Machon L’Morim .*9&/- 0&,/ · Machon L’Morim: Bereshit, a professional development program for early childhood educators, together with the Early Childhood Department for the

MMachon L’ML’Morim.*9&/- 0&,/

A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund

CENTER FOR JEWISH EDUCATIONDr. Chaim Y. Botwinick 5800 Park Heights Avenue Ilene C. VogelsteinExecutive 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

“Each individual has the right to feel that the world is created for his ownsake. As a logical consequence of this conception, each child is entitledto be loved and cared for in order that he may have the possibility ofdeveloping to his maximum capability.”

“Judaism has special esteem for children, considering them the hope forthe future and the basis for the perpetuation of the Torah...Children are thevital links in the continuation of the unbroken chain of the Jewish heritagethroughout the ages.”

Shoshna Matzner-Bekerman in The Jewish Child: Halakhic Perspectives

Judaism has traditionally accorded children a place of honor and esteem within the familyand 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 levelas the parents. The Talmud tells us that “one who teaches the child Torah is consideredas if he had borne him.”

It is apparent that if we want children to actually experience how they are honored andesteemed as individuals in Jewish tradition, we must do more than teach them about thereligion. 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 communitybased 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 ourchildren must sense that we practice ourselves. This, then will lay the foundation for theirown interest in becoming the next generation of authentic participants carrying forward theJewish tradition - a tradition that they have lived.

To this end, this teacher self-assessment tool has been created. The segments in thisdocument help teachers determine the level of application of Jewish values, concepts andvocabulary incorporated into every aspect of the classroom. Teachers should use theseindicators as a way to reflect on their own beliefs and classroom practices in the mosthonest way possible, without the fear of evaluations from a supervisor or school. This kindof self-reflection can help the teacher gain insights not only into their own attitudes andbehavior, but also how to understand children’s actions in a context of values.


A Project of the Children of Harvey and Lyn Meyerhoff PhilanthropicFund

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In addition to this self assessment instrument, Machon L’Morim: Bereshit has developed17 developmentally appropriate secular units (ie. I Am Special, The Farm, Winter) infusedwith Jewish values, concepts and Hebrew vocabulary. Teachers can use these guides tohelp them integrate their lessons or they can use them to compare their current level ofintegration. 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 areavailable in bound 3-ring notebooks or CD-Rom.

Machon L’Morim: Bereshit, a professional development program for early childhoodeducators, together with the Early Childhood Department for the Center for JewishEducation, created this tool to enable teachers and directors to reach the highest level ofexcellence in developing personnel and environments that model integrated Jewish EarlyChildhood Centers. The Indicators for Achieving a Jewish Integrated Early ChildhoodEducation Center is a major step toward implementing, institutionalizing and disseminatinglessons learned from the Machon L’Morim: Bereshit program.

We are deeply grateful to all the educators who worked on this document. Theircommitment, dedication and love for Judaism and children made this possible.

Developed by:

Ilene Vogelstein - Director, Machon L’Morim: BereshitIlene Alon - Assistant to Machon L’Morim: BereshitRena Rotenberg - Director, Early Childhood Department, Center for Jewish EducationLyndall Miller - Consultant, Early Childhood Education for Auerbach Central

Agency for Jewish EducationTerry Berkeley - Chairman, Towson University Early Childhood DepartmentEllen Stein - Baltimore Curriculum SpecialistSandee Lever - Director, Chizuk Amuno Early Childhood CenterRachel Meisels - Teacher, Chizuk Amuno Early Childhood CenterEllyn Soypher - Teacher, Chizuk Amuno Early Childhood CenterGail Potashnick - Director, Joseph and Corrine Schwartz Preschool at Beth IsraelCaron Glassman - Teacher, Joseph and Corrine Schwartz Preschool at Beth IsraelLois Wolf - Teacher,Joseph and Corrine Schwartz Preschool at Beth IsraelJean Grinspoon - Director, Bet Yeladim PreshoolNancy Barad - Assistant Director, Bet Yeladim PreschoolIlene Meister - Director, JCC PreschoolMarcy Hoffman - Director, Baltimore Hebrew PreschoolStacey Berman - Compiled Document



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GUIDE TO USING THIS DOCUMENT

This document has four sections. Section I contains 5 areas a teacher and/or director canuse to determine the extent to which Jewish values, concepts and vocabulary areintegrated into every facet of the school day. Section II contains 1 assessment tool foreducational administrators (Director, education committee, synagogue school board) and1 assessment tool for the teachers. Section III contains a sample lesson integrated withJewish values, concepts and Hebrew vocabulary. Section IV contains a glossary of allterms used in the document.

Teachers can use section I and II to determine the areas she/he integrates well and theareas she/he needs to integrate more. Directors can use section I & II to ascertain the levelof integration for any given classroom or for the entire school. An independent observeror school/synagogue administrator can use the Indicators to determine the level ofintegration for any given teacher or the school as a whole.

Irrespective of why or who uses this document, the following procedures should beutilized.

1. Review the entire document

2. Determine the level of integration appropriate for your school. (ie. clarify thevision/mission of your school, review and identify specific areas your schoolwants 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 withsupporting material (ie lesson plans, dates, projects).

5. Choose one area that is not currently being done, develop a plan, implementit and begin to document the changes.



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TABLE OF CONTENTS

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Guide to Using This Document . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Section 1

1. Assessing the School Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

2. Reviewing Connections Between Family and School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

3. Considering the Integration of Jewish Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

4. Core Concepts to Integrate Daily . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18a. Israel -!9:* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19b. Diaspora Jewish Community -!9:* --, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21c. Hebrew ;*9"3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22d. Bible %9&; . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44e. Prayer %-*5; . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46f. Jewish Life Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

5. Experiencing Shabbat and Chagim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49a. Shabbat ;": . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50b. Havdalah %-$"% . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52c. Rosh Hashanah %1:% :!9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53d. Yom Kippur 9&5, .&* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54e. Sukkot ;&,2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55f. Simchat Torah %9&; ;(/: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57g. Hanukkah %,&1( . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59h. Tu B’Shvat )":" &) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61i. Purim .*9&5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63j. Pesach (25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65k. Yom Haatzmaut ;&!/73 .&* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67l. Lag B’Omer 9/&3" #- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69m. 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



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ASSESSING THE SCHOOL ENVIRONMENT

Integrating Jewish values, concepts and Hebrew vocabulary into the classroom orschool is much more than providing experiential holiday activities. It involves everyfacet of the school, including the physical environment.

Classroom environments should enable children to access information through multiplechannels. Every sense must be stimulated and engaged. The sights, sounds, smellsand manipulatives should include Jewish values and concepts.

This set of indicators will enable teachers and schools to assess how much Jewishvalues, 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...

ë Attractive and fresh looking

ë Aesthetically pleasing and developmentally appropriate

ë Changed frequently - indicate date changed

ë Interactive - children can do an activity - (ex. Put items on seder plate; set a

Shabbat table)

To what extent do the bulletin boards (have...)

ë Jewish themes

ë Holidays

ë Life cycle events

ë Values

ë Ongoing themes (ex. Shabbat/ritual items)

ë Rosh Chodesh

ë Complement current classroom units/themes

ë Display children’s work

ë Display photographs of children



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ë Display Hebrew vocabulary

ë Display Jewish pictures

ë Display pictures of Jewish artists’ work displayed in the art corner

ë Display Jewish posters

ë Display family experiences

ë Commercial products (should be little or none)

HALL BULLETIN BOARDS

To what extent do the bulletin boards....

ë Display topics that are current with Jewish themes, holidays, values

ë Display children’s work

ë Display family projects and programs

ë Display photographs of children’s activities/projects

ë Post information about the school

ë Synagogue Services

ë Meetings

ë Family Programs

ë Community Programs

ë Include Hebrew as well as transliteration, when appropriate

MANIPULATIVES -these should be visible, easily accessible, well organized andintegrated into centers. To what extent are the following available?

ë Jewish ritual items

ë Mezuzot

ë Jewish books



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ë Jewish games

ë Jewish puzzles

ë Israeli flags

ë Israeli Product Boxes

ë Holiday flags

ë Props (ie. in the block corner, mezuzot for buildings; in the drama corner Israeliproducts)

ë 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

ë Drama corner changes to reflect unit/holiday themes (ie. castles for Purim andfirehouse for community helpers)

MUSIC

To what extent is...

ë Jewish music played in the classroom

ë Jewish music is accessible to children (i.e. listening stations)



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INTEGRATING THE FAMILY AND SCHOOL

“Parents must keep in mind that there is no substitute for the educationalinfluence of their own example. The first step in educating the child toJewish values is to look at one’s own conduct and try to improve one’s owncharacteristics in order to serve as a model for the child, for the child seesin the picture of his parents’ life, the shape of his life in the future, and ashe 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 wherevalues, attitudes, goals and self-esteem are developed at an early age. This is especiallytrue in Jewish education. The Shema (“You should teach them diligently” V’shinantaml’vanecha 0*1"- .;11:&) reminds us that parents are the primary Jewish educators of theirchildren.

It is therefore, the responsibility of the school to provide information and opportunities forfamilies to share Jewish experiences, learn Jewish values, concepts and skills so they canlive a more meaningful Jewish life.

This set of indicators gives examples of different types of activities to increase andenhance the relationship between the families and the school.



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COMMUNICATION BETWEEN THE FAMILY AND THE CLASSROOM/SCHOOL

This group of indicators documents the frequency and typeof family/school communication. Read each description andindicate the frequency and type of communication utilized ineach 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 specifictimes.

ë 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 thejournal in which was written the family’s reflections on how they enjoyedShabbat, and how the items were used. (Sample items to include shabbatcandles, blessings, shabbat guide, havdalah, wine etc.)

ë Family crafts and activities done at home for example:

ë Design and make a model Sukkahë Design and make a Purim maskë Design and make a shofarë Make a Mishloach Manot basketë Make a holiday centerpieceë Take home a Jewish book and do a parent and child activity related to the

bookë Do a mitzvah project and share with the classë Other

ë Collect and display Jewish items from the home in a museum like setting. Forexample:

ë Shabbat items (candle sticks, kiddush cup, special kippah, etc)ë Articles made in Israelë Jewish storybooksë Other



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FAMILY CELEBRATIONS IN SCHOOL These are programs where families are invitedto the school. They may be student performances, parent/student craft projects, and/orparent study session followed by a family interactive project.

Review the list below. Check all that apply

ë Holiday programs. List:

ë Shabbat guestsë Grandparents/Special Friends Dayë Havdalah Service and Programë Tot Shabbat Service (monthly, weekly)ë Shabbat dinner and Programë Special Programs held on Sundays - List:

ë Closing exercises - Describe:ë Birthday Parties ë Other

PROGRAMS:

Parent Programs: these programs are designed for the parents only. Indicate each typeand describe the program.

