Torah – TORAHTorah – TORAHIt is a tree of life to those who hold fast to it. Its ways are delight, It is a tree of life to those who hold fast to it. Its ways are delight,

and all its paths are peace. – Proverbs 3:17-18and all its paths are peace. – Proverbs 3:17-18

Rosh Hashanah

Yom Kippur

Sukkot

Simchat Torah

HanukahTu

B’Shevat

Purim

Pesach(Passover)

Shavuot

Yom Ha-

Atzmaut

JEWISH LIFEJEWISH LIFE

Holidays: Marking Sacred Time and SpaceHolidays: Marking Sacred Time and Space

Language Every DayLanguage Every DayIncorporating spoken and written Hebrew along with English each

day helps develop the language centers of the brain. Expressing different language sounds help develop flexibility in the tongue

and lips during vocalization.Boker Tov! Boker Ore!

(Good Morning)

Mah Tovu

(A blessing we sing to begin each day)

Echad, Steim, Shalosh

(counting during free play, meetings, facilitated projects, transitions)

Yallah!

(Let’s Go!, actually an Arabic slang phrase used daily in Israel)

HaMotzi

(Mealtime blessing over bread)

Rosh HashanahRosh HashanahThe Jewish New YearThe Jewish New Year

Beginning the school semester with the “head of the (Jewish) year” is grounding for the children as they begin to discuss time and become familiar with a

new classroom environment.

Provocations such as this poster may provide creative inspiration, provoke curiosity, or serve as informational

resources.

September

The Jewish New Year provided an opportunity The Jewish New Year provided an opportunity for the children to build pre-literacy skills and for the children to build pre-literacy skills and

broaden their language horizons as they broaden their language horizons as they explored English and Hebrew letters and explored English and Hebrew letters and

spoken phrases.spoken phrases.

Creating “Shanah Tova!” (Happy New Year) Creating “Shanah Tova!” (Happy New Year) CardsCards

Marina Ashton

Aidan Moses

Jonah Cohen chose to decorate the Jonah Cohen chose to decorate the front of his card and write on the front of his card and write on the

back:back:

“To Grandma. Jonah”“To Grandma. Jonah”

Frequent opportunities for expression of self and creativity are

important for child development.

The Shofar calls “Wake Up!”The Shofar calls “Wake Up!”

Hands-on activities help the children directly connect to the holiday experience, creating lasting memories and meaning.

While on a fieldtrip, Mia picked up a large stick. “Look! It’s a shofar!”.

Drawing connections between prior knowledge and the current outside world demonstrates a child’s comprehension, application, analysis, and synthesis development.

Yom KippurYom Kippur

Yom Kippur offers a Yom Kippur offers a unique opportunity unique opportunity to “reset” one’s to “reset” one’s personal choices. A personal choices. A book called, “The book called, “The Hardest Word” Hardest Word” served as a served as a provocation for provocation for investigation into investigation into important questions.important questions.

September

Discussing Yom KippurDiscussing Yom Kippur

Do we ever make mistakes?Noah: “Everybody makes mistakes.”

What should we do when we make a mistake?Zach: “If you do something to your friends you have to say sorry and talk to them so it doesn’t hurt their feelings.”

Aidan: “You need to be nice to all the people. Not 1, or 2, not only to your family, not only to your teachers…”

Is it enough to just say, “I’m sorry?” Marina: "No. We have to do something to make them feel better. The Ziz gave vegetables to the children to say sorry." 

The children also wrote or drewThe children also wrote or drewYom Kippur journal entries.Yom Kippur journal entries.

Marina Ashton practiced writing:

“I’m sorry.” & “I forgive you.”

Mia Pisacane drew:

“This is me on a roller coaster at Temple.”

&

“Somebody saying sorry.”

SukkotSukkotThe agriculturally based The agriculturally based harvest Festival of Booths harvest Festival of Booths (temporary shelters) inspired a (temporary shelters) inspired a building project which building project which continued over several continued over several months.months.

