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ב Bet ה Heh ו Vav ט Tet י Yod ך מ Mem ם

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Exercise 1A: Writing the Hebrew Square Script Using the examples at the right, practice writing out the Hebrew characters on the lines provided for you. Be sure to accurately reflect the position of the letter in relation to the base line. Boxes are used to indicate final forms. Letter Name aleph א aleph bet ב bet gimel ג gimel dalet ד dalet heh ה heh vav ו vav zayin ז zayin .het ח ḥet tet ט tet yod י kaph כ yod ך kaph final kaph lamed ל mem מ lamed ם mem 3 Exercise 1A: Writing tHe Hebrew SquAre Script final mem Letter Name nun נ ן nun final nun samek ס samek ayin ע pe פ ayin ף pe final pe tsade צ ץ tsade final tsade qoph ק qoph resh ר resh שׂ sin sin shin ׁש shin tav ת tav NAme: __________________________________________________ Exercise 1A: Writing tHe Hebrew SquAre Script 4 Exercise 1B: Reading Proper Names In this exercise you will practice identifying the Hebrew consonants by reading familiar proper names. Write the English name in the space to the left of the Hebrew name. Since the alphabet has no vowels, you will have to provide vowel sounds to recognize each word. Start by trying an “a” vowel between each con- sonant. The “a” vowel is the most common vowel in Hebrew and, while it will not always be the correct one, it should help you recognize these names. לבן Laban יעקב אסתר אברהם עבדיה יצחק יחזקאל יׂשראל דוד רבקה נחמיה נבכדנאזר ירבעם ירדן מרדכי מׁשה דברה גלית יׁשמעאל עׂשו 5 Exercise 1B: ReAding Proper NAmes Exercise 1C: Hebrew Cursive (Optional) Using the examples shown, practice writing out the cursive Hebrew characters on the lines provided for you. Be sure to accurately reflect the position of the letter in relation to the base line. Boxes are used to indicate final forms. Letter Name aleph א aleph bet ב bet gimel ג gimel dalet ד dalet heh ה heh vav ו vav zayin ז zayin .het ח tet ט ḥet tet yod י kaph כ yod ך kaph final kaph lamed ל lamed 7 Exercise 1C: Hebrew Cursive (OptionAl) mem מ ם mem final mem nun נ ן nun final nun samek ס samek ayin ע pe פ ayin ף pe final pe tsade צ ץ tsade final tsade qoph ק qoph resh ר resh שׂ sin sin shin ׁש shin tav ת tav NAme: _______________________________________ Exercise 1C: Hebrew Cursive (OptionAl) 8 Exercise 2: Vowel Identification In this exercise you will practice identifying each vowel, shewa, and dot in a given word. Each vowel is treated in its own line, although you should also note any “dots” within a consonant. It is your task to identify three pieces of information: 1. VOWEL NAME: What is the name of the vowel or shewa? Be sure to distinguish between silent shewa, vocal shewa, and composite shewa. 