ë Learning Sessions

ë Make and take projects. Describe:



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ë How to celebrate Jewish holidays and Shabbat at home

ë Blessings

ë Prayers: List Tefillot

ë Children’s literature: List books

ë Text study: List texts

ë Other:

IN SCHOOL PARENT ACTIVITIES:

ë Parent twinning (linking new families to old ones)ë School orientationë Shabbat guestsë Opportunity to visit anytimeë Opportunity to participate in classroom and holiday programsë Parent conferences - how oftenë Get acquainted parlor meetingsë Picnicsë Open houseë Parent teacher organizationë Other

FAMILY COMMUNITY SERVICE PROJECTS

ë Yad L’Yad (for example twinning the school with another school) Describe:

ë Tikkun Olam (repairing the world/social action projects)ë Food/clothing driveë Other



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HOLIDAY BACKGROUND INFORMATION

ë Rituals and customs fact sheets are developed and sent home toparents

COMMUNICATION WITH PARENTS ON A REGULAR BASIS

Indicate each type utilized and frequency and/or time distributed (daily, weekly,monthly, include sample)

ë Newsletter sent home by classroom teacher with the child

ë Synagogue bulletin

ë Director’s newsletter

ë School handbook

ë School directory

ë Communication sent home with children

ë Other



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INTEGRATING JEWISH VALUESSCHOOL AND HOME

As teachers in Jewish institutions, we often wonder how to encourage the children toidentify with their tradition. We teach them rituals, we expose them to holidaycelebrations, 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 thetime, every day, not just for the time we spend in a model Shabbat experience. Learningabout 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 classmateis working on a card for a sick friend. Two children in the corner are finding a way to sharea toy that they both want. These are all “mitzvah moments.” If we can recognize mitzvotin everyday classroom life we can help the children begin to realize that what they donaturally is a part of their heritage.

In order for this realization to occur, the children must have many opportunities to domitzvot, to perform these loving, caring acts. There must be room in the classroom to havethe space to try to understand others’ feelings, to make their own choices about what todo about them, and to experience the intense pleasure of resolutions. Of course, theseopportunities 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 theclassroom, or can be affected by actions of children during class time (such assending letters to a sick classmate)?

2. Can the actions the mitzvah involves be repeated many times so that children canpractice 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 specialactivities designed to create empathy, kindness and consideration of others. Therefore,teachers model empathy and caring behavior throughout the day, and label the behaviorwhen they see the children doing it.



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MITZVOT/MIDOTE TOVOTE ;&"&) ;&$*/ / ;&&7/

The children will perform mitzvot (good deeds only Jews can do) and midotetovote (good deeds anyone can do)

Review the list. Check all that apply. Cite specific examples and/or describe.

ë children actively help other children during play, work (Derech Eretz)

ë empathy for another student

ë sending a picture to a child in the hospital (Bikor Cholim)

ë greeting a visitor to the classroom (Hachnasat Orchim)

ë returning a lost object (Hashavat Avedah)

ë helping to solve an argument between children (Hava-at Shalom Bein Adam Lihavero)

ë taking care of classroom pet (Tzaar Baalei Hayyim)

ë Tzedakah can be given at any time, but especially at model Shabbatexperiences and holidays

ë Holiday specific mitzvot are performed Cite examples:

ë Clear opportunities to perform mitzvot/midote tovote are obvious,encouraged and labeled appropriatelyCite examples:

ë Teacher acknowledges models, and reinforces children’s mitzvot andmidot tovote



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ë Hebrew words and phrases specific to mitzvot/midote tovote areintroduced and used

* Examples: Tzedakah is collected for the homeless (Mitzvah). The children take “mishloah manot” on Purim to aSenior Citizen Center. (Mitzvah) The children make pictures for a child in the hospital (Midah Tovah). Cleaning theclassroom or helping at home (Midah Tovah).

ë Books reinforcing concepts of mitzvot and midot, should be displayedand easily accessible (The Very Best Place for a Penny, A Tree Full ofMitzvos)

ë Teachers, parents and children are aware of the differences betweenmitzvot and midote*

Observations (be specific):

How many of these Mitzvot have you referred to today?

For each of these mitzvot you can simple say; “(child’s name) what a wonderful example of (mitzvah)”


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MITZVAHMITZVAH TRANSLITERATIONTRANSLITERATION HEBREW TERMHEBREW TERM WHEN YOU CAN USE IT* WHEN YOU CAN USE IT*

1 Bringing Peace BetweenPeople

ha-ah-vat sha-lome ben ah-dam l’cha-ver-ro

;"!%&9"(- .$! 0*"

.&-:

•when children are sharing• after settling an argument

2 Clothing the Naked mal-beesh ah-ru-meem .*/&93 :*"-/ clothing drive

3 Common Courtesy -Respect

de-rech er-etz 69! +9$ When children show respect foreach other as in letting a child get inline

4 Do Not Destroy Needlessly bal tosh-cheet ;*(:; -" ecology, destroy property, toys,nature

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 ofstepping 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 isnot theirs and returns it to owner

10 Study tal-mud to-rah %9&; $&/-; before telling Bible or holidaystories

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 sickfriend, classmates or relativesM

AC

HO

N L

’MO

RIM

- .*9&/

- 0&,/

How many of these Mitzvot have you referred to today?

MITZVAHMITZVAH TRANSLITERATIONTRANSLITERATION HEBREW TERMHEBREW TERM WHEN YOU CAN USE IT* WHEN YOU CAN USE IT*

For each of these mitzvot you can simple say; “(child’s name) what a wonderful example of (mitzvah)”


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13 Welcoming Guests hach-na-sat or-cheem .*(9&! ;21,% • Shabbat Ema & Abba• invite guests (ie another class)

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 achild was sad

15 Comforting Mourners nee-chume ah-ve-leem .*-"! .&(1 visiting a shiva house

16 Do Not Covet lo tach-mud $/(; !- hoarding toys

17 Guard Your Tongue shmee-rat ha-la-shone 0&:-% ;9*/: not calling other kids names

18 Honor Parents and TeachersHonor your Father andMother

Kibbud Horim UmorimKibbud Abba v’aym

.*9&/& .*9&% $&", doing something special forparents and/or teachers

19 Peace in theHome/classroom

sha-lome bai-yeet/kee-tah %;*,"/;*" .&-: sharing toys/markers

20 Righteous Deeds ge-mee-lute cha-sa-deem .*$2( ;&-*/# when a child goes out of their wayto 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

MA

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IM - .*9&/

- 0&,/

A Project of the Children of Harvey and Lyn Meyerhoff Philantrhopic Fund18

DEVELOPING AND STRENGTHENING JEWISH IDENTITY

Judaism should pervade every aspect of an early childhood classroom. There are five elementsthat 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 enablechildren and their families to develop a strong Jewish identity. This section discusses thoseelements 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. Itis essential that all teachers:

1. Are able to see the world through Jewish eyes and demonstrate that to the childrenthrough the use of Hebrew and the ability to integrate secular subjects with Jewishvalues, 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 Shabbatwith increasing depth for each age level.

4. Display, refer to and read, Jewish storybooks on holidays, Israel, Jewish heroes andJewish 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 ina 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 astrong Jewish identity.

MMACHON L’ML’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 inthe classroom.

ë Books, pictures and maps about Israel are available and visible in the classrooms.

ë Foods of Israel are served at Yom HaAtzmaut, Tu B’shvat and other times of the year.

ë Slides and photos of Israel are shown to children .

ë Presentations by parents and guests who have been to Israel are made.

ë Children are made aware of the connection between Israel and Bible stories -Abraham, etc.

ë 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.

ë Israeli objects and artifacts are brought in by children and displayed in the classroomas in a museum.

ë Hebrew words and phrases specific to Israel are introduced and used.

ë Israeli children’s music is played during the year.

ë The children learn about the specialness of Israel to the Jewish people ( ie.Jerusalem, Temple).

ë The children learn to sing Israeli songs and dances.

ë The children draw pictures and send them to children in Israel through an exchangeprogram.

ë Israel parent workshops and discussion groups are available.


.*9&/- 0&,/


ë As each of the holidays is prepared for and celebrated, there is a discussion of howit is celebrated in Israel.

Observations::


.*9&/- 0&,/


DIASPORA JEWISH COMMUNITY -!9:* --,

There is exposure to the numerous customs and traditions of the various groups of Jewishpeople, whose diversity is evident locally and throughout the world. Check all that are currentlyincorporated in the classroom.

ë Pictures of Jewish children around the world are displayed.

ë Costumes and objects from Jewish communities around the world are available to thechildren.

ë Children are introduced to traditional Jewish foods from around the world.

ë Jewish music from other countries is played.

ë Jews from around the world are invited to the classroom.

ë Children from other countries and cultures are invited to the classroom.

ë Universal Jewish rituals and customs are taught.

Observations: :


.*9&/- 0&,/


HEBREW ;*9"3

Children are exposed to Hebrew throughout the day and across the curriculum. Teachers areaware of and use the correct pronunciation of Hebrew words. Check all that are currentlyincorporated in the classroom.

ë Use Hebrew name for each holiday.

ë Use Hebrew words for symbols pertaining to holidays, (i.e. sevivon, nerot, hallah,kos, seder, megillah, bikkurim, matan Torah, etc.)

ë Hebrew vocabulary should be integrated into the curriculum, (i.e. numbers,colors, animals and daily routines)

ë Sing Hebrew songs.

ë The children are introduced to and use appropriate blessings .

ë Play games using Hebrew words (Shimom omer).

ë Call the children by their Hebrew names. If possible connect the name to afamous Jewish person of that name (ie. Joshua, David, Sarah, etc.)

ë Introduce the Aleph Bet Hebrew song.

ë Display Hebrew names on children’s cubbies

ë Label objects in Hebrew.

ë Encourage the use of Hebrew phrases and sentences.

ë Display secular literature in Hebrew (ie. Cat in the Hat in Hebrew).

Observations:


.*9&/- 0&,/


HEBREW VOCABULARY FOR THE CLASSROOM

Hebrew is the language of the Torah. It has been an important factor uniting the Jewish peopleover the centuries. Hebrew is the language spoken in Israel and by Jewish people all over theworld. The following is a list of simple Hebrew words that are appropriate for an early childhoodeducation 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 ofsituations as to when to use the Hebrew vocabulary. Finally, the guide includes a reference as tohow to use Hebrew vocabulary in the classroom. If you are unfamiliar or uncomfortable withHebrew, 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 thewords together into phrases. It is not necessary to translate the Hebrew for the children. Eitheruse the Hebrew within context so the meaning is clear or sandwich the Hebrew between twoEnglish words/phrases. For example, say “What is the weather today? Ma hamezag ah-veerhayom? 9*&&! #'/ What is the weather today?

(NoteNote: 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.)

HOW MANY OF THESE HEBREW WORDS FOR THE CLASSROOM HAVE YOU USED LATELY?


HEBREW DEFINITION TRANSLITERATION SITUATIONS WHAT TO SAY

.&-:.&-:hello

goodbyepeace

sha-lome1. Greetings to anybody who should come or

leave the classroom (children, parents,faculty, visitors)

2. Children sharing/getting along.

ShalomShalom Shlomo! How are you today? ShalomShalom Rena, see you tomorrow! I really

like the way I see shalomshalom at the sandtable. You are really working well

together.

98&"98&" morning bo - kerearly part of the day usually refers to when

one wakes upDavid, what’s the name of the meal weeat babokerbaboker? ( What’s the name of the

meal we eat in the morning?)

"&)"&) 98&"98&" good morning bo - ker tov greeting anyone that you meet in the morning boker tov yeladeemboker tov yeladeem. (Good Morningchildren) How is everybody today?

Boker tov MorahBoker tov Morah Simon.

"&)"&) good tov giving praise Tov yeladeemTov yeladeem (good children) , I really likethe way you cleaned up

$&!/$&!/ "&)"&) very good tov m’ode giving praise with more emphasis Tov m’odeTov m’ode Sean. You did a very goodjob working on that puzzle.

*5&**5&* great, terrific yo - fee another form of giving praise (more casual) Yo-feeYo-fee Sara, terrific job on that painting!!

0**&7/0**&7/ excellent, fine,marked

me-tsu -yan a form of praise for exceptional work Me-tsu-yanMe-tsu-yan Julie!!!! You did an excellentjob matching the shapes.




