Elementary School

​Pressman Academy is committed to a balanced literacy program that helps students become lifelong readers, writers, and critical thinkers. We are proud to use the Reading and Writing Workshop program as the foundation of our Language Arts curriculum. Developed out of Teachers College at Columbia University, the Reading and Writing Workshop programs are research-based instructional models that provide students with explicit strategies in reading and writing instruction, while providing them with opportunities to practice and internalize those strategies independently and in small groups.

Daily instruction includes whole-class mini-lessons, read-alouds, shared reading/writing experiences, word study, small group reading instruction, and individual instruction. Because students progress at different rates, assessment is used to guide the teacher in determining individual book choices and areas of strength and growth in the students’ writing development. Through this differentiated and balanced approach, students become proficient readers and writers who are able to communicate effectively through writing and who can read and critically analyze texts of increasing difficulty. Our students develop a passion for reading, writing, and communicating, which stays with them throughout their lives.

Kindergarten

In Reading Workshop, students begin to develop the sense that they are readers! The students are exposed to read-alouds and shared reading experiences. They recite poems, rhymes, and songs and deepen their understanding of the fact that letters and sounds turn into meaningful words and sentences. Students read in small groups and begin to develop their reading stamina by reading more independently. Grade specific units include: We Are Readers—launching the Reading Workshop program, Superpowers—reading with print strategies and sight word power, Bigger Books Bigger Reading Muscles, and Becoming Avid Readers.

In Writing Workshop, students draw and write to convey meaningful and important messages. Students learn to use proper spacing and end punctuation as well as the importance of sequencing their thoughts using a beginning, middle, and end to their stories. Grade specific units include personal narrative, how-to books, and persuasive writing in order to make a change in the world. By the end of the year, students are able to begin reading independently and can write simple narratives and expository texts conventionally.

Handwriting is taught through the Handwriting Without Tears curriculum, which utilizes multi-sensory techniques and consistent habits for letter formation. Instructional techniques and activities help to improve each child’s self-confidence, pencil grip, body awareness, and posture.

First Grade

In Reading Workshop, students learn how to question and analyze books through connecting texts to their lives and to other books. Students learn to read grade-level texts independently with proper fluency and comprehension. They study phonics, syllabication, and word parts and apply this knowledge to achieve fluent oral and silent reading skills. First graders end the year knowing that reading and writing hold great power and the students become readers, thinkers, and composers of meaning. Grade specific reading units include: Building Good Reading Habits, Learning about the World through Non-fiction, Readers Have Big Jobs to Do: Fluency, Phonics, and Comprehension, and Meeting Characters and Learning Lessons: A Study of Story Elements.

In Writing Workshop, first graders continue to build on the learning from previous years and work to write in complete sentences using appropriate letter and word spacing as well as proper end punctuation and capitalization. First graders write small moment stories, non-fiction chapter books, reviews, and realistic fiction stories.

Using the Primary Spelling by Pattern program, students develop word-solving strategies, which are transferred to their writing. Students learn high-frequency words used in writing as well as the most common vowel and consonant sounds. Students also utilize the Handwriting Without Tears program to print legibly and increase their fine motor skills.

Second Grade

In Reading Workshop, students build upon their phonemic awareness and reading comprehension skills in order to independently read and analyze more sophisticated texts. In this sense, they move from a focus on reading print to reading for meaning. Second graders read more fluently and accurately with appropriate pacing, intonation, and expression. Students also improve their reading stamina by sustaining attention to a text over many days, remembering details and revising interpretations as new events are encountered. Reading and writing skills are more seamlessly integrated as students begin writing in a Reading Workshop notebook in order to jot down their observations and questions about important characters and plot lines. Grade specific reading units include: Second Grade Reading Growth Spurt—moving from print to meaning, Becoming Experts in Non-fiction, Bigger Books Mean Amping Up Reading Power, and series book clubs.

In Writing Workshop, students begin to develop more compelling introductions and conclusions and focus on incorporating greater detail, action, and dialogue into their writing. Second graders write personal narratives and collaborate with the STEAM teacher to develop lab reports/science books. They also focus on writing about reading as well as a poetry unit.

