Machon 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
CENTER FOR JEWISH EDUCATION Dr. Chaim Y. Botwinick 5800 Park Heights Avenue Ilene C. Vogelstein Executive Vice President Baltimore, Maryland 21215 Director Center for Jewish Education Machon L’Morim (Tel) 410-578-6914 (Tel) 410-578-6948 (Fax) 410-466-1727 (Fax) 410-466-1727 Machon L’Morim .*9&/- 0&,/
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 - Director, Machon L’Morim: Bereshit Ilene Alon - Assistant to Machon L’Morim: Bereshit Rena Rotenberg - Director, Early Childhood Department, Center for Jewish Education Lyndall Miller - Consultant, Early Childhood Education for Auerbach Central Agency for Jewish Education Terry Berkeley - Chairman, Towson University Early Childhood Department Ellen Stein - Baltimore Curriculum Specialist Sandee Lever - Director, Chizuk Amuno Early Childhood Center Rachel Meisels - Teacher, Chizuk Amuno Early Childhood Center Ellyn Soypher - Teacher, Chizuk Amuno Early Childhood Center Gail Potashnick - Director, Joseph and Corrine Schwartz Preschool at Beth Israel Caron Glassman - Teacher, Joseph and Corrine Schwartz Preschool at Beth Israel Lois Wolf - Teacher,Joseph and Corrine Schwartz Preschool at Beth Israel Jean Grinspoon - Director, Bet Yeladim Preshool Nancy Barad - Assistant Director, Bet Yeladim Preschool Ilene Meister - Director, JCC Preschool Marcy Hoffman - Director, Baltimore Hebrew Preschool Stacey Berman - Compiled Document
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 2 Machon L’Morim .*9&/- 0&,/
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.
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 3 Machon L’Morim .*9&/- 0&,/ 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 ...... 18 a. Israel -!9:* ...... 19 b. Diaspora Jewish Community -!9:* --, ...... 21 c. Hebrew ;*9"3 ...... 22 d. Bible %9&; ...... 44 e. Prayer %-*5; ...... 46 f. Jewish Life Cycle ...... 48
5. Experiencing Shabbat and Chagim ...... 49 a. Shabbat ;": ...... 50 b. Havdalah %-$"% ...... 52 c. Rosh Hashanah %1:% :!9 ...... 53 d. Yom Kippur 9&5, .&* ...... 54 e. Sukkot ;&,2 ...... 55 f. Simchat Torah %9&; ;(/: ...... 57 g. Hanukkah %,&1( ...... 59 h. Tu B’Shvat )":" &) ...... 61 i. Purim .*9&5 ...... 63 j. Pesach (25 ...... 65 k. Yom Haatzmaut ;&!/73 .&* ...... 67 l. Lag B’Omer 9/&3" #- ...... 69 m. Shavuot ;&3&": ...... 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 A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 4 Machon L’Morim .*9&/- 0&,/ 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
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 5 Machon L’Morim .*9&/- 0&,/ ‘ 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
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 6 Machon L’Morim .*9&/- 0&,/ ‘ 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)
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 7 Machon L’Morim .*9&/- 0&,/
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.
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 8 Machon L’Morim .*9&/- 0&,/
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
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 9 Machon L’Morim .*9&/- 0&,/
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:
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 10 Machon L’Morim .*9&/- 0&,/
‘ 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
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 11 Machon L’Morim .*9&/- 0&,/
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
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 12 Machon L’Morim .*9&/- 0&,/
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.
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 13 Machon L’Morim .*9&/- 0&,/
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
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 14 Machon L’Morim .*9&/- 0&,/
‘ 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):
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 15 How many of these Mitzvot have you referred to today?
MITZVAH TRANSLITERATION HEBREW TERM WHEN YOU CAN USE IT* 1 Bringing Peace Between ha-ah-vat sha-lome ben ah- ;"!% •when children are sharing People dam l’cha-ver-ro &9"(- .$! 0*" • after settling an argument .&-: 0&,/ 2 Clothing the Naked mal-beesh ah-ru-meem .*/&93 :*"-/ clothing drive 3 Common Courtesy - de-rech er-etz 69! +9$ When children show respect for Respect each other as in letting a child get in line 4 Do Not Destroy Needlessly bal tosh-cheet ;*(:; -" ecology, destroy property, toys, nature .*9&/- 5 Feed the Hungry ma-ah-cheel r’e-veem .*"39 -*,!/ food drive 6 Kindness to Animal tsa-ar ba-ah-lay cha-eem .**( *-3" 937 • feeding the class pet • putting a bug outside instead of stepping on it 7 Repairing the World Tikkun Olam .-&3 0&8; recycling 8 Honoring the Elderly hee-dur p’nay za-ken 08' *15 9&$% making cards for senior citizens 9 Return of Lost Articles ha-sha-vat ah-vay-dah %$"! ;":% 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 ;/! when a child tells the truth 12 Visiting the Sick bee-kur cho-leem .*-&( 9&8" calling or making cards for sick friend, classmates or relatives MACHON L’MORIM -
For each of these mitzvot you can simple say; “(child’s name) what a wonderful example of (mitzvah)” A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 16 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 .*(9&! ;21,% • Shabbat Ema & Abba • invite guests (ie another class) 0&,/ 14 Cheerfulness say-ver pah-neem ya-fote ;&5* .*15 9"2 • greet someone with a smile • when kids are smiling and happy, especially after an incident when a child was sad 15 Comforting Mourners nee-chume ah-ve-leem .*-"! .&(1 visiting a shiva house 16 Do Not Covet lo tach-mud $/(; !- hoarding toys .*9&/- 17 Guard Your Tongue shmee-rat ha-la-shone 0&:-% ;9*/: not calling other kids names 18 Honor Parents and Teachers Kibbud Horim Umorim .*9&/& .*9&% $&", doing something special for Honor your Father and Kibbud Abba v’aym parents and/or teachers Mother 19 Peace in the sha-lome bai-yeet/kee-tah %;*,"/;*" .&-: sharing toys/markers Home/classroom 20 Righteous Deeds ge-mee-lute cha-sa-deem .*$2( ;&-*/# when a child goes out of their way to help another 21 Righteous Justice (Charity) tsa-dah-kah %8$7 • weekly tzedakah • food and clothing drives 22 Respecting the poor kee-vode he-ah-nee *13% $&", give money to homeless
MACHON L’MORIM - For each of these mitzvot you can simple say; “(child’s name) what a wonderful example of (mitzvah)”
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic 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 MACHON 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.
A Project of the Children of Harvey and Lyn Meyerhoff Philantrhopic Fund 19 MACHON 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::
A Project of the Children of Harvey and Lyn Meyerhoff Philantrhopic Fund 20 MACHON 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: :
A Project of the Children of Harvey and Lyn Meyerhoff Philantrhopic Fund 21 MACHON 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:
A Project of the Children of Harvey and Lyn Meyerhoff Philantrhopic Fund 22 MACHON 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: 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.)
A Project of the Children of Harvey and Lyn Meyerhoff Philantrhopic Fund 23 HOW MANY OF THESE HEBREW WORDS FOR THE CLASSROOM HAVE YOU USED LATELY?
HEBREW DEFINITION TRANSLITERATION SITUATIONS WHAT TO SAY
hello 1. Greetings to anybody who should come or Shalom Shlomo! How are you today? .&-: goodbye sha-lome leave the classroom (children, parents, Shalom Rena, see you tomorrow! I really peace faculty, visitors) like the way I see shalom at the sand 2. Children sharing/getting along. table. You are really working well together.
early part of the day usually refers to when David, what’s the name of the meal we 98&" morning bo - ker one wakes up eat baboker? ( What’s the name of the meal we eat in the morning?)
