Ohr Torah Cincinnati would like to introduce our Parnas HaYom Program. By sponsoring a week of learning through the Parnas HaYom Program, school partners, friends, parents and grandparents are given a special opportunity to honor a grandchild’s birthday, Bar or Bas Mitzvah celebration, memorialize a Yahrzeit, Siyum, or other special occasion.
The Parnas HaYom Program was established in honor of Bubby Kirschner, the beloved mother of Moshe Kirschner. Bubby Kirschner has a deep love and admiration for children, learning & Yiddishkeit.
Each dedication is proudly displayed at the front of each classroom for the entire week, and all participants receive a special letter notifying them of the honor they have received. Each sponsor is encouraged to bring in or send in any photos, or share special memories about whomever is being honored. Please contact Gailya Sanders Director of Development to become a sponsor or visit our informational page.
10/14 – This Sunday! UE Boys Mishnayos Presentation! for all UE Parents/Families. Please arrive at 10:40 so that we can start on time!
10/15 – OTC extracurricular activities begin
10/31 – 7:30pm, Surprise out-of-town special guest speaker for adults! Mark your calendars and stay tuned for details!
11/1 – No School – re-scheduled Staff Professional Development Day
11/8 – School is on – cancelled Staff Professional Development Day
11/13 – Parent Education Night – an amazing journey through Montessori Math from Pre-Primary through Upper Elementary! 7:15-8:15pm.
11/21-23 – No School – Thanksgiving Break… we will miss your children!
EdChoice Families – The Ohio Department of Education has begun issuing the EdChoice checks that are sent to OTC. As they arrive, we will be seeking your endorsement of the check over to us during carline.
Krav Maga – 1-5th grade
7 classes $70
Contact To Register:
(This week, highlighting General Studies)
Welcome back, Pre-primary families! Your amazing children are hard at work this week reintegrating into our first full week in the classroom. It has been fantastic to see how comfortable and content they have already become in their environment. Since returning from Sukkos break, we have introduced the children to many more materials in the classroom to support their understanding of the upcoming Parshios. They are experiencing these materials in a number of ways, such as the tactile felt Parshah stories, and sensorial works throughout all areas of the classroom.
In the cultural area (which includes physical science, zoology, botony and geography) we are hard at work extending this theme by learning about the facets that make up the world Hashem created. Before break, we were studying about how our World is made up of water and land. We learned to identify bodies of land and water on our globe, and within our world. This week, we are extending this exploration by learning about how our planet is made of large bodies of land, which we call “continents” and large bodies of water that we call “oceans” or “seas”. The children love exploring the names of these continents and oceans through stories and songs. One great question that has come up in circle time frequently is, “Where do we live?” The children are learning to identify the continent of North America on our map, and this is a great lead in for engaging in conversations at home, through questions about our continent, country, or city!
Our science curriculum has been expanded this week through the study of landforms. Our kindergarteners are excited about creating “Landform Books” as we learn to identify bodies of land and water such as Island (land surrounded by water on all of its sides) and Lake (water surrounded by land on all of its sides). This week, we are learning that a “cape is a body of land mostly surrounded by water on three of its sides” and a “bay is a body of water mostly surrounded by land on all of its sides.” We have also had a great deal of fun with our model of a rain cloud as we learn that water evaporates and is absorbed into the clouds until it is full and falls back to earth through rain/snow/ice, or other types of precipitation.
Despite the very hot days, fall is here in our classroom this week! We are preparing for a unit on trees and leaves through a number of nature explorations, taking walks for signs of fall, and through building vocabulary using fall objects for Moveable Alphabet. As we look forward to the cooler days, we would like to remind everyone that we will be asking for changes of clothing or shoes to trade out in our cubby room to make sure that the extra clothes we have on hand are seasonally appropriate. We are so grateful for all the work you do, and it has been so exciting getting back into the full swing of things in our classroom. We are looking forward to watching y0ur beautiful children continue to grow as the weeks go on!
This week, we completed Parshas Bereishis and began Parshas Noach. Discussion points below pertain to Parshas Bereishis. Stay tuned next week for Parshas Noach and Lech Lecha. We are looking forward to full weeks of school!
Please use these questions as a springboard to further conversation at home with your child. The questions are not meant to be an assessment or something that will be stressful for your child.
Parshas Beraishis questions and discussion points:
How many days did it take for the World to be created? (6)
What happened on Day 7? (It was Shabbos! A day we enjoy the things created for us.)
What did the beautiful garden of Gan Eden look like? (It had beautiful flowers and trees which made food readily available.)
What message did Hashem give Adam? (You may eat from all trees, but don’t eat from just one, the Eitz Hadas.)
What did Adam tell Chava? (She may also not even touch it.)
What is the Yetzer Hara? What does it do? (It tries to convince us to make the wrong choices.)
What does the Yetzer Hara try to say to us? (It tells us that even if we have so many wonderful things that we should think, we only need what we
don’t have – if we have curly hair it makes us want straight hair, if we have straight it makes us wish for curly etc.
