MachonL`Morim

Transcription

MachonL`Morim

M achon L’Morim
.*9&/- 0&,/
“Each individual has the right to feel that the world is created for his own
sake. As a logical consequence of this conception, each child is entitled
to be loved and cared for in order that he may have the possibility of
developing to his maximum capability.”
“Judaism has special esteem for children, considering them the hope for
the future and the basis for the perpetuation of the Torah...Children are the
vital links in the continuation of the unbroken chain of the Jewish heritage
throughout the ages.”
Shoshna Matzner-Bekerman in The Jewish Child: Halakhic Perspectives
Judaism has traditionally accorded children a place of honor and esteem within the family
and the community. Judaism insists parents provide children with love, trust, compassion,
and guidance.
Early childhood educators participate in the raising of children virtually at the same level
as the parents. The Talmud tells us that “one who teaches the child Torah is considered
as if he had borne him.”
It is apparent that if we want children to actually experience how they are honored and
esteemed as individuals in Jewish tradition, we must do more than teach them about the
religion. We ourselves must embody the Jewish values that inform our love and respect.
We must project these values through our own interactions with them and with each other,
allowing them to feel in an immediate way what it is like to participate in a community
based on the love God holds for each of us. These are the values that our rituals, holidays,
and practices clothe in celebration and participation. These are also the values that our
children must sense that we practice ourselves. This, then will lay the foundation for their
own interest in becoming the next generation of authentic participants carrying forward the
Jewish tradition - a tradition that they have lived.
To this end, this teacher self-assessment tool has been created. The segments in this
document help teachers determine the level of application of Jewish values, concepts and
vocabulary incorporated into every aspect of the classroom. Teachers should use these
indicators as a way to reflect on their own beliefs and classroom practices in the most
honest way possible, without the fear of evaluations from a supervisor or school. This kind
of self-reflection can help the teacher gain insights not only into their own attitudes and
behavior, but also how to understand children’s actions in a context of values.
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund
Dr. Chaim Y. Botwinick
Executive Vice President
Center for Jewish Education
(Tel) 410-578-6914
(Fax) 410-466-1727
CENTER FOR JEWISH EDUCATION
5800 Park Heights Avenue
Baltimore, Maryland 21215
Ilene C. Vogelstein
Director
Machon L’Morim
(Tel) 410-578-6948
(Fax) 410-466-1727
M achon L’Morim
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In addition to this self assessment instrument, Machon L’Morim: Bereshit has developed
17 developmentally appropriate secular units (ie. I Am Special, The Farm, Winter) infused
with Jewish values, concepts and Hebrew vocabulary. Teachers can use these guides to
help them integrate their lessons or they can use them to compare their current level of
integration. Section IV has a sample of one unit and information concerning the other units.
Guides may be viewed and purchased online at www.machonlmorim.org. The guides are
available in bound 3-ring notebooks or CD-Rom.
Machon L’Morim: Bereshit, a professional development program for early childhood
educators, together with the Early Childhood Department for the Center for Jewish
Education, created this tool to enable teachers and directors to reach the highest level of
excellence in developing personnel and environments that model integrated Jewish Early
Childhood Centers. The Indicators for Achieving a Jewish Integrated Early Childhood
Education Center is a major step toward implementing, institutionalizing and disseminating
lessons learned from the Machon L’Morim: Bereshit program.
We are deeply grateful to all the educators who worked on this document. Their
commitment, dedication and love for Judaism and children made this possible.
Developed by:
Ilene Vogelstein
Ilene Alon
Rena Rotenberg
Lyndall Miller
-
Terry Berkeley
Ellen Stein
Sandee Lever
Rachel Meisels
Ellyn Soypher
Gail Potashnick
Caron Glassman
Lois Wolf
Jean Grinspoon
Nancy Barad
Ilene Meister
Marcy Hoffman
Stacey Berman
-
Director, Machon L’Morim: Bereshit
Assistant to Machon L’Morim: Bereshit
Director, Early Childhood Department, Center for Jewish Education
Consultant, Early Childhood Education for Auerbach Central
Agency for Jewish Education
Chairman, Towson University Early Childhood Department
Baltimore Curriculum Specialist
Director, Chizuk Amuno Early Childhood Center
Teacher, Chizuk Amuno Early Childhood Center
Teacher, Chizuk Amuno Early Childhood Center
Director, Joseph and Corrine Schwartz Preschool at Beth Israel
Teacher, Joseph and Corrine Schwartz Preschool at Beth Israel
Teacher,Joseph and Corrine Schwartz Preschool at Beth Israel
Director, Bet Yeladim Preshool
Assistant Director, Bet Yeladim Preschool
Director, JCC Preschool
Director, Baltimore Hebrew Preschool
Compiled Document
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic
Fund
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GUIDE TO USING THIS DOCUMENT
This document has four sections. Section I contains 5 areas a teacher and/or director can
use to determine the extent to which Jewish values, concepts and vocabulary are
integrated into every facet of the school day. Section II contains 1 assessment tool for
educational administrators (Director, education committee, synagogue school board) and
1 assessment tool for the teachers. Section III contains a sample lesson integrated with
Jewish values, concepts and Hebrew vocabulary. Section IV contains a glossary of all
terms used in the document.
Teachers can use section I and II to determine the areas she/he integrates well and the
areas she/he needs to integrate more. Directors can use section I & II to ascertain the level
of integration for any given classroom or for the entire school. An independent observer
or school/synagogue administrator can use the Indicators to determine the level of
integration for any given teacher or the school as a whole.
Irrespective of why or who uses this document, the following procedures should be
utilized.
1.
Review the entire document
2.
Determine the level of integration appropriate for your school. (ie. clarify the
vision/mission of your school, review and identify specific areas your school
wants to integrate)
3.
Choose an area(s) to assess (ie. environment, values, or a specific holiday)
4.
Check all facets currently occurring. Document your assessment with
supporting material (ie lesson plans, dates, projects).
5.
Choose one area that is not currently being done, develop a plan, implement
it and begin to document the changes.
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TABLE OF CONTENTS
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Guide to Using This Document . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Section 1
1.
Assessing the School Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2.
Reviewing Connections Between Family and School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
3.
Considering the Integration of Jewish Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
4.
Core Concepts to Integrate Daily . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
a.
Israel -!9:* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b.
Diaspora Jewish Community -!9:* --, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c.
Hebrew ;*9"3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d.
Bible %9&; . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
e.
Prayer %-*5; . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
f.
Jewish Life Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
18
19
21
22
44
46
48
5.
Experiencing Shabbat and Chagim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
a.
Shabbat ;": . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b.
Havdalah %-$"% . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c.
Rosh Hashanah %1:% :!9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d.
Yom Kippur 9&5, .&* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
e.
Sukkot ;&,2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
f.
Simchat Torah %9&; ;(/: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
g.
Hanukkah %,&1( . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
h.
Tu B’Shvat )":" &) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
i.
Purim .*9&5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
j.
Pesach (25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
k.
Yom Haatzmaut ;&!/73 .&* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
l.
Lag B’Omer 9/&3" #- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
m.
Shavuot ;&3&": . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
49
50
52
53
54
55
57
59
61
63
65
67
69
70
Section II
1.
Indicators for Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
2.
Indicators for Directors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
3.
Faculty Curriculum Integration Self Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Section III
1.
Sample Curriculum guide - The World Around Us . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
2.
Information on Curricular Guides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Section IV
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
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ASSESSING THE SCHOOL ENVIRONMENT
Integrating Jewish values, concepts and Hebrew vocabulary into the classroom or
school is much more than providing experiential holiday activities. It involves every
facet of the school, including the physical environment.
Classroom environments should enable children to access information through multiple
channels. Every sense must be stimulated and engaged. The sights, sounds, smells
and manipulatives should include Jewish values and concepts.
This set of indicators will enable teachers and schools to assess how much Jewish
values, concepts and Hebrew vocabulary are an integral part of their classrooms,
hallways and offices.
Review the list below. Check all that apply. Cite specific examples and/or describe.
CLASSROOM BULLETIN BOARDS
Are the Bulletin Boards...
‘
Attractive and fresh looking
‘
Aesthetically pleasing and developmentally appropriate
‘
Changed frequently - indicate date changed
‘
Interactive - children can do an activity - (ex. Put items on seder plate; set a
Shabbat table)
To what extent do the bulletin boards (have...)
‘
Jewish themes
‘
Holidays
‘
Life cycle events
‘
Values
‘
Ongoing themes (ex. Shabbat/ritual items)
‘
Rosh Chodesh
‘
Complement current classroom units/themes
‘
Display children’s work
‘
Display photographs of children
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‘
Display Hebrew vocabulary
‘
Display Jewish pictures
‘
Display pictures of Jewish artists’ work displayed in the art corner
‘
Display Jewish posters
‘
Display family experiences
‘
Commercial products (should be little or none)
HALL BULLETIN BOARDS
To what extent do the bulletin boards....
‘
Display topics that are current with Jewish themes, holidays, values
‘
Display children’s work
‘
Display family projects and programs
‘
Display photographs of children’s activities/projects
‘
Post information about the school
‘
‘
Synagogue Services
‘
Meetings
‘
Family Programs
‘
Community Programs
Include Hebrew as well as transliteration, when appropriate
MANIPULATIVES -these should be visible, easily accessible, well organized and
integrated into centers. To what extent are the following available?
‘
Jewish ritual items
‘
Mezuzot
‘
Jewish books
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‘
Jewish games
‘
Jewish puzzles
‘
Israeli flags
‘
Israeli Product Boxes
‘
Holiday flags
‘
Props (ie. in the block corner, mezuzot for buildings; in the drama corner Israeli
products)
‘
Manipulatives specific for each holiday and Shabbat in the drama corner (ie.
megillot and groggers for Purim; chanukiyah menorot and nerot for hanukkah)
and Bible stories
‘
Drama corner changes to reflect unit/holiday themes (ie. castles for Purim and
firehouse for community helpers)
MUSIC
To what extent is...
‘
Jewish music played in the classroom
‘
Jewish music is accessible to children (i.e. listening stations)
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INTEGRATING THE FAMILY AND SCHOOL
“Parents must keep in mind that there is no substitute for the educational
influence of their own example. The first step in educating the child to
Jewish values is to look at one’s own conduct and try to improve one’s own
characteristics in order to serve as a model for the child, for the child sees
in the picture of his parents’ life, the shape of his life in the future, and as
he desires to be like them, he will do as they do”
Rabbi Samson Raphael Hirsch
The family plays a vital role in the educational process. Learning begins at home where
values, attitudes, goals and self-esteem are developed at an early age. This is especially
true in Jewish education. The Shema (“You should teach them diligently” V’shinantam
l’vanecha 0*1"- .;11:&) reminds us that parents are the primary Jewish educators of their
children.
It is therefore, the responsibility of the school to provide information and opportunities for
families to share Jewish experiences, learn Jewish values, concepts and skills so they can
live a more meaningful Jewish life.
This set of indicators gives examples of different types of activities to increase and
enhance the relationship between the families and the school.
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COMMUNICATION BETWEEN THE FAMILY AND THE CLASSROOM/SCHOOL
This group of indicators documents the frequency and type
of family/school communication. Read each description and
indicate the frequency and type of communication utilized in
each classroom.
HOME ACTIVITIES THAT ARE RETURNED TO THE CLASSROOM AND DISPLAYED
These projects are given to parents to make at home and bring to school at specific
times.
‘
Home Journal entries from Shabbat
Each week, on a rotating basis, a child takes home a Shabbat basket and a
“Shabbat journal”. After Shabbat, the basket is returned to school along with the
journal in which was written the family’s reflections on how they enjoyed
Shabbat, and how the items were used. (Sample items to include shabbat
candles, blessings, shabbat guide, havdalah, wine etc.)
‘
Family crafts and activities done at home for example:
‘
‘
‘
‘
‘
‘
‘
‘
‘
Design and make a model Sukkah
Design and make a Purim mask
Design and make a shofar
Make a Mishloach Manot basket
Make a holiday centerpiece
Take home a Jewish book and do a parent and child activity related to the
book
Do a mitzvah project and share with the class
Other
Collect and display Jewish items from the home in a museum like setting. For
example:
‘
‘
‘
‘
Shabbat items (candle sticks, kiddush cup, special kippah, etc)
Articles made in Israel
Jewish storybooks
Other
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FAMILY CELEBRATIONS IN SCHOOL These are programs where families are invited
to the school. They may be student performances, parent/student craft projects, and/or
parent study session followed by a family interactive project.
Review the list below. Check all that apply
‘
Holiday programs. List:
‘
‘
‘
‘
‘
‘
Shabbat guests
Grandparents/Special Friends Day
Havdalah Service and Program
Tot Shabbat Service (monthly, weekly)
Shabbat dinner and Program
Special Programs held on Sundays - List:
‘
‘
‘
Closing exercises - Describe:
Birthday Parties
Other
PROGRAMS:
Parent Programs: these programs are designed for the parents only. Indicate each type
and describe the program.
‘
Learning Sessions
‘
Make and take projects. Describe:
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‘
How to celebrate Jewish holidays and Shabbat at home
‘
Blessings
‘
Prayers: List Tefillot
‘
Children’s literature: List books
‘
Text study: List texts
‘
Other:
IN SCHOOL PARENT ACTIVITIES:
‘
‘
‘
‘
‘
‘
‘
‘
‘
‘
‘
Parent twinning (linking new families to old ones)
School orientation
Shabbat guests
Opportunity to visit anytime
Opportunity to participate in classroom and holiday programs
Parent conferences - how often
Get acquainted parlor meetings
Picnics
Open house
Parent teacher organization
Other
FAMILY COMMUNITY SERVICE PROJECTS
‘
Yad L’Yad (for example twinning the school with another school)
Describe:
‘
‘
‘
Tikkun Olam (repairing the world/social action projects)
Food/clothing drive
Other
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HOLIDAY BACKGROUND INFORMATION
‘
Rituals and customs fact sheets are developed and sent home to
parents
COMMUNICATION WITH PARENTS ON A REGULAR BASIS
Indicate each type utilized and frequency and/or time distributed (daily, weekly,
monthly, include sample)
‘
Newsletter sent home by classroom teacher with the child
‘
Synagogue bulletin
‘
Director’s newsletter
‘
School handbook
‘
School directory
‘
Communication sent home with children
‘
Other
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INTEGRATING JEWISH VALUES
SCHOOL AND HOME
As teachers in Jewish institutions, we often wonder how to encourage the children to
identify with their tradition. We teach them rituals, we expose them to holiday
celebrations, we feed them Jewish foods - but we still feel that something is missing!