"&) 98&" good morning bo - ker tov greeting anyone that you meet in the morning boker tov 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, me-tsu -yan a form of praise for exceptional work Me-tsu-yan Julie!!!! You did an excellent marked job matching the shapes.
A Project of the Children of Harvey and Lyn Meyerhoff Philantrhopic Fund 24 HOW MANY OF THESE HEBREW WORDS FOR THE CLASSROOM HAVE YOU USED LATELY?
HEBREW DEFINITION TRANSLITERATION SITUATIONS WHAT TO SAY
$&",% -, With all the kol ha-ka-vode praise which deserves distinction Kol Ha-ka-vode Lisa!! You did a honor wonderful job finishing the computer game!!!
Which yeledyeled is wearing a dinosaur on his $-* boy ye-led referring to a male child t-shirt? (Which boy is wearing a dinosaur on his T-shirt?)
Which yaldah is wearing a flower on her %$-* girl yal-dah referring to a female child dress? (Which girl is wearing a flower on her dress?)
.*$-* children ye-lah-deem referring to young little people Shalom yeladeem! (Hello(Hello Children!)Children!) How is everyone feeling today?
Yeladeem, today Morah Cohen and %9&/ teacher mo-rah(f) mo-reh(m) referring to the leader of a classroom Morah MatzMatz will teach us how to bake challah for Shabbat.
Jill, what did you bring to bet sefer today 952 ;*" school bet se - fer referring to the place where children go to for share time? (What did you bring to play and learn school today for share time?)
-#3/ circle ma -a-gal referring to the round shape or the meeting Yeladeem, Come sit on the ma-agal!!! place for group time (Children come sit on the circle!)
0, yes ken anytime an affirmative answer is needed Ken, Sara. (Yes Sara) You may go to your cubby and get your snack.
A Project of the Children of Harvey and Lyn Meyerhoff Philantrhopic Fund 25 HOW MANY OF THESE HEBREW WORDS FOR THE CLASSROOM HAVE YOU USED LATELY?
HEBREW DEFINITION TRANSLITERATION SITUATIONS WHAT TO SAY
!- no lo anytime a negative answer is needed Lo, yeladeem, (no children) we can’t go outside today because it is raining.
%:8"" please b’va-ka-sha meal and snack times. Derech eretz Ashley, can you please sit over here b’va-ka-sha? Sheket b’vakasha. (Quiet please!)
%$&; thank you to-dah derech eretz Todah,, I like the way you are......
What can we say to Josh for bringing in a %"9 %$&; thank you very to-da ra-bah derech eretz special treat to share with the class? much Todah Rabah.....(thank you very much)
!" come bo anytime you would like someone to come to a Bo Joshua, (come Joshua) let me tie your certain place shoelaces.
;":- to sit la-she-vet anytime you need to sit Yeladeem, bo leshevet on the rug. (Children come to sit on the rug.)
Yeladeem, lakoom b’va’kasha and walk .&8- to get up la-koom anytime you need to get up quietly to the door. (Children, get up please and walk quietly to the door.)
%5 *1! I am here Ah-nee po Taking attendance Teacher: Julie? Julie: Ahnee po. (I am here.)
A Project of the Children of Harvey and Lyn Meyerhoff Philantrhopic Fund 26 HOW MANY OF THESE HEBREW WORDS FOR THE CLASSROOM HAVE YOU USED LATELY?
HEBREW DEFINITION TRANSLITERATION SITUATIONS WHAT TO SAY
%5 !- not here lo po Taking attendance. Teacher: Julie? Class answers: Julie lolo po. (Julie is absent.)
Yeladeem, sheket b’vakasha.. You might )8: quiet she-ket asking for children to stop talking want to hear what Jon is saying. (Children, quiet please...... )
%(*-2 excuse me s’lee-cha derech eretz S’leecha Sammy, move over here. (Excuse me, Sammy, move over here.)
Yeladeem, let’s say mazal tov to Rena "&) -'/ good luck or ma-zal tov derech eretz because she just became a big sister to congratulations Ruth, her new baby sister!!! (Children let’s say congratulations..)
Now that we have just finished saying the 0&"!*;" have a good b’tay-a-von before snack and meal times blessing, let’s say b’tay-a-von appetite (enjoy your snack.)
Yeladeem, haksheevu, we need to stop &"*:8% listen hak-shee-vu anytime you need someone’s attention. and get ready to go to gym. (Children, listen we need to stop and get ready to go to gym.)
Yeladeem let’s clean up the shulchan so 0(-: table shul-chan referring to the place where work is done and we can get ready for snack. (Children, food is eaten let’s clean up the table...)
David, please don’t rock your kee-say !2, chair kee-say referring to the place where you sit on your back and forth. That is not very safe. bottom at the table. (David, please don’t rock your chair...)
A Project of the Children of Harvey and Lyn Meyerhoff Philantrhopic Fund 27 HOW MANY OF THESE HEBREW WORDS FOR THE CLASSROOM HAVE YOU USED LATELY?
HEBREW DEFINITION TRANSLITERATION SITUATIONS WHAT TO SAY
Yeladeem,, the name of the sefer that we 952 book se-fer referring to the item that is read aloud during are going to read today is The Giving group time with words and pages. Tree. (Children, the name of the book we are...)
Sandy, please go over to your teekteek and 8*; backpack, bag teek referring to the item which the child brings to get out your lunch! (Sandy, please go school everyday to carry belongings. over to your backpack and get our your lunch!)
Yeladeem, Let’s go back to the keetah. %;*, classroom kee-tah referring to the place indoors where the It’s too cold outside. (Children, let’s go children play and learn back to the classroom...)
Tamara, can you please come to the (&- chalkboard loo-ach referring to the place to find information. loo-achloo-ach and show us how many days calendar until Shabbat? (Tamara, can you place come to the calendar and show....)
referring to the opening to the classroom or Jason, could you please hold the delet ;-$ door de-let to the outside. when we go outside. (Jason, could you please hold the door...)
referring to the place where the children play Yeladeem,, everyone must wear their 0# garden gan outside (climbing apparatus, swings, bikes, coats when we go out to the gan. etc.) (Children, everyone must wear their coats when we go out to the playground.)
Yeladeem, we are going bachutz so we 6&(" outside ba-chutz referring to the place beyond the classroom can go for our nature walk. (Children, we are going outside so...)
A Project of the Children of Harvey and Lyn Meyerhoff Philantrhopic Fund 28 HOW MANY OF THESE HEBREW WORDS FOR THE CLASSROOM HAVE YOU USED LATELY?
HEBREW DEFINITION TRANSLITERATION SITUATIONS WHAT TO SAY
97( courtyard cha-tzair referring to an area which is usually a hard Yeladeem, you may ride bikes on the surface in which children play. chatzair!! (Children, you may ride your bikes on the hardtop)
Who would like to hold the degel when -#$ flag day-gel morning activities discussions of Israel we say the Pledge of Allegiance and Am Simchat Torah Yisrael Chai!! (Who would like to hold the flag...)
0&3: clock sha-on discussions of time 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 0&-( window cha-lon refers to a part of the classroom weather today. (Alon, look out the window and tell us the weather today.)
Yeladeem, please look out on the reets-reets- %579 floor reets-pah refers to a part of the classroom pah for trash and throw it away in the wastebasket. (Children, please look on the floor...)
Yeladeem, let’s say the b’racha for the %,9" blessing b’ra-cha giving thanks to G-d for his creations. (food, lighting of the candles. (Children, let’s weather, nature, health, etc.) say a blessing...)
.(- bread le-chem saying the Hamotzi before meals Hamotzi lechem min ha-aretz
A Project of the Children of Harvey and Lyn Meyerhoff Philantrhopic Fund 29 HOW MANY OF THESE HEBREW WORDS FOR THE CLASSROOM HAVE YOU USED LATELY?
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?