2. VOWEL SOUND: What sound do you hear? Identify both length (vowels: long or short, shewa: abrupt sound or no sound) and class (a, e, i, o, u). Since long /ā/ and short /o/ look the same, for .this exercise you should assume that ָ marks a long /ā/ unless you are specifically told otherwise 3. DOT: Does the consonant have a dot? If so, is it dagesh lene (BeGaD KePhaT dot), dagesh forte (doubling dot), or mappiq (H-dot)? VOWEL NAME VOWEL SOUND DOT dagesh lene 1a vocal shewa abrupt sound (bgdkpt) דְ בִ י ר hireq. yod long i דְ בִ י ר 1b patah. short a מַ אֲ כָ ל 2a composite shewa abrupt a מַ אֲ כָ ל 2b qamets long a מַ אֲ כָ ל 2c short o מָ תְ ֫ ַ נ ִ י ם 3a מָ תְ נַ֫ יִ ם 3b מָ תְ נַ֫ יִ ם 3c מָ תְ ֫ ַ נ יִ ם 3d תְ בּואָ ה 4a תְ בּו אָ ה 4b ב תְ ּו אָ ה 4c 9 Exercise 2: Vowel IdentificAtion VOWEL NAME VOWEL SOUND DOT ֹ֫א כֶ ל 5a ֹ֫א כֶ ל 5b תוֹלֵ דוֹת 6a תוֹ לֵ דוֹת 6b תוֹלֵ דוֹת 6c ֫עֵ בֶ ר 7a ֫עֵ בֶ ר 7b טֻ מְ אָ ה 8a טֻ מְ אָ ה 8b טֻ מְ אָ ה 8c אַ צ רְ ָ ּה 9a אַ רְ צָ ּה 9b אַ רְ צָ ּה 9c רּוץ 10 כְ לִ מָ ה 11a כְ לִ מָ ה 11b כְ לִ מָ ה 11c Exercise 2: Vowel IdentificAtion 10 VOWEL NAME VOWEL SOUND DOT אֱ ֹלהִ ים 12a אֱלֹ הִ י ם 12b אֱ ל ֹ הִ י ם 12c יַ לְ דָ ה 13a יַ לְ דָ ה 13b יַ לְ דָ ה 13c יֶ חֱ ַ ז ק 14a יֶ חֱ זַ ק 14b ֶ י חֱ זַ ק 14c גִ ּלּולִ ים 15a גִ ּלּו לִ י ם 15b גִּל ּו לִ י ם 15c ֹ֫ ג בַ ּה 16a ֹ֫ ג בַ ּה 16b מַ טֶ ה 17a מַ טֶ ה 17b 11 Exercise 2: Vowel IdentificAtion VOWEL NAME VOWEL SOUND DOT short o מָ עֳ מָ ד 18a מָ עֳ מָ ד 18b מָ עֳ מָ ד 18c NAme: _______________________________________ Exercise 2: Vowel IdentificAtion 12 Exercise 3A: Syllable Division Practice dividing the following words into syllables and pronouncing them. Remember that the accent in a Hebrew word usually falls on the last syllable of the word. If the accent is not on the last syllable, the symbol < will appear above the accented syllable. When you encounter a dagesh forte (doubling dot) in a word, use a strike- through (as in the advanced examples below) to remind you that the letter is doubled and that one consonant closes the preceding syllable while the second consonant opens the next syllable. דָ | בָ ר :EXAMPLES ָ י מִ י ם יְ רּו ָ ׁשלַ֫ יִ ם דְ ָ ב רִ י ם נְ בֵ לָ ה מִ דְ בָ ר ּו מֵ אֶ֫ רֶ ץ מִ לְ חָ מָ ה ִ י ׁשְ ב כְ ּו ֻ ׁשלְחֲנוֹתֵיהֶ ם לְ ָ ׁשלֹום וִיהּודָ ה ָ ׁש ֫מַ רְ תִ י בִ ְ ג דֵ י ִ י כְ תָ ב ־ ָ ׁשם בָ קָ ר 13 Exercise 3A: SyllAble Division ADVANCED הַ דִ מ| יֹון פָ עֳ | לֹו יְ | בָ ֽ | רְ | כּו :EXAMPLES with meteg composite shewa with dagesh forte for silent shewa הַטְהוֹרָ ה חֻ קֹתֵ֫ ינּו חָ ֽ ְ כ מָ ה הַ ֫ ֶ כ רֶ ם ׁשַ ח בְ ּו יַ עֲ בֹ ד יִכְבַד ֶ נ אֱ מָ ן וַ ֫ ָ י מָ ת ֽ ט קָ ל ְ ּו צַ דִ י קִ י ם הָ אִ שָ ה NAme: _______________________________________ Exercise 3A: SyllAble Division 14 Exercise 4B: The Conjunction Memorize the principles related to the vocalization of the conjunction in table 4.3 of the grammar (see page 56). Then add the conjunction to each of these words. Use an