What is exaggeration? (Saying the truth but adding things that are not true. “We can’t even touch the tree.”)
How can we work on fighting our Yetzer Hara?
Where/in what areas of our life can we try extra hard to tell the truth and not exaggerate?
Wishing you a wonderful Shabbos & Happy Fall! Enjoy our beautiful World!
With love, your Pre-Primary Morahs
Lower Elementary News
Lower Elementary Judaics (This week, highlighting Parsha) by Rabbi Lenefsky
The students at Ohr Torah learned many wonderful insights in the Parsha this week. Some of the topics we discussed: In the times of Noach, the people became evil. Hashem had no choice but to bring a Mabul. Noach was the only Tzadik in his generation. Hashem told Noach to build a Teivah. It took Noach 120 years to build the Teiva. We demonstrated how when Noach was building the Teiva, people would come and ask what he was doing, but no one listened to Noach’s warning that they needed to change their evil ways or Hashem would destroy the world! There are messages Hashem is sending us all the time about how we should be conducting ourselves — are we listening?
Hashem commanded Noach to take 2 of each non-Kosher animal, and 7 of each Kosher animal. With the 3rd level students, we discussed that Rashi teaches us from here, that through this, Noach learned Torah. Hashem brought the Mabul and it lasted for 40 days and nights. All this time, Noach and his family were busy Davening and taking care of the animals.
After the Teivah was resting on Har Ararot, Noach sent a raven and then the dove until the dove brought an olive branch and flew away. Then, Noach knew he could come down from the Teivah. When Noach came down, Hashem made a Bris that he would never destroy the world again. The sign he used was a rainbow.
Tower of Bavel. The people decided to make a tower to fight Hashem! Although it was a terrible thing, they had Achdus, so Hashem made them speak different languages, so they wouldn’t understand each other.
Lower Elementary General Studies by Mrs. Dugan
It has been a great first full week of school. It was filled with lessons and special activities. All teachers have been busy with giving lessons from their respective curriculum areas.
In Math, all levels are doing a weekly Math packet. This packet contains many important math concepts like telling time, counting money, computation with and without a word problem and place value. This week, I have also been getting our new Math Facts program started by assessing children. We will be adding this program to our daily schedule with an oral, 5 minute partner practice.
In Language, we had our first Grammar lesson on Tuesday. All levels had the Noun lesson. For the first graders we focused on Nouns being names of things. They went around the classroom finding “things” that I had written on note cards. We had a discussion about how all words have jobs in sentences and the Noun’s job is the most important. They will be experiencing the same activity when they do their follow-up work, by reading the names of the things in our environment and bringing them to their rug. Then, they will write them down in their notebook and label it with a black triangle, which is the Montessori symbol for Nouns. Challenge your first grader by asking them to name some things around the house that are Nouns!
The second and third level children had more of a review of the Noun. For those groups, we reviewed nouns as Nouns being the names of People, Places, Things and Animals. As a group, we came up with examples to put under each of those headings. They had fun thinking of their own ideas. For their follow-up, they will be laying out the work we did together and recording the words in their notebooks and labeling them with the black triangle. Ask your child to think of some words that would fall under these categories.
Upper Elementary News
Upper Elementary Judaics (submitted by Rabbi Meisels and Ms. Hochberg)
What a busy week! The boys have been busy practicing their presentation for the upcoming Mishnayos celebration, this Sunday (for families from 10:45-12pm, OTC Social Hall). They are learning a new song and a short overview of how the Mishna came to be.
The students (boys and girls) were introduced to a number of “weekly” projects that we will be doing.
Weekly Parsha: We will learn about the upcoming Parsha to be read on Shabbos and will have material to review throughout the week, so that they come to the Shabbos table ready to participate in the Parsha discussion.
Skill building and reinforcement: Each week, we will be reviewing the banners the students learned last year. Last week, we reviewed the Brown Banner (Prefixes). This coming week, we will be reviewing the Yellow Banner (Possessive suffixes). We will also begin reviewing the vocabulary Shorashim lists.
This week, we will be reviewing List 1 and being assessed on it next Monday.
Jewish Timeline: The students are given two timeline events to research and write about. This past week, they wrote about the creation of the world and the Mabul.
The boys and 4th grade girls have finished through Pasuk 13. There are study sheets attached to the email you received from Rabbi Meisels. Please have your child review for the beginning of the Parsha over Shabbos.
The 5th grade girls have finished Pasuk 22, the entire Perek Alef! Mazal Tov. They are learning a Rashi almost every day as well as some analyzing of the pesukim at a very deep level.