Using the Primary Spelling by Pattern program, students continue to develop word-solving strategies, which are transferred to their writing. Lessons are grouped together by vowel pattern, which enables students to develop the skills needed to avoid misconceptions associated with commonly misspelled words. Students also utilize the Handwriting Without Tears program to print legibly and increase their fine motor skills. Students also use the program to begin cursive handwriting as well.

Third Grade

In Reading Workshop, students continue to improve reading fluency, accuracy, and expression. Additionally, third grade students develop more complex literal and inferential comprehension skills. They use context clues to figure out the meaning of new words and learn to make movies in their minds as they envision plot lines and bring characters to life. Grade specific reading units include: Building a Reading Life, Mystery Books, Reading to Learn—grasping main ideas and text features in non-fiction reading, Character Studies, and Animal Research Book Clubs.

In Writing Workshop, students continue to improve their ability to write narratives and expository texts that convey important messages. A considerable amount of emphasis is placed on developing students’ self-reflection abilities through the use of checklists and rubrics so students can determine their own strengths and areas of growth. Students also learn the standard conventions of English language and grammar and strive to incorporate it into their writing. Grade specific units include personal narratives, non-fiction reports, persuasive writing, and fairy tale adaptations.

In word study, students learn to recognize patterns among words by focusing on prefixes, suffixes, synonyms, antonyms, and homonyms. Students also learn cursive handwriting and practice correct letter formation, thereby developing crucial fine motor skills.

Fourth Grade

In Reading Workshop, students apply an integration of reading comprehension strategies to strengthen their literal and inferential comprehension skills. They learn to regularly monitor for meaning, make inferences, utilize context clues, and question a character’s motives. They continue to write about their reading as a means of deepening their thinking about literature. Additionally, they engage in in-depth conversations with their peers regarding the underlying theme or author’s message in a fiction or non-fiction text. Grade specific units include: interpreting characters, non-fiction reading, reading history, and historical fiction book clubs.

In Writing Workshop, fourth grade students gain independence by using checklists and rubrics for editing and self-assessing their own work. They incorporate sensory details, vary their sentence structure, and learn to convey information by expressing a meaningful message. Students learn standard conventions of English language and grammar and strive to incorporate it into their writing. Students use various reference materials and begin to quote, paraphrase, and cite their sources appropriately. Additionally, students orally deliver narrative and persuasive presentations that allow them to showcase their well-organized bodies of work while practicing their public speaking skills. Students write realistic fiction, personal and persuasive essays, non-fiction research reports focusing on California history, and literary essays.

In word work, students study the etymology of words with a focus on roots and derivations. Students learn synonyms and antonyms and understand greater nuances with respect to idioms and expressions. By utilizing the Word Wisdom program, students receive robust and explicit vocabulary instruction, which strengthens their literacy skills.

Fifth Grade

In Reading Workshop, students read narrative and expository texts fluently and accurately with appropriate pacing, intonation, and expression. Students are exposed to a variety of genres and demonstrate the strength of their literal and inferential comprehension skills through analysis of important themes. Students learn to think critically and move from identifying to evaluating  the techniques used by an author to convey a message. Fifth graders continue to write about their reading as a means of deepening their thinking about literature. Grade specific units include: interpretation book clubs—analyzing themes, tackling complexity in non-fiction reading, fantasy book clubs, and argument and advocacy—researching debatable issues.

In Writing Workshop, fifth graders build upon their previous knowledge in order to incorporate greater imagery and sensory detail, greater attention to introductions and conclusions, and attention to accurately citing sources. Students write narratives and integrate social studies concepts into their non-fiction writing unit by engaging in a colonial research project. Additionally, they write memoirs and research-based argument essays. By exposing our students to a wide array of genres, we ensure that our students have the skills needed to tackle any style of writing in middle school and beyond. In fifth grade, students deepen their understanding of writing as a means of showing one’s thinking.

In word work, students study the etymology of words with a focus on roots and derivations. Emphasis is placed on incorporating the new vocabulary learned, into their writing. Students learn synonyms and antonyms and understand greater nuances with respect to idioms and expressions. By utilizing the Word Wisdom program, students receive robust and explicit vocabulary instruction, which strengthens their literacy skills.