As the first project of the year As the first project of the year it offered many challenges and it offered many challenges and learning opportunities:learning opportunities:

- Basic problem solvingBasic problem solving

- Hand-eye coordinationHand-eye coordination

- Sensory experiencesSensory experiences

- Fine motor skillsFine motor skills

- Complex physics explorationsComplex physics explorations

- Overcoming frustration and Overcoming frustration and building persistencebuilding persistence

- Expressing personal creativity Expressing personal creativity

Brooks: “It smells like lemon.”

The children expressed immediate interest in The children expressed immediate interest in building their own small Sukkah.building their own small Sukkah.

Through research and investigation the children discovered many different ways people can build a

sukkah.

We visited the wooden sukkah on the roof

and the cloth sukkah in the atrium.

The Process of Trial, Error, and The Process of Trial, Error, and ResolutionResolution

Timothy chose to connect blocks of

wood with

tape as a floor.

Brooks chose to

try decoratin

g his sukkah prior to building

the structure.

As building continued the children began to As building continued the children began to evaluate their work process.evaluate their work process.

A Few Thoughts on A Few Thoughts on

Structural EngineeringStructural Engineering

• Brooks: "How do I put holes to see stars?“

• Timothy: "Maybe we could saw it?“

• Marina: "Maybe we could stick a nail in it?“

• Noah: "It's like a puzzle and you have to find the one that goes in the hole." (about using a screwdriver.) October

There were frequent opportunities for shared There were frequent opportunities for shared social-emotional development. social-emotional development.

Noah: “Patrick, do you want some help? Regular glue doesn’t work, you have to use hot glue and nails.”

Patrick Williams

Brooks Wagonfeld

Simchat TorahSimchat Torah

Brooks: “Do you want to see me read my Torah with my yad?”

The children chose to

make their own small Torah, yad (pointer to read the

Torah), flag, or apple on a

stick (inspired by a

Sammy Spider book)

to carry in the

celebratory parade, as we marked

the “birthday” of

the Torah, when reading of the Torah

begins all over again at

the very beginning.

Creating Our Own TorahsCreating Our Own Torahs

This project offered ample opportunity to build fine motor

skills through cutting, writing, and gluing.

Challenges while creating promote problem solving skill

development.

Timothy: “How do I make it stick together?”

Patrick: “I want to glue the letters on.”

HanukkahHanukkah

Hanukkah Decorations by:

Grant Moses

Jonah Cohen

Brooks Wagonfeld

Playing dreidle games provide counting and sorting practice.

ShabbatShabbatShabbat each Friday establishes a routine,

delineates between the everyday and the sacred, and is an important social occasion facilitating

connections between children and the surrounding community.

Timothy and Patrick help knead the challah for that

day’s Shabbat.

We all gather around the challah and say the

HaMotzi.

JEWISH VALUESJEWISH VALUES““Jewish values reflect our preschool identity, create Jewish values reflect our preschool identity, create

meaning in our daily life and provide a framework for meaning in our daily life and provide a framework for the kind of relationships we strive to create.”the kind of relationships we strive to create.” – Claude and Louise Rosenberg ECE Curriculum– Claude and Louise Rosenberg ECE Curriculum

Looking at Daily Activities Through The Looking at Daily Activities Through The Lens:Lens:

Tikkun Ha-olam– REPAIR OF THE WORLDTikkun Ha-olam– REPAIR OF THE WORLD How wonderful it is that nobody need wait a single moment before starting to How wonderful it is that nobody need wait a single moment before starting to

improve the world. improve the world. – Anne Frank– Anne Frank

The children noticed garbage on our playground and carried it together to the recycling bin.

Taking care of living things in our spaces happens Taking care of living things in our spaces happens naturally.naturally.

Jonah and Tae noticed David watering plants on the roof and asked to help. This experience created a connection between

David and the GK teachers, inspiring a currently unfolding

learning experience!October

The daily classroom “shamash” (helper), cares

for everyone and everything.

The children regularly turn to recycled materials The children regularly turn to recycled materials to use in their projects.to use in their projects.