$&",%$&",% -,-, With all thehonor

kol ha-ka-vode praise which deserves distinction Kol Ha-ka-vodeKol Ha-ka-vode Lisa!! You did awonderful job finishing the computer

game!!!

$-*$-* boy ye-led referring to a male childWhich yeled yeled is wearing a dinosaur on hist-shirt? (Which boy is wearing a dinosaur

on his T-shirt?)

%$-*%$-* girl yal-dah referring to a female childWhich yaldahyaldah is wearing a flower on herdress? (Which girl is wearing a flower on

her dress?)

.*$-*.*$-* children ye-lah-deem referring to young little people Shalom yeladeem! Shalom yeladeem! (Hello Children!) (Hello Children!) How is everyone feeling today?

%9&/%9&/ teacher mo-rah(f) mo-reh(m) referring to the leader of a classroomYeladeemYeladeem, today MorahMorah Cohen and

MorahMorah Matz Matz will teach us how to bakechallahchallah for Shabbat.Shabbat.

952952 ;*";*" school bet se - fer referring to the place where children go toplay and learn

Jill, what did you bring to bet seferbet sefer todayfor share time? (What did you bring to

school today for share time?)

-#3/-#3/ circle ma -a-gal referring to the round shape or the meetingplace for group time

YeladeemYeladeem, Come sit on the ma-agalma-agal!!! (Children come sit on the circle!)

0,0, yes ken anytime an affirmative answer is needed KenKen, Sara. (Yes Sara) You may go to yourcubby and get your snack.




!-!- no lo anytime a negative answer is needed Lo, yeladeemLo, yeladeem, (no children) we can’t gooutside today because it is raining.

%:8""%: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.b’va-ka-sha? Sheket b’vakasha.

(Quiet please!)

%$&;%$&; thank you to-dah derech eretz TodahTodah ,, I like the way you are........

%"9%"9 %$&;%$&; thank you verymuch

to-da ra-bah derech eretzWhat can we say to Josh for bringing in a

special treat to share with the class? Todah Rabah.Todah Rabah.....(thank you very much)

!"!" come bo anytime you would like someone to come to acertain place

BoBo Joshua, (come Joshua) let me tie yourshoelaces.

;":-;":- to sit la-she-vet anytime you need to sit Yeladeem, bo leshevetYeladeem, bo leshevet on the rug. (Children come to sit on the rug.)

.&8-.&8- to get up la-koom anytime you need to get upYeladeem, lakoom b’va’kasha Yeladeem, lakoom b’va’kasha and walk

quietly to the door. (Children, get upplease and walk quietly to the door.)

%5%5 *1!*1! I am here Ah-nee po Taking attendance Teacher: Julie? Julie: Ahnee po.Ahnee po. (I am here.)




%5%5 !-!- not here lo po Taking attendance. Teacher: Julie? Class answers: Julie lolopo.po. (Julie is absent.)

)8:)8: quiet she-ket asking for children to stop talkingYeladeem,Yeladeem, sheketsheket b’vakashab’vakasha .. You might

want to hear what Jon is saying. (Children, quiet please.......)

%(*-2%(*-2 excuse me s’lee-cha derech eretz S’leechaS’leecha Sammy, move over here. (Excuse me, Sammy, move over here.)

"&)"&) -'/-'/ good luck orcongratulations

ma-zal tov derech eretzYeladeemYeladeem, let’s say mazal tovmazal tov to Renabecause she just became a big sister to

Ruth, her new baby sister!!!(Children let’s say congratulations..)

0&"!*;"0&"!*;" have a goodappetite

b’tay-a-von before snack and meal timesNow that we have just finished saying the

blessing, let’s say b’tay-a-vob’tay-a-vo nn(enjoy your snack.)

&"*:8%&"*:8% listen hak-shee-vu anytime you need someone’s attention.Yeladeem, haksheevuYeladeem, haksheevu, we need to stop

and get ready to go to gym. (Children, listen we need to stop and get

ready to go to gym.)

0(-:0(-: table shul-chan referring to the place where work is done andfood is eaten

YeladeemYeladeem let’s clean up the shulchanshulchan sowe can get ready for snack. (Children,

let’s clean up the table...)

!2,!2, chair kee-say referring to the place where you sit on yourbottom at the table.

David, please don’t rock your kee-saykee-say back and forth. That is not very safe. (David, please don’t rock your chair...)




952952 book se-fer referring to the item that is read aloud duringgroup time with words and pages.

YeladeemYeladeem,, the name of the sefer sefer that weare going to read today is The Giving

Tree. (Children, the name of the book weare...)

8*;8*; backpack, bag teek referring to the item which the child brings toschool everyday to carry belongings.

Sandy, please go over to your teekteek andget out your lunch! (Sandy, please go

over to your backpack and get our yourlunch!)

%;*,%;*, classroom kee-tah referring to the place indoors where thechildren play and learn

YeladeemYeladeem, Let’s go back to the keetahkeetah. It’s too cold outside. (Children, let’s go

back to the classroom...)

(&-(&- chalkboardcalendar

loo-ach referring to the place to find information.Tamara, can you please come to the loo-achloo-ach and show us how many days

until ShabbatShabbat? (Tamara, can you placecome to the calendar and show....)

;-$;-$ door de-letreferring to the opening to the classroom or

to the outside.Jason, could you please hold the deletdeletwhen we go outside. (Jason, could you

please hold the door...)

0#0# garden ganreferring to the place where the children play

outside (climbing apparatus, swings, bikes,etc.)

YeladeemYeladeem,, everyone must wear theircoats when we go out to the gan.gan.

(Children, everyone must wear their coatswhen we go out to the playground.)

6&("6&(" outside ba-chutz referring to the place beyond the classroomYeladeemYeladeem, we are going bachutzbachutz so wecan go for our nature walk. (Children, we

are going outside so...)




97(97( courtyard cha-tzair referring to an area which is usually a hardsurface in which children play.

YeladeemYeladeem, you may ride bikes on thechatzairchatzair !! (Children, you may ride your

bikes on the hardtop)

-#$-#$ flag day-gel morning activities discussions of IsraelSimchat Torah

Who would like to hold the degeldegel whenwe say the Pledge of Allegiance and Am

Yisrael Chai!! (Who would like to hold theflag...)

0&3:0&3: clock sha-on discussions of time Yeladeem,Yeladeem, who can look at the shaonshaonand tell us what time it is? (Children.

Who can look at the clock at tell us whattime it is?)

0&-(0&-( window cha-lon refers to a part of the classroomAlon, look out the cha-loncha-lon and tell us the

weather today. (Alon, look out thewindow and tell us the weather today.)

%579%579 floor reets-pah refers to a part of the classroomYeladeemYeladeem, please look out on the reets-reets-

pahpah for trash and throw it away in thewastebasket. (Children, please look on

the floor...)

%,9"%,9" blessing b’ra-cha giving thanks to G-d for his creations. (food,weather, nature, health, etc.)

YeladeemYeladeem, let’s say the b’rachab’racha for thelighting of the candles. (Children, let’s

say a blessing...)

.(-.(- bread le-chem saying the Hamotzi before meals Hamotzi lechem min ha-aretzHamotzi lechem min ha-aretz




6*/6*/ juice meets snack times and meal times Who wants to drink meetsmeets for snack?Who wants to drink juice for snack?

"-("-( milk cha-lav snack and meal timeWhat animal do we get chalavchalav from?

(What animal do we get milk from?)YofeeYofee Sammy, a cow!! (Great Sammy, a

cow!) Who wants to drink chalavchalav?

%#&3%#&3 cake oo-gah birthdays and dramatic playJulie brought in oo-gahoo-gah today. (Juliebrough in cake today.) Hayom yomHayom yomhuledet shelhuledet shel Julie!! (Today is Julie’s

birthday!)

;$-;$-&&%% .&*.&* birthday yom hu-le-det celebrations Sng, “Hayom yom huledet, hayom yomHayom yom huledet, hayom yomhuledet, hayom yom huledethuledet, hayom yom huledet l’ (child’sname) (Happy Birthday, Happy Birthday,

Happy Birthday...)

(/:(/: happy sa-may-ach times of joyYeladeemYeladeem, I am so samayachsamayach at all of

your good manners today duringKabbalat Shabbat. Kabbalat Shabbat. (Children, I am so

happy at all of your...)

%*#&3%*#&3 cookie oo-gee-yah passing out food during meals and snacksSara, could you give each person one

oogeeyahoogeeyah and place it on their napkin. (Sara, could you give each person one

cookie and....)

2&,2&, cup kos referring to cups at snacktime or the kiddushcup for Shabbat

Daniel, please put one coscos at each child’splace. (Daniel, please put one cup...)

YeladeemYeladeem, let’s raise our kos yayinkos yayin andsay the b’racha.b’racha. (Children, let’s raise our

kiddush cup and say a blessing.)




;*5/;*5/ napkin ma-peet referring to the small piece of paper at a

place setting to clean up with.

Karen, use your mapeetmapeet to wipe yourface from the crumbs. (Karen, use your

napkin to wipe...)

HOW MANY OF THESE HEBREW WORDS RELATING TO SHABBAT HAVE YOU USED LATELY



;":;": Shabbat sha-bot the seventh day in which G-d restedYeladeem,Yeladeem, what things do we do towelcome ShabbatShabbat? Let’s light the

candles for ShabbatShabbat . On ShabbatShabbat , werest from the work week and spend time

with our families.

;&91;&91 candles nayr-ote Kabbalat Shabbat, dramatic playYeladeemYeladeem, let’s say the b’rachab’racha for thelighting of the nayrote shel (Shabbat,nayrote shel (Shabbat,

yom Tovyom Tov or ChanukahChanukah) (Children, let’s saythe blessing for the lighting of the

candles for..)

%&&7/%&&7/ commandment mitz-vahTalking about the commandments which G-d

has asked the Jewish people to keep (tzedakah,welcoming visitors, helping the sick, derech

eretz, etc)

Jodie, you did a mitzvah mitzvah by collectingcanned foods for the Kosher Food Pantry!

0**0** wine yai-inreferring to what adults drink when saying the

kiddush on Shabbat or Yom TovYeladeem,Yeladeem, let’s raise our coscos filled withyayinyayin and say the b’racha...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 onShabbat and Yom Tov

YYeladeemeladeem, pick up your piece of challahchallahand say the b’rachab’racha with me...

.*(95.*(95 flowers p’ra-cheem Shabbat, spring, dramatic playYeladeemYeladeem look at the p’racheemp’racheem on the

ShabbatShabbat table. (Children, look at theflowers on the ShabbatShabbat table.)

%5/%5/ tablecloth ma-pah referring to the covering for a tableYeladeemYeladeem, before we begin ShabbatShabbat , weneed to put a mapahmapah on the table before

we can set the table. (Children, beforewe begin Shabbat, we need to put a

tablecloth on the table..)

HOW MANY OF THESE HEBREW WORDS RELATING TO SHABBAT HAVE YOU USED LATELY



;21,;21, ;*";*" synagogue bet k’ne-set referring to the place where people pray onShabbat and holidays

On ShabbatShabbat , we always wear niceclothes to go to the Bet K’nesetBet K’neset. In the

Bet K’nesetBet K’neset, we pray to G-d.

%9&;%9&; 5 books ofMoses

To-rah referring to the stories and the history of theJewish people

In the TorahTorah, how many sons did Isaachave? In the TorahTorah, G-d tells Moses totell Pharoah to free the Jewish slaves in

Egypt.

