Instructor: Rebecca Gold Rizer tslsteve@aol.com

Meets Saturdays, 9:00am-12:15pm

Latest Message/Announcements from the Teacher

29 Cheshvan 5768 November 10, 2007

Shabbat Shalom! I hope everyone had an enjoyable week. Today, the third grade class discussed different types of Jewish Books and began chapter 4 in the Hebrew book. The objectives for the lesson on Jewish books included the following: identify eight different Jewish books and their roles in the observance of Jewish holidays, traditions, and rituals. During this lesson, we learned about the Torah, the Haggadah, the Talmud, the Megillah (Megillat Esther), the Mahzor, the Siddur, the Tanakh, and the midrashim. In order to accomplish these objectives, the students participated in a cooperative reading activity, a class discussion, and a scavenger hunt. I was impressed with the students’ ability to apply the ideas they learned to their own lives. For example, several students stated that their parents have a mahzor, and use it during the High Holidays.

In Hebrew, we learned the Hebrew spelling and pronunciation of the Hebrew word for blessing- “Brachah.” In addition, the students learned the letters “resh” and “chaf,” and a new vowel- the silent “shva.” During this lesson, we compared and contrasted the new letters and vowels to similar “look alike” Hebrew letters so the students could distinguish and identify these letters. I presented certain strategies for letter identification and pronunciation. Furthermore, the students created their own strategies and applied these strategies to the Hebrew reading activities. It was such a pleasure to hear their ideas and see them apply these ideas and assist their peers in applying the strategies. What a creative and cooperative group! Their creativity, their knowledge, and their interpersonal skills contributed to the learning process.

Finally, I wanted to welcome parents to volunteer in class. Parents are always welcome to join us in our brief Shabbat celebration from 12:00- 12: 15p.m. and/or join us in our daily activities. I am flexible on timing. You can come for a few minutes or longer. There is no obligation. I understand that many families are busy. However, I wanted to let parents know that they are welcome to participate at their leisure. If you are interested, please see me after class or send in a note. There are no “prerequisite” skills needed. Traditionally, parents join us for a lesson and work with a group of students in a follow up activity or supervise students in completing special projects. For example, I plan to lead a Hanukkah lesson where students “build or rededicate” the Temple in accordance with the theme of the Hanukkah Holiday. Parents are welcome to assist in the “temple construction.” Also, later on in the school year, I would appreciate parent assistance in organizing the “model seder” activity prior to the Passover Holiday (around April 2008). Shavua Tov. Have a good week. I look forward to another enjoyable learning experience next week.

Rebecca Gold- Rizer

22 Cheshvan 5768

Shabbat Shalom! I hope everyone had an enjoyable week. Today, we covered a variety of topics in Judaics and in Hebrew. In Judaics, we completed the unit on the Torah. Today, we learned about the different items inside the Torah (mitzvoth, ten commandments, parasha, our ancestors and the values they taught us, the Hebrew words in the Torah, the five books in the Torah, etc…) I was impressed with the students’ knowledge of the Torah and their ability to apply the information they learned from preceding lessons on the Torah. Also, the students created a “mock Torah” to take home. Please have them share this project with you. After Judaics, we enjoyed music with Mr. D and learned Hebrew words for members of the family and certain mitzvoth- especially the mitzvah of showing respect through our words and actions and avoiding spreading rumors or “Lashon Hara.” The music lesson was a helpful transition to our next activitiy- Hebrew. In Hebrew, we continued Chapter three where we practiced reading words with the letters “hey,” “caf,” and “lamed.” Also, we learned the Hebrew word for bride “calah.” I look forward to concluding this chapter next week. Also, please let me know if you are interested in having your child practice Hebrew at home with their Hebrew workbooks. I have had a few requests to send home the books. Traditionally, I do not assign homework or send home books because people seem so busy with their weekly activities. However, I am willing to send home flashcards and additional Hebrew activities to practice at home if you are interested. Also, I sent home a computer CD at the beginning of the year to assist with practicing the Hebrew material at home. I appreciate your feedback on these activities. Feel free to email me or Mr. D, or send in a note. Finally, I wish everyone an enjoyable week and look forward to seeing everyone next week. Shavua Tov!