We don’t want our tradition to be relegated to “Jewish time,” like “story time,” or
“gymnastics.” We want them to know that Judaism is a path to meaning in life - all the
time, every day, not just for the time we spend in a model Shabbat experience. Learning
about mitzvot is one way to show children that path.
A child is picking up and giving back a glove her friend dropped on the floor. A classmate
is working on a card for a sick friend. Two children in the corner are finding a way to share
a toy that they both want. These are all “mitzvah moments.” If we can recognize mitzvot
in everyday classroom life we can help the children begin to realize that what they do
naturally is a part of their heritage.
In order for this realization to occur, the children must have many opportunities to do
mitzvot, to perform these loving, caring acts. There must be room in the classroom to have
the space to try to understand others’ feelings, to make their own choices about what to
do about them, and to experience the intense pleasure of resolutions. Of course, these
opportunities are part of any healthy classroom community.
Additionally, with 613 mitzvot, it is sometimes difficult to determine which ones to use.
Here are four criteria to consider when choosing mitzvot for preschool children.
1.
Does the mitzvah under consideration involve a situation that actually occurs in the
classroom, or can be affected by actions of children during class time (such as
sending letters to a sick classmate)?
2.
Can the actions the mitzvah involves be repeated many times so that children can
practice it and see that it is a part of normal life?
3.
Does the mitzvah involve feelings that children will not find uncomfortable?
4.
Can the mitzvah be presented using developmentally appropriate activities?
Additionally, children develop values through modeling adult behavior and through special
activities designed to create empathy, kindness and consideration of others. Therefore,
teachers model empathy and caring behavior throughout the day, and label the behavior
when they see the children doing it.
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MITZVOT/MIDOTE TOVOTE
;&"&) ;&$*/ / ;&&7/
The children will perform mitzvot (good deeds only Jews can do) and midote
tovote (good deeds anyone can do)
Review the list. Check all that apply. Cite specific examples and/or describe.
‘
children actively help other children during play, work (Derech Eretz)
‘
empathy for another student
‘
sending a picture to a child in the hospital (Bikor Cholim)
‘
greeting a visitor to the classroom (Hachnasat Orchim)
‘
returning a lost object (Hashavat Avedah)
‘
helping to solve an argument between children
(Hava-at Shalom Bein Adam Lihavero)
‘
taking care of classroom pet (Tzaar Baalei Hayyim)
‘
Tzedakah can be given at any time, but especially at model Shabbat
experiences and holidays
‘
Holiday specific mitzvot are performed
Cite examples:
‘
Clear opportunities to perform mitzvot/midote tovote are obvious,
encouraged and labeled appropriately
Cite examples:
‘
Teacher acknowledges models, and reinforces children’s mitzvot and
midot tovote
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‘
Hebrew words and phrases specific to mitzvot/midote tovote are
introduced and used
* Examples: Tzedakah is collected for the homeless (Mitzvah). The children take “mishloah manot” on Purim to a
Senior Citizen Center. (Mitzvah) The children make pictures for a child in the hospital (Midah Tovah). Cleaning the
classroom or helping at home (Midah Tovah).
‘
Books reinforcing concepts of mitzvot and midot, should be displayed
and easily accessible (The Very Best Place for a Penny, A Tree Full of
Mitzvos)
‘
Teachers, parents and children are aware of the differences between
mitzvot and midote*
Observations (be specific):
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How many of these Mitzvot have you referred to today?
MITZVAH
TRANSLITERATION
HEBREW TERM
WHEN YOU CAN USE IT*
1
Bringing Peace Between
People
ha-ah-vat sha-lome ben ahdam l’cha-ver-ro
;"!%
&9"(- .$! 0*"
.&-:
•when children are sharing
• after settling an argument
2
Clothing the Naked
mal-beesh ah-ru-meem
.*/&93 :*"-/
clothing drive
3
Common Courtesy Respect
de-rech er-etz
69! +9$
4
Do Not Destroy Needlessly
bal tosh-cheet
;*(:; -"
5
Feed the Hungry
ma-ah-cheel r’e-veem
6
Kindness to Animal
tsa-ar ba-ah-lay cha-eem
7
Repairing the World
Tikkun Olam
8
Honoring the Elderly
hee-dur p’nay za-ken
08' *15 9&$%
9
Return of Lost Articles
ha-sha-vat ah-vay-dah
%$"! ;":%
when a child finds something that is
not theirs and returns it to owner
10
Study
tal-mud to-rah
%9&; $&/-;
before telling Bible or holiday
stories
11
Truth
eh-met
12
Visiting the Sick
bee-kur cho-leem
.*"39 -*,!/
.**( *-3" 937
.-&3 0&8;
;/!
.*-&( 9&8"
When children show respect for
each other as in letting a child get in
line
ecology, destroy property, toys,
nature
food drive
• feeding the class pet
• putting a bug outside instead of
stepping on it
recycling
making cards for senior citizens
when a child tells the truth
calling or making cards for sick
friend, classmates or relatives
For each of these mitzvot you can simple say; “(child’s name) what a wonderful example of (mitzvah)”
Fund
16
MACHON L’MORIM - .*9&/- 0&,/
How many of these Mitzvot have you referred to today?
MITZVAH
TRANSLITERATION
HEBREW TERM
WHEN YOU CAN USE IT*
13
Welcoming Guests
hach-na-sat or-cheem
14
Cheerfulness
say-ver pah-neem ya-fote
15
Comforting Mourners
nee-chume ah-ve-leem
16
Do Not Covet
lo tach-mud
17
Guard Your Tongue
shmee-rat ha-la-shone
0&:-% ;9*/:
not calling other kids names
18
Honor Parents and Teachers
Honor your Father and
Mother
Kibbud Horim Umorim
Kibbud Abba v’aym
.*9&/& .*9&% $&",
doing something special for
parents and/or teachers
19
Peace in the
Home/classroom
sha-lome bai-yeet/kee-tah
%;*,"/;*" .&-:
20
Righteous Deeds
ge-mee-lute cha-sa-deem
.*$2( ;&-*/#
21
Righteous Justice (Charity)
tsa-dah-kah
22
Respecting the poor
kee-vode he-ah-nee
.*(9&! ;21,%
;&5* .*15 9"2
.*-"! .&(1
$/(; !-
%8$7
*13% $&",
• Shabbat Ema & Abba
• invite guests (ie another class)
• greet someone with a smile
• when kids are smiling and happy,
especially after an incident when a
child was sad
visiting a shiva house
hoarding toys
sharing toys/markers
when a child goes out of their way
to help another
• weekly tzedakah
• food and clothing drives
give money to homeless
For each of these mitzvot you can simple say; “(child’s name) what a wonderful example of (mitzvah)”
Fund
17
DEVELOPING AND STRENGTHENING JEWISH IDENTITY
Judaism should pervade every aspect of an early childhood classroom. There are five elements
that when used collectively will ensure that every classroom is integrated with Jewish values,
concepts and Hebrew vocabulary (Israel, Hebrew, Bible, Lifecycle, Prayer). This in turn will enable
children and their families to develop a strong Jewish identity. This section discusses those
elements and provides ways in which they can be integrated in the classroom.
Central to the development of a strong Jewish identity is the teacher’s identity with Judaism. It
is essential that all teachers:
1.
Are able to see the world through Jewish eyes and demonstrate that to the children
through the use of Hebrew and the ability to integrate secular subjects with Jewish
values, vocabulary and concepts.
2.
Are comfortable using Hebrew and teaching appropriate blessings.
3.
Have access to lesson plans and/or curriculum guides for each holiday and Shabbat
with increasing depth for each age level.
4.
Display, refer to and read, Jewish storybooks on holidays, Israel, Jewish heroes and
Jewish themes.
5.
Are able to develop family programs and adult educational events
6.
Reinforce Shabbat, holiday concepts, rituals and other curriculum concepts.
7.
Give children opportunities to learn about the parts of the Torah and items found in
a synagogue (Ner Tamid, Menorah, Siddur, Chumash, Aron Kodesh, Bimah).
It is through the personnel and environment (art, music, movement, creative dramatics and food)
that Jewish children and their families will experience and celebrate Jewish life and develop a
strong Jewish identity.
A Project of the Children of Harvey and Lyn Meyerhoff Philantrhopic Fund
18
M ACHON L’MORIM
.*9&/- 0&,/
ISRAEL
-!9:*
The concept of Israel as our Jewish homeland is taught through stories, pictures, experiences,
objects, foods and songs throughout the school year. Check all that are currently incorporated in
the classroom.
‘
Books, pictures and maps about Israel are available and visible in the classrooms.
‘
Foods of Israel are served at Yom HaAtzmaut, Tu B’shvat and other times of the year.
‘
Slides and photos of Israel are shown to children .
‘
Presentations by parents and guests who have been to Israel are made.
‘
Children are made aware of the connection between Israel and Bible stories Abraham, etc.
‘
Special projects, such as doing a mural of Jerusalem, experiencing life on a kibbutz,
or watching Israeli video (i.e. Dani’s Israel) are integrated into the curriculum.
‘
Israeli objects and artifacts are brought in by children and displayed in the classroom
as in a museum.
‘
Hebrew words and phrases specific to Israel are introduced and used.
‘
Israeli children’s music is played during the year.
‘
The children learn about the specialness of Israel to the Jewish people ( ie.
Jerusalem, Temple).
‘
The children learn to sing Israeli songs and dances.
‘
The children draw pictures and send them to children in Israel through an exchange
program.
‘
Israel parent workshops and discussion groups are available.
19
M ACHON L’MORIM
.*9&/- 0&,/
‘
As each of the holidays is prepared for and celebrated, there is a discussion of how
it is celebrated in Israel.
Observations::
20
M ACHON L’MORIM
.*9&/- 0&,/
DIASPORA
JEWISH COMMUNITY
-!9:* --,
There is exposure to the numerous customs and traditions of the various groups of Jewish
people, whose diversity is evident locally and throughout the world. Check all that are currently
incorporated in the classroom.
‘
Pictures of Jewish children around the world are displayed.
‘
Costumes and objects from Jewish communities around the world are available to the
children.
‘
Children are introduced to traditional Jewish foods from around the world.
‘
Jewish music from other countries is played.
‘
Jews from around the world are invited to the classroom.
‘
Children from other countries and cultures are invited to the classroom.
‘
Universal Jewish rituals and customs are taught.
Observations: :
21
M ACHON L’MORIM
.*9&/- 0&,/
HEBREW
;*9"3
Children are exposed to Hebrew throughout the day and across the curriculum. Teachers are
aware of and use the correct pronunciation of Hebrew words. Check all that are currently
incorporated in the classroom.
‘
Use Hebrew name for each holiday.
‘
Use Hebrew words for symbols pertaining to holidays, (i.e. sevivon, nerot, hallah,
kos, seder, megillah, bikkurim, matan Torah, etc.)
‘
Hebrew vocabulary should be integrated into the curriculum, (i.e. numbers,
colors, animals and daily routines)
‘
Sing Hebrew songs.
‘
The children are introduced to and use appropriate blessings .
‘
Play games using Hebrew words (Shimom omer).
‘
Call the children by their Hebrew names. If possible connect the name to a
famous Jewish person of that name (ie. Joshua, David, Sarah, etc.)
‘
Introduce the Aleph Bet Hebrew song.
‘
Display Hebrew names on children’s cubbies
‘
Label objects in Hebrew.
‘
Encourage the use of Hebrew phrases and sentences.
‘
Display secular literature in Hebrew (ie. Cat in the Hat in Hebrew).
Observations:
22
M ACHON L’MORIM
.*9&/- 0&,/
HEBREW VOCABULARY FOR THE CLASSROOM
Hebrew is the language of the Torah. It has been an important factor uniting the Jewish people
over the centuries. Hebrew is the language spoken in Israel and by Jewish people all over the
world. The following is a list of simple Hebrew words that are appropriate for an early childhood
education program. The guide is divided by topic areas: classroom, Shabbat, home and family,
calendar and weather, body parts and numbers. The list includes transliteration and examples of
situations as to when to use the Hebrew vocabulary. Finally, the guide includes a reference as to
how to use Hebrew vocabulary in the classroom. If you are unfamiliar or uncomfortable with
Hebrew, start small (i.e. one word) and use it until you are comfortable. Then add another word.
Try to add a new word every month. When you have a core group of words, begin grouping the
words together into phrases. It is not necessary to translate the Hebrew for the children. Either
use the Hebrew within context so the meaning is clear or sandwich the Hebrew between two
English words/phrases. For example, say “What is the weather today? Ma hamezag ah-veer
hayom? 9*&&! #'/ What is the weather today?
(Note
Note: Sentences in parentheses are translations of sentences with the Hebrew words in them.
As the children gain familiarity with the Hebrew, gradually eliminate the English.)
23
HOW MANY OF THESE HEBREW WORDS FOR THE CLASSROOM HAVE YOU USED LATELY?
HEBREW
DEFINITION
TRANSLITERATION
.&-:
hello
goodbye
peace
sha-lome
SITUATIONS
WHAT TO SAY
1. Greetings to anybody who should come or
leave the classroom (children, parents,
faculty, visitors)
2. Children sharing/getting along.
Shalom Shlomo! How are you today?
Shalom Rena, see you tomorrow! I really
like the way I see shalom at the sand
table. You are really working well
together.
David, what’s the name of the meal we
eat baboker?
baboker ( What’s the name of the
meal we eat in the morning?)
98&"
morning
bo - ker
early part of the day usually refers to when
one wakes up
"&) 98&"
good morning
bo - ker tov
greeting anyone that you meet in the morning
boker tov yeladeem.
yeladeem (Good Morning
children) How is everybody today?
Boker tov Morah Simon.
"&)
good
tov
giving praise
Tov yeladeem (good children) , I really like
the way you cleaned up
$&!/ "&)
very good
tov m’ode
giving praise with more emphasis
Tov m’ode Sean. You did a very good
job working on that puzzle.