arrow to indicate where the addition of a con- junction requires the removal of a dagesh lene. וְ ָ ׁשלֹום ”peace“ וְ דָ בָ ר ”EXAMPLES: “word ָ ׁשלַ ח ”he sent“ אֱ מֶ ת ”truth“ מָ צָ א ”he found“ י אִ ׁש ”man“ ֫כֶ סֶ ף ”silver“ חֲ לֹום ”dream“ חֳ לִ י ”sickness“ מְ קֹומֹות ”places“ בֵ ן ”son“ ׁשְמּואֵ ל ”Samuel“ קֹול ”voice“ אֲ ָנ ִ ׁשי ם ”men“ ADVANCED PRACTICE Further practice is available on the back of this page. We encourage students to become familiar with all the ways a conjunction attaches. It is up to the individual instructor to decide what level of memorization is required. 23 Exercise 4B: THe Conjunction Add conjunction Apply secondary adjustment → יְ רּו ָ ׁשלַ֫ יִ ם ”Jerusalem“ → אֱֹלהִ ים ”God“ → אֲ ד ֹ ָ נ י ”Lord“ Also applies to → יְ ה וָ ה Divine Name Use the conjunction to connect the following two words: “formless and תֹ֫ הּו ב֫ ֹהּו ”void NAme: _______________________________________ Exercise 4B: THe Conjunction 24 Exercise 5: Adding Gender and Number Endings Desired Phrase Historic form Add ending & syllabify Apply rules (& add prefixes) and great N D1 women ּוגְ דֹולֹות * גַ | דוֹ | לֹות *גַ דֹול (גָ דוֹל) the righteous woman ( צַ דִ י ק) and a wise woman ( חָ כָ ם) the judgments ( מִ ְ ׁשפָ ט) the elders ( ָ ז קֵ ן) and the prophetesses ( נָ בִ י א) 27 Exercise 5: Adding Gender And Number Endings ADVANCED PRACTICE Segolate Nouns (base = one- syllable singular & two- syllable plural)1 Desired Phrase Historic form Add ending & syllabify Apply rules (& add prefixes) the queen * מַ לְ כ ( מֶ ֫ לֶ ְך) (historic sg. base) and kings * מַ לַ כ ( מֶ ֫ לֶ ְך) (historic pl. base) 1. See LBH, pages 76-79. NAme: _______________________________________ Exercise 5: Adding Gender And Number Endings 28 Exercise 7: Vowel Changes with Construct Nouns INSTRUCTIONS Practice creating construct forms using the nouns and adjectives listed below. Attach the construct endings you have memorized to the historic form of the word and adjust the vowels according to the vowel rules. (See Exercise 5 Instructions: Adding Gender and Number Endings on page 25.) Remember that vowels in construct nouns adjust as if the accent is on the following word. Though construct nouns are not always marked with .in the exercises below to remind you of this shift in accent ־ ֫ the maqqeph (hyphen), use the symbol EXERCISE 7: CONSTRUCT NOUN ENDINGS Desired Phrase Historic form Add ending & syllabify Apply rules (& add prefixes) hands of ְי ֵדי־ ֫ * ַי | ֵדי־ ֫ *יַ ד (יָ ד) wise women of ( חָ כָ ם) wise woman of ( חָ כָ ם) judgments of ( מִ ְ ׁשפָ ט) hand of (יָ ד) 29 Exercise 7: Vowel Changes witH Construct Nouns ADVANCED PRACTICE Segolate Nouns (base = one- syllable singular & two- syllable plural)1 Desired Phrase Historic form Add ending & syllabify Apply rules (& add prefixes) queen of * מַ לְ כ ( מֶ ֫ לֶ ְך) (historic sg.