October 20, 2007 8 Heshvan 5768

Torah, Dance, Gemilut Chasadim, and Hebrew. These words describe the various activities we completed in class today. In Hebrew, we reviewed the first two chapters in the Hebrew book and began chapter three. So far, we learned the letters shin, bet, tav, mem, final mem, caf, and hay as well as the following Hebrew words: Shabbat, bat (daughter), shamash (helper), shemesh (sun), shom (there), and calah (bride). Also, we learned about the etymology of Hebrew words by identifying the shoresh or “root word” that is included in different Hebrew words. Also, we learned how to use the shoresh to comprehend the meaning of Hebrew words. Ask your students the shoresh for the Hebrew words “sun” and “helper.” I appreciate Mr. Durlester’s support in helping us understand the concept of the shoresh. During his visit to our class last week, he taught us how to identify and understand the meaning of Hebrew words with the same shoresh. Thanks, Mr. Durlester, for your insight.

In Judaics, we continued our Torah Study with a game and activity that reinforced the meaning of the different parts of the Torah. During our next class we will conclude this unit by creating our own Torah. Please ask your child to share their Torahs (Torot) with you. In addition to Hebrew and Judaics, we enjoyed the monthly dance class with Hazana Yaffa. During this musical activity, we learned about Jewish folk dancing and developed an appreciation for certain Jewish traditions such as the importance of trees and the mitzvah of caring for our natural environment. Integrating music with movement made this experience an enjoyable and enriching opportunity. Thanks, Hazana Yaffa. We look forward to our next class.

Finally, we concluded our day with the “Walk for the Homeless.” What a great opportunity to learn about different ways to fulfill the mitzvoth of “Tzedakah” (helping those in need) and “Gemilut Chasadim” (acts of kindness). Thank you to Mr. Durlester and the speakers who educated us on the different ways to help our neighbors. I look forward to seeing everyone next week at the Shabbatone. This is a wonderful opportunity to meet new people and explore the rituals of Shabbat. Although we do not follow the traditional class schedule, the Shabbatone is a great opportunity to continue our “Jewish learning experience.” I look forward to seeing everyone next weekend.

Rebecca Gold- Rizer

September 16, 2007

Class summary for 9/8/07- 9/15/07.

L' Shanah Tova and welcome to third grade at Bethesda Jewish Congregation. As we began the new year, 5768, we focused on the holidays of Rosh Hashanah and Yom Kippur as well as the rituals associated with these holidays. In order to develop an understanding of these holidays and the related traditions, we explored the connections between these holidays and the Jewish calendar, especially the month of Tishre. The objectives or goals included the following: Define Rosh Hashanah as the "head" of the new year; Describe the rituals related to Rosh Hashanah including Selichot, Tashlich, and the ritual foods and their symbolism; Students will plan and lead a "Tashlich" ceremony; Describe Teshuvah and its relevance to Yom Kippur and Rosh Hashanah; Perform a skit and use the concepts in the skit to discuss the process of Teshuvah; Create a Teshuvah poster that reflects the themes of atonement and self reflection.

Please ask your children to discuss their "Teshuvah posters," the "in- class" Tashlich ceremony, and the Teshuvah skit. These "hands- on or active learning activities" really helped reinforce the deeper meanings and symbolism related to these holidays. By the way, I was impressed with the students’ creativity and "dramatic expression." This is definitely a talented group.

In Hebrew, we explored the structure of the Hebrew language and discussed learning strategies to prepare students for further study. Our discussions emphasized the right to left orientation, the importance of root words or "shoreshim" in deciphering the meaning of Hebrew words, and basic sound, vowel, and letter identification strategies. I appreciate the students' enthusiasm and class participation. Also, during the Hebrew activities many students expressed an interest in learning about their Hebrew names and spelling their Hebrew names. I would appreciate it if you could talk to your child about his/her Hebrew name. If your child does not have a Hebrew name, please let me know and I would be happy to work with your family on selecting a Hebrew name. Perhaps you have a relative or "special" person you would like to name your child after. Please send in a note either listing your child's Hebrew name and any information regarding the selection or significance of the name. If your child does not have a Hebrew name, please indicate your interests or preferences in choosing a Hebrew name.

