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ב"ה

Zekelman Standards

4. Passage Comprehension Skills

Passage comprehension builds upon other Chumash skills, most significantly vocabulary and language skills, and requires students to transfer the information that they learn from the פסוקים into a coherent understanding of the subject matter.

The student will be able to:

  • Find facts and quotes in one or more פסוקים.
  • Use higher order thinking to analyze פסוקים.
  • Demonstrate the ability to integrate knowledge and ideas.

Enduring Understandings

  1. 1. The חומש incorporates many different kinds of text styles, including narratives, quotations, instructions, lists and שירה (songs).
  2. Recognizing the correct text style for a given passage is an important step to being able to extract key information from the texts.
  3. A more holistic and comprehensive understanding and appreciation of the depth of the Torah text is only achieved through engaging with the original Hebrew text and language.
  4. A more holistic and comprehensive understanding and appreciation of the depth of the Torah text is only achieved through engaging with the original Hebrew text and language.
  5. Vocabulary and language skills are the crucial foundations for passage comprehension.
  6. The חומש employs literal, figurative and symbolic language.
  7. There are multiple levels of understanding, from basic to rigorous.
  8. Students need to be able to demonstrate comprehension in multiple ways before rigorous understanding is evident.

Essential Questions

  1. What is the style and function of this portion of the text? / What is the Torah doing here?
  2. How do the features of this particular text style help me find the information I need? / What clues should I be looking for?
  3. If I look more carefully, what else can I find- in this posuk or in previous pesukim?
  4. How does this פסוק relate to what I learned earlier? / Does this add to or contradict what I learned elsewhere?
  5. What skills/words do I need to learn to be able to do this?
  6. What are the layers of meaning for this word/phrase/event?
  7. How does this new פסוק or piece of information add to my greater understanding of this topic/person/theme?
  8. What else can I do to show that I understand this?

4.01 Finding Facts

A. Retells the basic Who, What, When, Where, Why of the פסוק after it was taught by the teacher.

B. N/A

A. Answers Who, What, When, Where, Why questions when the פסוק was translated, but the teacher did not explain the “W’s.”

B. Refers explicitly to the language of the text as the basis for their answers – עונה בלשון המקרא.

A. Answers Who, What, When, Where, Why questions in a group of פסוקים when the פסוקים were translated, but the teacher did not explain the “W’s.”

B. Refers explicitly to the language of the text as the basis for their answers – עונה בלשון המקרא.

A. Using language skills and context clues to answer the 5 W questions on an individual, unlearned פסוק.

B. Refers explicitly to the language of the text as the basis for their answers – עונה בלשון המקרא.

A. Uses language skills and context clues to answer the 5 W questions when learning a number of new פסוקים independently.

B. Refers explicitly to the language of the text as the basis for their answers – עונה בלשון המקרא.

A. Uses language skills and context clues to answer the 5 W questions when learning a number of new פסוקים independently.

B. Refers explicitly to the language of the text as the basis for their answers – עונה בלשון המקרא.

A. Uses language skills and context clues to answer the 5 W questions when learning a number of new פסוקים independently.

B. Refers explicitly to the language of the text as the basis for their answers – עונה בלשון המקרא.

A. Uses language skills and context clues to answer the 5 W questions when learning a number of new פסוקים independently.

B. Refers explicitly to the language of the text as the basis for their answers – עונה בלשון המקרא.

4.02 Finding Quotes

A. Differentiates between the narrative and a quote within the narrative.

B. Identifies the beginning and the end of a quote that is found within one פסוק after the information was taught by the teacher.

A. Differentiates between the narrative and a quote within the narrative.

B. Identifies the beginning and the end of a quote that is found within one פסוק. The פסוק is translated, but the student finds the quote independently (using key words that indicate speech for assistance).

A. Differentiates between the narrative, a quote, and a quote within a quote.

B. Identifies the beginning and the end of a quote [40] in a group of פסוקים. The פסוקים have been translated, but the student finds the quote independently, using key words indicating speech for assistance.

A. Differentiates between the narrative, a quote, and a quote within a quote.

B. Identifies the beginning and the end of a quote [40] in a group of פסוקים. The פסוקים have been translated, but the student finds the quote independently, using key words indicating speech for assistance.