Pressman Academy is committed to providing our students with a deep conceptual understanding of math. Algebraic thinking, problem solving, and mental math strategies are emphasized throughout the math curriculum. Our math program helps students become flexible thinkers and creative problem solvers who learn multiple strategies for solving the same problem. Moving away from rote memorization of formulas and algorithms, we believe in helping students understand not only how math works, but also why it works. We recently adopted the Singapore Math program in Kindergarten through third grade and the program will continue to roll out through fifth grade over the next two years.

Kindergarten

Mathematics in Kindergarten is rooted in mathematical relationships and basic number concepts. Teachers emphasize mathematical vocabulary to provide students with a reference point when thinking about numbers, time, measurement, geometry, patterns, and probability. Students learn to count accurately to 100 and identify and write numerals 0–30. Students are provided with opportunities for problem solving and learn to determine if an answer is reasonable. Students use tools and strategies, such as manipulatives or drawings to model problems and learn to identify patterns and numbers in a sequence through various sorting and counting activities.

First Grade

First grade students engage in a wide and rich variety of math work in order to strengthen their number sense and problem solving skills. Students learn to describe data as well as analyze and solve simple problems. Students approach each new concept by using manipulatives in a hands-on approach. In first grade, students begin to work with and understand number bonds and further explore the relationship between numbers. They read, write, compare, and order numbers up to 120 and group and count objects by 2s, 5s, and 10s. Students make decisions about how to set up a problem by determining the approach, strategies, and materials to be used. Additionally, students organize, represent, and compare data by category on graphs and charts. Students know addition and subtraction facts with automaticity and use increased mental math strategies.

Second Grade

In second grade, students continue to build their skills in addition, subtraction, fractions, decimals, and the beginning concepts of multiplication. Students count, read, write, and order numbers to 1,000. Students use estimation strategies in computation and problem solving that involve numbers in the ones, tens, hundreds, and thousands places. Students use mental arithmetic to find the sum or difference of two two-digit numbers. In order to gain deeper conceptual understanding, students use repeated addition, arrays, and counting by multiples in order to solve multiplication problems. Students solve problems using combinations of coins and bills and measure the length of an object to the nearest inch or centimeter. Additionally, students are exposed to data analysis and learn to interpret charts, picture graphs, and number sentences in order to strengthen critical thinking skills.

Third Grade

In third grade, students deepen their understanding of addition, subtraction, multiplication, and division of whole numbers. Students estimate, measure, and describe objects as well as demonstrate greater understanding of and familiarity with place value. Students also count, read, write, compare, and order numbers to 10,000. In order to strengthen algebraic thinking, the third graders analyze problems by identifying relationships, observing patterns, sequencing and prioritizing information, and distinguishing relevant from irrelevant information. They describe attributes of geometric figures and choose appropriate tools and units (metric and U.S.) in order to estimate and measure length. Third grade students solve word problems involving the addition, subtraction, multiplication, and division of money amounts in decimal notation. They also learn to select appropriate symbols and operations to describe and represent number relationships.

Fourth Grade

The fourth grade math curriculum focuses on expanding upon students’ knowledge of number sense and operations, solving complex operations using previously acquired skills and newly acquired knowledge, and applying computational skills for accuracy in problem solving. Fourth graders understand large numbers and can read, write, order, and compare numbers in the millions. Students are adept at comparing fractions and decimals and expand their math vocabulary through geometry, measurement, patterns, statistics, and probability. Additionally, students explore angles, area, and perimeter and learn the rationale behind the formulas taught. As a means of further strengthening the students algebraic thinking, students become familiar with the concept of a variable and use letters, boxes, or other symbols to stand for a number in a simple equation or expression. Students not only know how to solve addition, subtraction, multiplication, and division problems, but they understand the relationships among the operations.

Fifth Grade

In fifth grade, students increase their facility with addition, subtraction, multiplication, and division and apply these operations to their work with fractions, decimals, and positive and negative numbers. They understand the relationship between fractions, decimals, and percents and compute with very large and very small numbers. They continue to expand their math vocabulary through geometry, measurement, pattern and function, statistics, algebra, and mathematical reasoning. Fifth grade students use common measuring units to determine length and area and know formulas to determine the volume of geometric shapes. Students in fifth grade know the concept of angle measurement and use a protractor and compass to solve problems. They use grids, tables, graphs, and charts to record and analyze data. Students utilize their critical thinking skills to expand upon problems in a book and apply their math skills to real-world problems. In fifth grade, the algebraic thinking, problem solving, and mental math skills learned through elementary school are deepened and solidified.

