. They begin to understand abstract concepts and can relate current experiences to past ones. Trial and error is a major learning force for two year olds, as is helping them understand and manage these experiences.
Progressions of Development and Learning—Sample Indicators
Beginning of the Year Middle of the Year End of the Year
• Shows an interest in the speech of others
Expressive language
• Begins to show an interest in the speech of others
• Begins to vocalize and gesture to communicate
• Responds to simple verbal requests accompanied by gestures or tone of voice
• Vocalizes and gestures to communicate
• Babbles strings of single consonant sounds and combines sounds
• Shows an interest in the speech of others
• Begins to follow simple requests not accompanied by gestures
• Begins to name familiar people, animals, and objects
• Begins to use some words and word-like sounds and is understood by most familiar people
• Begins to use one- or two-word sentences or phrases
• Engages in simple backand-forth exchanges with others
Conversational and other communication skills
• Begins to engage in simple back-and-forth exchanges with others
• Engages in simple backand-forth exchanges with others
• Begins to respond to speech by looking toward the speaker; watch for signs of being understood when communicating
PK3 Overview
Three-year-olds are moving from babyhood to childhood. They are enthusiastic learners who are ready for important new steps. As three-yearolds learn to listen, they become better able to relate to others, understand information, and add new words to their vocabulary. They love to engage in conversations and they begin to use new vocabulary and longer, more complex sentences. Three-year-olds enjoy simple stories which relate to the child’s interests and life experiences. As three-year-olds explore books, they learn the proper ways of handling books. They begin to show interest in letters, especially the letters in their names. They also begin to understand that printed words have meaning.
Three-year-olds are continuing to build relationships and become more connected to the other children. They begin to become aware of the feelings of those around them and are able to interact positively
Scope and Sequence Sample: Literacy
Phonological awareness
• Begins to fill in the missing rhyming word; generate rhyming words spontaneously
• Sings songs and recite rhymes and refrain with repeating initial sounds
with peers and adults. Three-year-old children are beginning to see themselves as competent individuals and often take pride in their abilities. They are beginning to make choices on their own and are becoming independent learners.
Three-year-olds continue to improve their balance, control, and coordination to help them accomplish more advanced tasks. Three-year-olds are just beginning to learn to control and coordinate their fine motor skills. The development of improved eyehand coordination and fine motor control helps the three- year-olds use drawing and writing tools. They are becoming increasingly able to perform personal care practices.
Three-year-olds demonstrate interest in mathematical thinking and concepts, use senses to collect information through observations and explorations, and begin to use tools for observing and investigating.
• Fills in the missing rhyming word; generate rhyming words spontaneously
• Sings songs and recite rhymes and refrain with repeating initial sounds
• Begins to show awareness of separate words in sentences
• Fills in the missing rhyming word; generate rhyming words spontaneously
• Begins to show awareness that some words begin the same way
• Begins to show awareness of separate syllables in words
Alphabet knowledge
• Recognizes and names a few letters in own name
Print concepts
• Begins to orient book correctly; turn pages from the front of book to the back; recognize familiar books by their covers
• Shows understanding that text is meaningful and can be read
• Begins to recognize and name as many as 10 letters, especially those in own name
• Begins to identify the sounds of a few letters
• Orients book correctly; turn pages from the front of book to the back; recognize familiar books by their covers
• Shows understanding that text is meaningful and can be read
• Recognizes and names as many as 10 letters, especially those in own name
• Identifies the sounds of a few letters
• Begins to know some features of a book; connects specific books to authors
• Begins to indicate where to start reading and the direction to follow
PK4 Overview
Four-year-olds are self-motivated learners, eagerly advancing cognitively and physically and able to take on more challenges. They are preparing for the big leap from early learning into Kindergarten. Four-yearolds’ listening skills are becoming further refined and they are able to understand and follow directions. Their expressive language skills are developing and they are able to apply rules of language. Four-yearolds develop their vocabulary through a wealth of opportunities. They become increasingly able to use language appropriately and effectively in different social contexts. At this age children are using more complex words and increasing their use of sentences with even greater length and complexity. Four-yearolds show stronger connections to sounds, letters and words, and are enjoying interactive language activities. Through writing experiences, children continue to experiment with writing and have the ability to form letters, as they continue to refine their fine motor skills. They begin to make important lettersound connections.