What animal do we get chalav from? "-( milk cha-lav snack and meal time (What animal do we get milk from?) Yofee Sammy, a cow!! (Great Sammy, a cow!) Who wants to drink chalav?
Julie brought in oo-gah today. (Julie %#&3 cake oo-gah birthdays and dramatic play brough in cake today.) Hayom yom huledet shel Julie!! (Today is Julie’s birthday!)
;$-&% .&* birthday yom hu-le-det celebrations Sng, “Hayom yom huledet, hayom yom huledet, hayom yom huledet l’ (child’s name) (Happy Birthday, Happy Birthday, Happy Birthday...)
Yeladeem, I am so samayach at all of (/: happy sa-may-ach times of joy your good manners today during Kabbalat Shabbat. (Children, I am so happy at all of your...)
Sara, could you give each person one %*#&3 cookie oo-gee-yah passing out food during meals and snacks 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 2&, cup kos referring to cups at snacktime or the kiddush place. (Daniel, please put one cup...) cup for Shabbat Yeladeem, let’s raise our kos yayin and say the b’racha. (Children, let’s raise our kiddush cup and say a blessing.)
A Project of the Children of Harvey and Lyn Meyerhoff Philantrhopic Fund 30 HOW MANY OF THESE HEBREW WORDS FOR THE CLASSROOM HAVE YOU USED LATELY?
HEBREW DEFINITION TRANSLITERATION SITUATIONS WHAT TO SAY
Karen, use your mapeet to wipe your ;*5/ napkin ma-peet referring to the small piece of paper at a face from the crumbs. (Karen, use your place setting to clean up with. napkin to wipe...)
A Project of the Children of Harvey and Lyn Meyerhoff Philantrhopic Fund 31 HOW MANY OF THESE HEBREW WORDS RELATING TO SHABBAT HAVE YOU USED LATELY
HEBREW DEFINITION TRANSLITERATION SITUATIONS WHAT TO SAY
Yeladeem, what things do we do to ;": Shabbat sha-bot the seventh day in which G-d rested welcome Shabbat? Let’s light the candles for Shabbat. On Shabbat, we rest from the work week and spend time with our families.
Yeladeem, let’s say the b’racha for the ;&91 candles nayr-ote Kabbalat Shabbat, dramatic play lighting of the nayrote shel (Shabbat, yom Tov or Chanukah) (Children, let’s say the blessing for the lighting of the candles for..)
Talking about the commandments which G-d commandment mitz-vah has asked the Jewish people to keep (tzedakah, Jodie, you did a mitzvah by collecting %&&7/ welcoming visitors, helping the sick, derech canned foods for the Kosher Food Pantry! eretz, etc)
referring to what adults drink when saying the Yeladeem, let’s raise our cos filled with 0** wine yai-in kiddush on Shabbat or Yom Tov yayin and say the b’racha... (Children, let’s raise our cups filled with wine and say a blessing)
%-( challah bread cha-lah referring to the bread that we bless on Yeladeem, pick up your piece of challah Shabbat and Yom Tov and say the b’racha with me...
Yeladeem look at the p’racheem on the .*(95 flowers p’ra-cheem Shabbat, spring, dramatic play Shabbat table. (Children, look at the flowers on the Shabbat table.)
Yeladeem, before we begin Shabbat, we %5/ tablecloth ma-pah referring to the covering for a table 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..)
A Project of the Children of Harvey and Lyn Meyerhoff Philantrhopic Fund 32 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 ;21, ;*" synagogue bet k’ne-set referring to the place where people pray on clothes to go to the Bet K’neset. In the Shabbat and holidays Bet K’neset, we pray to G-d.
In the Torah, how many sons did Isaac %9&; 5 books of To-rah referring to the stories and the history of the have? In the Torah, G-d tells Moses to Moses Jewish people tell Pharoah to free the Jewish slaves in Egypt.
On Fridays, children place coins in a tzedakah Yeladeem, today is yom Shee-shee. %8$7 righteousness tze-dah-kah box to give to charity good drives and used Does anyone have tzedakahtzedakah today? clothes (Children, today is Friday.....)
referring to a place or thing that is holy or Yeladeem, let’s get ready for ShabbatShabbat. :&$8 hoy, sacred ka-dosh sacred. (Shabbat, your personal space) Shabbat is kadosh. (Shabbat is holy.) Shabbat is special
Do you think that children in Yisrael do the -!9:* Israel yis-ra-el referring to the land of Israel same things in their schools like we do? referring to the people of Israel Do children in Yisrael celebrate Shabbat like we do? Do they celebrate the holidays like we do?
A Project of the Children of Harvey and Lyn Meyerhoff Philantrhopic Fund 33 HOW MANY OF THESE RELATING TO HOME AND FAMILY HAVE YOU USED LATELY?
HEBREW DEFINITION TRANSLITERATION SITUATIONS WHAT TO SAY
Leila, how many people are in your %(5:/ family meesh-pa-cha referring to the people that we live with, meeshpacha. (Leila, How many people are dramatic play in your family?)Let’s count. Eema, Abba, Micha and Leila. (Mommy, Daddy, Micha and Leila) That’s four people. Tov M’ode....
Jay, when eema comes to pick you up !/! mother ee-ma referring to the people that we live with, today, we will show her the lovely picture dramatic play that you drew for her. (Jay, when mommy comes....)
Brad, did you go with your Abba !"! father ah-ba referring to the people that we live with, yesterday to his office downtown? (Brad dramatic play did you go with your Daddy yesterday....)
My saba always gives me chocolate !"2 grandfather sa-ba referring to the people that we live with, coins during ChanukahChanukah. (My grandfather dramatic play always gives me....)
!;"2 grandmother sav-ta referring to the people that we live with, My savta makes the best matzoh ball dramatic play soup. (My grandmother makes the....)
Diane, did you go to soccer practice with (! brother ach referring to the people that we live with, your ach yesterday? (Diane did you go to dramatic play soccer with your brother..)
;&(! sister ah-chot referring to the people that we live with, Guy, how old is your achot, Rose? dramatic play (Guy, how old is your sister...)
$&$ uncle dode referring to the brother of our mother or sing, L’Dode Moshe Haya Chava, E-I-E-I- father, dramatic play O (Uncle Moshe had a farm, E-I-E-I-O)
A Project of the Children of Harvey and Lyn Meyerhoff Philantrhopic Fund 34 HOW MANY OF THESE RELATING TO HOME AND FAMILY HAVE YOU USED LATELY?
HEBREW DEFINITION TRANSLITERATION SITUATIONS WHAT TO SAY
referring to the sister of a mother or father, Did your dodah come to visit you from %$&$ aunt do-dah dramatic play Israel? (Did your aunt...)
Lisa, I like the way you are holding the 8&1*; baby tee-nok referring to the people that we live with, teenokteenok and giving her a bottle. (Lisa. I like dramatic play the way you are holding the baby...)
A Project of the Children of Harvey and Lyn Meyerhoff Philantrhopic Fund 35 HOW MANY OF THESE RELATING TO HOME AND FAMILY HAVE YOU USED LATELY?
HEBREW DEFINITION TRANSLITERATION SITUATIONS WHAT TO SAY
When we get tired, we put on our %)*/ bed mee-tah referring to the object that we sleep on pajamas and get into our meetah. (When dramatic play we get tired, we put on our pajamas and get into our bed.)
;*" house by-eet refers to the place where families live, A family lives in a bayit.. (A family lives in dramatic play a house.)
"-, dog ke-lev refers to the animal that barks family pet, Clifford is a big red kelev.. (Clifford is a dramatic play big, red dog.)
-&;( cat cha-tool refers to the animal that meows, family pet, Garfield is a smart chatool that talks. dramatic play (Garfield is a smart cat...)