Everyday mindfulness at an Everyday mindfulness at an early age creates a lifetime of early age creates a lifetime of positive habits. positive habits.

Providing children with Providing children with possibilities instead of answers possibilities instead of answers helps build critical thinking helps build critical thinking and logical reasoning skills.and logical reasoning skills.

Planning and writing lists (and Planning and writing lists (and then following them!), then following them!), exercises the children’s exercises the children’s mental flexibility and builds mental flexibility and builds persistence and self-persistence and self-motivation.motivation.

Aidan: “Guys, I see the wood.”

Re-ut – FRIENDSHIPRe-ut – FRIENDSHIPEach of us bears the imprint of a friend met along the way, in each the trace Each of us bears the imprint of a friend met along the way, in each the trace

of each.of each.-Primo Levi-Primo Levi

A spontaneous moment in which Aidan chose to share a written self-reflection with his friends.

I am strong

I am creative

I am learning to share

I am practicing building

Aidan Moses:

November:November:

Each child Each child wrote a wrote a personal personal

reflection to reflection to display on display on the back of the back of

their their portfolio.portfolio.

HaHahhnasat Ornasat Orhhim – WELCOMING STRANGERSim – WELCOMING STRANGERS Let your house be open wide.Let your house be open wide.

– Pirkei Avot 1:5 – Pirkei Avot 1:5

The children practiced physical and mental flexibility as they worked to give Marina’s mom, Jackie,

attention and respect while gaining new perspectives on exercise and mindfulness through yoga.

November

Tzedek – JUSTICETzedek – JUSTICE Until we are all free, we are none of us free. Until we are all free, we are none of us free.

– Emma Lazarus– Emma Lazarus

Favorite games such as chess, memory, and Uno create opportunities for the children to practice fairness toward one another, follow established

rules, and begin to look outside of their own needs, becoming aware of those of their community.

K’lal Yisrael – JEWISH INCLUSIVENESSK’lal Yisrael – JEWISH INCLUSIVENESSI make this covenant with all who are here this day and also with all who are I make this covenant with all who are here this day and also with all who are

not here.not here.– Deuteronomy 29:13-14 – Deuteronomy 29:13-14

The children created ‘Thank You’ notes for Darrell, a member of our larger JCC staff community who went out

of his way to create a child-friendly solution for our paper-towel needs.

November

The children continued to design and write thank The children continued to design and write thank you messages and cards for approximately two you messages and cards for approximately two

weeks, reaching out to Darrell on a regular basis.weeks, reaching out to Darrell on a regular basis.

Timothy Haas

Noah Goldman

November

RuaRuahh – SPIRIT – SPIRIT Not by might, not by power, but by my spirit. – Zechariah 4:6Not by might, not by power, but by my spirit. – Zechariah 4:6

Learning when and how it is appropriate to express oneself physically is an important part of physical and mental development. The children practice finding their inner strength, and expressing their needs and desires verbally.

JCCSF’s JCCSF’s Sheva Sheva Middot:Middot:Seven Seven Core Core Jewish Jewish ValuesValues

Jewish Inclusiveness Jewish Inclusiveness SpiritSpiritTorahTorah

Welcoming Strangers Welcoming Strangers JusticeJustice

Repair of the world Repair of the world FriendshipFriendship

Increase Individual…Increase Individual…Sense of Self-Worth

↓

Self-Confidence↓

Independence↓

Self-Motivation↓

Realization of self as partof a larger community

Increase Communal…Increase Communal…Sense of Responsibility

↓

Ownership of Choices and Actions

↓

Leadership Skills↓

Individual and Communal Fulfillment

Provide a Vehicle for…Provide a Vehicle for…Creative Expression

+Academic Learning

+Continued Growth as

Individuals and as a

Community

Shel Silverstein, “Where the Sidewalk Ends”

BOOK MAKINGBOOK MAKINGInception:Inception:

Children noticed there Children noticed there were many different were many different types of books on our types of books on our classroom bookshelf. classroom bookshelf.