%8$7%8$7 righteousness tze-dah-kahOn Fridays, children place coins in a tzedakahbox to give to charity good drives and used

clothes

YeladeemYeladeem, today is yom Shee-sheeyom Shee-shee. Does anyone have tzedakahtzedakah today?

(Children, today is Friday.....)

:&$8:&$8 hoy, sacred ka-doshreferring to a place or thing that is holy orsacred. (Shabbat, your personal space)

Yeladeem,Yeladeem, let’s get ready for Shabbat Shabbat . ShabbatShabbat is kadosh. (Shabbatkadosh. (Shabbat is holy.)

Shabbat Shabbat is special

-!9:*-!9:* Israel yis-ra-el referring to the land of Israelreferring to the people of Israel

Do you think that children in YisraelYisrael do thesame things in their schools like we do?

Do children in YisraelYisrael celebrate ShabbatShabbat likewe do? Do they celebrate the holidays like

we do?

HOW MANY OF THESE RELATING TO HOME AND FAMILY HAVE YOU USED LATELY?



%(5:/%(5:/ family meesh-pa-cha referring to the people that we live with,dramatic play

Leila, how many people are in yourmeeshpachameeshpacha. (Leila, How many people arein your family?)Let’s count. Eema, AbbaEema, Abba,Micha and Leila. (Mommy, Daddy, Micha

and Leila) That’s four people. Tov M’odeTov M’ode....

!/!!/! mother ee-ma referring to the people that we live with,dramatic play

Jay, when eemaeema comes to pick you uptoday, we will show her the lovely picture

that you drew for her. (Jay, whenmommy comes....)

!"!!"! father ah-ba referring to the people that we live with,dramatic play

Brad, did you go with your AbbaAbbayesterday to his office downtown? (Braddid you go with your Daddy yesterday....)

!"2!"2 grandfather sa-ba referring to the people that we live with,dramatic play

My sabasaba always gives me chocolatecoins during Chanukah Chanukah. (My grandfather

always gives me....)

!;"2!;"2 grandmother sav-ta referring to the people that we live with,dramatic play

My savtasavta makes the best matzoh ballsoup. (My grandmother makes the....)

(!(! brother ach referring to the people that we live with,dramatic play

Diane, did you go to soccer practice withyour achach yesterday? (Diane did you go to

soccer with your brother..)

;&(!;&(! sister ah-chot referring to the people that we live with,dramatic play

Guy, how old is your achotachot, Rose?(Guy, how old is your sister...)

$&$$&$ uncle dode referring to the brother of our mother orfather, dramatic play

sing, L’Dode Moshe Haya Chava,L’Dode Moshe Haya Chava, E-I-E-I-O (Uncle Moshe had a farm, E-I-E-I-O)




%$&$%$&$ aunt do-dahreferring to the sister of a mother or father,

dramatic playDid your dodahdodah come to visit you from

Israel? (Did your aunt...)

8&1*;8&1*; baby tee-nok referring to the people that we live with,dramatic play

Lisa, I like the way you are holding theteenokteenok and giving her a bottle. (Lisa. I like

the way you are holding the baby...)




%)*/%)*/ bed mee-tah referring to the object that we sleep ondramatic play

When we get tired, we put on ourpajamas and get into our meetah.meetah. (Whenwe get tired, we put on our pajamas and

get into our bed.)

;*";*" house by-eet refers to the place where families live,dramatic play

A family lives in a bayitbayit .. (A family lives ina house.)

"-,"-, dog ke-lev refers to the animal that barks family pet,dramatic play

Clifford is a big red kelevkelev .. (Clifford is abig, red dog.)

-&;(-&;( cat cha-tool refers to the animal that meows, family pet,dramatic play

Garfield is a smart chatoolchatool that talks. (Garfield is a smart cat...)

%"&"%"&" doll boo-bah refers to a toy that a child might play with,dramatic play

Barbie is a boobahboobah . . (Barbie is a doll)

;&*"&8;&*"&8 blocks koo-bee-yote refers to a toy that a child might play with,dramatic play, math, science

Can you build a tower using only fourkoobiyotekoobiyote? (Can you build a tower using

only four blocks?)

;",9;",9 train rah-ke-vetrefers to a toy that a child might play with,

dramatic play, math, science, transportationThis rakevetrakevet has an engine, a caboose

and five boxcars. (This train has anengine...)

0&9*&!0&9*&! airplane ah-vee-ronerefers to a toy that a child might play with,

dramatic play, math, science, transportationMost people fly to Israel in an aveeroneaveerone ..( Most people fly to Israel in an airplane.)




%*1&!%*1&! boat oh-nee-yahrefers to a toy that a child might play with,

dramatic play, science, transportationAn oneeyahoneeyah floats in the water. (A boat

floats in the water.)

0&"*"20&"*"2 top see-vee-von refers to a toy that a child might play with,Chanukah, dramatic play, science

We spin the seveevonseveevon during Chanukah. Chanukah. Sing, Seveevon. Sov, sov, sov. Seveevon. Sov, sov, sov. How

many times does the seveevonseveevon spinbefore it falls down?

9&$,9&$, ball ka-doorrefers to a toy that a child might play with,

gross motor skills, scienceJulie. Bounce the kadoorkadoor to David.

(Julie, bounce the ball to David.)

":(/":(/ computer mach-shev refers to the PC in the classroom or homeBe careful when you put the CD into themachshevmachshev Noah. (Be careful when you

put the CD into the computer...)

HOW MANY OF THESE HEBREW WORDS RELATING TO CALENDAR AND WEATHER HAVE YOUUSED LATELY?



.&*.&* day yom referring to the days of creation, and the daysof the week) calendar

YomYom ReeshoneReeshone-Sunday, YomYom ShayneeShaynee-Monday, Yom Shlee-sheeYom Shlee-shee-Tuesday, YomYomR’veeR’vee -- eeee-Wednesday, YomYom Chameeshee Chameeshee-

Thursday, YomYom Shee-sheeShee-shee-Friday,ShabbatShabbat -Saturday

.&*%.&*% today ha-yome referring to the present dayYeladeem, hayomeYeladeem, hayome, we will go bachutzbachutzto the gangan and then come back to have aspecial snack. (Children, today we will go

outside to the playground and...)

9*&&!9*&&! #'/#'/ weather may-zeg ah-veer referring to the climate outside (calendar andgroup time, science)

YeladeemYeladeem, who can tell me, Ma hamezegMa hamezegah-veer hayomah-veer hayom? (What is the weather

today?)

:/::/: sun she-mesh weather, science, calendar Yeladeem, yesh shemesh hayomYeladeem, yesh shemesh hayom ?? (Children is there sun today?)

(9*(9* moon ya-ray-ach weather, science, calendar, CreationAt night you can see the yarayachyarayach in thesky. (At night you can see the moon..)

.:#.:# rain ge-shem calendar, science, weatherYeladeem, yesh geshem hayomYeladeem, yesh geshem hayom ? ? (Children, is there rain today?) KenKen

hayomehayome yesh geshemyesh geshem. (Yes, there is raintoday.)

.**/:.**/: sky sha-mai-yeem calendar, science, weather, Creation Hashemesh ba’shamayimHashemesh ba’shamayim .. (The sun is inthe sky.)

HOW MANY OF THESE HEBREW WORDS RELATING TO CALENDAR AND WEATHER HAVE YOUUSED LATELY?



#-:#-: snow she-leg calendar, science, weatherYeladeem,Yeladeem, yeshyesh shelegsheleg hayom?hayom? (Is there

snow today?) Hayom, yesh shelegHayom, yesh sheleg. (Today, there is snow.)

.*113.*113 clouds ah-na-neem calendar, science weatherYeladeem,Yeladeem, yeshyesh ahnaneemahnaneem hayomhayom? (Arethere clouds today?) Hayom yesh ah-na-Hayom yesh ah-na-

neemneem. (Today there are clouds.)

.(.( hot cham calendar, science, weather Hamayzeg ah-veer chamHamayzeg ah-veer cham in summer. (The weather is hot in summer.)

9898 cold kar temperature, science, weather Hamayzeg ah-veer karHamayzeg ah-veer kar in winter. ( Theweather is cold in winter.)

9*989*98 cool ka-reer temperature, science, weather Hamayzeg avir kareer hayomHamayzeg avir kareer hayom. (Theweather is cool today.)

HOW MANY OF THESE HEBREW WORDS RELATING TO BODY PARTS HAVE YOU USED LATELY?



:!9:!9 head rosh discussion of body partsRosh HashanahRosh Hashanah - head of the year.

Sarah is our rosh tourrosh tour - (line leader) today

.**1*3.**1*3 eyes ay-nai-yeem discussion of body parts We look and see with our aynaieem.aynaieem. (Welook and see with our eyes)

.**1'&!.**1'&! ears oz-nai-yeem discussion of body parts We hear and listen with our oznayeem.oznayeem.(We hear and listen with our ears.)

4!4! nose af discussion of body partsWe smell the challahchallah baking with our af.af.

(We smell the challahchallah baking with ournose)

%5%5 mouth peh discussion of body parts We chew and eat with our pehpeh.(We chew and eat with our mouth.)

-#9-#9 leg ray-gel discussion of body parts Flamingoes stand on one regel.regel.(Flamingoes stand on one leg.)

.**-#9.**-#9 legs re-glai-yeem discussion of body partsWe use our reglayeem reglayeem for walking andrunning, skipping and jumping. (We use

our legs for....)

$*$* hand yad discussion of body parts Yeladeem, Yeladeem, raise your right yad. yad. used aspointer to read the Torah

HOW MANY OF THESE HEBREW WORDS RELATING TO BODY PARTS HAVE YOU USED LATELY?



.**$*.**$* hands ya-dai-yeem discussion of body partsIt’s fun to use our yadayeemyadayeem to mix and

make playdough. (It’s fun to use ourhands...)

3"7!3"7! finger etz-bah discussion of body parts Put your etzbahetzbah on your nose if you likechocolate ice cream!

;&3"7!;&3"7! fingers etz-ba-ot discussion of body partsWe have esereser etzbaoteetzbaote on our yadayeem.yadayeem.

(We have ten fingers on our hands.)

0)"0)" stomach, belly be-ten discussion of body partsPut your yadyad on your betenbeten if you likechocolate pudding (Put your hand on

your belly if you.....)

"#"# back gav discussion of body partsPut your yad yad on your gavgav if you like

chocolate kisses? (Put your hand on yourback if you like...)

;(;;(; bottom ta-chot discussion of body partsI like the way Jeffrey is sitting on his

tachottachot quietly. (I like the way Jeffrey issitting on his bottom..)

.**,9".**,9" knees ber-kai-yeem discussion of body parts We bend our ber-kai-eember-kai-eem when we prayto G-d. (We bend our knees...)

HOW MANY OF THESE HEBREW WORDS RELATING TO NUMBERS HAVE YOU USED LATELY?



;(!;(! one ah-chot refers to a number Adonai eh-chad Adonai eh-chad (one G-d)

.**;:.**;: two shty-eem refers to a numbershtay yadayimshtay yadayim - two hands

shtay oz-nai-yeemshtay oz-nai-yeem - two ears, etc.

:&-::&-: three sha-losh refers to a numbersha-losh abba-otsha-losh abba-ot (three fathers)

Abraham, Isaac and Jacob

3"9!3"9! four ar-bah refers to a numberar-bah eema-hotear-bah eema-hote four mothers -

Sara, Rebecca, Leah and Rachel

:/(:/( five cha-maysh refers to a number five books of Moses

:::: six shaysh refers to a number G-d created the world in shee-shahshee-shahyameemyameem. . (In six days)

3":3": seven she-va refers to a number There are shevasheva days in a week. (Thereare seven day..)