%"&" doll boo-bah refers to a toy that a child might play with, Barbie is a boobah.. (Barbie is a doll) dramatic play
Can you build a tower using only four ;&*"&8 blocks koo-bee-yote refers to a toy that a child might play with, koobiyote? (Can you build a tower using dramatic play, math, science only four blocks?)
refers to a toy that a child might play with, This rakevetrakevet has an engine, a caboose ;",9 train rah-ke-vet dramatic play, math, science, transportation and five boxcars. (This train has an engine...)
refers to a toy that a child might play with, Most people fly to Israel in an aveerone.. 0&9*&! airplane ah-vee-rone dramatic play, math, science, transportation ( Most people fly to Israel in an airplane.)
A Project of the Children of Harvey and Lyn Meyerhoff Philantrhopic Fund 36 HOW MANY OF THESE RELATING TO HOME AND FAMILY HAVE YOU USED LATELY?
HEBREW DEFINITION TRANSLITERATION SITUATIONS WHAT TO SAY
refers to a toy that a child might play with, An oneeyah floats in the water. (A boat %*1&! boat oh-nee-yah dramatic play, science, transportation floats in the water.)
We spin the seveevon during Chanukah. 0&"*"2 top see-vee-von refers to a toy that a child might play with, Sing, Seveevon. Sov, sov, sov. How Chanukah, dramatic play, science many times does the seveevon spin before it falls down?
refers to a toy that a child might play with, Julie. Bounce the kadoor to David. 9&$, ball ka-door gross motor skills, science (Julie, bounce the ball to David.) Be careful when you put the CD into the ":(/ computer mach-shev refers to the PC in the classroom or home machshev Noah. (Be careful when you put the CD into the computer...)
A Project of the Children of Harvey and Lyn Meyerhoff Philantrhopic Fund 37 HOW MANY OF THESE HEBREW WORDS RELATING TO CALENDAR AND WEATHER HAVE YOU USED LATELY?
HEBREW DEFINITION TRANSLITERATION SITUATIONS WHAT TO SAY
Yom Reeshone-Sunday, Yom Shaynee- .&* day yom referring to the days of creation, and the days Monday, Yom Shlee-shee-Tuesday, Yom of the week) calendar R’vee--ee-Wednesday, Yom ChameesheeChameeshee- Thursday, Yom Shee-shee-Friday, Shabbat-Saturday
Yeladeem, hayome, we will go bachutz .&*% today ha-yome referring to the present day to the gan and then come back to have a special snack. (Children, today we will go outside to the playground and...)
Yeladeem, who can tell me, Ma hamezeg 9*&&! #'/ weather may-zeg ah-veer referring to the climate outside (calendar and ah-veer hayom? (What is the weather group time, science) today?)
:/: sun she-mesh weather, science, calendar Yeladeem, yesh shemesh hayom? (Children is there sun today?)
At night you can see the yarayach in the (9* moon ya-ray-ach weather, science, calendar, Creation sky. (At night you can see the moon..)
Yeladeem, yesh geshem hayom? .:# rain ge-shem calendar, science, weather (Children, is there rain today?) Ken hayome yesh geshem. (Yes, there is rain today.)
.**/: sky sha-mai-yeem calendar, science, weather, Creation Hashemesh ba’shamayim.. (The sun is in the sky.)
A Project of the Children of Harvey and Lyn Meyerhoff Philantrhopic Fund 38 HOW MANY OF THESE HEBREW WORDS RELATING TO CALENDAR AND WEATHER HAVE YOU USED LATELY?
HEBREW DEFINITION TRANSLITERATION SITUATIONS WHAT TO SAY
Yeladeem, yesh sheleg hayom? (Is there #-: snow she-leg calendar, science, weather snow today?) Hayom, yesh sheleg. (Today, there is snow.)
Yeladeem, yesh ahnaneem hayom? (Are .*113 clouds ah-na-neem calendar, science weather there clouds today?) Hayom yesh ah-na- neem. (Today there are clouds.)
.( hot cham calendar, science, weather 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. (The weather is cool today.)
A Project of the Children of Harvey and Lyn Meyerhoff Philantrhopic Fund 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. :!9 head rosh discussion of body parts Sarah is our roshrosh tourtour - (line leader) today
.**1*3 eyes ay-nai-yeem discussion of body parts We look and see with our aynaieem. (We look and see with our eyes)
.**1'&! ears oz-nai-yeem discussion of body parts We hear and listen with our oznayeem. (We hear and listen with our ears.)
We smell the challah baking with our af. 4! nose af discussion of body parts (We smell the challah baking with our nose)
%5 mouth peh discussion of body parts We chew and eat with our peh. (We chew and eat with our mouth.)
-#9 leg ray-gel discussion of body parts Flamingoes stand on one regel.regel. (Flamingoes stand on one leg.)
We use our reglayeemreglayeem for walking and .**-#9 legs re-glai-yeem discussion of body parts running, skipping and jumping. (We use our legs for....)
$* hand yad discussion of body parts Yeladeem, raise your right yad. used as pointer to read the Torah
A Project of the Children of Harvey and Lyn Meyerhoff Philantrhopic Fund 40 HOW MANY OF THESE HEBREW WORDS RELATING TO BODY PARTS HAVE YOU USED LATELY?
HEBREW DEFINITION TRANSLITERATION SITUATIONS WHAT TO SAY
It’s fun to use our yadayeem to mix and .**$* hands ya-dai-yeem discussion of body parts make playdough. (It’s fun to use our hands...)
3"7! finger etz-bah discussion of body parts Put your etzbah on your nose if you like chocolate ice cream!
We have eser etzbaote on our yadayeem. ;&3"7! fingers etz-ba-ot discussion of body parts (We have ten fingers on our hands.)
Put your yad on your beten if you like 0)" stomach, belly be-ten discussion of body parts chocolate pudding (Put your hand on your belly if you.....)
Put your yadyad on your gav if you like "# back gav discussion of body parts chocolate kisses? (Put your hand on your back if you like...)
I like the way Jeffrey is sitting on his ;(; bottom ta-chot discussion of body parts tachottachot quietly. (I like the way Jeffrey is sitting on his bottom..)
.**,9" knees ber-kai-yeem discussion of body parts We bend our ber-kai-eem when we pray to G-d. (We bend our knees...)
A Project of the Children of Harvey and Lyn Meyerhoff Philantrhopic Fund 41 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)
shtay yadayim - two hands .**;: two shty-eem refers to a number shtay oz-nai-yeem - two ears, etc.
sha-losh abba-ot (three fathers) :&-: three sha-losh refers to a number Abraham, Isaac and Jacob
ar-bah eema-hote four mothers - 3"9! four ar-bah refers to a number 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.. (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)
A Project of the Children of Harvey and Lyn Meyerhoff Philantrhopic Fund 42 HOW MANY OF THESE HEBREW WORDS RELATING TO NUMBERS HAVE YOU USED LATELY?
HEBREW DEFINITION TRANSLITERATION SITUATIONS WHAT TO SAY
We have tayshataysha yeladeemyeladeem b’betb’bet sefersefer 3:; nine tay-sha refers to a number hayom. ( We have nine children in school today.)
9:3 ten eh-ser refers to a number We have ehser etzbaote. (We have ten fingers)
A Project of the Children of Harvey and Lyn Meyerhoff Philantrhopic Fund 43 MACHON 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.
A Project of the Children of Harvey and Lyn Meyerhoff Philantrhopic Fund 44 MACHON L’MORIM .*9&/- 0&,/
‘ Children learn parts of the Torah scroll.
Observations:
A Project of the Children of Harvey and Lyn Meyerhoff Philantrhopic Fund 45 MACHON 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.
A Project of the Children of Harvey and Lyn Meyerhoff Philantrhopic Fund 46 MACHON L’MORIM .*9&/- 0&,/
‘ Spiritual/prayer parent workshops are available.