This sparked a This sparked a discussion that led to discussion that led to reading the chapter reading the chapter book “Stuart Little”, a book “Stuart Little”, a little bit each day, in little bit each day, in preparation for preparation for kindergarten reading.kindergarten reading.

One day, Marina shared One day, Marina shared a book called, a book called, “PandaMan” that she “PandaMan” that she had made at home. had made at home.

The children were so The children were so inspired that they inspired that they decided they would like decided they would like to create their own to create their own books as well!books as well!

Marina sharing “PandaMan”, while her friends listen and ask

questions.

ExplorationExploration

Looking for books in the school library promotes

critical analysis and recognition of personal

preferences.

After “Stuart Little”, we began reading “Trumpet of

the Swan”.

During each reading session, the children recall prior events

in the story, formulate hypotheses about future

adventures, and wrestle with the bigger picture and finding

meaning.November

ResearchResearch The children investigated alphabet books, picture books, comic books,

chapter books, and more!

Special thanks to you families for donating such amazing books

during the book drive!

These books have been an important resource during this exploration.

Mia is particularly intrigued by Shel Silverstein’s poetry

book.

ProcessProcess When first discussing how we might create our own books, the children pointed out that we would first need to know how to write.

This inspired them to practice their handwriting and letter recognition skills. They would choose a particular letter, words, or the entire alphabet on which to focus for a pre-established period of time.

Project learning promotes children’s self-motivation, allowing the acquisition of academic skills to happen easily and naturally.

Brooks chose to practice the letter

“B”.

Noah chose to practice Noah chose to practice writing the alphabet in writing the alphabet in

his journal. his journal.

Zach chose to practice writing “Zach”.

Marina Ashton

Writing Practice

November

Creating LinksCreating Links The children’s explorations of one subject often intersect The children’s explorations of one subject often intersect

with other on-going explorations.with other on-going explorations.

One day during facilitated learning time, Aidan chose to practice writing by copying

words from a special train song that the children sing daily. Aidan Moses

Connecting past learning to immediate experiences Connecting past learning to immediate experiences demonstrates a child’s cognitive capacities coming demonstrates a child’s cognitive capacities coming

to life. to life.

Brooks’ initial Book Making intention was to draw a book about Lego trains.First, he constructed a Lego train and station, then copied it onto paper with

colored pencils.

Brooks: “I want to make a chapter book with pictures of Lego trains.”

Marina decided to add another book to her “PandaMan” Marina decided to add another book to her “PandaMan” adventure series.adventure series.

Marina Ashton

December

“Pandaman is going across the Golden Gate

Bridge.”

“This is Pandman. He is traveling to San

Francisco.”

Picture BooksPicture Books

Reflection, Evaluation, Revision, Reflection, Evaluation, Revision, ProductProduct

Noah Goldman

“A Comic Book”

Noah initially approached creating a book through imitation. After reflecting on his work, he decided to create a new comic book about

vampires.

Pictures First or Words First?Pictures First or Words First?

One of our Book Making discussion topics has been, “How One of our Book Making discussion topics has been, “How do we begin to make a book?”. The children discovered do we begin to make a book?”. The children discovered

that the creative process varies for each person.that the creative process varies for each person.

Noah Goldman: “This is going to be a book about vampires. It’s for my sister. She loves

vampires.”

Noah ultimately chose to scrap his initial two book making attempts and begin again by writing his

story first.

Noah Goldman

January

Grant first began a book about ninjas. Upon reflection, he noticed that each picture

was similar to the last.

Grant Moses“There were the Bad Guys...”

Grant began his next book, “The Bad Guys”, at home,

adding additional pages and writing down the words to his

story at school.

December

Mia Pisacane

December

Timothy Haas

Jonah Cohen

““How To Make a Chanukiah”How To Make a Chanukiah”

Inspired by our pending trip to Brandeis, the children wanted to write instructions for their buddies on how

to make a chanukiah.

Alphabet BooksAlphabet Books

Patrick chose to make an Alphabet book modeled after Patrick chose to make an Alphabet book modeled after Graeme Base’s “Animalia”.Graeme Base’s “Animalia”.