I hope everyone has an enjoyable Yom Kippur holiday and look forward to another exciting day of learning when we return to school on September 29, 2007. "L'Shanah tova tikatevu v'tikatemu. May it be written and sealed that you have a new year that brings fulfillment and happiness."

Sincerely,

Rebecca Gold- Rizer

Welcome Letter

September 3, 2007

Dear Third Grade Parents:

Welcome to the 5768/2007-2008 school year at Bethesda Jewish Congregation (B.J.C.). I have taught religious school at B.J.C. for about 13 years. In addition to teaching at B.J.C., I have enjoyed teaching in various settings including substitute teaching, working as a paraeducator for Montgomery County Public Schools (M.C.P.S.), teaching and developing curricula for science enrichment programs, directing camp programs, and working as a nursing assistant in long term care. I have always enjoyed teaching and participating in different B.J.C. events and look forward to another exciting year at B.J.C. First, an important reminder that this year, 3rd grade class starts at 9:00am on Saturdays and ends at 12:15pm as usual. We have added this time so that we can spend adequate time on Hebrew. In Grade 4, they will also begin attending on Wednesdays, but this one extra hour just on Saturdays in 3rd grade will make a big difference. This year, we will cover a broad array of topics including Jewish holidays, Hebrew, prayer (tefillah), Jewish values, lessons from the Torah, the cycle of the Jewish year, and different blessings (brachot). Lessons from these topics will help students understand Jewish rituals and observances so they can incorporate these experiences into their daily lives. Also, by studying lessons from the Torah students will grasp the connection of the Jewish people to the Torah and the influence that the Torah has on our lives as Jews. In order to achieve these goals, I will provide a broad spectrum of activities that cater to diverse learning styles. In addition, we will begin each class by reviewing the Jewish calendar (Hebrew months and days of the week) to help the students develop an understanding of the Jewish year. We will also include prayer (Tefillah) into our day by reciting a variety of prayers and songs during class activities. By chanting these prayers, students will appreciate their meaning and their importance to Judaism. In Hebrew, students will review Hebrew letters, vowels, and vocabulary words. Afterwards, students will apply their knowledge to further develop their Hebrew reading and writing skills. Goals for Hebrew class include developing fluency in reading Hebrew, reading Hebrew words and sentences in print and script, writing in Hebrew, expanding their repertoire of Hebrew vocabulary words, and recognizing Hebrew vocabulary in prayers and songs. I would appreciate it if students come to class with a folder or a three ring binder, glue sticks, pencils, lined paper, scissors, and assigned books. I will hand out books during class. Usually, students will use the books in class. However, students will occasionally bring their books home for further practice. Please ensure that your children bring the book(s) back to class so they can use these books during class activities. Their Hebrew textbook has an accompanying CD-ROM for home study. Also, I will provide students with Hebrew flash cards and supplementary activities to reinforce their knowledge of the Hebrew material at home. Although I will not actually assign homework on a regular basis, I will provide additional activities as well as strongly encourage students to use the CD- ROM regularly to practice the material covered in class. Mr. D and I are able to track student work on the CD-ROMs when they use them and log on. If your child will devote just 10-15 minutes of time to studying and practicing their Hebrew outside of religious school, it will go along way. Please let me know if there is anything else I can do to make Religious school an enjoyable learning experience. The best way to contact me is by sending in notes in students’ weekly folders or placing notes in my box in the religious school office. Also, please check the BJC website, the attached outline of class activities, and students’ folders or binders for upcoming events. I look forward to working with students and parents to make the upcoming school year an exciting time for all. Finally, this is a larger class, so Mr. D. may be asking another teacher to work with me at times so that we can be sure students get individual attention.

Sincerely,

Rebecca Gold

Typical Third Grade Schedule (We may not always follow this exact order, and sometimes Hebrew study will occur at other points in the school day.)