Our social studies curriculum helps students develop a sense of their place in the world and understand what it means to be a good citizen as a Jewish American in our society. Students study current events, American holidays, geography, and the history of our city, state, and country. Students in Kindergarten through fifth grade utilize the California Studies Weekly curriculum, providing consistency throughout the elementary school. Field trips are used to enhance the learning process and provide students with authentic experiences.

Kindergarten

In Kindergarten, our social studies curriculum focuses on being a good citizen in our classroom and in our school community. Students in Kindergarten learn about the importance of responsibility, interacting respectfully with one another, and respecting the rights of others. Additionally, students learn that they live in a country, which is made up of smaller parts, i.e. state and city. Students learn about national symbols and how the symbols relate to America’s culture and identity as well as California symbols. Students put events in temporal order and use daily calendar time to develop a deeper understanding of days, weeks, and month in a year. Students also learn about American holidays by participating in grade-specific as well as school-wide activities.

First Grade

Students in first grade learn about the world they live in as well as their responsibilities to other people within the world. Students understand the common features within a community and are able to compare and contrast the everyday lives and cultures of different people throughout the world. They learn about basic civic values and understand the characteristics of responsible citizens. Students also learn about important authority figures at home, school, and in the community and the important jobs that people do. This idea is further reinforced as students take on classroom jobs of their own within their classroom family. The social studies curriculum in first grade revolves around the essential question: Who is in my community and what role do I play in that community?

Second Grade

Second grade students learn that history tells the story of people and events from different times and places. Students learn about important people from the past whose actions and character have impacted our lives today and discuss the role of a hero. Second graders research their own family’s immigration story and learn about the paths of their ancestors. Students also learn about rules and responsibilities and discuss federal and state laws and the ways laws can change over time.

Third Grade

In third grade, students study current events throughout the United States. Students learn about the U.S. government, U.S. presidents, and Native American cultures and life. Students focus on the regions of California and the ways in which people utilize the resources of the local region and modify the physical environment to meet their wants and needs. Third graders learn about important heroes in California history as well as California symbols. Students also learn about American holidays and gain a deeper understanding of their historical significance.

Fourth Grade

Fourth grade students learn the story of California through research, analysis of primary documents, persuasive writing, projects, and model building. Students study the geographic features that define regions in California and examine how California became an agricultural and industrial power. In order to supplement the students’ in-class learning, our fourth grade students take a field trip to visit Sacramento, our state capitol. Once in Sacramento, students visit the Capitol building, the California State Railroad Museum, and Sutter’s Fort. They board a covered wagon and reenact the life of gold-rush pioneers. As they travel through Old Town and attend a simulated one-room schoolhouse lesson, they experience what school was like for students in the mid 1800’s and bring their learning to life!

Fifth Grade

Fifth grade students discuss the development of the United States, with particular emphasis on the period up to 1850. Students research a particular state and its entrance into the United States. They research the political, social, religious, and economic institutions that evolved in the Colonial Era and learn about American holidays, in order to gain a deeper understanding of their historical significance. Additionally, students examine the causes, course, and consequences of the American Revolution. Students attend a field trip to the International Printing Museum in order to bring their learning to life. In order to strengthen their leadership skills, fifth graders participate in a fifth grade leader program where they discuss the traits of a leader and enact those qualities while serving as role models to the younger elementary school students throughout various activities during the course of the school year.

STEAM (Science, Technology, Engineering, Art, and Mathematics) classes at Pressman Academy aim to generate the future designers, problem solvers, and thinkers of our world. Through their experiences in STEAM, students develop a Design Thinking approach to solving problems and grow important 21st Century skills such as creativity, critical thinking, communication, and collaboration. Student experiences take place in our Makerspace and are focused on learning-through-doing, encouraging novel applications of technologies at the intersection of traditionally separate domains including robotics, material science, textiles, digital design, and agriculture. In STEAM students are empowered to become producers of content and knowledge, often being faced with open ended questions with no right answer, allowing them the freedom to construct novel solutions. During their time at Pressman Academy every student is provided the opportunity to gain mastery using tools, such as drills and glue guns, and technology, including circuits and coding, to innovate and create.