Observations:
A Project of the Children of Harvey and Lyn Meyerhoff Philantrhopic Fund 47 MACHON 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:
A Project of the Children of Harvey and Lyn Meyerhoff Philantrhopic Fund 48 Machon 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 do not list every concept, symbol or type of involvement possible. These indicators should serve as the foundation, not the final product.
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 49 Machon 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.
Review the list below. Check all that apply. Cite specific examples and/or describe.
‘ 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.
‘ The children are introduced to and use appropriate blessings.
‘ 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.
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 50 Machon 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:
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 51 Machon L’Morim .*9&/- 0&,/
HAVDALAH %-$"%
Review the list below. Check all that apply. Cite specific examples and/or describe.
‘ 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:
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 52 Machon L’Morim .*9&/- 0&,/ ROSH HASHANAH %1:% :!9
Review the list below. Check all that apply. Cite specific examples and/or describe.
‘ 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:
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 53 Machon L’Morim .*9&/- 0&,/ YOM KIPPUR 9&5, .&*
Review the list below. Check all that apply. Cite specific examples and/or describe.
‘ 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.
‘ The children are introduced to and use appropriate blessings.
‘ 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:
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 54 Machon L’Morim .*9&/- 0&,/ SUKKOT ;&,2
Review the list below. Check all that apply. Cite specific examples and/or describe.
‘ 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.
‘ The children have opportunities to create developmentally appropriate art projects related to Sukkot.
‘ Books are used for reinforcing concepts of the holiday and displayed on the book case.
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 55 Machon 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:
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 56 Machon L’Morim .*9&/- 0&,/ SIMCHAT TORAH %9&; ;(/:
Review the list below. Check all that apply. Cite specific examples and/or describe.
‘ 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.
‘ The children have opportunities to create developmentally appropriate art 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).
‘ Books are used for reinforcing concepts of the holiday and displayed on the book case.
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 57 Machon 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:
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 58 Machon L’Morim .*9&/- 0&,/ HANUKKAH %,&1(
Review the list below. Check all that apply. Cite specific examples and/or describe.
‘ 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).
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 59 Machon 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.
‘ Books are used for reinforcing concepts of the holiday and displayed on the book case.
‘ Parent Hanukkah workshops are available.
Observations:
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 60 Machon L’Morim .*9&/- 0&,/ TU B’SHVAT )":" &)
Review the list below. Check all that apply. Cite specific examples and/or describe.
‘ Background materials on Tu B’Shevat are sent to families with suggestions for home celebrations and activities.
‘ 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).
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 61 Machon L’Morim .*9&/- 0&,/ ‘ The children have the opportunity to create art projects related to Tu B’Shvat.
‘ Books are used for reinforcing concepts of the holiday and displayed on the book case.
‘ Children are encouraged to see connections between this holiday and other holidays.
Observations:
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 62 Machon L’Morim .*9&/- 0&,/ PURIM .*9&5
Review the list below. Check all that apply. Cite specific examples and/or describe.
‘ 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.
‘ The children are introduced to and use appropriate blessings.
‘ 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.
‘ Books are used for reinforcing concepts of the holiday and displayed on the book case.
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 63 Machon L’Morim .*9&/- 0&,/ ‘ Parent Purim workshops are available.
Observations:
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 64 Machon L’Morim .*9&/- 0&,/ PESACH (25
Review the list below. Check all that apply. Cite specific examples and/or describe.
‘ 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.
‘ The children are introduced to and use appropriate blessings.
‘ 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).
‘ The children have opportunities to create developmentally appropriate art 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).
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 65 Machon L’Morim .*9&/- 0&,/
‘ Books are used for reinforcing concepts of the holiday and displayed on the book case.
‘ Parent Pesach workshops are available.
Observations:
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 66 Machon L’Morim .*9&/- 0&,/ YOM HAATZMAUT ;&!/73 .&*
Review the list below. Check all that apply. Cite specific examples and/or describe.
‘ 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.
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 67 Machon L’Morim .*9&/- 0&,/
‘ Israel and Yom HaAtzmaut parent workshops are available.
Observations:
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 68 Machon L’Morim .*9&/- 0&,/ 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 for home celebrations and activities.
‘ 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.
‘ The children are introduced to and use appropriate blessings.
‘ 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.
‘ Books are used for reinforcing concepts of the holiday and displayed on the 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:
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 69 Machon L’Morim .*9&/- 0&,/ SHAVUOT ;&3&":
Review the list below. Check all that apply. Cite specific examples and/or describe.
‘ Background material about Shavuot are sent to the families with suggestions for home celebrations and activities.
‘ 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.
‘ The children are introduced to and use appropriate blessings.
‘ 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.
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 70 Machon L’Morim .*9&/- 0&,/
‘ 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.
‘ Books are used for reinforcing concepts of the holiday and displayed on the book case.
‘ Shavuot family workshops are available.
Observations:
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 71 Machon L’Morim .*9&/- 0&,/
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 pre- school, 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.
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 72 Machon L’Morim .*9&/- 0&,/ 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?
Cite specific examples:
‘ Are teachers able to integrate secular subjects with Jewish values, concepts and Hebrew vocabulary?
Cite specific examples:
‘ Are teachers able to effectively implement a curriculum integrated with Jewish values, concepts and Hebrew vocabulary
Cite specific examples:
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
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 73 Machon L’Morim .*9&/- 0&,/
‘ 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?
Cite specific examples:
‘ Do teachers use and are comfortable with Hebrew?
Cite specific examples:
‘ Do teachers integrate Jewish values and concepts into every aspect of the day?
Cite specific examples:
‘ Do teachers have available and easily accessible developmentally appropriate Jewish games, puzzles and books?
Cite specific examples:
‘ Do teachers, staff, instructional professionals, administrators and other institutional community members interact with and are responsive to the children
Cite specific examples:
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
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 74 Machon L’Morim .*9&/- 0&,/ ‘ Are the teachers aware of the activities of the entire group even when dealing with smaller groups?
Cite specific examples:
‘ Do teachers provide all children with an equal opportunity to take part in all activities?
Cite specific examples:
‘ Do teachers encourage children’s development of independence
Cite specific examples:
‘ Do teachers facilitate the development of responsibility and self control in children?
Cite specific examples:
‘ Do teachers participate in synagogue events?
Cite specific examples:
‘ Do teachers participates in Jewish communal organizations and/or activities?
Cite specific examples:
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
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 75 Machon L’Morim .*9&/- 0&,/ ‘ Do teachers encourage children to model other children’s positive behavior?
Cite specific examples:
‘ Do teachers provide positive discipline and guidance?
Cite specific examples:
‘ Are teachers sensitive to diversity within the school population?
Cite specific examples:
‘ Do teachers participate in ongoing Jewish adult education programs?
Cite specific examples:
‘ Do teachers meet regularly to discuss ways to implement developmentally appropriate Jewish concepts into the curriculum?
Cite specific examples:
‘ Do teachers take an active role in planning family education components for the class, grade level and/or school?
Cite specific examples:
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
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 76 Machon L’Morim .*9&/- 0&,/
‘ Do teachers have access to integrated curriculum guides and/or lesson plans for holiday, shabbat and curriculum units?
Cite specific examples:
‘ Do teachers display, refer to and read Jewish story books on holidays, Israel, Jewish heroes and Jewish themes?
Cite specific examples:
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
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 77 Machon L’Morim .*9&/- 0&,/
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.
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 78 Machon L’Morim .*9&/- 0&,/
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?
Cite specific examples:
G Does the director annually write an evaluation of each professional working in the school (teachers, assistants and specialists)?
Cite specific examples:
G Do the parents have an opportunity to annually reflect on how well the program is meeting their child’s needs?
Cite specific examples:
G Do the parents have an opportunity to annually reflect on the impact of the school program on their family
Cite specific examples:
G Do the parents have an opportunity to annually reflect on the effectiveness of school sponsored parent education/parent involvement programs.