A. Differentiates between the narrative, a quote, and a quote within a quote.

B. Identifies the beginning and the end of a quote in a group of unlearned פסוקים.

A. Differentiates between the narrative, a quote, and a quote within a quote.

B. Identifies the beginning and the end of a quote in a group of unlearned פסוקים.

A. Differentiates between the narrative, a quote, and a quote within a quote.

B. Identifies the beginning and the end of a quote in a group of unlearned פסוקים.

A. Differentiates between the narrative, a quote, and a quote within a quote.

B. Identifies the beginning and the end of a quote in a group of unlearned פסוקים.

[40] Students can learn to look for these indicators of the end of a quote: when the פסוק changes from first or second person to third person, and by the טעמי המקרא (see video).

4.03 Logical Sequencing

A. Sequences events chronologically (in English) in one or two פסוקים when the פסוקים have been translated, and the sequence has been pointed out by the teacher.

B. N/A

A. Sequences events chronologically (in English) in a group of פסוקים when the פסוקים have been translated, but the sequence has not been pointed out by the teacher.

B. N/A

A. Sequences events chronologically (in לשון הפסוק) in a group of פסוקים when the פסוקים have been translated, but the sequence has not been pointed out by the teacher.

B. Identifies and sequences cause and effect in a learned פסוק after the cause and effect has been pointed out by the teacher.

A. Sequences events chronologically (in לשון הפסוק) in a group of פסוקים when the פסוקים have been translated, but the sequence has not been pointed out by the teacher.

B. Identifies and sequences cause and effect in learned פסוקים where the cause and effect has not been pointed out by the teacher.

A. Sequences events chronologically (in לשון הפסוק) in a group of unlearned פסוקים (based on context clues or language skills).

B. Identifies and sequences cause and effect in unlearned  פסוקים (based on context clues, language skills, or key words related to cause and effect[41]).

[41] E.g. למען, פן, כי etc.

4.04 Comparing and Contrasting

A. N/A

A. Compares and contrasts the actions or experiences of two individuals in a learned story or group of פסוקים, after the comparison was pointed out by the teacher.

A. Compares and contrasts similar personalities, events, and texts in the פסוקים after the פסוקים were translated but the comparison was not pointed out in the פסוקים. (See Appendix for items to compare and contrast, and how to do so.)

A. Compare and contrast similar personalities, events and texts in learned פסוקים to unlearned פסוקים. (See Appendix for items to compare and contrast, and how to do so.)

A. Compare and contrast similar personalities, events and texts in unlearned פסוקים. (See Appendix for items to compare and contrast, and how to do so.)

[42] I.e. “וילכו שניהם יחדיו“ in בראשית כב:ו and again in פסוק ח .

[43] I.e. “פרו ורבו“ in בראשית א:כב. See רש“י there.

4.05 Dividing into Segments, and Finds the Main Idea

A. N/A

B.  Retells the content of a learned פסוק in their own words

A. Divides one פסוק into clear segments, based on context and/or טעמי המקרא.

B.  Retells the content of a learned פסוק in their own words

C.  Retells the main idea of a story or group of פסוקים after the teacher identifies it.

A. Divides groups of פסוקים into segments or topics, based on content and context.

B. Divides one פסוק into clear segments, and can identify the main idea in the two halves of the same פסוק.

C.  Identifies the theme or main idea of a learned story or group of פסוקים from a list of options

D. Divides groups of פסוקים into segments or topics, based on content and context.

E. Summarizes a learned פסוק or group of פסוקים in student’s own words (by distinguishing main ideas from details).

A. Divides groups of פסוקים into segments or topics, based on content and context.

B.  Divides one פסוק into clear segments, and can identify the main idea in the two halves of the same פסוק.

C.  Identifies the theme or main idea of a learned story or group of פסוקים from a list of options.

D. Divides groups of פסוקים into segments or topics, based on content and context.

E. Summarizes a learned פסוק or group of פסוקים in student’s own words (by distinguishing main ideas from details).

A. Divides an ענין into segments or topics, based on content, context, and variations in styles of text (as narratives, quotations, instructions and lists).