Kindergarten

Students explore and familiarize themselves with the tools and methods of our Makerspace and utilize different mediums for content creation. Introduction to the design process, rapid prototyping, and iteration.

1st & 2nd Grade

Students explore the natural world, investigating and observing plants and animals which they grow and care for in our classroom. After collecting and analyzing their data, students produce machines using motors and LEDs to model the actions of their plants and animals to explore motion.

3rd & 4th Grade

Students explore a variety of digital tools for creation. Projects will utilize digital design tools for 2D and 3D models, animation, and coding. Students will create projects using the 3D printers, CNC machine, electronic cutting machines, Arduinos, and Raspberry Pi. Emphasis is on computational thinking and computational literacy.

5th Grade

Students engage in a complete design cycle on a topic of their own choosing; identifying a problem, developing empathy for the users they are designing for, exploring a wide variety of possible solutions, creating prototypes of processes and products, testing their solutions, and iterating based on feedback.

​​Our school is a Conscious Discipline school. Conscious Discipline is an evidence-based, self-regulation program that integrates social-emotional learning and discipline.  The program, developed by Dr. Becky A. Bailey, empowers adults to consciously respond to daily conflict, transforming it into an opportunity to teach critical life skills to children. Conscious Discipline serves as both our philosophy of classroom management as well as the basis of our social/emotional curriculum.

Children and adults are taught to regulate themselves by making decisions from “the thoughtful brain” and not from “the emotional brain.”  There are three important components of this program in our school:

1. Classroom structures that proactively set up children to follow classroom and school agreements.  Each classroom develops agreements together, which the children and teacher can hold each other accountable to uphold. Classroom routines and rituals such as Greetings, Agreements, Class Jobs, Brain Smart Starts (activities to unite, de-stress, connect and commit), Kindness Trees and Wishing Well boards provide structure and safety for each child.
2. We organize our classrooms around the concept of a school family.  Each member of the family, both adult and child, learn the skills needed to successfully manage life tasks such as learning, forming relationships, communicating effectively, being sensitive to others’ needs, and getting along with others.
3. We believe that a child will if he/she can. Therefore, if a child is not following the classroom agreements, he/she needs help to learn the appropriate skills. Our staff work collaboratively to help all children learn composure, empathy, integrity, assertiveness, responsibility, the ability to make good choices, and the ability to see the best in others.

With the support and structures of Conscious Discipline in place, our staff and students feel a strong sense of belonging to the school family.

Pressman Academy believes that proficiency with Hebrew is an essential element of living a Jewish life. Hebrew connects students to the land of Israel, the people of Israel and the modern State of Israel. Students’ understanding of Hebrew allows them to connect with religious texts and to understand the origins of our people. By speaking, reading, writing and understanding Hebrew, students can connect and communicate with Jews around the world.

In Elementary School, Hebrew is an integral part of the daily curriculum. Hebrew serves as the primary language of instruction across all Judaic Studies classes, and Pressman takes a proficiency-based approach to teaching Hebrew from Kindergarten through eighth grade.

Starting in Kindergarten, Hebrew and Judaic Studies teachers craft thematic units that incorporate fundamental daily vocabulary and terminology, facilitating a holistic language acquisition process. The curriculum in the first through third grades relies on the comprehensive TaLAM materials, which include the interactive iTaLAM program.

Upon reaching fourth and fifth grade, students are grouped according to their individual Hebrew proficiency levels. Instruction, as well as the use of authentic materials, is tailored to align with each student’s specific proficiency level. Throughout their educational journey, all students are equipped with the skills to read, write, speak, and comprehend both written and spoken Hebrew language.

Kindergarten – Gan

In Kindergarten, students acquire new vocabulary by exposure to thematic units starting with the immediate environment, including everyday words related to themselves, the classroom, their families, and their homes. Lessons are experiential and utilize art, music, movement, and cooking. Students learn the names and sounds of the Hebrew Alef-Bet letters and begin to recognize sight words and phonetic and literary awareness.

