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Hebrew In Action!

Booklet Hey

Temple Rodef Shalom

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Letter to Students Shalom Talmidim, Congratulations! You know all the letters and vowels. Now the

fun begins. In this unit we will read nursery rhymes, dramatize them

and perform them in our class. For this unit you will need to know all

the material you learned so far, a good Hebrew-English-Hebrew picture

dictionary and your friends for fun and help. Be prepared for a fun

ride….

Regards,

Lee Walzer and Galeet BenZion

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Table of Contents

Letter to Students ............................................................................................................................ 2 Before You Begin ........................................................................................................................... 4

I WOULD LIKE AN ELEPHANT by Liat Joseph .................................................................... 6 The English translation ........................................................................................................... 6 Version I: .............................................................................................................................. 16 Version II: ............................................................................................................................. 16 Version III: ............................................................................................................................ 16

Scrambled Words ...................................................................................................................... 17 Made Up Sentences................................................................................................................... 17

Level I: .................................................................................................................................. 17 Level II: ................................................................................................................................. 17 Level III: ............................................................................................................................... 17 Level IV: ............................................................................................................................... 17 Level V: ................................................................................................................................ 17

A KEY TO THE HEART by Nira Harel ...................................................................................... 19 Version I: .............................................................................................................................. 38 Version II: ............................................................................................................................. 38 Version III: ............................................................................................................................ 38

Scrambled Words ...................................................................................................................... 39 Made Up Sentences................................................................................................................... 39

Level I: .................................................................................................................................. 39 Level II: ................................................................................................................................. 39 Level III: ............................................................................................................................... 39 Level IV: ............................................................................................................................... 39 Level V: ................................................................................................................................ 39

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Before You Begin

Would you like to make the reading easier you read the entire story? here is how:

1) Work in groups of two or three. Make sure your partner(s) is/are student(s) who will help you learn!

2) Read together just the first line of each story. To make reading

easier, cover all but the words you are reading. Alternate reading each line (or word if you find that reading the entire line is a tremendous effort). Everyone should be reading aloud.

3) Jot down below the Hebrew words that are repeated throughout the

story:

4) Be kind to each other. If someone makes a mistake ask them:

Would you like to read this word again? Or what is that letter called? What sound does it make? What sound does it make with

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it’s nikud (vowel)? Avoid making statements such as “this is wrong”, or “No that’s not how you read this!”

5) Read the entire story together several times. Make sure you are

not getting “stuck” on any word.

6) If you get stuck on a word, read it again and again until “it doesn’t break your teeth” any more.

What to do if you are stuck?

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I WOULD LIKE AN ELEPHANT by Liat Joseph

The English translation I asked dad and mom an elephant with a long trunk They didn’t agree, and were quite right They said: an elephant is truly cute, But really cumbersome and very heavy”. I told them: “you’re right, I give up and better look for another pet”.

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I asked for a lion. But dad said that he might gobble me. Mom said: “there is nothing more dangerous than to get closer to the king of the forest when he is hungry.” “What a cruel king!” I said, “you’re right, I give up and better look for another pet”.

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So I suggested that we’ll bring a bear with a smooth fur, And mom said: “it is also a dangerous animal”. Dad pretended to be a real scary bear, and within a second I changed my mind: “stop! Dad! Stop! I give up! and better look for another pet”.

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After the bear I asked for a tall giraffe Mom said: “she’ll hit her head in the ceiling”. Dad added that it would be truly uncomfortable Not to be able to wiggle and stretch the neck. “All right”, I said, I give up! and better look for another pet”.

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The giraffe and the other animals didn’t fit, So I asked for a horse, and even this time they didn’t agree. Dad said: “horses need an open space And a stable full of hay, where they can eat and rest”. “All right”, I said, I give up! and better look for another pet”.

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“Maybe a camel”, I suggested, “we’ll bring him from the desert? He will be happy when we give him thorny leaves”. Dad said: “a camel loves to roam, I think he will be board here in your game room”. “What to do? All right, I give up! and better look for another pet”.

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“I know”, I said, “this time I have a GREAT idea: Lets drive to the country and bring a lamb”. Mom said: “a lamb needs his mommy and friends to play with. I don’t think he will be happy in our house”. “You are right, mom”, I said, “I give up! and better look for another pet”.

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I went all the way to the south pole, and asked my parents for two little penguins. Mom laughed: “lets offer them our freezer…”. “It’s not funny”, I said, “I have a problem, Why won’t you help me find a pet?

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Dad looked at mom, and mom smiled back, And both looked at me and said that they have an advice. They told me that if I am so eager to have a pet, then a little cute puppy could possibly fit. Mom! Dad! I cried, Thank You! I am so happy! Dog I would like and no other animal.

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But to tell you the truth, I wanted a dog all along, And the rest was a scam. My parents agreed easily to bring home a dog Only because first I asked for an elephant, a lion, a giraffe and a horse. And what if the dog will mess up the house? It can happen! Then, I’ll just remind my parents all the other animals.