*5&*
great, terrific
yo - fee
another form of giving praise (more casual)
Yo-fee Sara, terrific job on that painting!!
0**&7/
excellent, fine,
marked
me-tsu -yan
a form of praise for exceptional work
Me-tsu-yan Julie!!!! You did an excellent
job matching the shapes.
24
HEBREW
DEFINITION
TRANSLITERATION
SITUATIONS
WHAT TO SAY
$&",% -,
With all the
honor
kol ha-ka-vode
praise which deserves distinction
Kol Ha-ka-vode Lisa!! You did a
wonderful job finishing the computer
game!!!
$-*
boy
ye-led
referring to a male child
Which yeled is wearing a dinosaur on his
t-shirt? (Which boy is wearing a dinosaur
on his T-shirt?)
%$-*
girl
yal-dah
referring to a female child
Which yaldah is wearing a flower on her
dress? (Which girl is wearing a flower on
her dress?)
.*$-*
children
ye-lah-deem
referring to young little people
%9&/
teacher
mo-rah(f) mo-reh(m)
referring to the leader of a classroom
Shalom yeladeem! (Hello Children!)
How is everyone feeling today?
Yeladeem,
Yeladeem today Morah Cohen and
Morah Matz will teach us how to bake
challah for Shabbat.
952 ;*"
school
bet se - fer
referring to the place where children go to
play and learn
Jill, what did you bring to bet sefer today
for share time? (What did you bring to
school today for share time?)
-#3/
circle
ma -a-gal
referring to the round shape or the meeting
place for group time
Yeladeem,
Yeladeem Come sit on the ma-agal!!!
ma-agal
(Children come sit on the circle!)
0,
yes
ken
anytime an affirmative answer is needed
Ken,
Ken Sara. (Yes Sara) You may go to your
cubby and get your snack.
25
HEBREW
DEFINITION
TRANSLITERATION
SITUATIONS
WHAT TO SAY
!-
no
lo
anytime a negative answer is needed
Lo, yeladeem,
yeladeem (no children) we can’t go
outside today because it is raining.
%:8""
please
b’va-ka-sha
meal and snack times. Derech eretz
Ashley, can you please sit over here
b’va-ka-sha? Sheket b’vakasha.
(Quiet please!)
%$&;
thank you
to-dah
derech eretz
Todah , I like the way you are........
%"9 %$&;
thank you very
much
to-da ra-bah
derech eretz
What can we say to Josh for bringing in a
special treat to share with the class?
Todah Rabah.....(thank
Rabah.
you very much)
!"
come
bo
anytime you would like someone to come to a
certain place
Bo Joshua, (come Joshua) let me tie your
shoelaces.
;":-
to sit
la-she-vet
anytime you need to sit
.&8-
to get up
la-koom
anytime you need to get up
%5 *1!
I am here
Ah-nee po
Taking attendance
26
Yeladeem, bo leshevet on the rug.
(Children come to sit on the rug.)
Yeladeem, lakoom b’va’kasha and walk
quietly to the door. (Children, get up
please and walk quietly to the door.)
Teacher: Julie? Julie: Ahnee po.
(I am here.)
HEBREW
DEFINITION
TRANSLITERATION
SITUATIONS
WHAT TO SAY
%5 !-
not here
lo po
Taking attendance.
Teacher: Julie? Class answers: Julie lo
po. (Julie is absent.)
)8:
quiet
she-ket
asking for children to stop talking
%(*-2
excuse me
s’lee-cha
derech eretz
"&) -'/
good luck or
congratulations
ma-zal tov
derech eretz
0&"!*;"
have a good
appetite
b’tay-a-von
before snack and meal times
&"*:8%
listen
hak-shee-vu
anytime you need someone’s attention.
0(-:
table
shul-chan
referring to the place where work is done and
food is eaten
Yeladeem let’s clean up the shulchan so
we can get ready for snack. (Children,
let’s clean up the table...)
!2,
chair
kee-say
referring to the place where you sit on your
bottom at the table.
David, please don’t rock your kee-say
back and forth. That is not very safe.
(David, please don’t rock your chair...)
27
Yeladeem, sheket b’vakasha . You might
want to hear what Jon is saying.
(Children, quiet please.......)
S’leecha Sammy, move over here.
(Excuse me, Sammy, move over here.)
Yeladeem,
Yeladeem let’s say mazal tov to Rena
because she just became a big sister to
Ruth, her new baby sister!!!
(Children let’s say congratulations..)
Now that we have just finished saying the
blessing, let’s say b’tay-a-vo n
(enjoy your snack.)
Yeladeem, haksheevu,
haksheevu we need to stop
and get ready to go to gym.
(Children, listen we need to stop and get
ready to go to gym.)
HEBREW
952
DEFINITION
book
TRANSLITERATION
se-fer
SITUATIONS
WHAT TO SAY
referring to the item that is read aloud during
group time with words and pages.
Yeladeem,
Yeladeem, the name of the sefer that we
are going to read today is The Giving
Tree. (Children, the name of the book we
are...)
Sandy, please go over to your teek and
get out your lunch! (Sandy, please go
over to your backpack and get our your
lunch!)
8*;
backpack, bag
teek
referring to the item which the child brings to
school everyday to carry belongings.
%;*,
classroom
kee-tah
referring to the place indoors where the
children play and learn
Yeladeem,
Yeladeem Let’s go back to the keetah.
keetah
It’s too cold outside. (Children, let’s go
back to the classroom...)
Tamara, can you please come to the
loo-ach and show us how many days
until Shabbat ? (Tamara, can you place
come to the calendar and show....)
(&-
chalkboard
calendar
loo-ach
referring to the place to find information.
;-$
door
de-let
referring to the opening to the classroom or
to the outside.
Jason, could you please hold the delet
when we go outside. (Jason, could you
please hold the door...)
0#
garden
gan
referring to the place where the children play
outside (climbing apparatus, swings, bikes,
etc.)
Yeladeem,
Yeladeem, everyone must wear their
coats when we go out to the gan.
(Children, everyone must wear their coats
when we go out to the playground.)
6&("
outside
ba-chutz
referring to the place beyond the classroom
28
Yeladeem,
Yeladeem we are going bachutz so we
can go for our nature walk. (Children, we
are going outside so...)
HEBREW
DEFINITION
TRANSLITERATION
SITUATIONS
WHAT TO SAY
97(
courtyard
cha-tzair
referring to an area which is usually a hard
surface in which children play.
Yeladeem,
Yeladeem you may ride bikes on the
chatzair !! (Children, you may ride your
bikes on the hardtop)
Who would like to hold the degel when
we say the Pledge of Allegiance and Am
Yisrael Chai!! (Who would like to hold the
flag...)
-#$
flag
day-gel
morning activities discussions of Israel
Simchat Torah
0&3:
clock
sha-on
discussions of time
0&-(
window
cha-lon
refers to a part of the classroom
%579
floor
reets-pah
refers to a part of the classroom
%,9"
blessing
b’ra-cha
giving thanks to G-d for his creations. (food,
weather, nature, health, etc.)
Yeladeem,
Yeladeem let’s say the b’racha for the
lighting of the candles. (Children, let’s
say a blessing...)
.(-
bread
le-chem
saying the Hamotzi before meals
Hamotzi lechem min ha-aretz
29
Yeladeem, who can look at the shaon
and tell us what time it is? (Children.
Who can look at the clock at tell us what
time it is?)
Alon, look out the cha-lon and tell us the
weather today. (Alon, look out the
window and tell us the weather today.)
Yeladeem,
Yeladeem please look out on the reetspah for trash and throw it away in the
wastebasket. (Children, please look on
the floor...)
HEBREW
DEFINITION
TRANSLITERATION
SITUATIONS
WHAT TO SAY
6*/
juice
meets
snack times and meal times
Who wants to drink meets for snack?
Who wants to drink juice for snack?
"-(
milk
cha-lav
snack and meal time
%#&3
cake
oo-gah
birthdays and dramatic play
;$-&
;$-&% .&*
birthday
yom hu-le-det
celebrations
(/:
happy
sa-may-ach
times of joy
%*#&3
cookie
oo-gee-yah
passing out food during meals and snacks
2&,
cup
kos
referring to cups at snacktime or the kiddush
cup for Shabbat
30
What animal do we get chalav from?
(What animal do we get milk from?)
Yofee Sammy, a cow!! (Great Sammy, a
cow!) Who wants to drink chalav?
chalav
Julie brought in oo-gah today. (Julie
brough in cake today.) Hayom yom
huledet shel Julie!! (Today is Julie’s
birthday!)
Sng, “Hayom
Hayom yom huledet, hayom yom
huledet, hayom yom huledet l’ (child’s
name) (Happy Birthday, Happy Birthday,
Happy Birthday...)
Yeladeem,
Yeladeem I am so samayach at all of
your good manners today during
Kabbalat Shabbat. (Children, I am so
happy at all of your...)
Sara, could you give each person one
oogeeyah and place it on their napkin.
(Sara, could you give each person one
cookie and....)
Daniel, please put one cos at each child’s
place. (Daniel, please put one cup...)
Yeladeem,
Yeladeem let’s raise our kos yayin and
say the b’racha. (Children, let’s raise our
kiddush cup and say a blessing.)
HEBREW
;*5/
DEFINITION
napkin
TRANSLITERATION
ma-peet
SITUATIONS
WHAT TO SAY
referring to the small piece of paper at a
place setting to clean up with.
Karen, use your mapeet to wipe your
face from the crumbs. (Karen, use your
napkin to wipe...)
31
HOW MANY OF THESE HEBREW WORDS RELATING TO SHABBAT HAVE YOU USED LATELY
HEBREW
DEFINITION
TRANSLITERATION
SITUATIONS
;":
Shabbat
sha-bot
the seventh day in which G-d rested
;&91
candles
nayr-ote
Kabbalat Shabbat, dramatic play
%&&7/
commandment
mitz-vah
Talking about the commandments which G-d
has asked the Jewish people to keep (tzedakah,
welcoming visitors, helping the sick, derech
eretz, etc)
0**
wine
yai-in
%-(
challah bread
.*(95
flowers
%5/
tablecloth
WHAT TO SAY
Yeladeem, what things do we do to
welcome Shabbat ? Let’s light the
candles for Shabbat . On Shabbat , we
rest from the work week and spend time
with our families.
Yeladeem,
Yeladeem let’s say the b’racha for the
lighting of the nayrote shel (Shabbat,
yom Tov or Chanukah)
Chanukah (Children, let’s say
the blessing for the lighting of the
candles for..)
Jodie, you did a mitzvah by collecting
canned foods for the Kosher Food Pantry!
referring to what adults drink when saying the
kiddush on Shabbat or Yom Tov
Yeladeem, let’s raise our cos filled with
yayin and say the b’racha... (Children,
let’s raise our cups filled with wine and
say a blessing)
cha-lah
referring to the bread that we bless on
Shabbat and Yom Tov
Y eladeem,
eladeem pick up your piece of challah
and say the b’racha with me...
p’ra-cheem
Shabbat, spring, dramatic play
Yeladeem look at the p’racheem on the
Shabbat table. (Children, look at the
flowers on the Shabbat table.)
ma-pah
referring to the covering for a table
32
Yeladeem,
Yeladeem before we begin Shabbat , we
need to put a mapah on the table before
we can set the table. (Children, before
we begin Shabbat, we need to put a
tablecloth on the table..)
HOW MANY OF THESE HEBREW WORDS RELATING TO SHABBAT HAVE YOU USED LATELY
HEBREW
DEFINITION
TRANSLITERATION
SITUATIONS
WHAT TO SAY
On Shabbat , we always wear nice
clothes to go to the Bet K’neset.
K’neset In the
Bet K’neset,
K’neset we pray to G-d.
;21, ;*"
synagogue
bet k’ne-set
referring to the place where people pray on
Shabbat and holidays
%9&;
5 books of
Moses
To-rah
referring to the stories and the history of the
Jewish people
In the Torah,
Torah how many sons did Isaac
have? In the Torah,
Torah G-d tells Moses to
tell Pharoah to free the Jewish slaves in
Egypt.
%8$7
righteousness
tze-dah-kah
On Fridays, children place coins in a tzedakah
box to give to charity good drives and used
clothes
Yeladeem,
Yeladeem today is yom Shee-shee.
Shee-shee
Does anyone have tzedakah today?
(Children, today is Friday.....)
:&$8
hoy, sacred
ka-dosh
referring to a place or thing that is holy or
sacred. (Shabbat, your personal space)
Yeladeem, let’s get ready for Shabbat .
Shabbat is kadosh. (Shabbat is holy.)
Shabbat is special
-!9:*
Israel
yis-ra-el
referring to the land of Israel
referring to the people of Israel
33
Do you think that children in Yisrael do the
same things in their schools like we do?
Do children in Yisrael celebrate Shabbat like
we do? Do they celebrate the holidays like
we do?
HOW MANY OF THESE RELATING TO HOME AND FAMILY HAVE YOU USED LATELY?
HEBREW
DEFINITION
TRANSLITERATION
SITUATIONS
WHAT TO SAY
%(5:/
family
meesh-pa-cha
referring to the people that we live with,
dramatic play
Leila, how many people are in your
meeshpacha.
meeshpacha (Leila, How many people are
in your family?)Let’s count. Eema, Abba,
Abba
Micha and Leila. (Mommy, Daddy, Micha
and Leila) That’s four people. Tov M’ode....
M’ode
!/!
mother
ee-ma
dramatic play
Jay, when eema comes to pick you up
today, we will show her the lovely picture
that you drew for her. (Jay, when
mommy comes....)
!"!
father
ah-ba
dramatic play
Brad, did you go with your Abba
yesterday to his office downtown? (Brad
did you go with your Daddy yesterday....)
!"2
grandfather
sa-ba
dramatic play
My saba always gives me chocolate
coins during Chanukah.
Chanukah (My grandfather
always gives me....)
!;"2
grandmother
sav-ta
dramatic play
My savta makes the best matzoh ball
soup. (My grandmother makes the....)
(!
brother
ach
dramatic play
Diane, did you go to soccer practice with
your ach yesterday? (Diane did you go to
soccer with your brother..)
;&(!
sister
ah-chot
dramatic play
Guy, how old is your achot,
achot Rose?
(Guy, how old is your sister...)
