gk2 torah exploration - melissa
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Torah Exploration and
Hebrew Letters
Beginnings: Celebrating Simchat Torah
The GK children had the opportunity to make flags and decorations in
preparation for the celebration parade.
Jonathan, the music teacher, leads the Simchat Torah parade to the Beit
Midrash.
Our First Look at the Torah!
Learning About
the Torah With
Rachel Brodie
The Yad
The Dress
The Text
The Quills and
Parchment Paper
Exploring the Arc in The Beit Midrash
How Should You Hold
a Torah?
Tae Pham practices cradling the Torah
Bringing the Experience
Into the Classroom:
Literature is used as a provocation during morning
exploration time.
The children are given the opportunity to explore the
text of the “baby” Torah.
Juliette AvRuskin investigates the Torah.
Beginning our own Torah Writing The children were provided with different mediums and tools to explore Torah writing.
Gk explored a variety of artifacts as
provocation.
Experimenting With Materials
Ink and Quills
Permanent marker and
watercolors
Permanent marker and
tempera paint
Ink and Quills
Isaac investigates the Hebrew alphabet.
Importance of
Materials:
Experience the history of the Torah
Strengthening fine motor
skills
Attention to detail
MIA
Sadie
Riley
Teacher Carlie writes the Hebrew alphabet on the white board in GK2
Permanent Marker & Watercolor:
Sadie incorporated her creative side with her Hebrew
letter practice.
Juliette combines English and Hebrew Letters
and makes intentional color choices.
Permanent Marker
& Tempera Paint
Literature as
Provocation:
“Alef Bet Israel”
written by
Galia Armeland
Connecting English and Hebrew
Mehak Akhtar Marina Ashton
Noe Palman
Noe uses the dreidel as a guide for
practicing the letter Shin.
Mehak Akhtar noticed that the Hebrew letter Tsade looks
like the English letter Y.
Jacob focused on the shapes that he recognized while practicing the letter Mem.
Riley noticed, “The Shin and Sin are the same but the dot moves. I
can’t remember which one is the Shin. Hebrew isn’t hard. My favorite
letter is Resh.”
Exploring Outside of the Classroom:
The children took “Hebrew letter”
walks as a way to explore the Hebrew
language within the greater JCC
community.
On these walks, the children explored
the Arc in the Beit Midrash, the second
floor preschool, and the wall of Sheva
Middot in the Atrium.
The Tools
Searching
Identifying
The Collaborative Process
Tae Pham and Sadie Thau work together to find out what
letters make up the English word kitchen.
Documenting
Isaac Rothman-Tierney Jacob Gerstein
Recognizing
Riley Shafer investigates.
Team Work!
Journal Work:
Tae Pham Isaac Rothman-Tierney
Sadie Thau
What are the Children Learning?
Cognitive Development: • Sign and symbol recognition
• Sound symbol relationship
• Memory, recall, using previous knowledge of English
language to interpret the Hebrew alphabet and letters.
Language Development: • Phonetic awareness
• Muscle coordination
• Connecting Hebrew and English languages
Language Development: • Letter and word knowledge
• Vocabulary
• Awareness of symbols and letters
• Connection between Hebrew and English
• Pre-literacy skills
Social Emotional Development: • Impulse control
• Awareness of others and their needs, compromise
• Sharing space and resources
• Community building with greater Jewish
community.
• Collaboration through group work
Future Projections
• Hebrew letter
memory game
• Exploring the Sheva
Middot
• Continuing to
practice the
Hebrew alphabet
during facilitated
learning time.
“Torah. It is a tree of life to those
who hold fast to it. Its ways are
delight, and all its paths are
peace.” - Proverbs
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