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Memory Game:

You’ll need: markers and about 50 index cards

Make 2 sets of flash cards. Each card should have one word from the story on it (you can decide what words you’ll include for this game). Write the word in Hebrew in large print with it’s nikud (vowels). Leave the the other side blank.

Version I:

Stack the cards so that the Hebrew words face down. Each group member picks a card from the pile in turn, reads the Hebrew word on the card, and places it facing up on the table. As more words are read, pairs of words become obvious. Find the pairs, point to them, say the word, and place that pair to the side. See if you can point to where that word was in the story.

Version II: You’ll need: paper and pencils

Use only one set of the two sets of flash cards you made. Have the cards facing down in a stack. Each person in the group picks a card and reads it aloud so that all other members can hear. The partner(s) should attempt to write the word down with the correct spelling and nikud (vowels). Everyone should show their work, cite the letters and nikud they used and compare with the correctly spelled word on the card.

Version III:

Just as in version II, but the person who picks the card says the names of the letters in order, and everyone else gets to write the word down and say it.

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Scrambled Words You’ll need: paper and pencils

One student at a time chooses a word from the stack, writes it scrambled (the order of the letters should be mixed up) for everyone to see. The other students should figure out which is the word the student chose, and they all need to write the word correctly, and say it aloud once it is figured out.

Made Up Sentences

Level I: You’ll need: the index cards you made earlier.

Each student gets to pick two words and put them one after the other. The other students read the sentence. Repeat several times until your reading is as fluent as if it was reading English.

Level II:

Repeat level one, but place three words one after the other.

Level III:

Repeat level II, but place four words one after the other.

Level IV:

Repeat level III, but place five words one after the other.

Level V:

Each student chooses 3 sentences from the story and copies them down on an index card. The writing needs to be clear and large enough for anyone to read. All place their cards in a pile facing down. One student at a time, picks a card, reads it, and they all need to find that

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sentence in the story and point to it. See if you can find what that sentence means.

Enjoy.

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A KEY TO THE HEART by Nira Harel

Yonatan’s dad has a set of keys. The keys lay on a chain which includes a picture of Yonatan. Yonatan loves to plan with this set. Dad, why do you have so many keys? He asked every time. Because I need to open many doors, said dad. What doors? Yonatan continues to ask.

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Dad takes the key set and answers: The key opens the door to the house, This key opens the car, This key opens the shed, This opens my office at work, This opens grandma’s house, And this picture is more important than all other keys, he sais in the end. This Yonatan loves to hear the most.

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One day Yonatan was waiting in the kindergarten playground for dad to pick him up. He peaked outside the fence. Perhaps we can see dad? When will he be here? He waited a bit more, and a bit more, saw Abigail’s mom, and Ido’s dad and after them. . . here is dad!

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Sweaty, I am sorry that I’m late, said dad while catching his breath. After he rested a bit he asked: so what’s the plan? Are we going home? Not yet, said Yonatan. Lets play a bit first. All right? Dad agreed and they played in the yard until they got tired and went home. They crossed the street, turned right, then left and arrived.

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Dad rang the bell, Yonatan knocked on the door, but there was no answer. Mom isn’t home said dad, take out the keys please. Yonatan slid his hand to dad’s bag, and could not find the keys. Dad dug in the bag, and he too could not find them. The keys were lost. It wasn’t possible to enter home.

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Perhaps they were left at your work? Asked Yonatan. Can’t be, said dad, when I left I locked the door with the key. Where did you go after work? I went to the post office…I bought a newspaper… what else did I do? I got a haircut… and that’s it, then I came to pick you up. So lets go find the keys in all these places, said Yonatan. Lets go, said dad. And they went on their way.

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First they went to the post office. Tell me Moshe, did you find a key set? Asked dad the clerk. What kind of key set? Asked Moshe. Five keys on a chain with a picture of Yonatan.

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I am sorry said Moshe, I didn’t find but perhaps you would like a stamp young fellow? Yonatan presented his hands and Moshe stamped them, one stamp on each hand.

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From the post office dad and Yonatan went to the hair salon. Did I perhaps forget my keys? Dad asked Roni the hairdresser. What keys? Asked Roni. Keys on a chain with a picture of my son. I don’t see any keys with a picture, said Roni, but I do see one messy haired child. What do you this of a little hair cut?

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Roni placed Yonatan on a high chair. Look how nicely I’m gonna cut your hair. In a flash of a second. Cut only a little in the front, asked Yonatan, I love long hair. Don’t worry said Roni, I know exactly what suites you. When they left the salon Yonatan said: dad I’m hungry! Dad tapped on his forehead. Thanks for reminding me…. At noon I was hungry and I went to the pizza place. The keys must have been left there.

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Hello, said dad to the pizza guys. Say, did I left a key set here earlier? What kind of key set, the workers asked. Five keys on a chain with a picture in a round frame. We didn’t find, said the workers, would you like pizza? I do! Said Yonatna.

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Dad bought Yonatan pizza and they left to the street. Where haven’t we been? Dad tried to remember. You said you bought newspaper, Yonatan reminded him. And they went to the corner stand.