$&$
uncle
dode
referring to the brother of our mother or
father, dramatic play
sing, L’Dode Moshe Haya Chava, E-I-E-IO (Uncle Moshe had a farm, E-I-E-I-O)
34
HEBREW
DEFINITION
TRANSLITERATION
SITUATIONS
WHAT TO SAY
referring to the sister of a mother or father,
dramatic play
Did your dodah come to visit you from
Israel? (Did your aunt...)
dramatic play
Lisa, I like the way you are holding the
teenok and giving her a bottle. (Lisa. I like
the way you are holding the baby...)
%$&$
aunt
do-dah
8&1*;
baby
tee-nok
35
HEBREW
DEFINITION
TRANSLITERATION
SITUATIONS
WHAT TO SAY
%)*/
bed
mee-tah
referring to the object that we sleep on
dramatic play
When we get tired, we put on our
pajamas and get into our meetah. (When
we get tired, we put on our pajamas and
get into our bed.)
;*"
house
by-eet
refers to the place where families live,
dramatic play
A family lives in a bayit . (A family lives in
a house.)
"-,
dog
ke-lev
refers to the animal that barks family pet,
dramatic play
Clifford is a big red kelev . (Clifford is a
big, red dog.)
-&;(
cat
cha-tool
refers to the animal that meows, family pet,
dramatic play
Garfield is a smart chatool that talks.
(Garfield is a smart cat...)
%"&"
doll
boo-bah
refers to a toy that a child might play with,
dramatic play
Barbie is a boobah . (Barbie is a doll)
;&*"&8
blocks
koo-bee-yote
dramatic play, math, science
;",9
train
rah-ke-vet
dramatic play, math, science, transportation
0&9*&!
airplane
ah-vee-rone
dramatic play, math, science, transportation
36
Can you build a tower using only four
koobiyote?
koobiyote (Can you build a tower using
only four blocks?)
This rakevet has an engine, a caboose
and five boxcars. (This train has an
engine...)
Most people fly to Israel in an aveerone .
( Most people fly to Israel in an airplane.)
HEBREW
DEFINITION
TRANSLITERATION
SITUATIONS
WHAT TO SAY
dramatic play, science, transportation
An oneeyah floats in the water. (A boat
floats in the water.)
Chanukah, dramatic play, science
We spin the seveevon during Chanukah.
Sing, Seveevon. Sov, sov, sov. How
many times does the seveevon spin
before it falls down?
gross motor skills, science
Julie. Bounce the kadoor to David.
(Julie, bounce the ball to David.)
refers to the PC in the classroom or home
Be careful when you put the CD into the
machshev Noah. (Be careful when you
put the CD into the computer...)
%*1&!
boat
oh-nee-yah
0&"*"2
top
see-vee-von
9&$,
ball
ka-door
":(/
computer
mach-shev
37
HOW MANY OF THESE HEBREW WORDS RELATING TO CALENDAR AND WEATHER HAVE YOU
USED LATELY?
HEBREW
DEFINITION
TRANSLITERATION
SITUATIONS
.&*
day
yom
referring to the days of creation, and the days
of the week) calendar
.&*%
today
ha-yome
referring to the present day
9*&&! #'/
weather
may-zeg ah-veer
referring to the climate outside (calendar and
group time, science)
:/:
sun
she-mesh
weather, science, calendar
(9*
moon
ya-ray-ach
weather, science, calendar, Creation
.:#
rain
ge-shem
calendar, science, weather
.**/:
sky
sha-mai-yeem
calendar, science, weather, Creation
38
WHAT TO SAY
Yom Reeshone-Sunday,
Reeshone
Yom ShayneeShaynee
Monday, Yom Shlee-shee-Tuesday,
Shlee-shee
Yom
R’vee - ee-Wednesday,
ee
Yom ChameesheeChameeshee
Thursday, Yom Shee-shee-Friday,
Shee-shee
Shabbat -Saturday
Yeladeem, hayome , we will go bachutz
to the gan and then come back to have a
special snack. (Children, today we will go
outside to the playground and...)
Yeladeem,
Yeladeem who can tell me, Ma hamezeg
ah-veer hayom?
hayom (What is the weather
today?)
Yeladeem, yesh shemesh hayom ?
(Children is there sun today?)
At night you can see the yarayach in the
sky. (At night you can see the moon..)
Yeladeem, yesh geshem hayom ?
(Children, is there rain today?) Ken
hayome yesh geshem.
geshem (Yes, there is rain
today.)
Hashemesh ba’shamayim . (The sun is in
the sky.)
HOW MANY OF THESE HEBREW WORDS RELATING TO CALENDAR AND WEATHER HAVE YOU
USED LATELY?
HEBREW
DEFINITION
TRANSLITERATION
SITUATIONS
WHAT TO SAY
#-:
snow
she-leg
Yeladeem, yesh sheleg hayom? (Is there
snow today?) Hayom, yesh sheleg.
sheleg
(Today, there is snow.)
Yeladeem, yesh ahnaneem hayom?
hayom (Are
there clouds today?) Hayom yesh ah-naneem.
neem (Today there are clouds.)
.*113
clouds
ah-na-neem
calendar, science weather
.(
hot
cham
Hamayzeg ah-veer cham in summer.
(The weather is hot in summer.)
98
cold
kar
temperature, science, weather
Hamayzeg ah-veer kar in winter. ( The
weather is cold in winter.)
9*98
cool
ka-reer
temperature, science, weather
Hamayzeg avir kareer hayom.
hayom (The
weather is cool today.)
39
HOW MANY OF THESE HEBREW WORDS RELATING TO BODY PARTS HAVE YOU USED LATELY?
HEBREW
DEFINITION
TRANSLITERATION
SITUATIONS
WHAT TO SAY
Rosh Hashanah - head of the year.
Sarah is our rosh tour - (line leader) today
:!9
head
rosh
discussion of body parts
.**1*3
eyes
ay-nai-yeem
We look and see with our aynaieem. (We
look and see with our eyes)
.**1'&!
ears
oz-nai-yeem
We hear and listen with our oznayeem.
(We hear and listen with our ears.)
4!
nose
af
%5
mouth
peh
We chew and eat with our peh.
peh
(We chew and eat with our mouth.)
-#9
leg
ray-gel
Flamingoes stand on one regel.
(Flamingoes stand on one leg.)
.**-#9
legs
re-glai-yeem
$*
hand
yad
40
We smell the challah baking with our af.
(We smell the challah baking with our
nose)
We use our reglayeem for walking and
running, skipping and jumping. (We use
our legs for....)
Yeladeem, raise your right yad. used as
pointer to read the Torah
HOW MANY OF THESE HEBREW WORDS RELATING TO BODY PARTS HAVE YOU USED LATELY?
HEBREW
DEFINITION
TRANSLITERATION
SITUATIONS
WHAT TO SAY
It’s fun to use our yadayeem to mix and
make playdough. (It’s fun to use our
hands...)
.**$*
hands
ya-dai-yeem
3"7!
finger
etz-bah
Put your etzbah on your nose if you like
chocolate ice cream!
We have eser etzbaote on our yadayeem.
(We have ten fingers on our hands.)
;&3"7!
fingers
etz-ba-ot
0)"
stomach, belly
be-ten
Put your yad on your beten if you like
chocolate pudding (Put your hand on
your belly if you.....)
"#
back
gav
Put your yad on your gav if you like
chocolate kisses? (Put your hand on your
back if you like...)
;(;
bottom
ta-chot
I like the way Jeffrey is sitting on his
tachot quietly. (I like the way Jeffrey is
sitting on his bottom..)
.**,9"
knees
ber-kai-yeem
41
We bend our ber-kai-eem when we pray
to G-d. (We bend our knees...)
HOW MANY OF THESE HEBREW WORDS RELATING TO NUMBERS HAVE YOU USED LATELY?
HEBREW
DEFINITION
TRANSLITERATION
SITUATIONS
WHAT TO SAY
;(!
one
ah-chot
refers to a number
Adonai eh-chad (one G-d)
.**;:
two
shty-eem
refers to a number
shtay yadayim - two hands
shtay oz-nai-yeem - two ears, etc.
:&-:
three
sha-losh
refers to a number
sha-losh abba-ot (three fathers)
Abraham, Isaac and Jacob
3"9!
four
ar-bah
refers to a number
ar-bah eema-hote four mothers Sara, Rebecca, Leah and Rachel
:/(
five
cha-maysh
refers to a number
five books of Moses
::
six
shaysh
refers to a number
G-d created the world in shee-shah
yameem.
yameem. (In six days)
3":
seven
she-va
refers to a number
There are sheva days in a week. (There
are seven day..)
%1&/:
eight
sh’mo-ne
refers to a number
she-mo-ne yameem of Chanukah (eight
days of chanukah)
chanukah
42
HOW MANY OF THESE HEBREW WORDS RELATING TO NUMBERS HAVE YOU USED LATELY?
HEBREW
DEFINITION
TRANSLITERATION
SITUATIONS
WHAT TO SAY
We have taysha yeladeem b’bet sefer
hayom.
hayom ( We have nine children in school
today.)
3:;
nine
tay-sha
refers to a number
9:3
ten
eh-ser
refers to a number
43
We have ehser etzbaote.
(We have ten fingers)
M ACHON L’MORIM
.*9&/- 0&,/
BIBLE
%9&;
Appropriate Bible stories are told and dramatized. Stories are selected to emphasize
Jewish values, Jewish heroes and heroines, Jewish identity and Jewish holidays.
‘
Children are taken to the synagogue to see a Torah .
‘
Appropriate Bible stories are read or told for each holiday, (i.e. the story of
Moses, Esther, Ruth etc.).
‘
Selected stories from the Torah (parsha of week) are read or told.
‘
The children are encouraged to dramatize stories in a developmentally
appropriate manner through the use of storytelling techniques, and/or
costumes, and/or art materials.
‘
Teacher reads the Biblical story before teaching it to the children in order
to familiarize herself with events and personalities of the particular story.
‘
The children are introduced to and use appropriate blessings before
studying Torah (la ashok b'devrei Torah).
‘
Hebrew vocabulary related to the Bible stories are introduced and used.
‘
Bible stories are related to everyday life situations (i.e. sibling rivalry,
Joseph and his brothers, settling argument-Abraham and Lot etc.).
‘
Teachers use opportunities of children with Biblical names in their class to
tell story about that person (Sarah, Rachel, Daniel, David, etc).
‘
Bible stories and their settings are related to Israel - (i.e. Abraham, Jacob,
Isaac, Sarah, etc.)
‘
Bible study groups for parents are available -(how to tell stories to
children; how to choose appropriate stories, how to read Torah stories for
themselves, etc.)
‘
Children are provided with opportunities to make a Torah scroll.
44
M ACHON L’MORIM
.*9&/- 0&,/
‘
Children learn parts of the Torah scroll.
Observations:
45
M ACHON L’MORIM
.*9&/- 0&,/
PRAYERS, BLESSINGS
%-*5;
Opportunities for morning prayers and songs, blessings over foods and other
ideologically and developmentally appropriate rituals are prevalent and integrated into
the day.
‘
Materials are sent home regarding prayer, the role of prayer in Judaism
and introducing prayers and blessings at home (i.e. blessing children on
Shabbat. Modeh Ani, Shma).
‘
The children recite appropriate prayers and blessings in the morning;
before and after meals as ideologically and developmentally appropriate.
‘
Children learn about the role of the Rabbi and the Cantor in the synagogue
‘
The children are introduced to and use appropriate blessings.
‘
Hebrew words and phrases specific to Prayers and blessings are
introduced and used (Baruch atah adonai).
‘
Children learn about feeling close to God through praying.
‘
The children learn the meaning of being thankful through discussion,
stories, role playing and modeling.
‘
Teachers receive in-service training on developmentally appropriate
methods for teaching about God and prayers to young children.
‘
The children learn and recite appropriate blessings over a variety of
foods/snacks, such as cookies, pretzels, juice.
‘
Prayer books are readily available on the bookshelf.
‘
Children are given the opportunity to find their makome kadosh (sacred
space).
‘
Children have the opportunity to make their own siddur.
46
M ACHON L’MORIM
.*9&/- 0&,/
‘
Spiritual/prayer parent workshops are available.
Observations:
47
M ACHON L’MORIM
.*9&/- 0&,/
THE JEWISH LIFE CYCLE
The children are introduced to Jewish life cycle events through appropriate
experiences, books and discussions pertaining to the subject in a developmentally
appropriate manner.
‘
There are discussions on baby naming, Brit Milah, family tree, death,
divorce, B’nai Mitzvah and marriage.
‘
Children know their Hebrew/Jewish names.
‘
Books are used for reinforcing Jewish life cycle events and are displayed
on the book case.
‘
Hebrew words and phrases specific to Jewish Life cycle events are
introduced and used (L’Chayim, Bar Mitzvah, Tinoke).
‘
Discussions take place whenever one of these events occurs as well as
on a regular basis as part of the curriculum.
‘
Parents are made aware of these events when they occur in relation to a
classmate.
‘
There are books that parents can borrow on these topics and resources
parents can access (i.e. Levinson's Funeral Home has a lending library).
‘
Children are introduced to Hebrew words associated with life cycles
‘
Mishpacha (family)
‘
Chagim (holidays)
‘
Hashem (God)
‘
Life cycle workshops are available for parents.
‘
There is a discussion on how each life cycle event is observed in Israel.
Observations:
48
M achon L’Morim
.*9&/- 0&,/
SHABBAT AND CHAGIM
.*#(& ;":
Celebrating Jewish holidays through art, music, movement and drama, is one way in which
children and their families experience and learn about Jewish values, concepts, symbols
and foods. Jewish holiday experiential learning is further enhanced when the total school
environment reflects that particular holiday.
The following indicators are the framework from which teachers should create specific
lesson plans. These are guidelines, not lesson plans, which will help teachers see the
extent of the Jewish content and the variety of methodologies they use to teach each
holiday.
While these guidelines are meant to be extensive, covering most aspects of the child’s and
the families’ holiday experience, they d o not list every concept, symbol or type of
involvement possible. These indicators should serve as the foundation, not the final
product.
49
M achon L’Morim
.*9&/- 0&,/
SHABBAT ;":
The children participate in weekly Shabbat experiences which include candle lighting,
Kiddush, Hamotzi and other appropriate blessings, songs, and stories.