B.  Divides one פסוק into clear segments, and can identify the main idea in the two halves of the same פסוק.

C. States the theme or main idea of a learned story or group of פסוקים ,and lists supporting details.

D. Divides an ענין into segments or topics, based on content, context, and variations in styles of text (as narratives, quotations, instructions and lists).

E. Summarizes a learned or unlearned group of פסוקים in student’s own words (by distinguishing main ideas from details).

A. Divides an ענין into segments or topics, based on content, context, and variations in styles of text (as narratives, quotations, instructions and lists).

B.  Divides one פסוק into clear segments, and can identify the main idea in the two halves of the same פסוק.

C. States the theme or main idea of a learned story or group of פסוקים ,and lists supporting details

D.  Divides an ענין into segments or topics, based on content, context, and variations in styles of text (as narratives, quotations, instructions and lists).

E. Summarizes a learned or unlearned group of פסוקים in student’s own words (by distinguishing main ideas from details).

A. Divides an ענין into segments or topics, based on content, context, and variations in styles of text (as narratives, quotations, instructions and lists).

B. Divides one פסוק into clear segments, and can identify the main idea in the two halves of the same פסוק.

C.  States the theme or main idea of a learned story or group of פסוקים ,and lists supporting details.

D.  Divides an ענין into segments or topics, based on content, context, and variations in styles of text (as narratives, quotations, instructions and lists).

E.  Summarizes a whole ענין (as grouped by פתוחות וסתומות or more in students’ own words (by distinguishing main ideas from details).

A. Divides an ענין into segments or topics, based on content, context, and variations in styles of text (as narratives, quotations, instructions and lists).

B.  Divides one פסוק into clear segments, and can identify the main idea in the two halves of the same פסוק.

C. States the theme or main idea of a learned story or group of פסוקים ,and lists supporting details.

D.  Divides an ענין into segments or topics, based on content, context, and variations in styles of text (as narratives, quotations, instructions and lists).

E.  Summarizes a whole ענין (as grouped by פתוחות וסתומות or more in students’ own words (by distinguishing main ideas from details).

[27] I, you, he, she, we, they

[28] אני, אתה, את, הוא, היא, אתם, אתן, הם, הן

[29] E.g. ויהי מבדיל – הרקיע. ויתן אותם – ה’, המאורות

[30] For example, in the פסוק that states “ויוסיפו עוד שנא אותו” ( (בראשית, ל”ז:ח, the objective pronoun אותו refers to יוסף.

[31] For example, ויקחהו is ויקח אותו.

4.06 Noticing Anomalies and Deviations

A. N/A

A.Recognizes seemingly extraneous language in the text after it was pointed out by the teacher, such as:

  • Repetition of words.[42]
  • Repetition of synonyms.[43]

A. Recognizes when facts are missing from the text as well as seemingly extraneous language, such as:

  • Repetition of words.[42]
  • Repetition of synonyms.[43]
A. Recognizes seemingly extraneous language as well as other anomalies in the text including:

  • Missing subject.
  • Missing objects.
  • Incomplete sentences.
  • Missing and extra letters.
  • Grammatical inconsistencies.
  • Difficulties in the narrative and logical flow of the text.

4.07 Identifying Literal and Contextual Meanings

A. N/A

B. N/A

A. Identifies figurative language and explains its meaning after it has been explained by the teacher. (e.g. כחול הים)

B. Understands that דברה תורה בלשון בני אדם when encountering anthropomorphic language in learned פסוקים. (e.g. יד ה’, ארדה נא)

A. Identifies figurative language when encountered in פסוקים, and explains the significance of the particular analogy being used.

B. Identifies anthropomorphic language when encountered in the פסוקים, and explains that דברה תורה בלשון בני אדם and the significance of the particular analogy being used.

4.08 Integrating Knowledge and Ideas

A. Can retell, in any mode (see Appendix for examples), the complete story of what was learned, as taught by the teacher, integrating multiple bits of knowledge and ideas in a single telling.

A. Combines various ideas and information learned from texts and commentaries introduced by the teacher, into a new communication (see Appendix for examples) which reflects comprehension, analysis and synthesis.

A. Uses language skills and context clues to answer the 5 W questions when learning a number of new פסוקים independently.
B. Refers explicitly to the language of the text as the basis for their answers – עונה בלשון המקרא.

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