%1&/:%1&/: eight sh’mo-ne refers to a number she-mo-ne yameemshe-mo-ne yameem of ChanukahChanukah (eightdays of chanukahchanukah)

HOW MANY OF THESE HEBREW WORDS RELATING TO NUMBERS HAVE YOU USED LATELY?



3:;3:; nine tay-sha refers to a numberWe have taysha yeladeem b’bet sefertaysha yeladeem b’bet seferhayomhayom. ( We have nine children in school

today.)

9:39:3 ten eh-ser refers to a number We have ehser etzbaote. ehser etzbaote. (We have ten fingers)


.*9&/- 0&,/


BIBLE%9&;

Appropriate Bible stories are told and dramatized. Stories are selected to emphasizeJewish values, Jewish heroes and heroines, Jewish identity and Jewish holidays.

ë Children are taken to the synagogue to see a Torah .

ë Appropriate Bible stories are read or told for each holiday, (i.e. the story ofMoses, Esther, Ruth etc.).

ë Selected stories from the Torah (parsha of week) are read or told.

ë The children are encouraged to dramatize stories in a developmentallyappropriate manner through the use of storytelling techniques, and/orcostumes, and/or art materials.

ë Teacher reads the Biblical story before teaching it to the children in orderto familiarize herself with events and personalities of the particular story.

ë The children are introduced to and use appropriate blessings beforestudying Torah (la ashok b'devrei Torah).

ë Hebrew vocabulary related to the Bible stories are introduced and used.

ë Bible stories are related to everyday life situations (i.e. sibling rivalry,Joseph and his brothers, settling argument-Abraham and Lot etc.).

ë Teachers use opportunities of children with Biblical names in their class totell story about that person (Sarah, Rachel, Daniel, David, etc).

ë Bible stories and their settings are related to Israel - (i.e. Abraham, Jacob,Isaac, Sarah, etc.)

ë Bible study groups for parents are available -(how to tell stories tochildren; how to choose appropriate stories, how to read Torah stories forthemselves, etc.)

ë Children are provided with opportunities to make a Torah scroll.


.*9&/- 0&,/


ë Children learn parts of the Torah scroll.

Observations:


.*9&/- 0&,/


PRAYERS, BLESSINGS%-*5;

Opportunities for morning prayers and songs, blessings over foods and otherideologically and developmentally appropriate rituals are prevalent and integrated intothe day.

ë Materials are sent home regarding prayer, the role of prayer in Judaismand introducing prayers and blessings at home (i.e. blessing children onShabbat. Modeh Ani, Shma).

ë The children recite appropriate prayers and blessings in the morning;before and after meals as ideologically and developmentally appropriate.

ë Children learn about the role of the Rabbi and the Cantor in the synagogue

ë The children are introduced to and use appropriate blessings.

ë Hebrew words and phrases specific to Prayers and blessings areintroduced and used (Baruch atah adonai).

ë Children learn about feeling close to God through praying.

ë The children learn the meaning of being thankful through discussion,stories, role playing and modeling.

ë Teachers receive in-service training on developmentally appropriatemethods for teaching about God and prayers to young children.

ë The children learn and recite appropriate blessings over a variety offoods/snacks, such as cookies, pretzels, juice.

ë Prayer books are readily available on the bookshelf.

ë Children are given the opportunity to find their makome kadosh (sacredspace).

ë Children have the opportunity to make their own siddur.


.*9&/- 0&,/


ë Spiritual/prayer parent workshops are available.

Observations:


.*9&/- 0&,/


THE JEWISH LIFE CYCLE

The children are introduced to Jewish life cycle events through appropriateexperiences, books and discussions pertaining to the subject in a developmentallyappropriate manner.

ë There are discussions on baby naming, Brit Milah, family tree, death,divorce, B’nai Mitzvah and marriage.

ë Children know their Hebrew/Jewish names.

ë Books are used for reinforcing Jewish life cycle events and are displayedon the book case.

ë Hebrew words and phrases specific to Jewish Life cycle events areintroduced and used (L’Chayim, Bar Mitzvah, Tinoke).

ë Discussions take place whenever one of these events occurs as well ason a regular basis as part of the curriculum.

ë Parents are made aware of these events when they occur in relation to aclassmate.

ë There are books that parents can borrow on these topics and resourcesparents can access (i.e. Levinson's Funeral Home has a lending library).

ë Children are introduced to Hebrew words associated with life cyclesë Mishpacha (family)ë Chagim (holidays)ë Hashem (God)

ë Life cycle workshops are available for parents.

ë 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 Philanthropic Fund49

SHABBAT AND CHAGIM .*#(& ;":

Celebrating Jewish holidays through art, music, movement and drama, is one way in whichchildren and their families experience and learn about Jewish values, concepts, symbolsand foods. Jewish holiday experiential learning is further enhanced when the total schoolenvironment reflects that particular holiday.

The following indicators are the framework from which teachers should create specificlesson plans. These are guidelines, not lesson plans, which will help teachers see theextent of the Jewish content and the variety of methodologies they use to teach eachholiday.

While these guidelines are meant to be extensive, covering most aspects of the child’s andthe families’ holiday experience, they ddoo notnot list every concept, symbol or type ofinvolvement possible. These indicators should serve as the foundation, not the finalproduct.



SHABBAT ;":

The children participate in weekly Shabbat experiences which include candle lighting,Kiddush, Hamotzi and other appropriate blessings, songs, and stories.


ë Background materials about Shabbat are sent to families with suggestionsfor home celebrations.

ë Parents are invited and encouraged to participate with their children in theclassroom and at Shabbat services.

ë There is a discussion of how Shabbat is celebrated in Israel in our time andin the past.

ë Tzedakah is always given prior to candle lighting.

ë The children participate in Shabbat preparation, i.e. baking challah, cleaning,etc. Cite example:

ë The children participate in the lighting of candles, Kiddush and Hamotzi atmodel Shabbat celebrations. Cite example:

ë The children have opportunities to visit the synagogue and to see the Torah,to learn about the parts of the Torah and Aron Kodesh.


ë Hebrew words and phrases, specific to Shabbat are introduced and used.

ë Anticipation and excitement pervades the room on “Erev Shabbat”.Whatever day the model Shabbat is celebrated.

ë Shabbat/Bible stories are read, dramatized or told to children.

ë An interactive Shabbat bulletin board is present.

ë The children participate in Shabbat songs, and/or dances, and/or creativemovement activities.



ë Books are visible and are used for reinforcing concepts of Shabbat.

ë Children discuss differences between Shabbat and the rest of the week (ie.going to synagogue, resting, family Shabbat dinner, etc.).

ë Shabbat ritual objects are accessible all week.

ë Children participate in a weekly Shabbat service in their synagogue.

ë Shabbat parent workshops are available.

Observations:



HAVDALAH %-$"%


ë Background materials about Havdalah are sent to families with suggestionsfor home celebration.

ë Parents are invited to participate with their children at a special eveningHavdalah service for pre-schoolers.

ë Teachers can begin the new week with a Havdalah ceremony whichseparates the weekend (Shabbat) from the new school week.

ë The children participate in the smelling of spices, looking at their hands bythe light of the Havdalah candle, and drinking grape juice

ë The children are aware of the uniqueness of the Havdalah candle and howit is different from Shabbat, Hanukkah, birthday candles, etc.

ë The children are introduced to and use appropriate blessings for Havdalah.

ë Hebrew words and phrases specific to Havdalah are introduced and used.(I.e. B’samim, ner)

ë Children are aware that seeing 3 or more stars on Saturday night indicatesthat Shabbat is over and it is time to say Havdalah.

ë Havdalah songs and stories are shared.

ë Include Havdalah items in the Shabbat basket

Observations:



ROSH HASHANAH %1:% :!9


ë Background materials about Rosh Hashanah are sent to the families withsuggestions for home celebrations and activities.

ë Children are introduced to the symbols, customs and concepts for RoshHashanah. For example,ë giving thanks to God ë growth and developmentë apples & honeyë going to the synagogueë the shofarë round challah

ë There is a discussion of how Rosh Hashanah is celebrated in Israel.

ë The children learn Rosh Hashanah greetings through appropriate vocabulary(Shanah Tova Tikateivu).

ë Hebrew words, phrases,and blessings specific to Rosh Hashanah areintroduced and used. (I.e. tapuach, todah shofar)

ë The children learn and participate in singing Rosh Hashanah songs, and/ordances and/or creative movement activities.

ë The children have opportunities to prepare and eat foods related to RoshHashanah.

ë The children have opportunities to create developmentally appropriate artprojects related to Rosh Hashanah, such as greeting cards, honey jars, andshofar.

ë Books are used for reinforcing the concepts of the holiday and are displayedon the book shelf.

ë Parent Rosh Hashanah workshops are available.

Observations:



YOM KIPPUR 9&5, .&*


ë Background material about Yom Kippur is sent to the families withsuggestions for home celebrations and activities.

ë The children are introduced to the customs, values and concepts of YomKippur, through discussion, books, singing, dancing and creative movement.

ë friendship valuing each person as a unique individual ë doing good deedsë making mistakes and asking for forgiveness (t’shuvah)

ë There is a discussion that Yom Kippur is celebrated in Israel and everycountry in the world on the same day - 10 Tishrei.

ë Story of Jonah is told and discussed with the children.


ë Hebrew words and phrases specific to Yom Kippur are introduced and used(ie. se-li-cha, sorry).

ë Books are used for reinforcing concepts of the holiday and displayed on thebook case.

ë Parent Yom Kippur workshops are available.

Observations:



SUKKOT ;&,2


ë Background materials about Sukkot are sent to families with suggestions forhome celebrations and activities.

ë Parents are encouraged to participate with their children in synagogueholiday celebrations.

ë The children are introduced to the symbols, customs and concepts of Sukkot.For example,ë celebrating the harvestë giving thanks to God ë welcoming guests (hahnasat orchim)ë giving to the poor (food drive) (k’vod he-ani)ë lulav, etrog, succah, schach

ë The biblical source of the holiday is taught in a developmentally appropriatemanner.

ë There is a discussion of how Sukkot is celebrated in Israel .

ë There are materials in the classroom for building a sukkah.

ë The children have an opportunity to decorate a sukkah and eat in a sukkah.

ë The children are introduced to and use appropriate blessings (lulav, etrog).

ë Hebrew words and phrases specific to Sukkot are introduced and used.(Succah, schaeh, etc.)

ë The children learn about the lulav & etrog.

ë The children hold the lulav and etrog.

ë The children have opportunities to touch, taste, and prepare foods related toSukkot.

ë The children have opportunities to create developmentally appropriate artprojects related to Sukkot.




ë Children learn developmentally appropriate historical, agricultural, andreligious sources associated with Sukkot.

ë Children learn the connection between Sukkot and Thanksgiving.

ë Children and families have the opportunity to participate in a Kosher fooddrive for the poor in their community.

ë Families are invited to participate in Sukkot celebrations.

ë Parent Sukkot workshops are available.

ë Sukkot ritual items and symbols are readily available for use in the classroom.

Observations:



SIMCHAT TORAH %9&; ;(/:


ë Background materials on Simchat Torah are sent to families with suggestionsfor home celebrations and activities.

ë Children are introduced to the symbols, customs and values associated withSimchat Torah. For example,a. Torah b. degalim c. hakkafot d. celebrating love of Torah

ë Parents are encouraged to participate with their children in synagogueholiday celebrations.

ë The value of study (Talmud Torah), respect and love for the Torah is shared.