Patrick Williams “Z Page”December

“The zebra is going to run around in circles.”

Community BuildingCommunity BuildingJuliette from GK2 came over to begin making her own Juliette from GK2 came over to begin making her own book. Mia carefully explained a few important aspects book. Mia carefully explained a few important aspects

of the book making process.of the book making process.Juliette’s Story:Juliette’s Story:

““One upon a time One upon a time there was a princess there was a princess with no name. She with no name. She lived at the end of San lived at the end of San Francisco by herself in Francisco by herself in a rainbow painted a rainbow painted house. She travels all house. She travels all around San Francisco, around San Francisco, sometimes, even to sometimes, even to Canada to see her Canada to see her family. She goes hiking family. She goes hiking to Tennessee Valley to Tennessee Valley Beach once a week, Beach once a week, every Monday. When every Monday. When she’s there, she likes she’s there, she likes running in the waves.”running in the waves.”

Future PlansFuture Plans

• Continue to evaluate and revise workContinue to evaluate and revise work

• Add illustrations/words if desiredAdd illustrations/words if desired

• Explore binding optionsExplore binding options

• Share books with our friends!Share books with our friends!

• Continue project with friends from Continue project with friends from other classesother classes

TRAINSTRAINS

Inception:Inception: The children first demonstrated interest in trains while exploring the different environments of GK 1 & 2 in the

Fall.

ExplorationExploration

Provided with provocations, the children investigated numerous types of trains from all

over the world. They became interested in discussing, drawing, painting, building,

reading, and writing about trains.

The children worked together with the train set, discussing how to make the train tracks connect, and what signs and buildings might be needed near the tracks.

The exploration provides many opportunities for leadership roles to emerge, as well as for challenges such as team-work, collaboration, and compromise.

Noah Goldman

“Train Tracks.”

October 2012

Projects such as this provide ample opportunity for children to practice skills such as comparing, measuring, classifying,

quantifying, qualifying, categorizing, discriminating and deducing.

Marina Ashton

“This is the caboose, and there’s lots of people, so

there’s another one.”

October 2012

Zachary Goodman

“A Train”

November 2012

ResearchResearchThe children investigated many aspects of trains, including different The children investigated many aspects of trains, including different types of trains, local and far away trains, trains that hold people and types of trains, local and far away trains, trains that hold people and

those that don’t, and more! those that don’t, and more!

Jonah Cohen

“The N Train”

November 2012

Mia Pisacane

“This is the train and all the lightening bolts for the train are

for the electric.”

November 2012

San Francisco TrainsSan Francisco Trains

Grant Moses

“These are the seats.”

November 2012

Noah Goldman

“One train is right there, another is right there, and that train crashed.”

November 2012

Spatial relationships and cause and effect factors arise frequently. The children have many opportunities to pose hypotheses and draw

conclusions while exploring trains.

Bullet Trains are of particular Bullet Trains are of particular interest to the children.interest to the children.

Patrick Williams

January 2013

Brooks Wagonfeld

“This is a freight train, and this is a Bullet Train. These trains don’t actually run on tracks.”

November 2012

A Conversation about Bullet A Conversation about Bullet Trains:Trains:

One day, while looking at a photograph of a bullet train...One day, while looking at a photograph of a bullet train...Patrick Williams: “Hey, this is a bullet train!”Patrick Williams: “Hey, this is a bullet train!”

BenNoah: “I’ve been on 200 Bullet Trains. This isn’t BenNoah: “I’ve been on 200 Bullet Trains. This isn’t a bullet train, I know.”a bullet train, I know.”

Patrick Williams: “It is! I’ve been on all the bullet Patrick Williams: “It is! I’ve been on all the bullet trains in the world!”trains in the world!”

BenNoah: “Whichever one has the bigger engine BenNoah: “Whichever one has the bigger engine goes faster.”goes faster.”

Brooks: “I saw this bullet train on TV, that’s how I Brooks: “I saw this bullet train on TV, that’s how I know it’s a bullet train.”know it’s a bullet train.”