‘
Background materials about Shabbat are sent to families with suggestions
for home celebrations.
‘
Parents are invited and encouraged to participate with their children in the
classroom and at Shabbat services.
‘
There is a discussion of how Shabbat is celebrated in Israel in our time and
in the past.
‘
Tzedakah is always given prior to candle lighting.
‘
The children participate in Shabbat preparation, i.e. baking challah, cleaning,
etc. Cite example:
‘
The children participate in the lighting of candles, Kiddush and Hamotzi at
model Shabbat celebrations. Cite example:
‘
The children have opportunities to visit the synagogue and to see the Torah,
to learn about the parts of the Torah and Aron Kodesh.
‘
‘
Hebrew words and phrases, specific to Shabbat are introduced and used.
‘
Anticipation and excitement pervades the room on “Erev Shabbat”.
Whatever day the model Shabbat is celebrated.
‘
Shabbat/Bible stories are read, dramatized or told to children.
‘
An interactive Shabbat bulletin board is present.
‘
The children participate in Shabbat songs, and/or dances, and/or creative
movement activities.
50
M achon L’Morim
.*9&/- 0&,/
‘
Books are visible and are used for reinforcing concepts of Shabbat.
‘
Children discuss differences between Shabbat and the rest of the week (ie.
going to synagogue, resting, family Shabbat dinner, etc.).
‘
Shabbat ritual objects are accessible all week.
‘
Children participate in a weekly Shabbat service in their synagogue.
‘
Shabbat parent workshops are available.
Observations:
51
M achon L’Morim
.*9&/- 0&,/
HAVDALAH %-$"%
‘
Background materials about Havdalah are sent to families with suggestions
for home celebration.
‘
Parents are invited to participate with their children at a special evening
Havdalah service for pre-schoolers.
‘
Teachers can begin the new week with a Havdalah ceremony which
separates the weekend (Shabbat) from the new school week.
‘
The children participate in the smelling of spices, looking at their hands by
the light of the Havdalah candle, and drinking grape juice
‘
The children are aware of the uniqueness of the Havdalah candle and how
it is different from Shabbat, Hanukkah, birthday candles, etc.
‘
The children are introduced to and use appropriate blessings for Havdalah.
‘
Hebrew words and phrases specific to Havdalah are introduced and used.
(I.e. B’samim, ner)
‘
Children are aware that seeing 3 or more stars on Saturday night indicates
that Shabbat is over and it is time to say Havdalah.
‘
Havdalah songs and stories are shared.
‘
Include Havdalah items in the Shabbat basket
Observations:
52
M achon L’Morim
.*9&/- 0&,/
ROSH HASHANAH %1:% :!9
‘
Background materials about Rosh Hashanah are sent to the families with
suggestions for home celebrations and activities.
‘
Children are introduced to the symbols, customs and concepts for Rosh
Hashanah. For example,
‘
giving thanks to God
‘
growth and development
‘
apples & honey
‘
going to the synagogue
‘
the shofar
‘
round challah
‘
There is a discussion of how Rosh Hashanah is celebrated in Israel.
‘
The children learn Rosh Hashanah greetings through appropriate vocabulary
(Shanah Tova Tikateivu).
‘
Hebrew words, phrases,and blessings specific to Rosh Hashanah are
introduced and used. (I.e. tapuach, todah shofar)
‘
The children learn and participate in singing Rosh Hashanah songs, and/or
dances and/or creative movement activities.
‘
The children have opportunities to prepare and eat foods related to Rosh
Hashanah.
‘
The children have opportunities to create developmentally appropriate art
projects related to Rosh Hashanah, such as greeting cards, honey jars, and
shofar.
‘
Books are used for reinforcing the concepts of the holiday and are displayed
on the book shelf.
‘
Parent Rosh Hashanah workshops are available.
Observations:
53
M achon L’Morim
.*9&/- 0&,/
YOM KIPPUR
9&5, .&*
‘
Background material about Yom Kippur is sent to the families with
suggestions for home celebrations and activities.
‘
The children are introduced to the customs, values and concepts of Yom
Kippur, through discussion, books, singing, dancing and creative movement.
‘
‘
‘
friendship valuing each person as a unique individual
doing good deeds
making mistakes and asking for forgiveness (t’shuvah)
‘
There is a discussion that Yom Kippur is celebrated in Israel and every
country in the world on the same day - 10 Tishrei.
‘
Story of Jonah is told and discussed with the children.
‘
‘
Hebrew words and phrases specific to Yom Kippur are introduced and used
(ie. se-li-cha, sorry).
‘
Books are used for reinforcing concepts of the holiday and displayed on the
book case.
‘
Parent Yom Kippur workshops are available.
Observations:
54
M achon L’Morim
.*9&/- 0&,/
SUKKOT ;&,2
‘
Background materials about Sukkot are sent to families with suggestions for
home celebrations and activities.
‘
Parents are encouraged to participate with their children in synagogue
holiday celebrations.
‘
The children are introduced to the symbols, customs and concepts of Sukkot.
For example,
‘
celebrating the harvest
‘
giving thanks to God
‘
welcoming guests (hahnasat orchim)
‘
giving to the poor (food drive) (k’vod he-ani)
‘
lulav, etrog, succah, schach
‘
The biblical source of the holiday is taught in a developmentally appropriate
manner.
‘
There is a discussion of how Sukkot is celebrated in Israel .
‘
There are materials in the classroom for building a sukkah.
‘
The children have an opportunity to decorate a sukkah and eat in a sukkah.
‘
The children are introduced to and use appropriate blessings (lulav, etrog).
‘
Hebrew words and phrases specific to Sukkot are introduced and used.
(Succah, schaeh, etc.)
‘
The children learn about the lulav & etrog.
‘
The children hold the lulav and etrog.
‘
The children have opportunities to touch, taste, and prepare foods related to
Sukkot.
‘
projects related to Sukkot.
‘
book case.
55
M achon L’Morim
.*9&/- 0&,/
‘
Children learn developmentally appropriate historical, agricultural, and
religious sources associated with Sukkot.
‘
Children learn the connection between Sukkot and Thanksgiving.
‘
Children and families have the opportunity to participate in a Kosher food
drive for the poor in their community.
‘
Families are invited to participate in Sukkot celebrations.
‘
Parent Sukkot workshops are available.
‘
Sukkot ritual items and symbols are readily available for use in the classroom.
Observations:
56
M achon L’Morim
.*9&/- 0&,/
SIMCHAT TORAH %9&; ;(/:
‘
Background materials on Simchat Torah are sent to families with suggestions
for home celebrations and activities.
‘
Children are introduced to the symbols, customs and values associated with
Simchat Torah. For example,
a.
Torah
b.
degalim
c.
hakkafot
d.
celebrating love of Torah
‘
Parents are encouraged to participate with their children in synagogue
holiday celebrations.
‘
The value of study (Talmud Torah), respect and love for the Torah is shared.
‘
The source of the holiday is taught in a developmentally appropriate manner.
‘
The children have the opportunity to march, sing and dance with flags and
the Torah.
‘
There is a discussion of how Simchat Torah is celebrated in Israel.
‘
projects related to Simchat Torah.
‘
The children have opportunities to prepare foods related to Simchat Torah
observances, (ie cookies in shape of Torah).
‘
The children can explain the connection between Simchat Torah and
Shavuot.
‘
The children are introduced to and use appropriate blessings (La-ashote,
B’devrei Torah).
‘
Hebrew words and phrases specific to Simchat Torah are introduced and
used (degal).
‘
book case.
57
M achon L’Morim
.*9&/- 0&,/
‘
Ritual items and symbols are readily available to play with.
‘
Children have an opportunity to go to the synagogue and learn about the
parts of the Torah and the Aron Hakodesh.
Observations:
58
M achon L’Morim
.*9&/- 0&,/
HANUKKAH %,&1(
‘
Background materials on Hanukkah are sent to families with suggestions for
home celebrations and activites.
‘
Children are introduced to the symbols, concepts and customs associated
with Hanukkah. For example,
‘
extending hospitality (hahnasat orhim),
‘
doing good deeds for others (gemilut hasadim)
‘
latkes, Hanukkiyot, Shamash
‘
The children are told (read) the story of Hanukkah.
‘
Children experience using oil to light the Hanukkiya
‘
Children learn developmentally appropriate historical, seasonal and religious
reasons associated with Hanukkah.
‘
The children are introduced to and use appropriate blessings (nerot).
‘
Hebrew words and phrases specific to Hanukkah are introduced and used
(hanukkiyot).
‘
There is a discussion of how Hanukkah is celebrated in Israel.
‘
The children have the opportunity to prepare foods related to Hanukkah
observances.
‘
Teachers use aids (flannel stories, puppets, etc) to dramatize the story and
children have opportunities to role play.
‘
Teachers emphasize the concept of freedom through discussion and creative
dramatics.
‘
The children make Hanukkiyot and other developmentally appropriate art
projects related to Hanukkah.
‘
The children learn the correct way to light the candles and recite the
blessings.
‘
Children can distinguish between different kinds of candles (Shabbat,
Havdalah, birthday, yahrzeit).
59
M achon L’Morim
.*9&/- 0&,/
‘
The children participate in singing Hanukkah songs and/or dances and/or
creative movement activities.
‘
Children have the opportunity to give tzedakah.
‘
The school provides for a family Hanukkah celebration in which Hanukkah
foods are served, candles are lit and blessings are recited.
‘
book case.
‘
Parent Hanukkah workshops are available.
Observations:
60
M achon L’Morim
.*9&/- 0&,/
TU B’SHVAT )":" &)
‘
Background materials on Tu B’Shevat are sent to families with suggestions
‘
Children are introduced to the concepts, customs and values associated with
Tu B’shvat. For example,
‘
planting and caring for our environment (Shomrei Adamah)
‘
not wasting (bal tash-heet)
‘
New Year for trees
‘
Israeli agriculture
‘
Land of Israel (Eretz Y’israel)
‘
Bereshit; beauty of creation
‘
Children are involved in learning about seeds and trees through storybooks,
songs and nature walks.
‘
Children learn developmentally appropriate historical, agricultural, and
religious reasons associated with Tu B’shvat.
‘
There is a discussion of how Tu B’Shvat is celebrated in Israel.
‘
Children learn the sequence and cycle of nature.
‘
Children are introduced to and use appropriate blessings.
‘
Hebrew vocabulary specific to Tu B’Shvat is introduced and used (atz,
adamah).
‘
The children visit a plant nursery, and/or plant seeds in their classroom,
and/or near their school. They then have the opportunity to care for and
watch things grow (Shomrei Adamah).
‘
There is a Tu B’Shvat seder in which foods of Israel are served and the cycles
of nature are discussed.
‘
Books on Israel, photos, slides, and visitors are used to help to introduce the
children to Israel.
‘
Children are encouraged to discuss ways of helping the environment;
recycling. (Tikkun olam, Baal Tashhit).
61
M achon L’Morim
.*9&/- 0&,/
‘
The children have the opportunity to create art projects related to Tu B’Shvat.
‘
book case.
‘
Children are encouraged to see connections between this holiday and other
holidays.
Observations:
62
M achon L’Morim
.*9&/- 0&,/
PURIM .*9&5
‘
Background materials are sent to families with suggestions for home
celebrations and activities.
‘
Children are introduced to customs, concepts and values associated with
Purim. For example,
‘
sharing with others (tzedakah),
‘
giving gifts for poor (k’vod heani)
‘
reading the megillah (Limud Torah)
‘
giving Mishloach Manote (mitzvah)
‘
The Purim story is told using appropriate teacher aids.
‘
Children have the opportunity to role play the story of Purim.
‘
There is a discussion of how Purim is celebrated in Israel.
‘
‘
Hebrew vocabulary specific to Purim is introduced and used (rashan, grogger,
Megillah, hametaschen, sevdah).
‘
The children are introduced to the concept of freedom and acceptance of
differences through appropriate materials and experiences.
‘
A school wide family celebration in which the Purim story is retold using the
megillah, hamentaschen are served, costumes are worn and Purim songs are
sung.
‘
The children are introduced to ritual objects (megillah) and become familiar
with the personalities of the story.
‘
The children have opportunities to create art projects related to Purim.
‘
The children have opportunities to prepare foods related to Purim
observance.
‘
book case.
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‘
Parent Purim workshops are available.
Observations:
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PESACH (25
‘
Background materials about Pesach are sent to families with suggestions for
home celebrations and activities.
‘
The children are introduced to the concepts, customs and values associated
with Pesach. For example,
‘
inviting a guest to the seder (hahnasat orchim)
‘
recognizing the importance of freedom
‘
thanking God for bounties of nature
‘
giving gifts for poor (Maote Hitim)
‘
matzah, maror, pesach, bedikat chametz
‘
Encourage parents to use child made objects (ie wine cup, plate, etc.) at the
seder.
‘
The Pesach story is told through puppets, flannel board, books, and other
visual aids and children have the opportunities to dramatize and role play.
‘
There is a discussion that Pesach is celebrated in Israel.
‘
Discussion is held about the meaning and concept of counting the Omer
(Sefirah period).
‘
The children count the Omer and indicate the day on the calendar.
‘
‘
Hebrew vocabulary specific to Pesach is introduced and used (matzah,
maror).
‘
The children handle real holiday objects in the classroom (ie.matzah,
Haggadah, cup of Elijah, the seder plate).
‘
projects related to Pesach.
‘
The children learn developmentally appropriate Pesach songs and parts of
the Seder.
‘
The children prepare and taste foods related to Pesach observances (ie
Haroset, salt water, matzoh).
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‘
book case.
‘
Parent Pesach workshops are available.
Observations:
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YOM HAATZMAUT ;&!/73
.&*
‘
Background materials on Yom HaAtzmaut are sent to families with
suggestions for home celebrations.
‘
Children are introduced to the values associated with Yom HaAtzmaut.
‘
‘
‘
celebrating the establishment of the State of Israel (Mideenat Yisrael)
the importance of Israel to the Jewish people (Klal Y’israel)
hatikvah
‘
Concept of Israel as the home of the Jewish people is introduced.
‘
Israel is integrated throughout the year (ie map of Israel, discussion of how
holidays are celebrated in Israel, etc.).