Cite specific examples:
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 79 Machon L’Morim .*9&/- 0&,/
G Does the director annually review the qualifications of the staff?
Cite specific examples:
G Does the director annually review and design school wide professional development programs for their faculty (adult study and pedagogic issues)
Cite specific examples:
G Does the director observe each classroom at regularly scheduled times (at least once every 2 months)?
Cite specific examples:
G Does the director meet with each teacher individually several times a year?
Cite specific examples:
G Does the director regularly (monthly) meet with teacher teams (i.e. Two-year-old team, four-year-old team, and specialists)
Cite specific examples:
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 80 Machon L’Morim .*9&/- 0&,/
G Does the director hold mandatory monthly staff meetings?
Cite specific examples:
G Does the director participate in ongoing adult Jewish study sessions?
Cite specific examples:
G Does the director regularly meet with the school/congregation leadership?
Cite specific examples:
G Is the director actively involved in the early childhood parent committee?
Cite specific examples:
G Does the director have a school wide Family Education Plan?
Cite specific examples:
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 81 Machon L’Morim .*9&/- 0&,/
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.
II Jewish Environment
1. I have bulletin boards in my classroom that are attractive and fresh looking.
1 ‘ 2 ‘ 3 ‘ 4 ‘
2. The bulletin boards in my classroom complement current themes and are changed frequently.
1 ‘ 2 ‘ 3 ‘ 4 ‘
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 82 Machon L’Morim .*9&/- 0&,/
3. I have bulletin boards in my classroom that reflect Jewish themes throughout the year. (Jewish values, holidays, life cycle events, Shabbat).
1 ‘ 2 ‘ 3 ‘ 4 ‘
4. 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 ‘ 2 ‘ 3 ‘ 4 ‘
5. I have a classroom that has Hebrew words and Jewish concepts displayed.
1 ‘ 2 ‘ 3 ‘ 4 ‘
6. I display photographs of the children and the children’s work on my bulletin boards.
1 ‘ 2 ‘ 3 ‘ 4 ‘
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 83 Machon L’Morim .*9&/- 0&,/
7. The hallway bulletin boards reflect Jewish themes, holidays and values.
1 ‘ 2 ‘ 3 ‘ 4 ‘
8. The hallway bulletin boards have Hebrew words and Jewish concepts displayed.
1 ‘ 2 ‘ 3 ‘ 4 ‘
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 84 Machon L’Morim .*9&/- 0&,/
9. The hallway bulletin boards display children’s work.
1 ‘ 2 ‘ 3 ‘ 4 ‘
10. The hallway bulletin boards display photographs of children’s activities and projects.
1 ‘ 2 ‘ 3 ‘ 4 ‘
11. The hallway bulletin boards display information about the school. (synagogue services, meetings, family programs and community programs).
1 ‘ 2 ‘ 3 ‘ 4 ‘
12. I play Jewish music during playtime in the classroom.
1 ‘ 2 ‘ 3 ‘ 4 ‘
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 85 Machon L’Morim .*9&/- 0&,/
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 ‘ 3 ‘ 4 ‘
2. mezuzzot
1 ‘ 2 ‘ 3 ‘ 4 ‘
3. Jewish books
1 ‘ 2 ‘ 3 ‘ 4 ‘
4. Jewish games
1 ‘ 2 ‘ 3 ‘ 4 ‘
5. Jewish puzzles
1 ‘ 2 ‘ 3 ‘ 4 ‘
6. Jewish pictures and posters
1 ‘ 2 ‘ 3 ‘ 4 ‘
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 86 Machon L’Morim .*9&/- 0&,/
7. Israeli flag
1 ‘ 2 ‘ 3 ‘ 4 ‘
8. Holiday flags
1 ‘ 2 ‘ 3 ‘ 4 ‘
9. Props (i.e. in the block corner, mezzuzot for buildings; in the drama corner, Israeli products)
1 ‘ 2 ‘ 3 ‘ 4 ‘
10. 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 ‘ 2 ‘ 3 ‘ 4 ‘
11. Drama corner changes to reflect unit/holiday themes (i.e. castles for Purim and firehouse for community helpers)
1 ‘ 2 ‘ 3 ‘ 4 ‘
12. Pictures of Jewish artists’ work displayed in the art corner
1 ‘ 2 ‘ 3 ‘ 4 ‘
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 87 Machon L’Morim .*9&/- 0&,/
13. Activities focusing on Jewish values (i.e. taking care of plants, and/or animals)
1 ‘ 2 ‘ 3 ‘ 4 ‘
14. 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 ‘
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 88 Machon L’Morim .*9&/- 0&,/
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 ‘ 3 ‘ 4 ‘
2. I incorporate Jewish values and Hebrew vocabulary into my secular themes?
1 ‘ 2 ‘ 3 ‘ 4 ‘
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 89 Machon L’Morim .*9&/- 0&,/
SAMPLE CURRICULUM GUIDE
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 90 The World Around Us
Machon L’ Morim .*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 Center for Jewish 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
Machon L’ Morim .*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 © Property of Machon L’Morim The World Around Us...93 MLM-Professional Development Program for Jewish Early Childhood Educators developed in Baltimore, MD
Unit: The World Time Frame: This unit is designed to run throughout the Around Us school year and will culminate the celebration of Earth Day.
Age: 4 year olds
Jewish Concepts:
Tikkun Olam - repair of the world .-&3 0&8*; Ba’al Tashcheet - destruction/wastefulness ;*(:; -" Brit - covenant ;*9" Shomrei Adamah - Guardians of the Earth %/$! *9/&: Chesed - kindness $2(
Student Objectives: The children will be able to: Discuss how we are part of the environment 1. grass b. animals C. trees d. people e. sky State what makes up the earth a. air b. water b. land Property of Machon L’Morim The World Around Us...94 MLM-Professional Development Program for Jewish Early Childhood Educators developed in Baltimore, MD
Student Objectives (continued):
! Participate in Tikkun Olam - .-&3% 0&8; repair of the world ! Tell how we are the keepers of the earth (Shomrei Adamah) /$! *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 Property of Machon L’Morim The World Around Us...95 MLM-Professional Development Program for Jewish Early Childhood Educators developed in Baltimore, MD
Hebrew Vocabulary: trash can pach (5 earth adamah %/$! tree aytz 63 water mayim .*/ rain geshem .:# sun shemesh :/: seed zera 39' environment suvah %"*"2 covenant brit ;*9" repair worlds tikkun olam .-&3 0&8*; kindness chesed $2( bird tzipor 9&5*7
Unit Vocabulary:
decompose to break down, change form Earth the planet where we all live environment surroundings, especially the conditions or influence that affect growth and development of a person, an animal, or a plant environmentally friendly a material that does not harm the environment landfill 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 recycle to use things again reduce to lessen the amount of things used reuse to utilize again compost a mixture of decaying substances used as fertilizer litter odds and ends of trash lying around pollute to make dirty or impure by adding harmful substances Property of Machon L’Morim The World Around Us...96 MLM-Professional Development Program for Jewish Early Childhood Educators developed in Baltimore, MD
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 Property of Machon L’Morim The World Around Us...97 MLM-Professional Development Program for Jewish Early Childhood Educators developed in Baltimore, MD
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 Property of Machon L’Morim The World Around Us...98 MLM-Professional Development Program for Jewish Early Childhood Educators developed in Baltimore, MD
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) Property of Machon L’Morim The World Around Us...99 MLM-Professional Development Program for Jewish Early Childhood Educators developed in Baltimore, MD
RESOURCES Property of Machon L’Morim The World Around Us...100 MLM-Professional Development Program for Jewish Early Childhood Educators developed in Baltimore, MD
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. Property of Machon L’Morim The World Around Us...101 MLM-Professional Development Program for Jewish Early Childhood Educators developed in Baltimore, MD
Resource #2
PROTECTING THE ENVIRONMENT.....;*(E —A ˜P -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: Property of Machon L’Morim The World Around Us...102 MLM-Professional Development Program for Jewish Early Childhood Educators developed in Baltimore, MD
Resource #3 RECYCLE Property of Machon L’Morim The World Around Us...103 MLM-Professional Development Program for Jewish Early Childhood Educators developed in Baltimore, MD
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. 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. 2. 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.