First Grade – Kitah Alef

In first grade, students are formally introduced to Hebrew reading and writing, and learn Hebrew language through the TaLAM1 curriculum. This comprehensive program develops Hebrew literacy and teaches Jewish content, values and concepts congruently. Through units on daily life in the classroom, at home, and outdoors as well as specific studies of each letter and vowel in D’fus [דפוס], our first graders develop all four skills of the language: reading, writing, speaking and understanding. By the end of first grade, most students will be able to read with some fluency, identify general topics and basic information, and communicate about familiar and everyday topics.

Second Grade – Kitah Bet

In second grade, students delve into the TaLAM2 curriculum, where they continue to enhance their Hebrew language proficiency. Through units that explore daily life within the classroom, at home, and in outdoor settings, students further expand their vocabulary and embark on their journey of learning Hebrew script (כתב).

By the culmination of this academic year, students’ reading, writing, speaking, and listening abilities have noticeably advanced. They are able to construct basic sentences with subject-verb agreement, read texts at their grade level with precision and comprehension, and express themselves through short sentences concerning events in their lives. As in previous grades, language instruction continues to incorporate music movement, art, baking, and captivating stories. Furthermore, second graders begin to apply their Hebrew decoding skills, enabling them to actively participate in t’fillah through the Siddur, and engage more effectively in their Torah study.

Third Grade – Kitah Gimel

In third grade, students immerse themselves in the TaLAM3 curriculum, complemented by the innovative iTaLAM3 program—a blended learning initiative that combines online resources with traditional textbooks. These materials guide students through Hebrew language development, with units that explore topics like “who am I?,” daily life in the classroom, and authentic materials concerning the modern State of Israel. Throughout these studies, students are exposed to essential grammatical and linguistic structures.

By the end of third grade, students possess the capability to construct complete sentences and craft short stories. They can engage in straightforward conversations and have been introduced to the use of past tense forms in addition to the present tense. Their vocabulary has expanded and improved significantly. Third graders increasingly view Hebrew as a comfortable subject of study, one that not only strengthens their overall learning, but also deepens their Jewish identity.

Fourth and Fifth Grade – Kitah Dalet

As students’ metacognitive language skills continue to mature and develop, they gain the ability to express themselves more proficiently in Hebrew. In the fourth and fifth grades, classes are categorized into novice and intermediate levels within each grade to support every child in reaching their highest attainable proficiency level. The curriculum in these grades adopts a thematic approach, guided by ongoing assessments. The materials selected for these classes are authentic and age-appropriate, often drawn from content designed for Israeli students.

In fourth grade, students engage in more extended conversations in Hebrew, craft short stories spanning several paragraphs, and can effectively respond to questions about grade-level texts, both orally and in writing. By the conclusion of fifth grade, the majority of students are capable of engaging in conversations comprising at least 10-15 sentences, summarizing grade-level texts orally or in writing, crafting stories spanning 2-3 paragraphs with correct agreement of nouns, verbs, and adjectives across various tenses, and articulating their emotions and thoughts fluently in Hebrew.

The Pressman Academy Judaic Studies program covers a wide range of subjects, including Hebrew, Jewish texts (TaNaKH and rabbinics), holidays, t’fillah (prayer), Israel, and Tikkun Olam (repairing the world). Our primary goal is to anchor every student’s Jewish identity in both our ancient texts and our vision for the future. Throughout all grade levels, students engage with Torah and other Jewish texts. Daily t’fillah sessions provide a moment of reflection and spiritual rejuvenation. Our holiday celebrations and observances connect us to significant historical events in our shared past, while guiding us toward the future. Pressman’s comprehensive Judaic Studies program fosters a deep connection to our heritage and a sense of responsibility for the world.

Kindergarten – Gan:

In Kindergarten, students actively engage in weekday t’fillah and Kabbalat Shabbat services, partake in meaningful holiday celebrations and observances, and culminate the year with a Ta’am Shel Gan (A Taste of Kindergarten) class celebration. This annual event showcases their year-long learning journey through joyful expressions of song, dance, and recitation.

First Grade – Kitah Alef:

In first grade, students begin studying Parashat Ha-shavua (the weekly Torah portion) and learn about shabbat, the High Holidays, Hanukkah, Tu Bi-shvat, Purim, Pesah, Yom Ha-atzmaut, and Shavuot. First grade students learn about and recite Birkat HaMazon (Grace After Meal), participate in daily prayer services (Shaharit), and weekly Kabbalat Shabbat services. They receive their first prayer book (siddur) at Hagigat Ha-siddur, the Siddur Celebration.