ë The source of the holiday is taught in a developmentally appropriate manner.

ë The children have the opportunity to march, sing and dance with flags andthe Torah.

ë There is a discussion of how Simchat Torah is celebrated in Israel.

ë The children have opportunities to create developmentally appropriate artprojects related to Simchat Torah.

ë The children have opportunities to prepare foods related to Simchat Torahobservances, (ie cookies in shape of Torah).

ë The children can explain the connection between Simchat Torah andShavuot.

ë The children are introduced to and use appropriate blessings (La-ashote,B’devrei Torah).

ë Hebrew words and phrases specific to Simchat Torah are introduced andused (degal).




ë Ritual items and symbols are readily available to play with.

ë Children have an opportunity to go to the synagogue and learn about theparts of the Torah and the Aron Hakodesh.

Observations:



HANUKKAH %,&1(


ë Background materials on Hanukkah are sent to families with suggestions forhome celebrations and activites.

ë Children are introduced to the symbols, concepts and customs associatedwith Hanukkah. For example,ë extending hospitality (hahnasat orhim), ë doing good deeds for others (gemilut hasadim)ë latkes, Hanukkiyot, Shamash

ë The children are told (read) the story of Hanukkah.

ë Children experience using oil to light the Hanukkiya

ë Children learn developmentally appropriate historical, seasonal and religiousreasons associated with Hanukkah.

ë The children are introduced to and use appropriate blessings (nerot).

ë Hebrew words and phrases specific to Hanukkah are introduced and used(hanukkiyot).

ë There is a discussion of how Hanukkah is celebrated in Israel.

ë The children have the opportunity to prepare foods related to Hanukkahobservances.

ë Teachers use aids (flannel stories, puppets, etc) to dramatize the story andchildren have opportunities to role play.

ë Teachers emphasize the concept of freedom through discussion and creativedramatics.

ë The children make Hanukkiyot and other developmentally appropriate artprojects related to Hanukkah.

ë The children learn the correct way to light the candles and recite theblessings.

ë Children can distinguish between different kinds of candles (Shabbat,Havdalah, birthday, yahrzeit).



ë The children participate in singing Hanukkah songs and/or dances and/orcreative movement activities.

ë Children have the opportunity to give tzedakah.

ë The school provides for a family Hanukkah celebration in which Hanukkahfoods are served, candles are lit and blessings are recited.


ë Parent Hanukkah workshops are available.

Observations:



TU B’SHVAT )":" &)


ë Background materials on Tu B’Shevat are sent to families with suggestionsfor home celebrations and activities.

ë Children are introduced to the concepts, customs and values associated withTu B’shvat. For example,ë planting and caring for our environment (Shomrei Adamah)ë not wasting (bal tash-heet)ë New Year for treesë Israeli agricultureë Land of Israel (Eretz Y’israel)ë Bereshit; beauty of creation

ë Children are involved in learning about seeds and trees through storybooks,songs and nature walks.

ë Children learn developmentally appropriate historical, agricultural, andreligious reasons associated with Tu B’shvat.

ë There is a discussion of how Tu B’Shvat is celebrated in Israel.

ë Children learn the sequence and cycle of nature.

ë Children are introduced to and use appropriate blessings.

ë Hebrew vocabulary specific to Tu B’Shvat is introduced and used (atz,adamah).

ë 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 andwatch things grow (Shomrei Adamah).

ë There is a Tu B’Shvat seder in which foods of Israel are served and the cyclesof nature are discussed.

ë Books on Israel, photos, slides, and visitors are used to help to introduce thechildren to Israel.

ë Children are encouraged to discuss ways of helping the environment;recycling. (Tikkun olam, Baal Tashhit).



ë The children have the opportunity to create art projects related to Tu B’Shvat.


ë Children are encouraged to see connections between this holiday and otherholidays.

Observations:



PURIM .*9&5


ë Background materials are sent to families with suggestions for homecelebrations and activities.

ë Children are introduced to customs, concepts and values associated withPurim. For example,ë sharing with others (tzedakah), ë giving gifts for poor (k’vod heani)ë reading the megillah (Limud Torah)ë giving Mishloach Manote (mitzvah)

ë The Purim story is told using appropriate teacher aids.

ë Children have the opportunity to role play the story of Purim.

ë There is a discussion of how Purim is celebrated in Israel.


ë Hebrew vocabulary specific to Purim is introduced and used (rashan, grogger,Megillah, hametaschen, sevdah).

ë The children are introduced to the concept of freedom and acceptance ofdifferences through appropriate materials and experiences.

ë A school wide family celebration in which the Purim story is retold using themegillah, hamentaschen are served, costumes are worn and Purim songs aresung.

ë The children are introduced to ritual objects (megillah) and become familiarwith the personalities of the story.

ë The children have opportunities to create art projects related to Purim.

ë The children have opportunities to prepare foods related to Purimobservance.




ë Parent Purim workshops are available.

Observations:



PESACH (25


ë Background materials about Pesach are sent to families with suggestions forhome celebrations and activities.

ë The children are introduced to the concepts, customs and values associatedwith Pesach. For example, ë inviting a guest to the seder (hahnasat orchim)ë recognizing the importance of freedomë thanking God for bounties of natureë giving gifts for poor (Maote Hitim)ë matzah, maror, pesach, bedikat chametz

ë Encourage parents to use child made objects (ie wine cup, plate, etc.) at theseder.

ë The Pesach story is told through puppets, flannel board, books, and othervisual aids and children have the opportunities to dramatize and role play.

ë There is a discussion that Pesach is celebrated in Israel.

ë Discussion is held about the meaning and concept of counting the Omer(Sefirah period).

ë The children count the Omer and indicate the day on the calendar.


ë Hebrew vocabulary specific to Pesach is introduced and used (matzah,maror).

ë The children handle real holiday objects in the classroom (ie.matzah,Haggadah, cup of Elijah, the seder plate).

ë The children have opportunities to create developmentally appropriate artprojects related to Pesach.

ë The children learn developmentally appropriate Pesach songs and parts ofthe Seder.

ë The children prepare and taste foods related to Pesach observances (ieHaroset, salt water, matzoh).




ë Parent Pesach workshops are available.

Observations:



YOM HAATZMAUT ;&!/73 .&*


ë Background materials on Yom HaAtzmaut are sent to families withsuggestions for home celebrations.

ë Children are introduced to the values associated with Yom HaAtzmaut.

ë celebrating the establishment of the State of Israel (Mideenat Yisrael)ë the importance of Israel to the Jewish people (Klal Y’israel)ë hatikvah

ë Concept of Israel as the home of the Jewish people is introduced.

ë Israel is integrated throughout the year (ie map of Israel, discussion of howholidays are celebrated in Israel, etc.).

ë Hebrew words and phrases specific to Yom HaAtzmaut are introduced andused (Yisrael, Klal Yisrael, Eretz).

ë There is a discussion of how Yom HaAtzmaut is celebrated in Israel.

ë There is preparation for and a Yom HaAtzmaut celebration in which foods ofIsrael, Israeli flags, dances, songs, etc. are featured.

ë The children have opportunities to create art projects related to YomHaAtzmaut.

ë The concept of freedom is re-introduced through stories, creative dramatics(connection with Pesach, Hanukkah is stressed).

ë Places in Israel are introduced through stories, pictures, games, discussions,and maps.

ë Books about Israel and maps are displayed and read to the children.

ë Children are encouraged to wear blue and white on Yom HaAtzmaut.



ë Israel and Yom HaAtzmaut parent workshops are available.

Observations:



LAG B’OMER 9/&3" #-


ë Background materials on Lag B'Omer are sent to families with suggestionsfor home celebrations and activities.

ë Children are introduced to values associated with Lag B’Omer. For example,ë recognizing the importance of freedom ë studying as a lifetime commitment (Talmud Torah or Limud Torah)ë sefirat ha’omer

ë Stories about Rabbi Akiva and Rabbi Simeon bar Yohai are told and read.

ë Judaism’s emphasis on the role of teacher and scholar is emphasized.

ë There is a discussion of how Lag B’Omer is celebrated in Israel.

ë The children participate in outdoor games and go on a picnic.

ë Music and creative movement activities are part of the preparation.


ë Hebrew words and phrases specific to Lag B’Omer are introduced and used.

ë The children have opportunities to create art projects related to Lag B’Omer.


ë Discussion is held about the meaning and concept of counting the Omer. ë The children count the days and indicate each day on the calendar.

ë Lag B’omer parent workshop are available.

Observations:



SHAVUOT ;&3&":


ë Background material about Shavuot are sent to the families with suggestionsfor home celebrations and activities.

ë Children are introduced to the values associated with Shavuot. For example,ë studying as a lifetime commitment (Talmud Torah), ë doing things to value and respect our traditions, God, ourselves and

others (mitzvot), ë extending hospitality (hahnasat orhim), ë planting and caring for our environment (shomrei adamah)ë not wasting (bal tash-heet) ë celebrating the beginning of the harvest ë giving thanks to God for His blessings. (Bikkorim)ë caring for the poor (k’vod heani)

ë Appropriate discussions take place in which children talk about the TenCommandments and rules.

ë There is a discussion of how Shavuot is celebrated in Israel.


ë Hebrew words and phrases specific to Shavuot are introduced and used.

ë Discussions on the importance of harvest, and caring for the environment forhuman survival take place.

ë Developmentally appropriate discussion involving the connection betweenShavuot, Sukkot, Pesach and Simchat Torah occur.

ë The children are told the story of the “Giving of the Torah” and connect thiswith Simchat Torah.

ë Music and movement experiences are part of the Shavuot celebrationexperience (singing, creative rhythms).

ë The children are told the Biblical story of Ruth and Naomi.

ë Hebrew vocabulary specific to Shavuot is introduced and used.

ë The children have opportunities to create art projects related to Shavuot.



ë The children have food experiences relating to Shavuot (ie making butter,picking and eating strawberries, etc).

ë Discussion is held about the counting of the Omer and indicating thatShavuot has arrived.

ë Children decorate classroom for Shavuot.


ë Shavuot family workshops are available.

Observations:



INDICATORS FOR FACULTY

The core of any excellent educational institution lies with its teachers. In order for anearly childhood educator to fully integrate Jewish values, concepts and Hebrewvocabulary into the culture of the school, the teachers and teaching assistants must beJudaically knowledgeable, comfortable with Hebrew and see themselves as Jewisheducators, not simply pre-school teachers.

These indicators are not limited to the Jewish faculty. We recognize that today manyearly childhood education centers have a diverse population among their students aswell as among their faculty.

The indicators listed in this section are the minimum necessary for any school to have astrong 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 ofthe Jewish culture in their school. It may also be used as a tool to determine the extentof each teacher’s personal Jewish involvement.



INDICATORS FOR FACULTY

ë Do teachers foster positive Jewish identity through role modeling?

Cite specific examples:

ë Do teachers participate in Jewish and secular professional developmentprograms?


ë Are teachers able to integrate secular subjects with Jewish values, concepts andHebrew vocabulary?


ë Are teachers able to effectively implement a curriculum integrated with Jewishvalues, concepts and Hebrew vocabulary


Note: The word teacher is meant to be inclusive and generic referring to the classroom teacher, teachingassistant and/or specialist - any adult interacting with the children



ë Do teachers have a strong commitment to encouraging, promoting andtransmitting Judaism and Jewish values to children and their families in adevelopmentally appropriate manner?


ë Do teachers use and are comfortable with Hebrew?


ë Do teachers integrate Jewish values and concepts into every aspect of the day?