2. 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. Property of Machon L’Morim The World Around Us...104 MLM-Professional Development Program for Jewish Early Childhood Educators developed in Baltimore, MD
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. Property of Machon L’Morim The World Around Us...105 MLM-Professional Development Program for Jewish Early Childhood Educators developed in Baltimore, MD
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 year- round. Property of Machon L’Morim The World Around Us...106 MLM-Professional Development Program for Jewish Early Childhood Educators developed in Baltimore, MD
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!! Property of Machon L’Morim The World Around Us...107 MLM-Professional Development Program for Jewish Early Childhood Educators developed in Baltimore, MD
Resource #8
AIR POLLUTION OBSERVATION
Materials
Wide mouth jar Vaseline
Directions
a. Coat the rim of a wide mouth jar of Vaseline. b. Place outside classroom for five days c. At the end of the fifth day, check to see if the Vaseline is slightly, medium or very dirty. Property of Machon L’Morim The World Around Us...108 MLM-Professional Development Program for Jewish Early Childhood Educators developed in Baltimore, MD
Resource #9 Property of Machon L’Morim The World Around Us...109 MLM-Professional Development Program for Jewish Early Childhood Educators developed in Baltimore, MD Resource #10 Tu B’Shvat )":" &**)
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. Property of Machon L’Morim The World Around Us...110 MLM-Professional Development Program for Jewish Early Childhood Educators developed in Baltimore, MD
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. Property of Machon L’Morim The World Around Us...111 MLM-Professional Development Program for Jewish Early Childhood Educators developed in Baltimore, MD
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
* Use vocabulary list to interchange Hebrew and English words. Property of Machon L’Morim The World Around Us...112 MLM-Professional Development Program for Jewish Early Childhood Educators developed in Baltimore, MD
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.” Property of Machon L’Morim The World Around Us...113 MLM-Professional Development Program for Jewish Early Childhood Educators developed in Baltimore, MD Resource #14
Newspaper Balls
1. Crush newspaper into tight ball; cover with masking tape.
2. Roll back and forth and shoot into wastebasket Property of Machon L’Morim The World Around Us...114 MLM-Professional Development Program for Jewish Early Childhood Educators developed in Baltimore, MD Resource #15
Tin Can Stilts
Needed:
2 large cans (juice, coffee) punch type can opener masking tape 10 feet lightweight rope
1. Clean cans 2. Turn upside down - open end on bottom 3. Punch 2 holes on opposite sides at closed end 4. Cover sharp edges with tape 5. Cut rope in half 6. Loop 1 - 5 foot length of rope through holes in each can 7. Adjust lengths of rope so you can easily reach and hold taut 8. Know rope 9. Walk on tin can stilts
Listen to sounds Notice tracks in dirt Property of Machon L’Morim The World Around Us...115 MLM-Professional Development Program for Jewish Early Childhood Educators developed in Baltimore, MD Resource #16
Shomrei Adamah %/$! *9/&: Sung to the Tune: London Bridges
We are Shomrei Adamah, Adamah, Adamah %/$! %/$! %/$! *9/&: We are Shomrei Adamah, %/$! *9/&: THE EARTH KEEPERS
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 Property of Machon L’Morim The World Around Us...116 MLM-Professional Development Program for Jewish Early Childhood Educators developed in Baltimore, MD 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) Property of Machon L’Morim The World Around Us...117 MLM-Professional Development Program for Jewish Early Childhood Educators developed in Baltimore, MD 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
* Use vocabulary list to interchange Hebrew and English words. Property of Machon L’Morim The World Around Us...118 MLM-Professional Development Program for Jewish Early Childhood Educators developed in Baltimore, MD Resource #19 THE TREES ARE GROWING 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. With soil and rain and sunny days, The trees are growing roots.
The trees are growing bark, (Run hands up and down sides.) The trees are growing bark, With soil and rain and sunny days, The trees are growing bark.
The trees are growing branches, (Stretch arms out.) The trees are growing branches. With soil and rain and sunny days, The trees are growing branches.
The trees are growing leaves, (Wiggle fingers.) The trees are growing leaves. With soil and rain and sunny days, The trees are growing leaves.
Susan Peters
* Use vocabulary list to interchange Hebrew and English words. Property of Machon L’Morim The World Around Us...119 MLM-Professional Development Program for Jewish Early Childhood Educators developed in Baltimore, MD Resource #20 MUSIC CORNER 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. Merrily, merrily, merrily, merrily, Singing as you go.
Plant, plant, plant the seeds Plant them in a row Merrily, merrily, merrily, merrily, They’ll begin to grow.
Rain, rain, rain will come Gently as a dove Merrily, merrily, merrily, merrily, 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.
* Use vocabulary list to interchange Hebrew and English words. Property of Machon L’Morim The World Around Us...120 MLM-Professional Development Program for Jewish Early Childhood Educators developed in Baltimore, MD Resource #21
FAMILY PROGRAMS
1. HAVE A YARD SALE. Everyone us cleaning their house this 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.
2. DONATE HAMETZ TO LOCAL SOUP KITCHENS. 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. Property of Machon L’Morim The World Around Us...121 MLM-Professional Development Program for Jewish Early Childhood Educators developed in Baltimore, MD RESOURCE MATERIAL A=Teachers Resource Books B=Children’s Books C=Multi-media
A Basic Judaism for Young People Volume 3 - Teachers Guide
A Likeable Recyclables by Linda Schwartz A I can make A Rainbow by Marjorie Frank A 50 Simple Things You Can Do To Save The Earth - The Earth Works Group A 50 Simple Things Kids Can Do To Save The Earth - The Earth Works Group A Listen to the Trees by Molly Cone A Hug A Tree by Robert Rockwell A Lively Legends - Jewish Values by Miriam P. Feinberg and Rena Rotenberg, “Moni Ha-Meagel Sleeps for Seventy Years” A Earthways by Carol Petrash
B It’s My Earth, Too by Kathleen Krull B The Great Trash Bash by Loreen Leedy B Where Does The Garbage Go? by Paul Showers B Here Comes the Recycling Truck ! by Meyer Seltzer B Recycle That! by Fay Robinson B The World that Jack Built by Ruth Brown B For the Love of Our Earth by P.K. Halliman B the Salamander Room by Anne Mazer B Rain Forest by Helen Cowcher B Dinosaurs To the Rescue by Laurie Krasney Brown and Marc Brown B The Earth and I by Frank Asch B The Giving Tree by Shel Silverstein B The Great Kapok Tree by Lynne Cherry B In the Woods: Who’s Been Here by Lindsay George B Where Once There Was a Wood by Denise Fleming B The Reason for a Flower by Ruth Heller B Water by Frank Asch B Bringing the Rain to Kapiti Plain by Verna Aardema B Let’s Take Care of the Earth by Roseanne Lanczak Williams B Rachel Carson by Shari Halpern B A Tree Is Nice by Janice Urdy B The Loran by Dr. Seuss B My River by Shari Halpern
C FILMSTRIP The Birthday of the Almond Tree A Purim Costume for Shoshana C AUDIOTAPE Environmental Sounds “Mountain Stream” (The Nature Company) “White Noise” (The Nature Company)
C COMPUTER SOFTWARE Sammy’s Science House Property of Machon L’Morim The World Around Us...122 MLM-Professional Development Program for Jewish Early Childhood Educators developed in Baltimore, MD ;&&7/ Selected Mitzvot - Values for Action returning lost property HASHAVAT AVEYDAH %$I "F !C ;,H –I %H visiting the sick BIKUR CHOLIM .*-&s( 9{8vE (preventing) the pain of TZA’ AR BA’ ALEY CHAYIM .**E(H *-F 3C"H 93H 7H animals honoring father and KIBBUD AV V’AYM .!F &I "!I ${v,E mother righteousness; giving TZ DAKAH %8I I$7A material things general acts of loving GEMILUT CHASADIM .*$E 2I (C ;{-*/E #A kindness welcoming guests HACHNASAT ORCHIM .*(E 9A &?! ;2H 1H,A%H *repair of the world TIKUN OLAM .-I &?3 0{8˜E peace of the house SHALOM BAYIT ;*EvH .&s-—I the community of KLAL YISRAEL -!H 9I •A *E --H ƒA Israel kindness CHESED $2G (G peace, completeness SHALOM .&s-:I the way of the land, DERECH ERETZ 6G9!G +9G $G the right thing to do care for the earth L’ OVDA UL’ SHOMRA %9I /A :D-A{ %$I "A3I -A respect older people V’ HADARTA PNAY ZAKAYN 08F 'I *1F5A ˜I 9A $H %E &A kindly expression SAYVER PANIM YAFOT ;&s5*I .*1E5I 9"G 2F removing a barrier HASARAT MICHSHOL -&s—,A/ ;9H 2I %H making peace between HAV’ AT SHALOM BEN ADAM .E &s-:I ;!H "I %H friends L’CHAVERO &9"F (H -A .$I !I 0vF do not destroy BAOL TASHCHEET ;*(E —A ;H -H3"H beautifying a mitzvah HEEDOOR MITZVAH %I&7A/E 9{$%E caring for the body SH’ME-RAT HA-GOOF 4{#%H ;9H */E —E * refers to mitzvot related to this unit. Machon 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 All About Me Firefighter I Am Special Chicks Fall The World Around Us
Curriculum Guide II includes the following units:
Cantor Rabbi Shabbat Resource Mammals Farm Winter Spring Senses Space Me & My Family
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.