Four-year-olds come to school with an emerging sense of self and an increasing awareness of their
Scope and Sequence Sample: Mathematics
personal characteristics and preferences. They are readily participating in classroom activities and are eager to make choices, explore the classroom environment, and relate to others appropriately. Their communication increases and perspectivetaking skills begin to develop. Four-year-olds are developing positive relationships and engaging in peer groups. They are becoming better at solving social conflicts.
Four-year-olds are gaining increasing control over gross motor skills and more complex movements. They become more coordinated and confident in their physical abilities. Fine motor development continues to progress, and four-year-olds are increasingly able to control the small muscles in their hands, including using a pincer grasp (rather than the five-finger grip) to hold writing utensils.
Four-year-olds continue to develop their mathematical thinking with number sense, patterns and seriation, geometry, spatial relationships, and measurement. They also become increasingly interested in scientific inquiry and investigation and use their creative expression through the arts.
Number concepts
• Begins to verbally count to 20; counts 10-20 objects accurately; knows the last number, states how many in all; tells what number (110) comes next in order by counting
• Recognizes and names the number of items in a small set (up to five) instantly; combines and separates up to five objects and describes the parts
• Identifies numerals to 5 by name and connects each to counted objects
• Verbally counts to 20; counts 10-20 objects accurately; knows the last number, states how many in all; tells what number (1-10) comes next in order by counting
• Begins to make sets of 6-10 objects and then describe the parts; identify which part has more, less, or the same; counts all or counts on to find out how many
• Begins to identify numerals to 10 by name and connects each to counted objects
• Verbally counts to 20; counts 10-20 objects accurately; knows the last number, states how many in all; tells what number (1-10) comes next in order by counting
• Makes sets of 6-10 objects and then describe the parts; identify which part has more, less, or the same; counts all or counts on to find out how many
• Identifies numerals to 10 by name and connects each to counted objects
• Begins to show addition and subtraction word problems of whole numbers within 10 using a variety of strategies; makes number pairs within 10
Spatial relationships and shapes
• Begins to use and respond appropriately to positional words indicating location, direction, and distance
• Begins to describe basic two- and threedimensional shapes by using own words; recognize basic shapes when they are presented in a new orientation
• Compares and orders a small set of objects as appropriate according to size, length, weight, area, or volume
Measurement
Patterns
• Knows usual sequence of basic daily events
• Knows a few ordinal numbers
• Uses and responds appropriately to positional words indicating location, direction, and distance
• Describes basic two- and three- dimensional shapes by using own words; recognizes basic shapes when they are presented in a new orientation
• Uses multiples of the same unit to measure; uses numbers to compare; knows the purpose of standard measuring tools
• Begins to relate time to daily routines and schedule
• Knows a few ordinal numbers
• Copies simple repeating patterns
• Extends and creates simple repeating patterns
• Begins to use and make simple sketches, models, or pictorial maps to locate objects
• Describes basic two- and three- dimensional shapes by using own words; recognizes basic shapes when they are presented in a new orientation
• Begins to use measurement words and some standard measurement tools accurately
• Relates time to daily routines and schedule
• Begins to create and read simple graphs; use simple comparison and ordinal terms to describe findings
• Begins to recognize, create, and explain more complex repeating and simple growing patterns
From early childhood through Grade 12, Scheck Hillel Community School educates and inspires students to become exemplary global citizens with enduring Jewish identity, values and a commitment to the State of Israel, through a college preparatory curriculum and meaningful co-curricular experiences, guided by Orthodox teachings and set within a nurturing, diverse community Scheck Hillel is one of Excellence of School Ribbon Blue National a and schools day community Jewish largest sworld’ the
19000 NE 25 Avenue, North Miami Beach, FL 33180