ë Do teachers have available and easily accessible developmentally appropriateJewish games, puzzles and books?


ë Do teachers, staff, instructional professionals, administrators and otherinstitutional community members interact with and are responsive to thechildren





ë Are the teachers aware of the activities of the entire group even when dealingwith smaller groups?


ë Do teachers provide all children with an equal opportunity to take part in allactivities?


ë Do teachers encourage children’s development of independence


ë Do teachers facilitate the development of responsibility and self control inchildren?


ë Do teachers participate in synagogue events?


ë Do teachers participates in Jewish communal organizations and/or activities?





ë Do teachers encourage children to model other children’s positive behavior?


ë Do teachers provide positive discipline and guidance?


ë Are teachers sensitive to diversity within the school population?


ë Do teachers participate in ongoing Jewish adult education programs?


ë Do teachers meet regularly to discuss ways to implement developmentallyappropriate Jewish concepts into the curriculum?


ë Do teachers take an active role in planning family education components for theclass, grade level and/or school?





ë Do teachers have access to integrated curriculum guides and/or lesson plans forholiday, shabbat and curriculum units?


ë Do teachers display, refer to and read Jewish story books on holidays, Israel,Jewish heroes and Jewish themes?



Machon L’Morim.*9&/- 0&,/


INDICATORS FOR DIRECTORS

The success of any educational institution lies with its leader. This is especially true inearly childhood education where the director is the central figure. It is the director’sphilosophy that guides the school. Her understanding of child development ensuresthe 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 anexcitement 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 integratedinto every facet of the school. Learning about life and learning about Jewish values arenot separate tasks, they are inextricably intertwined. That integration must becommunicated to the staff, the children and the parents. It must be communicatedloudly, often, and through modeling.

The following indicators will help directors assess the extent to which they are fulfillingtheir responsibility of being the Jewish educational leader of the school. It may also beused by independent school administrators, synagogue or school board members.



Indicators for Directors

G Does the director annually write an evaluation of the school program includingdocumentation of the integration of Jewish values, content and Hebrewvocabulary into the daily fabric of the classroom?


G Does the director annually write an evaluation of each professional working inthe school (teachers, assistants and specialists)?


G Do the parents have an opportunity to annually reflect on how well the programis meeting their child’s needs?


G Do the parents have an opportunity to annually reflect on the impact of theschool program on their family


G Do the parents have an opportunity to annually reflect on the effectiveness ofschool sponsored parent education/parent involvement programs.




G Does the director annually review the qualifications of the staff?


G Does the director annually review and design school wide professionaldevelopment programs for their faculty (adult study and pedagogic issues)


G Does the director observe each classroom at regularly scheduled times (at leastonce every 2 months)?


G Does the director meet with each teacher individually several times a year?


G Does the director regularly (monthly) meet with teacher teams (i.e. Two-year-oldteam, four-year-old team, and specialists)




G Does the director hold mandatory monthly staff meetings?


G Does the director participate in ongoing adult Jewish study sessions?


G Does the director regularly meet with the school/congregation leadership?


G Is the director actively involved in the early childhood parent committee?


G Does the director have a school wide Family Education Plan?




FACULTYCURRICULUM INTEGRATION QUESTIONNAIRE

JUDAICS

Name:

Age of Children You Teach:

Read the following statements and respond as to whether they areapplicable 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 toattached additional pages.

II Jewish EnvironmentJewish Environment

1. I have bulletin boards in my classroom that are attractive and freshlooking.

1 ë 2 ë 3 ë 4 ë

2. The bulletin boards in my classroom complement current themesand are changed frequently.

1 ë 2 ë 3 ë 4 ë



3. I have bulletin boards in my classroom that reflect Jewish themesthroughout the year. (Jewish values, holidays, life cycle events,Shabbat).

1 ë 2 ë 3 ë 4 ë

4. I have interactive bulletin boards in my classroom where thechildren can do an activity. (Put items on a sedar plate, set aShabbat table).

1 ë 2 ë 3 ë 4 ë

5. I have a classroom that has Hebrew words and Jewish conceptsdisplayed.

1 ë 2 ë 3 ë 4 ë

6. I display photographs of the children and the children’s work on mybulletin boards.

1 ë 2 ë 3 ë 4 ë



7. The hallway bulletin boards reflect Jewish themes, holidays andvalues.

1 ë 2 ë 3 ë 4 ë

8. The hallway bulletin boards have Hebrew words and Jewishconcepts displayed.

1 ë 2 ë 3 ë 4 ë



9. The hallway bulletin boards display children’s work.

1 ë 2 ë 3 ë 4 ë

10. The hallway bulletin boards display photographs of children’sactivities and projects.

1 ë 2 ë 3 ë 4 ë

11. The hallway bulletin boards display information about the school. (synagogue services, meetings, family programs and communityprograms).

1 ë 2 ë 3 ë 4 ë

12. I play Jewish music during playtime in the classroom.

1 ë 2 ë 3 ë 4 ë



13. The following items should be visible, easily accessible andintegrated into the classroom or stations (Please give a detailedexplanation if you rate yourself a “3" or “4").

1. Jewish ritual items

1 ë 2 ë 3 ë 4 ë

2. mezuzzot

1 ë 2 ë 3 ë 4 ë

3. Jewish books

1 ë 2 ë 3 ë 4 ë

4. Jewish games

1 ë 2 ë 3 ë 4 ë

5. Jewish puzzles

1 ë 2 ë 3 ë 4 ë

6. Jewish pictures and posters

1 ë 2 ë 3 ë 4 ë



7. Israeli flag

1 ë 2 ë 3 ë 4 ë

8. Holiday flags

1 ë 2 ë 3 ë 4 ë

9. Props (i.e. in the block corner, mezzuzot for buildings; in thedrama corner, Israeli products)

1 ë 2 ë 3 ë 4 ë

10. Drama corner contains manipulatives specific for each holidayand Shabbat (i.e. megillot and groggers for Purim; hanukkiotand candles for Hanukkah) and Bible stories.

1 ë 2 ë 3 ë 4 ë

11. Drama corner changes to reflect unit/holiday themes (i.e.castles for Purim and firehouse for community helpers)

1 ë 2 ë 3 ë 4 ë

12. Pictures of Jewish artists’ work displayed in the art corner

1 ë 2 ë 3 ë 4 ë



13. Activities focusing on Jewish values (i.e. taking care of plants,and/or animals)

1 ë 2 ë 3 ë 4 ë

14. I incorporate Jewish content (Bible, Jewish values, Israel andHebrew) in the following interest areas: (Please give detailedexplanation if you rate yourself a “3" or “4")

Drama corner 1 ë 2 ë 3 ë 4 ë

Blocks 1 ë 2 ë 3 ë 4 ë

Manipulatives 1 ë 2 ë 3 ë 4 ë

Sand/water table 1 ë 2 ë 3 ë 4 ë



Library 1 ë 2 ë 3 ë 4 ë

Art/easel 1 ë 2 ë 3 ë 4 ë

Hebrew Vocabulary and Jewish Content?Hebrew Vocabulary and Jewish Content?

1. I incorporate Hebrew vocabulary into my daily classroom routines?

1 ë 2 ë 3 ë 4 ë

2. I incorporate Jewish values and Hebrew vocabulary into my secularthemes?

1 ë 2 ë 3 ë 4 ë



SAMPLE CURRICULUM GUIDE

MMachon LL’ MMorim.*9=/- 0&,/

A Professional Development Program for Jewish Early Childhood Educatorsdeveloped in Baltimore, MD

Project funded by the Children of Harvey and Lyn Meyerhoff Philanthropic FundCenter for Jewish Education 1998 ©

The WorldThe WorldAround UsAround Us

MMachon LL’ MMorim.*9=/- 0&,/

A Professional Development Program for Jewish Early Childhood Educatorsdeveloped in Baltimore, MD

Project funded by the Children of Harvey and Lyn Meyerhoff Philanthropic FundCenter for Jewish Education 1998 ©

This curriculum was developed by the following:

Chizuk Amuno Goldsmith Early Childhood Education CenterSandee Lever, DirectorPaula BergerRochelle GolombJudy MehlmanMarilyn MelnickEllyn Soypher

Rena RotenbergEarly Childhood EducationCenter for Jewish Education

Rabbi Gila Ruskin, FacultyMachon L’ Morim

Machon L’ Morim YoetzotSharon EdlowRachel MeiselsPaula Williams

Ellen Stein, ConsultantMentor, Baltimore County Public Schools

Ilene Vogelstein, DirectorMachon L’ Morim

Property of Machon L’MorimProperty of Machon L’Morim The Wor ld Around Us. . .93The Wor ld Around Us. . .93MLM-Professional Development Program for Jewish Early Chi ldhood Educators developed in Balt imore, MDMLM-Professional Development Program for Jewish Early Chi ldhood Educators developed in Balt imore, MD

Time Frame: This unit isdesigned to run throughout theschool year and will culminate thecelebration of Earth Day.

Unit: The WorldAround Us

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. animalsC. trees d. people e. sky

State what makes up the eartha. air b. waterb. land


Strategies

! Learn to distinguish between G-d made and man-madeproducts

! 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 schoolgrounds clean

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 forthe earth (See Resource #1)

! Explain the reciprocal relationship between people and theearth

! Explain the importance of recycling! Demonstrate Ba’al Tashchit ;*(:; -" don’t be wasteful

(See Resource #2)


Hebrew Vocabulary:trash can pach (5earth adamah %/$!tree aytz 63water mayim .*/rain geshem .:#sun shemesh :/:seed zera 39'environment suvah %"*"2covenant brit ;*9"repair worlds tikkun olam .-&3 0&8*;kindness chesed $2(bird tzipor 9&5*7

Unit Vocabulary:decompose to break down, change formEarth the planet where we all liveenvironment surroundings, especially the conditions or

influence that affect growth and development of aperson, an animal, or a plant

environmentally friendly a material that does not harm the environmentlandfill almost all garbage is taken to a garbage dump or

landfill. where a garbage truck empties it into theground; after the truck leaves, a big tractor comesalong and pushes dirt on top of the garbage

recycle to use things againreduce to lessen the amount of things usedreuse to utilize againcompost a mixture of decaying substances used as fertilizerlitter odds and ends of trash lying aroundpollute to make dirty or impure by adding harmfulsubstances


ImplementationARTART• 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 recyclingsymbol add trash to top of truck

• make bleach bottle beach toys (see Resource #5)

MATHMATH

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 ofnewspaper saves 67 foot tree)

• estimate how many children it would take to form a circle arounda tree

Count• count items in the room made of wood. • trees in playground areaSort• shapes of recyclables - squares, circles, rectangles, triangles. • recycled materials


Implementation (continued)MATH (continued) MATH (continued)

Graph and ChartGraph 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)

SCIENCESCIENCE

• 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 ARTSLANGUAGE 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 findpictures in magazines and poems for children


Implementation (continued)

LANGUAGE ARTS (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 MUSICMOVEMENT AND MUSIC

• make newspaper balls and toss during tossing activity (seeResource #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)


RESOURCESRESOURCES


Resource #1

We have a special responsibility to take care of the Earth. Godcreated the Garden of Eden and put Adam in the garden “to till itand to tend it.”

We must continue that job and become Shomrei Adamah, %/$! *9/&: Keepers of the Earth.


Resource #2

PROTECTING THE ENVIRONMENT.....;*(E A— P -vP(DON’T BE WASTEFUL)

THE JEWISH PEOPLE MADE AS “BRIT” OR CONTRACT/COVENANTWITH 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 KEEPTHIS BRIT.