‘
Hebrew words and phrases specific to Yom HaAtzmaut are introduced and
used (Yisrael, Klal Yisrael, Eretz).
‘
There is a discussion of how Yom HaAtzmaut is celebrated in Israel.
‘
There is preparation for and a Yom HaAtzmaut celebration in which foods of
Israel, Israeli flags, dances, songs, etc. are featured.
‘
The children have opportunities to create art projects related to Yom
HaAtzmaut.
‘
The concept of freedom is re-introduced through stories, creative dramatics
(connection with Pesach, Hanukkah is stressed).
‘
Places in Israel are introduced through stories, pictures, games, discussions,
and maps.
‘
Books about Israel and maps are displayed and read to the children.
‘
Children are encouraged to wear blue and white on Yom HaAtzmaut.
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‘
Israel and Yom HaAtzmaut parent workshops are available.
Observations:
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LAG B’OMER 9/&3" #Review the list below. Check all that apply. Cite specific examples and/or describe.
‘
Background materials on Lag B'Omer are sent to families with suggestions
‘
Children are introduced to values associated with Lag B’Omer. For example,
‘
recognizing the importance of freedom
‘
studying as a lifetime commitment (Talmud Torah or Limud Torah)
‘
sefirat ha’omer
‘
Stories about Rabbi Akiva and Rabbi Simeon bar Yohai are told and read.
‘
Judaism’s emphasis on the role of teacher and scholar is emphasized.
‘
There is a discussion of how Lag B’Omer is celebrated in Israel.
‘
The children participate in outdoor games and go on a picnic.
‘
Music and creative movement activities are part of the preparation.
‘
‘
Hebrew words and phrases specific to Lag B’Omer are introduced and used.
‘
The children have opportunities to create art projects related to Lag B’Omer.
‘
book case.
‘
‘
Discussion is held about the meaning and concept of counting the Omer.
The children count the days and indicate each day on the calendar.
‘
Lag B’omer parent workshop are available.
Observations:
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SHAVUOT ;&3&":
‘
Background material about Shavuot are sent to the families with suggestions
‘
Children are introduced to the values associated with Shavuot. For example,
‘
studying as a lifetime commitment (Talmud Torah),
‘
doing things to value and respect our traditions, God, ourselves and
others (mitzvot),
‘
extending hospitality (hahnasat orhim),
‘
planting and caring for our environment (shomrei adamah)
‘
not wasting (bal tash-heet)
‘
celebrating the beginning of the harvest
‘
giving thanks to God for His blessings. (Bikkorim)
‘
caring for the poor (k’vod heani)
‘
Appropriate discussions take place in which children talk about the Ten
Commandments and rules.
‘
There is a discussion of how Shavuot is celebrated in Israel.
‘
‘
Hebrew words and phrases specific to Shavuot are introduced and used.
‘
Discussions on the importance of harvest, and caring for the environment for
human survival take place.
‘
Developmentally appropriate discussion involving the connection between
Shavuot, Sukkot, Pesach and Simchat Torah occur.
‘
The children are told the story of the “Giving of the Torah” and connect this
with Simchat Torah.
‘
Music and movement experiences are part of the Shavuot celebration
experience (singing, creative rhythms).
‘
The children are told the Biblical story of Ruth and Naomi.
‘
Hebrew vocabulary specific to Shavuot is introduced and used.
‘
The children have opportunities to create art projects related to Shavuot.
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‘
The children have food experiences relating to Shavuot (ie making butter,
picking and eating strawberries, etc).
‘
Discussion is held about the counting of the Omer and indicating that
Shavuot has arrived.
‘
Children decorate classroom for Shavuot.
‘
book case.
‘
Shavuot family workshops are available.
Observations:
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INDICATORS FOR FACULTY
The core of any excellent educational institution lies with its teachers. In order for an
early childhood educator to fully integrate Jewish values, concepts and Hebrew
vocabulary into the culture of the school, the teachers and teaching assistants must be
Judaically knowledgeable, comfortable with Hebrew and see themselves as Jewish
educators, not simply pre-school teachers.
These indicators are not limited to the Jewish faculty. We recognize that today many
early childhood education centers have a diverse population among their students as
well as among their faculty.
The indicators listed in this section are the minimum necessary for any school to have a
strong Jewish school culture. This section may be used by the director of the preschool, the education committee or the synagogue school board to assess the extent of
the Jewish culture in their school. It may also be used as a tool to determine the extent
of each teacher’s personal Jewish involvement.
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INDICATORS FOR FACULTY
‘
Do teachers foster positive Jewish identity through role modeling?
Cite specific examples:
‘
Do teachers participate in Jewish and secular professional development
programs?
‘
Are teachers able to integrate secular subjects with Jewish values, concepts and
Hebrew vocabulary?
‘
Are teachers able to effectively implement a curriculum integrated with Jewish
values, concepts and Hebrew vocabulary
Note: The word teacher is meant to be inclusive and generic referring to the classroom teacher, teaching
assistant and/or specialist - any adult interacting with the children
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‘
Do teachers have a strong commitment to encouraging, promoting and
transmitting Judaism and Jewish values to children and their families in a
developmentally appropriate manner?
‘
Do teachers use and are comfortable with Hebrew?
‘
Do teachers integrate Jewish values and concepts into every aspect of the day?
‘
Do teachers have available and easily accessible developmentally appropriate
Jewish games, puzzles and books?
‘
Do teachers, staff, instructional professionals, administrators and other
institutional community members interact with and are responsive to the
children
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‘
Are the teachers aware of the activities of the entire group even when dealing
with smaller groups?
‘
Do teachers provide all children with an equal opportunity to take part in all
activities?
‘
Do teachers encourage children’s development of independence
‘
Do teachers facilitate the development of responsibility and self control in
children?
‘
Do teachers participate in synagogue events?
‘
Do teachers participates in Jewish communal organizations and/or activities?
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‘
Do teachers encourage children to model other children’s positive behavior?
‘
Do teachers provide positive discipline and guidance?
‘
Are teachers sensitive to diversity within the school population?
‘
Do teachers participate in ongoing Jewish adult education programs?
‘
Do teachers meet regularly to discuss ways to implement developmentally
appropriate Jewish concepts into the curriculum?
‘
Do teachers take an active role in planning family education components for the
class, grade level and/or school?
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‘
Do teachers have access to integrated curriculum guides and/or lesson plans for
holiday, shabbat and curriculum units?
‘
Do teachers display, refer to and read Jewish story books on holidays, Israel,
Jewish heroes and Jewish themes?
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INDICATORS FOR DIRECTORS
The success of any educational institution lies with its leader. This is especially true in
early childhood education where the director is the central figure. It is the director’s
philosophy that guides the school. Her understanding of child development ensures
the program is developmentally appropriate and instills confidence and trust in parents.
Her ability to motivate and stimulate her teachers enables the school to be creative,
vibrant and current with new educational methodologies.
A director of a Jewish pre-school needs all those skills and more. For instilling an
excitement about being Jewish, a sense of belonging to a larger Jewish community
(clal yisrael) and a lifelong commitment to Judaism only happens when it is integrated
into every facet of the school. Learning about life and learning about Jewish values are
not separate tasks, they are inextricably intertwined. That integration must be
communicated to the staff, the children and the parents. It must be communicated
loudly, often, and through modeling.
The following indicators will help directors assess the extent to which they are fulfilling
their responsibility of being the Jewish educational leader of the school. It may also be
used by independent school administrators, synagogue or school board members.
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Indicators for Directors
G
Does the director annually write an evaluation of the school program including
documentation of the integration of Jewish values, content and Hebrew
vocabulary into the daily fabric of the classroom?
G
Does the director annually write an evaluation of each professional working in
the school (teachers, assistants and specialists)?
G
Do the parents have an opportunity to annually reflect on how well the program
is meeting their child’s needs?
G
Do the parents have an opportunity to annually reflect on the impact of the
school program on their family
G
Do the parents have an opportunity to annually reflect on the effectiveness of
school sponsored parent education/parent involvement programs.
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G
Does the director annually review the qualifications of the staff?
G
Does the director annually review and design school wide professional
development programs for their faculty (adult study and pedagogic issues)
G
Does the director observe each classroom at regularly scheduled times (at least
once every 2 months)?
G
Does the director meet with each teacher individually several times a year?
G
Does the director regularly (monthly) meet with teacher teams (i.e. Two-year-old
team, four-year-old team, and specialists)
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G
Does the director hold mandatory monthly staff meetings?
G
Does the director participate in ongoing adult Jewish study sessions?
G
Does the director regularly meet with the school/congregation leadership?
G
Is the director actively involved in the early childhood parent committee?
G
Does the director have a school wide Family Education Plan?
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FACULTY
CURRICULUM INTEGRATION QUESTIONNAIRE
JUDAICS
Name:
Age of Children You Teach:
Read the following statements and respond as to whether they are
applicable to your classroom environment. Use a response scale with:
(1) Never
(2) Rarely, (3) Often
(4) Always
Choose only one response for each item. If you rate yourself a “3" or “4"
for any statement, please give a detailed explanation. Feel free to
attached additional pages.
I
Jewish Environment
1.
I have bulletin boards in my classroom that are attractive and fresh
looking.
1
2.
‘
2‘
3‘
4‘
The bulletin boards in my classroom complement current themes
and are changed frequently.
1
‘
2‘
3‘
4‘
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3.
I have bulletin boards in my classroom that reflect Jewish themes
throughout the year. (Jewish values, holidays, life cycle events,
Shabbat).
1
4.
3‘
4‘
‘
2‘
3‘
4‘
I have a classroom that has Hebrew words and Jewish concepts
displayed.
1
6.
2‘
I have interactive bulletin boards in my classroom where the
children can do an activity. (Put items on a sedar plate, set a
Shabbat table).
1
5.
‘
‘
2‘
3‘
4‘
I display photographs of the children and the children’s work on my
bulletin boards.
1
‘
2‘
3‘
4‘
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7.
The hallway bulletin boards reflect Jewish themes, holidays and
values.
1
8.
‘
2‘
3‘
4‘
The hallway bulletin boards have Hebrew words and Jewish
concepts displayed.
1
‘
2‘
3‘
4‘
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9.
The hallway bulletin boards display children’s work.
1
10.
3‘
4‘
‘
2‘
3‘
4‘
The hallway bulletin boards display information about the school.
(synagogue services, meetings, family programs and community
programs).
1
12.
2‘
The hallway bulletin boards display photographs of children’s
activities and projects.
1
11.
‘
‘
2‘
3‘
4‘
I play Jewish music during playtime in the classroom.
1
‘
2‘
3‘
4‘
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13.
The following items should be visible, easily accessible and
integrated into the classroom or stations (Please give a detailed
explanation if you rate yourself a “3" or “4").
1.
Jewish ritual items
1
2.
‘
2‘
3‘
4‘
‘
3‘
4‘
3‘
4‘
3‘
4‘
2‘
‘
2‘
Jewish puzzles
1
6.
4‘
Jewish games
1
5.
3‘
Jewish books
1
4.
2‘
mezuzzot
1
3.
‘
‘
2‘
Jewish pictures and posters
1
‘
2‘
3‘
4‘
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7.
Israeli flag
1
8.
‘
2‘
3‘
4‘
‘
2‘
3‘
4‘
‘
2‘
3‘
4‘
Drama corner changes to reflect unit/holiday themes (i.e.
castles for Purim and firehouse for community helpers)
1
12.
4‘
Drama corner contains manipulatives specific for each holiday
and Shabbat (i.e. megillot and groggers for Purim; hanukkiot
and candles for Hanukkah) and Bible stories.
1
11.
3‘
Props (i.e. in the block corner, mezzuzot for buildings; in the
drama corner, Israeli products)
1
10.
2‘
Holiday flags
1
9.
‘
‘
2‘
3‘
4‘
Pictures of Jewish artists’ work displayed in the art corner
1
‘
2‘
3‘
4‘
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13.
Activities focusing on Jewish values (i.e. taking care of plants,
and/or animals)
1
14.
‘
2‘
3‘
4‘
I incorporate Jewish content (Bible, Jewish values, Israel and
Hebrew) in the following interest areas: (Please give detailed
explanation if you rate yourself a “3" or “4")
Drama corner
1
‘
2‘
3‘
4‘
Blocks
1
‘
2‘
3‘
4‘
Manipulatives
1
‘
2‘
3‘
4‘
Sand/water table
1
‘
2‘
3‘
4‘
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Library
1
‘
2‘
3‘
4‘
Art/easel
1
‘
2‘
3‘
4‘
Hebrew Vocabulary and Jewish Content?
1.
I incorporate Hebrew vocabulary into my daily classroom routines?
1
2.
‘
2‘
3‘
4‘
I incorporate Jewish values and Hebrew vocabulary into my secular
themes?
1
‘
2‘
3‘
4‘
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SAMPLE CURRICULUM GUIDE
90
The World
Around Us
M achon L ’ M orim
.*9=/- 0&,/
A Professional Development Program for Jewish Early Childhood Educators
developed in Baltimore, MD
Project funded by the Children of Harvey and Lyn Meyerhoff Philanthropic Fund
Center for Jewish Education 1998 ©
This curriculum was developed by the following:
Chizuk Amuno Goldsmith Early Childhood Education Center
Sandee Lever, Director
Paula Berger
Rochelle Golomb
Judy Mehlman
Marilyn Melnick
Ellyn Soypher
Rena Rotenberg
Early Childhood Education
Rabbi Gila Ruskin, Faculty
Machon L’ Morim
Machon L’ Morim Yoetzot
Sharon Edlow
Rachel Meisels
Paula Williams
Ellen Stein, Consultant
Mentor, Baltimore County Public Schools
Ilene Vogelstein, Director
Machon L’ Morim
M achon L ’ M orim
.*9=/- 0&,/
A Professional Development Program for Jewish Early Childhood Educators
developed in Baltimore, MD
Project funded by the Children of Harvey and Lyn Meyerhoff Philanthropic Fund
Center for Jewish Education 1998 ©
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Unit: The World
Around Us
Time Frame: This unit is
designed to run throughout the
school year and will culminate the
celebration of Earth Day.