9:00 –10:00 Hebrew  group lesson  independent work time  reading groups  Hebrew centers  Snack

10:00-12:15 Judaics

Morning Greeting  Review Jewish calendar (months and Jewish year in Hebrew)  Parasha of the week

Judaics Lesson

 Introduce objective(s) of lesson  Brainstorm and share prior knowledge or ideas  Teacher presentation  Class discussion  Follow up activity  Evaluation May be oral questions, written answers, or a game

Shabbat • Shabbat Brachot (blessings for Shabbat) • Songs • Snack

Parent Opportunities

Special Events

Craft projects

Holiday Celebrations

Special Events

Fair of Giving- Every year students collect tzedakah, donate tzedakah to charities, and create a presentation on one of the charities. In the past, I have worked with students to present the charity in the form of a skit. Parents are welcome to assist with the presentation. There are varieties of opportunities to help including:

Researching several charities and talking to the class about the charities. Visit the charities’ website. Teach a brief (10 minute) lesson to the students

Play/ Skit presentation

Help write a play Create costumes Assist student during rehearsal Assist with stage design

Shabbat Skit Help prepare special Shabbat activities through drama. I would appreciate parent assistance in acting out a Shabbat skit. The skit focuses on teaching the meaning of Shabbat and mitzvot.

Craft Projects

We often do craft projects to make the learning experience more enjoyable. Through my previous teaching experiences in science enrichment and general education, I have enjoyed developing craft activities and science activities to inspire student interest in a specific topic. As part of the Sukkot lesson, I will teach students how to create a model “sukkah.” I welcome parent assistance in making the materials needed to construct the sukkah. This may sound complicated, but it is easy and loads of fun. Students will enjoy making the foundation (silly putty) and building the sukkah.

Let’s teach Jewish values/ Mitzvot As part of our weekly Bible/Torah study, students will learn the importance of mitzvot and ways to perform these mitzvot in their daily lives. By discussing different opportunities to perform mitzvot, students will appreciate the importance of giving and helping others in the community. In order to implement these lessons, I would appreciate parent assistance in constructing a “mitzvah tree.” As students learn about different mitzvot and actually perform the mitzvot , they will add a leaf with their name on it to the mitzvah tree. At the end of the semester, students will create a tee shirt with the Hebrew names of the mitzvot they placed on the mitzvah tree. If you enjoy painting, drawing, and art, this would be a great opportunity to help.

What is Havdalah?

We will learn about Havdalah, the separation of Shabbat from the regular mundane, weekly activities, to portray the sacred nature of Shabbat. Do you like science (mixing water and vegetable oil), math (measurement), and mixing liquids in a bottle? This might be a great way for you to help students understand the importance of separating Shabbat from the regular weekly activities to make Shabbat a “sacred” moment.

Do you like arts and crafts?

Students will create and decorate a picture frame with Havdalah blessings. You are welcome to help us create and decorate.

Passover Seder

In the spring, I hope to celebrate Passover with the students by having students and parents attend a “class model” Seder. I would appreciate parent assistance in organizing the seder- calling classmates and their families to suggest items to bring in for the Seder and setting up chairs and tables. The Seder will take place the week before spring break (prior to the Passover holiday.) I will keep you posted on the details of this special event.

These are just a few opportunities for parents to get involved in religious school activities. Please feel free to contact me if you are interested in helping. Parents are a welcome and valuable part of the learning process. Participation in class activities is VOLUNTARY. I understand that many families have previous commitments and are unable to participate. Although I do not want anyone feel they have to participate, I do want to welcome parent involvement in class activities. I look forward to meeting you and working with you to make this a rewarding school year.

This year, each student will receive the Shalom Uvrachah Interactive CD.  It contains games and other extra features not found online or in the textbooks and will make learning Hebrew a joy for your child/ren. We are including the CDs as part of the program to encourage more at home learning and review.

Publisher's Information About the Shalom Uvrachah Interactive CD

Introductory Letter and Basic Instructions for Using the SU CD PDF
Full Color EZ Guide for the SU CD (for viewing online) PDF
Full Color EZ Guide for the SU CD (hi-res for printing) PDF

Online Help for Hebrew

Behrman House, publishers of the textbook Shalom U'vrachah which we use as our 3rd grade Hebrew Primer has online resources that both students and parents can use to study, practice, review and learn at home.

Shalom Uvrachah Now Read and Read Again

The lessons are matched to the textbook chapters. Simply click on a letter to begin. The site features audio, so be sure your speakers are on. There is a speed control that will allow you to adjust the speed at which the letters/words are read.