Second Grade – Kitah Bet:

In second grade, students learn Shabbat customs and prayers; they study the Torah portion of the week; and they begin their formal Torah study. Beginning text study skills are taught (how to find a book, chapter, and verse) and the first two chapters of Sefer B’reisheet (the Book of Genesis) are studied. Like in other grades, students learn about and recite Birkat HaMazon (Grace After Meal), pray the morning service (Shaharit) daily and on Friday, participate in a Kabbalat Shabbat service at the grade or school-wide level. Second grade students present Hagigat Ha-torah – Celebration of the Torah – in honor of their first year of formal Torah study.

Third Grade – Kitah Gimel:

In third grade, students delve into the celebration of Rosh Hodesh, explore the holidays as they occur throughout the year, and continue their study of Parashat Ha-shavua, t’fillah (prayer) practices, and blessings. Their Torah studies center around Sefer B’reisheet (the Book of Genesis), specifically Lekh L’kha and Vayera. Students engage in the recitation of Birkat HaMazon (Grace After Meal) and participate in daily T’fillah. The Torah service is introduced, with students actively taking part weekly. Morning classes continue to include the Shaharit service, focusing on the Amidah prayer and introducing the recitation of Hallel on Rosh Hodesh and select Jewish holidays. Third grade students also present the annual Hagigat Yisrael program, celebrating the State of Israel as a cherished part of their curriculum.

Fourth Grade – Kitah Dalet:

In fourth grade and onward, the instruction of Hebrew language and Judaic studies is separated. While in Hebrew class, the students are leveled by their Hebrew proficiency and the instruction is done solely in Hebrew. In Judaic Studies class, the language of instruction is English and the students’ Hebrew level is leveraged to derive meaning from the Jewish texts. Fourth graders add to their knowledge of holidays and continue learning Parashat Ha-shavua. Fourth graders’ Torah study focuses on Sefer Shemot (The Book of Exodus), specifically Toldot, Vayishlach, Vayeshev, and includes learning about biblical commentary as they begin studying Midrash and learning to read Rashi script.As in other grades, students recite Birkat HaMazon (Grace After Meal) and participate in prayer on a daily basis. They focus on developing reading fluency and accuracy and take a leadership role as Hazzanim during some of the services, and the afternoon prayer service (minhah) is introduced. The fourth grade end of year celebration, Tefillah Shebalev (prayer of the heart), is an opportunity for the students to share all that they have discovered about themselves through self-reflection and conversation, hevrutah (peer learning), journal writing and T’fillah throughout the year.

Fifth Grade – Kitah Hey:

In fifth grade, students expand their knowledge of holidays, delve into Parashat Ha-shavua, and engage in t’fillah. Students also begin the evening prayer service (ma’ariv). In preparation for their B’nei Mitzvah, fifth graders learn Trope (Torah cantillation) and have the opportunity to read Torah during the weekly third through fifth grade Torah service. Their Torah study focuses on Sefer Shemot, with an emphasis on specific parashot, guided by biblical commentary and midrash. Additionally, students begin a Mishnah curriculum to hone their text study skills and better understand the connection between the written Torah and oral Torah. The year concludes with the annual Tekes Siyum culmination ceremony, where students lead the morning prayer service (Shaharit) and reflect on their elementary school journey in both General and Judaic Studies.

Pressman Academy places great importance on fostering a connection to and responsibility for local, national, and global communities, both within the Jewish and broader contexts. This commitment is exemplified through acts of tzedakah (charity) and gemilut hasadim (acts of kindness). Teaching and actively engaging in tikkun olam (social action) are fundamental pillars of our mission and are seamlessly integrated into our curriculum.

Classroom Activities

Throughout the year, the school actively participates in timely tikkun olam projects, organized by the administration in collaboration with the Rav Beit Sefer and faculty. These initiatives have included fundraisers and relief efforts for various causes, such as aiding individuals experiencing homelessness, supporting Angelenos affected by recent fires, standing in solidarity with Jewish communities affected by hate crimes, and more.