Age: 4 year olds
Jewish Concepts:
Tikkun Olam
Ba’al Tashcheet
Brit
Shomrei Adamah
Chesed
-
repair of the world .-&3 0&8*;
destruction/wastefulness ;*(:;
-"
covenant ;*9"
Guardians of the Earth
*9/&:
kindness
%/$!
$2(
Student Objectives: The children will be able to:
Discuss how we are part of the environment
1.
grass
b.
animals
C. trees
d.
people
e.
State what makes up the earth
a.
air
b.
water
b.
land
sky
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Student Objectives (continued):
!
!
!
!
!
Participate in Tikkun Olam - .-&3% 0&8; repair of the world
Tell how we are the keepers of the earth (Shomrei Adamah)
/$! *9/&: because we have a (Brit) ;*9" to help care for
the earth (See Resource #1)
Explain the reciprocal relationship between people and the
earth
Explain the importance of recycling
Demonstrate Ba’al Tashchit ;*(:; -" don’t be wasteful
(See Resource #2)
Strategies
!
Learn to distinguish between G-d made and man-made
products
!
Take a walk around the school property - observe the sky,
grass, etc.
!
Take a field trip to a stream to clean up litter - wear gloves
(possible latex allergy) or baggies and old clothes
* caution children not to pick up dangerous items.
!
Recycle
!
Take a field trip to a nature reserve
!
Do planting - indoor and outdoor
!
Pickup trash - throw trash into cans to keep room and school
grounds clean
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Hebrew Vocabulary:
trash can
pach
earth
tree
water
rain
sun
seed
environment
covenant
repair worlds
kindness
bird
adamah
aytz
mayim
geshem
shemesh
zera
suvah
brit
tikkun olam
chesed
tzipor
(5
%/$!
63
.*/
.:#
:/:
39'
%"*"2
;*9"
.-&3 0&8*;
$2(
9&5*7
Unit Vocabulary:
decompose
Earth
environment
environmentally
friendly
landfill
recycle
reduce
reuse
compost
litter
pollute
substances
to break down, change form
the planet where we all live
surroundings, especially the conditions or
influence that affect growth and development of a
person, an animal, or a plant
a material that does not harm the environment
almost all garbage is taken to a garbage dump or
landfill. where a garbage truck empties it into the
ground; after the truck leaves, a big tractor comes
along and pushes dirt on top of the garbage
to use things again
to lessen the amount of things used
to utilize again
a mixture of decaying substances used as fertilizer
odds and ends of trash lying around
to make dirty or impure by adding harmful
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Implementation
ART
•
•
•
•
•
•
•
•
•
•
decorate litter bags
make a nature collage
trace the recycling symbol stencil (See Resource #3)
decorate a flower pot
make puppets from recycled material (cans for body, scrap paper
for hair and face)
Create a mural using the recycling symbol to tell a recycling tale
(ie. tell a story of how a milk carton gets from Giant º Giant
make a Chanukiah %*,&1( from recyclable material (see
Resource #4)
make a recycling mobile from recycled materials
make a recycling truck (cut the following shapes and assemble)
(rectangle = body, circle= wheels) decorate with the recycling
symbol add trash to top of truck
make bleach bottle beach toys (see Resource #5)
MATH
Sequence
•
grow from seed, to flower to fruit
•
use a flannel board to sequence from seed to root to sprout to
stem to leaves
•
sequence from a tree to paper
•
sort recyclable and non-recyclable materials (label bins with
recyclable and non-recyclable symbols) (3 foot stack of
newspaper saves 67 foot tree)
•
estimate how many children it would take to form a circle around
a tree
Count
•
count items in the room made of wood.
•
trees in playground area
Sort
•
shapes of recyclables - squares, circles, rectangles, triangles.
•
recycled materials
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Implementation (continued)
MATH (continued)
Graph and Chart
•
•
chart the growth of a plant - measure it once a week, have paper
next to plant and every Shabbat ;": draw another line
graph the uses of paper (manilla, colored construction paper,,
newspaper)
SCIENCE
•
•
•
•
•
•
•
•
•
•
make a compost pile (Resource #6)
recycle crayons (Resource #7)
take a nature walk (sort G-d made and man made items)
adopt a tree to observe during school year
make a “recyclable critter” from large cartons to hold paper
recyclables - “display prominently”
use magnifying glass to compare recyclables from regular papers
go on scavenger hunt to find specific recyclables - give each child
picture of items to be found
make a bird feeder (no peanut butter) using rice cakes, shortening
and seeds
plant seeds (parsley, pumpkin) to observe growth in conjunction
with Tu B’Shvat )":" &**)- parsley for Passover (25
observe air pollution (see Resource 8)
LANGUAGE ARTS
•
•
•
read a rebus - (see Resource #9)
write an experience story about a nature walk
use picture cards depicting the life cycle of a tree, plant, etc. for
storytelling- pictures should be self correcting, teacher can find
pictures in magazines and poems for children
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Implementation (continued)
LANGUAGE ARTS (continued)
•
•
•
•
•
•
•
•
•
play lotto using magazine pictures
show and share - bring in something made from a recyclable
product
introduce and reinforce Hebrew and English vocabulary words
(see vocabulary list)
use vocabulary words in experience stories
use poetry and finger plays (see Resource #10, 11, 12)
provide puppets and props for creative play about nature,
recycling, pollution
show picture of man made and nature products and have
children differentiate
play “What’s Missing?” game with parts of a tree or flower
read aloud The Giving Tree (see Resource #13)
MOVEMENT AND MUSIC
•
•
•
•
•
•
•
make newspaper balls and toss during tossing activity (see
Resource #14)
make tin can stilts - (see Resource #15)
recyclable orchestra
learn to sing “Inch by Inch”
learn to sing Shomrei Adamah %/$! *9/&: (see Resource
#16)
learn to sing We’ve got the Whole World in our Hands - Song
(see Resource #17)
listen to and identify sounds of nature through tapes (water,
birds, wind, etc)
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RESOURCES
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Resource #1
We have a special responsibility to take care of the Earth. God
created the Garden of Eden and put Adam in the garden “to till it
and to tend it.”
We must continue that job and become Shomrei Adamah,
%/$! *9/&: Keepers of the Earth.
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Resource #2
PROTECTING THE ENVIRONMENT.....;*(
E —P̃
A
-vP
(DON’T BE WASTEFUL)
THE JEWISH PEOPLE MADE AS “BRIT” OR CONTRACT/COVENANT
WITH GOD TO CARE FOR THE ENVIRONMENT.
(LEVITICUS 25:23)
“THE LAND IS MINE. YOU ARE MY TENANTS.”
LIST THE THINGS YOUR FAMILY ALREADY DOES WHICH SHOW THAT YOU KEEP
THIS BRIT.
SIGNATURE:
DATE:
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Resource #3
RECYCLE
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Resource #4
ART CORNER
1.
Make a Chanukiah. Many of the variations teachers make are
made from recycled materials. Here are a few more ideas.
1.
2.
2.
Use bottle caps, which are not accepted at the recycling
center, for the candle holders. This way you are reusing a
material. Plastic or metal ones will work fine.
If using wood for the base, make sure you are not using
virgin wood. Ask your local lumber store to donate
scraps. This way each child will be able to create a
unique Chanukiah, they will not even need names on the
bottom.
Try making your own crayons candles. (Adopt resource #6
with an appropriate size mold) They will not be your traditional
looking candles but they will be reusing a material. This is a
fresh, new activity for children that have been in your program
for several years and have a closet full of Hanukiyote.
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Resource #5
Bleach Bottle Beach Toys
WHAT YOU NEED
‘
‘
‘
‘
one clean plastic bleach bottle
a pocket or paring knife
a pair of sharp scissors
a 12 to 16 inch length of cord or laundry line
WHAT YOU DO
1.
Using the knife, make a slit in the side of the bleach bottle about
halfway between the top and bottom.
2.
Insert the scissor point in this slit and carefully cut the bottle in
half.
3.
Use the top half of the bleach bottle as a sand scoop or funnel.
4.
Use the bottom half as a beach bucket.
5.
To add a handle, use the knife to make two slits about 1½ inches
below the top of the bucket on opposite sides.
6.
Enlarge these holes with the scissors.
7.
Insert one end of the cord through the hole on one side of the
bucket and knot it.
8.
Insert the other end of the cord through the hole on the other
side of the bucket and knot it.
9.
Have children decorate with permanent
markers.
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Resource #6
EARTHWORM COMPOSTING
Feeding worms is a good way to make high-quality compost from food
scraps.
Which wastes? Kitchen scraps without meat bones, or fatty foods.
How? Use a bin with solid sides, drainage holes and a tight fitting lid.
Fill the bin with moist leaves, shredded newspaper or cardboard
“bedding”. Add a pound or more of red worms (from a compost pile,
or local worm supplier). Rotate the burial of food wastes throughout
the bin. Every 3-6 months push the old bedding to one side of the bin,
re-bed the empty side, and start burying food wastes in the fresh
bedding. Allow composted wastes to cure for a month before
harvesting.
Advantages & disadvantages this is an efficient way to convert food
wastes into high-quality soil for house-plants, seedling transplants, or
general garden use. The worms themselves can be used for fishing
bait. However, worm composting is more expensive and complicated
than soil incorporation for dealing with food wastes.
Variations A stationary outdoor bin can be used in all but the coldest
months, or a portable indoor/outdoor bin can be used yearround.
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Resource #7
Recycled small broken crayons into new multi colored cupcake
shaped crayons.
Directions:
Put small crayon bits with their paper removed into cupcake
liners. Place liners into the oven (350°) for about 10 minutes until
melted. Take out and cool. Remove liner and cool. Enjoy
coloring!!
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Resource #8
AIR POLLUTION OBSERVATION
Materials
Wide mouth jar
Vaseline
Directions
a.
b.
c.
Coat the rim of a wide mouth jar of Vaseline.
Place outside classroom for five days
At the end of the fifth day, check to
see if the Vaseline is slightly, medium
or very dirty.
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Resource #9
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Tu B’Shvat
Resource #10
)":" &**)
FIVE LITTLE TREES
This little tree has lots of wood.
This little tree has fruit so good.
This little tree, see how straight it grow.
This little tree bends when the wind blows.
This little tree is here to say,
“I’m glad it’s Tu B’Shvat )":" &**) today!”
FIVE LITTLE TREES IN A ROW
Five little trees standing in a row. (Count on fingers)
Five little trees swaying to and fro.
The first one said, “My figs are good to eat.”
The second one said, “My almonds are a treat.”
The third one said, “Come, sit in my shade.”
The fourth one said, “Come on up. Don’t be afraid!”
The fifth one said, “It’s Tu B’Shvat )":" &**) you know.
Sing “Happy Birthday” to five little trees in a row.
* Use vocabulary list to interchange Hebrew and English words.
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Resource #11
THIS PRETTY PLANET
This pretty Planet
Spinning through space,
You’re a garden,
You’re a harbor,
You’re a holy place.
Golden sun going down,
Gentle blue giant
Spin us around.
All through the night,
Safe till the morning light.
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Resource #12
THE LITTLE SEED
Take a little seed and plant it in the ground.
(Reach out, take “seed” in right hand, then place it in left
hand, close left fist)
Now the rain is falling, falling, all around.
(Hold hands high, wiggle fingers, let hand descend like
raindrops)
Now the sun is shining on the earth below.
(Raise arms in large circle overhead)
Rain and soil and sunshine will help the plant to grow.
(Poke right index finger up through closed left fist wiggle).
Copyright 1981 by Julie Shelton
All rights reserved
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Resource #13
THE
GIVING
TREE
Read Shel Silverstein’s The Giving Tree. With
the class, make a list of all the things we get from trees and how trees
benefit us and the animals in the forest (e.g., food, pencils, furniture,
paper, oxygen, shade, protection from wind, homes for birds and small
animals). Prepare a large piece of butcher paper with a drawing of a
large tree with branches but no leaves. Draw a
number of leaves on a sheet of paper and
copy, then cut out the leaves and distribute
several tp each child. Ask the children to
draw on the leaves whatever they like best
about what we get from the trees. Fasten
their finished drawings to the branches of the
tree and title it “Our Giving Tree.”
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Resource #14
Newspaper Balls
1.
Crush newspaper into tight ball; cover with masking tape.
2.
Roll back and forth and shoot into wastebasket
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Resource #15
Tin Can Stilts
Needed:
2 large cans (juice, coffee)
punch type can opener
masking tape
10 feet lightweight rope
1.
2.
3.
4.
5.
6.
7.
8.
9.
Clean cans
Turn upside down - open end on bottom
Punch 2 holes on opposite sides at closed end
Cover sharp edges with tape
Cut rope in half
Loop 1 - 5 foot length of rope through holes in each can
Adjust lengths of rope so you can easily reach and hold taut
Know rope
Walk on tin can stilts
Listen to sounds
Notice tracks in dirt
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Resource #16
Shomrei Adamah %/$! *9/&:
Sung to the Tune: London Bridges
We are Shomrei Adamah, Adamah, Adamah
*9/&:
We are Shomrei Adamah, %/$!
THE EARTH KEEPERS
%/$! %/$! %/$!
*9/&:
See that litter and
PICK IT UP, PICK IT UP, PICK IT UP
See that litter and
PICK IT UP
BA’AL TASHCHIT ;*(:; -"
Hear the faucet
TURN IT OFF, TURN IT OFF, TURN IT OFF
Hear the faucet
TURN IT OFF
BA’AL TASHCHIT ;*(:; -"
We are SHOMREI ADAMAH, ADAMAH, ADAMAH
%/$! *9/&:
THE EARTH KEEPERS
%/$! %/$!
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Resource #17
We’ve Got The Whole World In Our Hands
(sung to the tune of: He’s Got the Whole World In His Hands”)
We’ve got the whole world in our hands (Extend
hands forward each time “in our hands” is repeated)
We’ve got the whole, wide world in our hands.
We’ve got the whole world in our hands.
We’ve got the whole world in our hands.
We’ve got to reduce all our trash (Push hands down each
time “reduce” is repeated)
We’ve got to reduce all our trash.
We’ve got to reduce all our trash.
We’ve got to take care of our world (Hug self and move upper body
back and forth)
We’ve got to reuse all we can. (Extend palms with fingers pointing up.
Move hands back and forth)
We’ve got to reuse all we can.
We’ve got to reuse all we can.