Leaving Fingerprints! Bubby Kirshner came in to speak to our students about the special ways in which she “Leaves Fingerprints!” to make the World brighter in her own way. It is always such a delight to have her come visit. Bubby Kirshner exemplifies the qualities we seek to develop in our students at OTC. She is full of a zest for life and a deep, infectious and all-encompassing love of Yiddishkeit. She is kind, caring, and learned — she is a life-long learner with a “clear-as-day” growth-mindset. She is devoted to her family and so considerate of others. She is resilient and joyful. She is a careful listener. She is well-rounded and curious. She is a “Ladder Climber, a Bridge-Builder, and a Fingerprint Leaver”! She is a great role-model for us and we feel proud that we are developing these qualities in our students! Thank you Bubby Kirshner for your visit!
Sunday Programming – Website design! The students were introduced to the design and functions of the Web! They were introduced to what coding and programming looks like that is “behind” the wonderful, fancy designs that appear on web pages. The boys and girls also began their Sunday Judaic programming and enjoyed a treat after their hard work!
Have a great Shabbos, Rabbi Meisels
It has been a wonderful first full week of school!
Learning How to See the Miracles Unfold! – On Monday, all Upper Elementary students had a chance to hear about the incredible, miraculous story that Ms. Hochberg shared. We all celebrated that Ms. Hochberg and her family are alive and healthy today. Ask your children about it! The students really internalized the message of how even in times of a challenge, H-shem is holding our hands.
Sunday Programming (girl) – We had our first Sunday Programming and continued the introduction to Sefer Shoftim. Sunday was a superply exciting day as the girls learned all about having an attitude of gratitude. The girls came out of the lesson with beautifully decorated gratitude notebooks, which they will use through December.
Our first School-Wide Rosh Chodesh activity took place on Wednesday, so our lessons continued on Thursday as we discussed what job Bnei Yisrael had been commanded to do. Ask your girls about it! They will be happy to share! It has been an amazing week and we are excited for many more!
Have a great Shabbos! Ms. Hochberg
Upper Elementary General Studies (submitted by Ms. Milligan)
What an exciting and busy first full week of school we have had! The children have been working so diligently on all of their new assignments already! Below you will find some of the interesting subjects we explored this week!
The fifth graders began their year-long study of verbs by reviewing some basics of this part of grammar. We discussed helping verbs and verb phrases, and the students were tasked to find, record, and symbolize at least 10 examples from books in our classroom!
The fourth graders began their grammar study by examining the differences between common and proper nouns. See if you can challenge your child by naming a common noun (a non-specific person, place or thing, such as “bridge”) and see if he or she can name a matching proper noun (a specific person, place or thing, such as “Brooklyn Bridge”) — or try quizzing them in the reverse!
In writing this week, the fourth graders continued drafting their friendly letters, while the fifth graders studied more elements of writing memoirs. We will be completing their first writing assignments in class, then the students will have the necessary skills and knowledge to continue these projects at home! (Please refer to the homework sheets that went home Wednesday.)
Also this week, all of the students were introduced to their first novel study of the year! We are excited to have this as part of our weekly routine. Specific homework details will also be coming home today in their homework binders.
In math this week, some of the students began their work with multiples and factors. This is another, more abstract layer to skip counting and memorizing multiplication facts. These lessons are extremely fundamental for much of the work we will continue later in the year! How many multiples of the number 3 can your child name? We practiced up to at least ten in class. Some of the students also looked at finding common multiples of two different numbers (let’s say of 4 and 6). Ask your child if he or she can find at least 5 common multiples of these two numbers!
Some other students practiced their fractions work this week by reviewing how to add fractions that have different denominators. We will be studying fractions for much of the year! We began this week with some slightly easier conversion, but next week we will be looking at what happens when both fraction denominators must change in order to add them. A fun way to help your child practice adding fractions with different denominators at home might be when you are making food as a family. If a recipe calls for ¼ cup of white sugar, and ⅓ cup of brown sugar, see if your child can figure out how much sugar you will need in total!
The children were very excited to finally have lessons in the Science Lab! The fourth graders began their study of geology by exploring the “mineral kingdom.” We discussed how elements can make up minerals, and how minerals can make up rocks, as well as the differences between these and crystals, fossils, or gemstones! See if you and your child can identify any of these items in your daily routines! Look in the house. (Hint: this particular mineral might be used to make food more tasty! Can you identify the two elements that make up that mineral?)
The fifth graders began their study of physics by exploring the different forms of energy! Some of the forms we discussed were kinetic and potential energy. Ask your child to demonstrate or identify something that has potential energy, then have him or her show you the example of kinetic energy!
We began our social studies this week with a bit of history of Native Americans in the United States, as well as in Ohio.
Fourth graders will be studying Ohio in great detail this year, so we kicked off our lessons by taking a look at some of the native groups living here before the European settlers established homes and towns in Ohio. The students will be independently researching some of these tribes in more detail throughout the next two weeks.
Fifth graders will be focusing much of their year on the United States, and American Government. They began their work today by also taking a look at Native American tribes located in the 5 (or 6 if you count Alaska’s territory) main regions of the United States. See if your child can recall some of these regions and any tribes specific to those areas!
Have a great Shabbos!
With love from you child’s devoted teacher, Ms. Milligan