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund
CENTER FOR JEWISH EDUCATION Dr. Chaim Y. Botwinick 5800 Park Heights Avenue Ilene C. Vogelstein Executive Vice President Baltimore, Maryland 21215 Director Center for Jewish Education Machon L’Morim (Tel) 410-578-6914 (Tel) 410-578-6948 (Fax) 410-466-1727 (Fax) 410-466-1727 123 Machon 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 All About Me Firefighter I Am Special Chicks Fall The World Around Us
Curriculum Guide II includes the following units:
Cantor Rabbi Shabbat Resource Mammals Farm Winter Spring Senses Space 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)
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund
CENTER FOR JEWISH EDUCATION Dr. Chaim Y. Botwinick 5800 Park Heights Avenue Ilene C. Vogelstein Executive Vice President Baltimore, Maryland 21215 Director Center for Jewish Education Machon L’Morim (Tel) 410-578-6914 (Tel) 410-578-6948 (Fax) 410-466-1727 (Fax) 410-466-1727 124 Machon L’Morim .*9&/- 0&,/
GLOSSARY
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 125 Machon L’Morim .*9&/- 0&,/
Transliteration Definition Hebrew Spelling ah-rone-ko-desh Holy Ark (where Torah is kept) :$&8 0&9! bee-kur cho-leem visiting the sick .*-&( 9&8*" bee-mah Pulpit %/*" Ba-ruch ah-tah ah-do-nai Blessed are You, God ** %;! +&9" To-rah Bible %9&; Brit mik-vah Covenant of ritual bath %&&8/ ;*9" B’nai mitz-vah %&&7/ *1" B’sa-meem Spice box .*/2" Be-dee-kot cha-metz Searching for leavened goods in the 6/( ;8*$" home Bal tash-cheet Do not destroy needlessly ;*(:; -" Bee-kur-reem First fruits .*9&,*" Chu-mash One of the books of Pentatuach :/&( Cha-geem Holidays .*#( cha-lah Twisted bread %-( Cha-nuk-kah %,&1( cha-nu-kee-ah candle holder for Chanukah %*,&1( derech-er-etz common courtesy, respect 69! +9$ day-gel-eem flags .*-#$ eh-met truth ;/! eht-rog citron #&9;! eev-reet Hebrew ;*9"3
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 126 Machon L’Morim .*9&/- 0&,/
Transliteration Definition Hebrew Spelling grah-gers (r’ah-sha-neem) noisemakers .*1:39 geh-mee-lute cha-sa-deem righteous acts, deeds .&$2( ;&-*/# hamantashen(oz-nai ha-man) triangular pastry treat eaten on Purim 0/% *1'&! hach-nah-sot ohr-cheem welcoming guests, visitors .*(9&! ;21,% ha-sha-vat ah-ve-dah returning lost article %$"! ;":% ha-va-at sha-lome ben bringing peace between people .&-: ;!"% ah-dam l’cha ver-o &9"(- .$! 0*" ha-mo-tsee name of benediction for bread !*7&/% ha-shem G-d, goodness .:% ha-ka-fote circuits around the Temple ;&58% Hav-dal-ah separation %-$"% k’lal Yisrael Diaspora Jewish Community -!9:* --, k’vode hee-ah-nee respecting the poor *13% $&", kee-pah skull cap %5, la a sote b’deevray to-rah %9&; *9"$" ;&:3- Lag B’O-mer 9/&73 **#- l’cha-yeem to life, health (a toast) .**(- lu-lav palm branch held on Sukkot "-&- lee-mude to-rah study Torah %9&; $&/*- ma-ote chee-teem to give good to needy (tzedakah) .*;*( ;&!/ me-zu-zah doorpost %'&'/
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 127 Machon L’Morim .*9&/- 0&,/
Transliteration Definition Hebrew Spelling me-gee-lah scroll read on Purim %-*#/ mish-lo-ach mah-note sending of baskets on Purim ;&1/ (&-:/ mee-dote to-vote good acts ;&"&) ;&$*/ meets-vah commandment (from G-d) %&&7/ me-no-rah candalabra with 7 candles %9&1/ mo-deh ah-nee prayer thanking G-d when we awake *1! %$&/ ma-kome ko-desh sacred place (holy) :$&8 .&8/ meesh-pa-cha family %(5:/ ner ta-meed Eternal light $*/; 91 o-mer bundle of wheat 9/&3 Pu-rim .*9&5 Pe-sach (25 Rosh Ha-sha-nah Head of the Year %1:% :!9 su-kah hut used in the desert %,&2 sho-far ram’s horn 95&: see-dur prayerbook 9&$2 Shab-bat ;": she-mah prayer “listen” 3/: sha-nah to-va tee-ka-tay-vu you should be inscribed for the New &";,; %"&) Year %1: s’lee-cha excuse me I’m sorry %(*-2 s’chach branches atop the sukkah +,2
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 128 Machon L’Morim .*9&/- 0&,/
Transliteration Definition Hebrew Spelling sha-mash helper candle :/: se-fe-rah counting %9*52 se-fee-rat ha-o-mer counting of the omer (starting the 2nd day of 9/&3% ;9*52 Pesach and ending on Shavuot) Sha-vu-ote ;&3&": Sim-chat To-rah %9&; ;(/: Suk-kot ;&,2 te-fee-lote prayers ;&-*5; tee-kune o-lam repairing the world .-&3 0&8*; tse-dah-kah righteous justice (charity) %8$7 tal-mude to-rah study Torah %9&; $&/-; Tu B’Sh-vat )":" **&) yad l’yad hand to hand $*- $* Yisrael Israel -!9:* Yom Kip-pur 9&5, .&* Yom Ha-atz-ma-ut ;&!/73% .&*
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 129 Machon 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)
A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 130