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  • Psalms 119 & the Hebrew Aleph

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    Psalms 119 & the Hebrew Aleph Bet - Part 17 The seventeenth letter of the Hebrew alphabet is called “Pey” (sounds like “pay”). It has the sound of “p” as in “park”. Pey has the numeric value of 80. In modern Hebrew, the letter Pey can appear in three forms: Writing the Letter: Pey Note: Most people draw the Pey in two strokes, as shown. The dot, or “dagesh” mark means the pey makes the “p” sound, as in “park”. Note: The sole difference between the letter Pey and the letter Fey is the presence or absence of the dot in the middle of the letter (called a dagesh mark). When you see the dot in the middle of this letter, pronounce it as a "p"; otherwise, pronounce it as "ph" (or “f”). Five Hebrew letters are formed differently when they appear as the last letter of a word (these forms are sometimes called "sofit" (pronounced "so-feet") forms). Fortunately, the five letters sound the same as their non-sofit cousins, so you do not have to learn any new sounds (or transliterations). The Pey (pronounced “Fey” sofit has a descending tail, as shown on the left. Pey: The Mouth, or Word The pictograph for Pey looks something like a mouth, whereas the classical Hebrew script (Ketav Ashurit) is constructed of a Kaf with an ascending Yod: Notice the “hidden Bet” within the letter Pey. This shape of the letter is required when a Torah scribe writes Torah scrolls, or mezzuzahs. From the Canaanite pictograph, the letter morphed into the Phoenician ketav Ivri, to the Greek letter (Pi), which became the Latin letter “P.” means “mouth” and by extension, “word,” “expression,” “vocalization,” and “speech”.
  • I Know Your Child Is Excited to Get Back to School and All the Fun Activities Farley Has to Offer

    I Know Your Child Is Excited to Get Back to School and All the Fun Activities Farley Has to Offer

    WELCOME BACK!! I know your child is excited to get back to school and all the fun activities Farley has to offer. Physical Education is one of those important activities and depending on the grade of your child, he/she will be participating daily in PE class. (K-2) 4 – 6 grades has PE twice a week for 40 minutes (M-W or T-Th and alternating Fridays) Your child will experience a wide variety of healthy lifestyle activities that will promote, encourage and reinforce positive health habits. My main emphasis is on PARTICIPATION and learning to enjoy movement, therefore, students are required to wear, for their SAFETY and SAFETY OF OTHERS and to reinforce healthy practices, a non-marking sole tennis shoe that stays securely on the foot. (sandals, boots, cleats ect. will not be acceptable and participation will not be allowed) If your child is ILL or INJURED, a note from a doctor or parent is REQUIRED for a child to be excused from PE class. After 3 consecutive days, a doctors’ note is REQUIRED to be excused. Please give note to Ms Salmans. Fitness testing (Fitnessgram) is administered twice a year (fall and spring) for grades 4-6th. Data is used to develop curriculum based on needs of students and students learn to evaluate personal fitness goals. Reports are sent home in the spring. Jump Rope For Heart is a yearly event (Jan/Feb) in PE class at Farley. (K-6) In conjunction with our jump rope unit, we learn about cardiovascular fitness and raise funds for the American Heart Association.
  • The Hebrew Alef-Bet

    The Hebrew Alef-Bet

    The Hebrew Alef-Bet There are 22 letters in the Hebrew alphabet (alef-bet); five letters have two forms – one form if it appears at the beginning or middle of a word, and a different form when it is the final letter in the word. (Remember that Hebrew was originally written without any punctuation, vowels or even spaces between the words – these five letters would give some “signposts” through that text to periodically identify the end of a word. Even today, Israeli newspapers have no punctuation nor vowels, although they do separate the words). Therefore, there are 27 unique letters in the Hebrew alef-bet. Hebrew started as a picture language – the letters were pictures of the item or concept they stood for. For example, the second letter “bet” B was used to represent a house – and it looks like a lean-to dwelling. The 18th letter “tzaddi” c represents righteousness – and looks like a person kneeling in prayer. Because of the pictorial origins of the alef-bet, each of the 22 letters has a specific meaning as shown below: 1. Zx Alef - God is Creator & King 12. l Lamed - Teaching & Learning 2. B Bet -House or Temple 13. m Mem - Water, Revealed, Concealed 3. g Gimel –Loving Kindness, 14. n Nun - Faithfulness, Soul, Culmination Emergence, condemnation 4. d Dalet –Door, Path or Way 15. s Samech - Support, Divine Presence 5. h Hay –Spirit, Breath of God 16. f Ayin - Sight, Insight 6. V Vav –Completion, Redemption 17. P Peh - Mouth, Speech 7. z Zayin –Focal point of Sustenance, 18.