We’ve gt to take care of the world. (Hug self and move upper body
back and forth)
We’ve got to recycle all we can. (Circle right hand in front of body.)
We’ve got to recycle all we can.
We’ve got to recycle all we can.
We’ve got to take care of our world. (Hug self and move upper body
back and forth.)
(Repeat the first verse)
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Resource #18
LITTER IS GARBAGE
Sing to: ‘The Wheels on the Bus”
Litter is garbage that wasn’t put away,
Wasn’t put away, wasn’t put away.
Litter is garbage that wasn’t put away,
In the garbage can.
I put my garbage in the garbage can,
The garbage can, the garbage can.
I put my garbage in the garbage can,
I’m not a litterbug.
Gayle Bittinger
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THE TREES ARE GROWING
Resource #19
Sung to: “The Farmer in the Dell”
The trees are growing tall,
(Raise arms about head, fingers touching)
The trees are growing tall.
With soil and rain and sunny days,
The trees are growing tall.
The trees are growing roots,
(Bend over and touch floor)
The trees are growing roots.
The trees are growing roots.
The trees are growing bark,
(Run hands up and down sides.)
The trees are growing bark,
The trees are growing bark.
The trees are growing branches,
(Stretch arms out.)
The trees are growing branches.
The trees are growing branches.
The trees are growing leaves,
(Wiggle fingers.)
The trees are growing leaves.
The trees are growing leaves.
Susan Peters
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MUSIC CORNER
Resource #20
Tune of: “Row, Row, Row Your Boat”
Tell, tell, tell me how
How to Plant a tree.
Merrily, merrily, merrily, merrily,
What’s the recipe.
Dig, dig, dig the earth
With your spade and hoe.
Singing as you go.
Plant, plant, plant the seeds
Plant them in a row
They’ll begin to grow.
Rain, rain, rain will come
Gently as a dove
That’s the recipe.
It doesn’t seem fair that a tree
that makes such a good place
to hang your wing and give shade
to people on hot days and homes
to birds and chipmunks could
someday get to be a paper napkin.
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Resource #21
FAMILY PROGRAMS
1.
HAVE A YARD SALE. Everyone us cleaning their house this
2.
DONATE HAMETZ TO LOCAL SOUP KITCHENS.
time of year and what a better fundraiser for your school. Plan
one for after the holidays, outside on the school grounds. Let
children see and experience the idea that new is not always better
or necessary.
Be a drop off center for your families and community
and organize groups to deliver the food. You will
not only be providing a service to your community,
but again, you are setting good standards for the
children.
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RESOURCE MATERIAL
A=Teachers Resource Books
B=Children’s Books
C=Multi-media
A
Basic Judaism for Young People
Volume 3 - Teachers Guide
A
A
A
A
A
A
A
A
Likeable Recyclables by Linda Schwartz
I can make A Rainbow by Marjorie Frank
50 Simple Things You Can Do To Save The Earth - The Earth Works Group
50 Simple Things Kids Can Do To Save The Earth - The Earth Works Group
Listen to the Trees by Molly Cone
Hug A Tree by Robert Rockwell
Lively Legends - Jewish Values by Miriam P. Feinberg and Rena Rotenberg,
“Moni Ha-Meagel Sleeps for Seventy Years”
Earthways by Carol Petrash
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
It’s My Earth, Too by Kathleen Krull
The Great Trash Bash by Loreen Leedy
Where Does The Garbage Go? by Paul Showers
Here Comes the Recycling Truck ! by Meyer Seltzer
Recycle That! by Fay Robinson
The World that Jack Built by Ruth Brown
For the Love of Our Earth by P.K. Halliman
the Salamander Room by Anne Mazer
Rain Forest by Helen Cowcher
Dinosaurs To the Rescue by Laurie Krasney Brown and Marc Brown
The Earth and I by Frank Asch
The Giving Tree by Shel Silverstein
The Great Kapok Tree by Lynne Cherry
In the Woods: Who’s Been Here by Lindsay George
Where Once There Was a Wood by Denise Fleming
The Reason for a Flower by Ruth Heller
Water by Frank Asch
Bringing the Rain to Kapiti Plain by Verna Aardema
Let’s Take Care of the Earth by Roseanne Lanczak Williams
Rachel Carson by Shari Halpern
A Tree Is Nice by Janice Urdy
The Loran by Dr. Seuss
My River by Shari Halpern
C
FILMSTRIP
C
AUDIOTAPE
Environmental Sounds
C
COMPUTER SOFTWARE
The Birthday of the Almond Tree
A Purim Costume for Shoshana
“Mountain Stream” (The Nature Company)
“White Noise” (The Nature Company)
Sammy’s Science House
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;&&7/
Selected Mitzvot - Values for Action
returning lost property
HASHAVAT AVEYDAH
%$I "F !
C ;,H –
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visiting the sick
BIKUR CHOLIM
.*-&s ( 9{8vE
(preventing) the pain of
animals
TZA’ AR BA’ ALEY CHAYIM
.**E(
H *F 3C"H 93H 7H
honoring father and
mother
KIBBUD AV V’AYM
.!
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righteousness; giving
material things
TZ DAKAH
%8
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general acts of loving
kindness
GEMILUT CHASADIM
.*$E 2
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E #A
welcoming guests
HACHNASAT ORCHIM
.*(
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H 1H ,A%
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*repair of the world
TIKUN OLAM
.-I &?3 0{8Ẽ
peace of the house
SHALOM BAYIT
;*EvH .&s -I—
the community of
Israel
KLAL YISRAEL
-!
H9
I •A*E --H ƒA
kindness
CHESED
$2
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peace, completeness
SHALOM
.&s -:
I
the way of the land,
the right thing to do
DERECH ERETZ
6G9!
G +9
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care for the earth
L’ OVDA UL’ SHOMRA
%9
I /A:
D-A{ %$I "A3I -A
respect older people
V’ HADARTA PNAY ZAKAYN
08
F 'I *1F 5A ˜
I 9A$H %
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kindly expression
SAYVER PANIM YAFOT
;&s 5*I .*1E 5I 9"G 2
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removing a barrier
HASARAT MICHSHOL
-&s —,A/ ;9
H2
I%
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making peace between
friends
HAV’ AT SHALOM BEN ADAM
L’CHAVERO
.
E &s -:
I ;!
H "I %
H
&9"F (
H -A .$I !
I 0v
F
do not destroy
BAOL TASHCHEET
;*(
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A ; -H3 "
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beautifying a mitzvah
HEEDOOR MITZVAH
%I&7A/
E 9{$%
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caring for the body
SH’ME-RAT HA-GOOF
4{#%
H ;9
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E—
E
* refers to mitzvot related to this unit.
M achon L’Morim
.*9&/- 0&,/
Curriculum Guide Order Information.
Machon L’Morim: Bereshit Curricular Guides may be viewed and purchased online or by using
the order form below. Each guide includes goals and objectives for the unit, appropriate
Hebrew values, Hebrew vocabulary and implementation strategies. The guides have graphics
and are in color. Guides may be purchased by individual units, complete in a 3-ring binder, or in
CD-Rom format.
Curriculum Guide I includes the following units:
Dentist
Chicks
All About Me
Fall
Firefighter
The World Around Us
I Am Special
Curriculum Guide II includes the following units:
Cantor
Farm
Space
Rabbi
Winter
Me & My Family
Shabbat Resource
Spring
Mammals
Senses
This copyrighted product is the property of the Center for Jewish Education of Baltimore and it
may not be reproduced.
We welcome any feedback and comments you have as you begin to use the guides. This will
assist us in modifying and upgrading the guide so it will meet the needs of the broadest number
of early childhood educators and so it will have the highest educational standards.
Ilene C. Vogelstein
Director
Machon L’Morim
(Tel) 410-578-6914
(Fax) 410-466-1727
(Tel) 410-578-6948
(Fax) 410-466-1727
123
M achon L’Morim
.*9&/- 0&,/
Curriculum Guide
Order Form
_________________________________
Name Director
______________________________
Date
_________________________________
Name school
_________________________________
E-mail address
_________________________________
Address
_________________________________
Phone Number
_________________________________
Address
_________________________________
Fax Number
I would like to purchase the following units at $20.00 each:
Curriculum Guide I includes the following units:
Dentist
Chicks
All About Me
Fall
Firefighter
The World Around Us
I Am Special
Shabbat Resource
Spring
Mammals
Senses
Curriculum Guide II includes the following units:
Cantor
Farm
Space
Rabbi
Winter
Me & My Family
I would like to purchase:
3-ring binder
(75.00) + shipping &
handling
‘
‘
‘
Curriculum Guide I
Curriculum Guide II
CD-Rom - Curriculum Guide I & II
$25.00 plus shipping and handling
I have enclosed a check made payable to CJE for $
. (US Funds)
Ilene C. Vogelstein
Director
Machon L’Morim
(Tel) 410-578-6914
(Fax) 410-466-1727
(Tel) 410-578-6948
(Fax) 410-466-1727
124
M achon L’Morim
.*9&/- 0&,/
GLOSSARY
125
M achon L’Morim
.*9&/- 0&,/
Transliteration
Definition
Hebrew Spelling
ah-rone-ko-desh
Holy Ark (where Torah is kept)
bee-kur cho-leem
visiting the sick
bee-mah
Pulpit
Ba-ruch ah-tah ah-do-nai
Blessed are You, God
To-rah
Bible
Brit mik-vah
Covenant of ritual bath
:$&8 0&9!
.*-&( 9&8*"
%/*"
** %;! +&9"
%9&;
%&&8/ ;*9"
%&&7/ *1"
.*/2"
6/( ;8*$"
B’nai mitz-vah
B’sa-meem
Spice box
Be-dee-kot cha-metz
Searching for leavened goods in the
home
Bal tash-cheet
Do not destroy needlessly
Bee-kur-reem
First fruits
Chu-mash
One of the books of Pentatuach
Cha-geem
Holidays
cha-lah
Twisted bread
;*(:; -"
.*9&,*"
:/&(
.*#(
%-(
%,&1(
Cha-nuk-kah
cha-nu-kee-ah
candle holder for Chanukah
derech-er-etz
common courtesy, respect
day-gel-eem
flags
eh-met
truth
eht-rog
citron
eev-reet
Hebrew
%*,&1(
69! +9$
.*-#$
;/!
#&9;!
;*9"3
126
M achon L’Morim
.*9&/- 0&,/
Transliteration
Definition
Hebrew Spelling
grah-gers (r’ah-sha-neem)
noisemakers
geh-mee-lute cha-sa-deem
righteous acts, deeds
hamantashen(oz-nai ha-man)
triangular pastry treat eaten on Purim
hach-nah-sot ohr-cheem
welcoming guests, visitors
ha-sha-vat ah-ve-dah
returning lost article
ha-va-at sha-lome ben
ah-dam l’cha ver-o
bringing peace between people
ha-mo-tsee
name of benediction for bread
ha-shem
G-d, goodness
ha-ka-fote
circuits around the Temple
.*1:39
.&$2( ;&-*/#
0/% *1'&!
.*(9&!
;21,%
%$"! ;":%
.&-: ;!"%
&9"(- .$! 0*"
!*7&/%
.:%
;&58%
Hav-dal-ah
separation
%-$"%
k’lal Yisrael
Diaspora Jewish Community
k’vode hee-ah-nee
respecting the poor
kee-pah
skull cap
-!9:* --,
*13% $&",
%5,
%9&; *9"$"
;&:39/&73 **#.**("-&%9&; $&/*.*;*( ;&!/
%'&'/
la a sote b’deevray to-rah
Lag B’O-mer
l’cha-yeem
to life, health (a toast)
lu-lav
palm branch held on Sukkot
lee-mude to-rah
study Torah
ma-ote chee-teem
to give good to needy (tzedakah)
me-zu-zah
doorpost
127
M achon L’Morim
.*9&/- 0&,/
Transliteration
Definition
Hebrew Spelling
me-gee-lah
scroll read on Purim
mish-lo-ach mah-note
sending of baskets on Purim
mee-dote to-vote
good acts
meets-vah
commandment (from G-d)
me-no-rah
candalabra with 7 candles
mo-deh ah-nee
prayer thanking G-d when we awake
ma-kome ko-desh
sacred place (holy)
meesh-pa-cha
family
ner ta-meed
Eternal light
o-mer
bundle of wheat
%-*#/
;&1/ (&-:/
;&"&) ;&$*/
%&&7/
%9&1/
*1! %$&/
:$&8 .&8/
%(5:/
$*/; 91
9/&3
.*9&5
(25
%1:% :!9
%,&2
95&:
9&$2
;":
3/:
&";,; %"&)
%1:
%(*-2
+,2
Pu-rim
Pe-sach
Rosh Ha-sha-nah
Head of the Year
su-kah
hut used in the desert
sho-far
ram’s horn
see-dur
prayerbook
Shab-bat
she-mah
prayer “listen”
sha-nah to-va tee-ka-tay-vu
you should be inscribed for the New
Year
s’lee-cha
s’chach
excuse me
I’m sorry
branches atop the sukkah
128
M achon L’Morim
.*9&/- 0&,/
Transliteration
Definition
Hebrew Spelling
sha-mash
helper candle
se-fe-rah
counting
se-fee-rat ha-o-mer
counting of the omer (starting the 2 nd day of
Pesach and ending on Shavuot)
:/:
%9*52
9/&3% ;9*52
Sha-vu-ote
Sim-chat To-rah
Suk-kot
te-fee-lote
prayers
tee-kune o-lam
repairing the world
tse-dah-kah
righteous justice (charity)
tal-mude to-rah
study Torah
Tu B’Sh-vat
yad l’yad
hand to hand
Yisrael
Israel
Yom Kip-pur
Yom Ha-atz-ma-ut
;&3&":
%9&; ;(/:
;&,2
;&-*5;
.-&3 0&8*;
%8$7
%9&; $&/-;
)":" **&)
$*- $*
-!9:*
9&5, .&*
;&!/73% .&*
129
M achon L’Morim
.*9&/- 0&,/
.-&3- .*",&,, .*"9% *8*$7/&
;&8&1*; *$/-/ &-! $3&
“Those who uphold the community are like the
stars forever. Who are they, the ones who teach
the young”
(Baba Batra, 8B)
130

MachonL`Morim

Transcription

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