SIGNATURE: DATE:


Resource #3

RECYCLERECYCLE


Resource #4

ART CORNER1. 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 recyclingcenter, for the candle holders. This way you are reusing amaterial. Plastic or metal ones will work fine.

2. If using wood for the base, make sure you are not usingvirgin wood. Ask your local lumber store to donatescraps. This way each child will be able to create aunique Chanukiah, they will not even need names on thebottom.

2. Try making your own crayons candles. (Adopt resource #6with an appropriate size mold) They will not be your traditionallooking candles but they will be reusing a material. This is afresh, new activity for children that have been in your programfor several years and have a closet full of Hanukiyote.


Resource #5

Bleach Bottle Beach ToysWHAT YOU NEED

ë one clean plastic bleach bottleë a pocket or paring knifeë a pair of sharp scissorsë 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 abouthalfway between the top and bottom.

2. Insert the scissor point in this slit and carefully cut the bottle inhalf.

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 otherside of the bucket and knot it.9. Have children decorate with permanent

markers.


Resource #6

EARTHWORM COMPOSTING

Feeding worms is a good way to make high-quality compost from foodscraps.

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 throughoutthe 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 freshbedding. Allow composted wastes to cure for a month beforeharvesting.

Advantages & disadvantages this is an efficient way to convert foodwastes into high-quality soil for house-plants, seedling transplants, orgeneral garden use. The worms themselves can be used for fishingbait. However, worm composting is more expensive and complicatedthan soil incorporation for dealing with food wastes.

Variations A stationary outdoor bin can be used in all but the coldestmonths, or a portable indoor/outdoor bin can be used year-round.


Resource #7

Recycled small broken crayons into new multi colored cupcakeshaped crayons.

Directions:

Put small crayon bits with their paper removed into cupcakeliners. Place liners into the oven (350°) for about 10 minutes untilmelted. Take out and cool. Remove liner and cool. Enjoycoloring!!


Resource #8

AIR POLLUTION OBSERVATION

Materials

Wide mouth jarVaseline

Directions

a. Coat the rim of a wide mouth jar of Vaseline.b. Place outside classroom for five daysc. At the end of the fifth day, check to

see if the Vaseline is slightly, mediumor very dirty.


Resource #9


Resource #10

Tu B’Shvat)":" &**)

FIVE LITTLE TREESThis 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.


Resource #11

THIS PRETTY PLANET

This pretty PlanetSpinning through space,

You’re a garden,You’re a harbor,

You’re a holy place.

Golden sun going down,Gentle blue giantSpin us around.

All through the night,Safe till the morning light.


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 lefthand, close left fist)

Now the rain is falling, falling, all around.(Hold hands high, wiggle fingers, let hand descend likeraindrops)

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 SheltonAll rights reserved



Resource #13

THEGIVING

TREERead Shel Silverstein’s The Giving Tree. Withthe class, make a list of all the things we get from trees and how treesbenefit us and the animals in the forest (e.g., food, pencils, furniture,paper, oxygen, shade, protection from wind, homes for birds and smallanimals). Prepare a large piece of butcher paper with a drawing of alarge tree with branches but no leaves. Draw anumber of leaves on a sheet of paper andcopy, then cut out the leaves and distributeseveral tp each child. Ask the children todraw on the leaves whatever they like bestabout what we get from the trees. Fastentheir finished drawings to the branches of thetree and title it “Our Giving Tree.”


Resource #14

Newspaper Balls

1. Crush newspaper into tight ball; cover with masking tape.

2. Roll back and forth and shoot into wastebasket


Resource #15

Tin Can Stilts

Needed:

2 large cans (juice, coffee)punch type can openermasking tape10 feet lightweight rope

1. Clean cans2. Turn upside down - open end on bottom3. Punch 2 holes on opposite sides at closed end4. Cover sharp edges with tape5. Cut rope in half6. Loop 1 - 5 foot length of rope through holes in each can7. Adjust lengths of rope so you can easily reach and hold taut8. Know rope9. Walk on tin can stilts

Listen to soundsNotice tracks in dirt


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 andPICK IT UP, PICK IT UP, PICK IT UP

See that litter andPICK IT UP

BA’AL TASHCHIT ;*(:; -"

Hear the faucetTURN IT OFF, TURN IT OFF, TURN IT OFF

Hear the faucetTURN IT OFF

BA’AL TASHCHIT ;*(:; -"

We are SHOMREI ADAMAH, ADAMAH, ADAMAH %/$! %/$!%/$! *9/&:

THE EARTH KEEPERS


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 (Extendhands 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 eachtime “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 bodyback 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 bodyback 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 bodyback and forth.)

(Repeat the first verse)


Resource #18

LITTER IS GARBAGESing 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



Resource #19

THE TREES ARE GROWINGSung 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



Resource #20

MUSIC CORNERTune of: “Row, Row, Row Your Boat”

Tell, tell, tell me howHow to Plant a tree.Merrily, merrily, merrily, merrily,What’s the recipe.

Dig, dig, dig the earthWith your spade and hoe.Merrily, merrily, merrily, merrily,Singing as you go.

Plant, plant, plant the seedsPlant them in a rowMerrily, merrily, merrily, merrily,They’ll begin to grow.

Rain, rain, rain will comeGently as a doveMerrily, merrily, merrily, merrily,That’s the recipe.

It doesn’t seem fair that a treethat makes such a good placeto hang your wing and give shadeto people on hot days and homesto birds and chipmunks couldsomeday get to be a paper napkin.



Resource #21

FAMILY PROGRAMS

1. HAVE A YARD SALE. Everyone us cleaning their house thistime of year and what a better fundraiser for your school. Planone for after the holidays, outside on the school grounds. Letchildren see and experience the idea that new is not always betteror necessary.

2. DONATE HAMETZ TO LOCAL SOUP KITCHENS. Be a drop off center for your families and communityand organize groups to deliver the food. You willnot only be providing a service to your community,but again, you are setting good standards for thechildren.


RESOURCE MATERIALA=Teachers Resource BooksB=Children’s BooksC=Multi-media

A Basic Judaism for Young PeopleVolume 3 - Teachers Guide

A Likeable Recyclables by Linda SchwartzA I can make A Rainbow by Marjorie FrankA 50 Simple Things You Can Do To Save The Earth - The Earth Works GroupA 50 Simple Things Kids Can Do To Save The Earth - The Earth Works GroupA Listen to the Trees by Molly ConeA Hug A Tree by Robert RockwellA 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 KrullB The Great Trash Bash by Loreen LeedyB Where Does The Garbage Go? by Paul ShowersB Here Comes the Recycling Truck ! by Meyer SeltzerB Recycle That! by Fay RobinsonB The World that Jack Built by Ruth BrownB For the Love of Our Earth by P.K. HallimanB the Salamander Room by Anne MazerB Rain Forest by Helen CowcherB Dinosaurs To the Rescue by Laurie Krasney Brown and Marc BrownB The Earth and I by Frank AschB The Giving Tree by Shel SilversteinB The Great Kapok Tree by Lynne CherryB In the Woods: Who’s Been Here by Lindsay GeorgeB Where Once There Was a Wood by Denise FlemingB The Reason for a Flower by Ruth HellerB Water by Frank AschB Bringing the Rain to Kapiti Plain by Verna AardemaB Let’s Take Care of the Earth by Roseanne Lanczak WilliamsB Rachel Carson by Shari HalpernB A Tree Is Nice by Janice UrdyB The Loran by Dr. SeussB My River by Shari Halpern

C FILMSTRIP The Birthday of the Almond TreeA Purim Costume for Shoshana

C AUDIOTAPEEnvironmental Sounds “Mountain Stream” (The Nature Company)

“White Noise” (The Nature Company)

C COMPUTER SOFTWARE Sammy’s Science House


;&&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 ofanimals

TZA’ AR BA’ ALEY CHAYIM .**E(H * F-3C"H 93H 7H

honoring father andmother

KIBBUD AV V’AYM .!F &I "!I ${v,E

righteousness; giving material things

TZ DAKAH %8I I$7A

general acts of lovingkindness

GEMILUT CHASADIM .*$E 2I (C ;{-*/E #A

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 ofIsrael

KLAL YISRAEL -!H 9I •A *E --H Aƒ

kindness CHESED $2G (G

peace, completeness SHALOM .&s-:I

the way of the land,the right thing to do

DERECH ERETZ 6G9!G +9G $G

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"G2F

removing a barrier HASARAT MICHSHOL -&s—,A/ ;9H 2I %H

making peace betweenfriends

HAV’ AT SHALOM BEN ADAML’CHAVERO

.E &s-:I ;!H "I H%&9"F (H -A .$I !I 0 Fv

do not destroy BAOL TASHCHEET ;*(E A—H; -H3H"

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.





123

Curriculum Guide Order Information.

Machon L’Morim: Bereshit Curricular Guides may be viewed and purchased online or by usingthe order form below. Each guide includes goals and objectives for the unit, appropriateHebrew values, Hebrew vocabulary and implementation strategies. The guides have graphicsand are in color. Guides may be purchased by individual units, complete in a 3-ring binder, or inCD-Rom format.

Curriculum Guide I includes the following units:

Dentist All About Me Firefighter I Am SpecialChicks Fall The World Around Us

Curriculum Guide II includes the following units:

Cantor Rabbi Shabbat Resource MammalsFarm Winter Spring SensesSpace Me & My Family

This copyrighted product is the property of the Center for Jewish Education of Baltimore and itmay not be reproduced.

We welcome any feedback and comments you have as you begin to use the guides. This willassist us in modifying and upgrading the guide so it will meet the needs of the broadest numberof early childhood educators and so it will have the highest educational standards.





124

Curriculum GuideOrder 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 SpecialChicks Fall The World Around Us

Curriculum Guide II includes the following units:

Cantor Rabbi Shabbat Resource MammalsFarm Winter Spring SensesSpace Me & My Family

I would like to purchase:3-ring binder(75.00) + shipping &

handling

Curriculum Guide I ëCurriculum Guide II ëCD-Rom - Curriculum Guide I & II ë $25.00 plus shipping and handling

I have enclosed a check made payable to CJE for $ . (US Funds)



GLOSSARY



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 thehome

6/( ;8*$"

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




grah-gers (r’ah-sha-neem) noisemakers .*1:39geh-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 ah-dam l’cha ver-o

bringing peace between people .&-: ;!"%&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 %'&'/




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/&3Pu-rim .*9&5

Pe-sach (25Rosh Ha-sha-nah Head of the Year %1:% :!9

su-kah hut used in the desert %,&2sho-far ram’s horn 95&:see-dur prayerbook 9&$2Shab-bat ;":she-mah prayer “listen” 3/:

sha-nah to-va tee-ka-tay-vu you should be inscribed for the NewYear

&";,; %"&)%1:

s’lee-cha excuse me I’m sorry %(*-2s’chach branches atop the sukkah +,2




sha-mash helper candle :/:se-fe-rah counting %9*52

se-fee-rat ha-o-mer counting of the omer (starting the 2nd day ofPesach and ending on Shavuot)

9/&3% ;9*52

Sha-vu-ote ;&3&":Sim-chat To-rah %9&; ;(/:

Suk-kot ;&,2te-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% .&*



.-&3- .*",&,, .*"9% *8*$7/&;&8&1*; *$/-/ &-! $3&

“Those who uphold the community are like thestars forever. Who are they, the ones who teach

the young”

(Baba Batra, 8B)

Machon L’Morim .*9&/- 0&,/ · Machon L’Morim: Bereshit, a professional development program for early childhood educators, together with the Early Childhood Department for the

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