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What would you like honey? Asked the woman behind the counter. We are looking for keys that dad lost. Perhaps you found them? Yes, said the woman. I found them. Great! Dad and Yonatan were happy. Here they are, said the woman and showed the keys with a mini soccer ball. They are not ours! Said Yonatan and the joy faded in a moment.

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Enough searching said dad. Tomorrow I’ll make a new duplicated set. Wait a minute said Yonatan. I have an idea. Perhaps the keys fell off your pocket when we played on the playground?

Perhaps… said dad, I didn’t think of that. Dad and Yonatan rushed to the playground, but the gate was locked. There is nothing more we can do said dad. Lets go home. And if mom won’t be home, we’ll wait for her outside.

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But mom was home. Boy we lucked out! It’s really late mom said when they entered. Did something happen? Nothing happened. We were in all kinds of places, said dad. Give me a minute and I’ll tell you. You don’t need to tell me, I know where you’ve been, said mom. Who told you? asked Yonatan.

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Mom smiled, your neck tell me…. That you were at the hair salon. That’s right, said Yonathan. And your shirt whispered to me….. that you were at the pizza place. And where else have we been? Asked Yonatan. Looking at your hands I am thinking that you were at the post office. Indeed we were, laughed Yonatan.

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And according to dad’s shoes, I can see that he messed with you on the playground. Mom, you are a true detective, said Yonatan, you know where we went, but you don’t know why. So tell me please, asked mom. Because dad’s keys got lost and we looked in all the places you mentioned.

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You mean these keys? Asked mom and showed what she hid behind her back? Where did you find them?

Asked dad and Yonatan together. Teacher Ruti found the on the playground and brought them, laughed mom. How did she know these were out keys? Asked Yonatan. By the picture of course said dad. I told you that it is more important than all other keys.

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And Yonatan took the key set and began to play: This key opens the house, This key opens the car, This key is for dad’s office at work, This key opens grandma’s house And this one opens the shed. And what does my picture open? Ask Yonatan.

What does your picture opens? Laughed dad, Your picture opens my heart.

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Memory Game:

You’ll need: markers and about 50 index cards

Make 2 sets of flash cards. Each card should have one word from the story on it (you can decide what words you’ll include for this game). Write the word in Hebrew in large print with it’s nikud (vowels). Leave the the other side blank.

Version I:

Stack the cards so that the Hebrew words face down. Each group member picks a card from the pile in turn, reads the Hebrew word on the card, and places it facing up on the table. As more words are read, pairs of words become obvious. Find the pairs, point to them, say the word, and place that pair to the side. See if you can point to where that word was in the story.

Version II: You’ll need: paper and pencils

Use only one set of the two sets of flash cards you made. Have the cards facing down in a stack. Each person in the group picks a card and reads it aloud so that all other members can hear. The partner(s) should attempt to write the word down with the correct spelling and nikud (vowels). Everyone should show their work, cite the letters and nikud they used and compare with the correctly spelled word on the card.

Version III:

Just as in version II, but the person who picks the card says the names of the letters in order, and everyone else gets to write the word down and say it.

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Scrambled Words You’ll need: paper and pencils

One student at a time chooses a word from the stack, writes it scrambled (the order of the letters should be mixed up) for everyone to see. The other students should figure out which is the word the student chose, and they all need to write the word correctly, and say it aloud once it is figured out.

Made Up Sentences

Level I: You’ll need: the index cards you made earlier.

Each student gets to pick two words and put them one after the other. The other students read the sentence. Repeat several times until your reading is as fluent as if it was reading English.

Level II:

Repeat level one, but place three words one after the other.

Level III:

Repeat level II, but place four words one after the other.

Level IV:

Repeat level III, but place five words one after the other.

Level V:

Each student chooses 3 sentences from the story and copies them down on an index card. The writing needs to be clear and large enough for anyone to read. All place their cards in a pile facing down. One student at a time, picks a card, reads it, and they all need to find that

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sentence in the story and point to it. See if you can find what that sentence means.

Enjoy.

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Quiz Yourself

Practice reading the following sentences fluently.

Grading Rubric In order to determine if you are able to pass to the next level, your reading will need to be evaluated by someone else. It is best to practice reading to yourself many times before you are reading to someone else. Just as when you are reading English, your reading of Hebrew text should be fluent. This means that your reading will not have any hesitations or long pauses in the middle of words. Repetitions of some syllables will not occur (the best way of doing this is to practice, practice and practice reading some more). And finally, your eyes will be able to scan the text fast enough so that you are able to use your tone to indicate if the sentence has a period, question mark or an exclamation point at it’s end.

3 points 2 points 1 point Most words are read fluently

without hesitation, repetitions, or stopping. And intonation reflects punctuations most of

the time.

Many words are not read fluently, hesitation is apparent

along with numerous repetitions. Intonation reflects

punctuations some times.

Most words are read with hesitation, and repetitions are noticeable. Intonation does

not reflect punctuation marks.