Frequent individual and communal reflection on Frequent individual and communal reflection on project work inspires the children and promotes project work inspires the children and promotes

both academic and social-emotional growth. both academic and social-emotional growth.

A picture book called, “The Daylight Limited”, A picture book called, “The Daylight Limited”, inspired the children to design and build their own inspired the children to design and build their own

model trains.model trains.

• The process started with the drawing of blueprints.

• Next, they made lists of items they might need.

• With list in hand, we collected materials.

ProcessProcess

Patrick Williams

Model Train Blueprint

October 2012

Brooks Wagonfeld

Model Train Blueprint

October 2012

Timothy’s first model train (out of paper, tape and

caps)

December 2012

Zach used his blueprint as a

reference when beginning to explore

the materials he chose.

December 2012

Process & ProductProcess & Product

Patrick perused a train book to get ideas for

designing the outside of his train.

Timothy cut paper to cover and decorate the tea box he chose to use

for his second model train body.

Timothy Haas

(Second) Model Train

“The car has a sleeping bag in it.”

(tea box, caps, paper, wood) January 2013

Brooks Wagonfeld

Model train and Tracks

January 2013

Patrick Williams

A Bullet Train and a Tree

January 2013

Where Creativity and Reality Where Creativity and Reality Converge:Converge:

At the Train StationAt the Train StationZach: “Brooks, what is that?”

Brooks: “It’s my train station.”

Marina: “How do the people get in and out?”

Brooks: “Well, they go in there and out there.” (pointing)

Zach: “So are you going to put a door there?”

Brooks: “No, I don’t want to.”

Brooks Wagonfeld

“It’s a map. That’s where the train is on

the map.”

January 2013

Also inspired by the book, some children Also inspired by the book, some children demonstrated particular interest in dining cars. demonstrated particular interest in dining cars.

Zachary Goodman

Dining Car Blueprint

January 2013

Paint has been a popular exploration Paint has been a popular exploration medium.medium.

Marina Ashton

Food Freight Train

“A picture

of a picture

of a train.”

January 2013

Aidan MosesAidan Moses

The Inside of a Food Hauling Freight Train The Inside of a Food Hauling Freight Train

January 2013January 2013

Future PlansFuture Plans

Some children are creating stations and

people to go along with their trains.

We are currently discussing creating a “Train Day”! We plan to turn the classroom

into a train, dining car and all!

Grant Moses

Classroom Dining Car Blueprint

January 2013

Noah Goodman

Classroom Dining Car Blueprint

January 2013

Blueprints for Turning the Blueprints for Turning the Classroom into a TrainClassroom into a Train

Shared InterestsShared InterestsAt independent free play time in GK2, children created a train and tickets, and invited friends to “come aboard!”

Marina and Grant enjoy the dining car while Yan, Riley and Isaac are the conductors.

Tickets to ride the train all around the world.

Morningtown Ride:Morningtown Ride:The PhenomenonThe Phenomenon

This song/story was just one of many provocations offered to the children when first exploring trains. Each day the children requested to hear it or sing it, until it morphed into a ritual that closes our day

together.

What Have We Learned?What Have We Learned?• The blueprints encourage children to describe The blueprints encourage children to describe

their details, label them, create a list of their details, label them, create a list of materials, and follow through with their plan.materials, and follow through with their plan.

• Children stayed on particular “tracks” when Children stayed on particular “tracks” when gathering materials and when actually gathering materials and when actually building their trains.building their trains.

• Children remained with the same project for Children remained with the same project for a longer period of time each day and over a longer period of time each day and over numerous days, giving them the chance to numerous days, giving them the chance to test their focus, reflection, and evaluation test their focus, reflection, and evaluation skills as they become increasingly self-skills as they become increasingly self-motivated.motivated.

SOCIAL-EMOTIONAL AND SOCIAL-EMOTIONAL AND ACADEMIC GROWTH IN ACADEMIC GROWTH IN

GAN KATANGAN KATAN

Jonah: “Timothy, can you help me tie a knot?”

In every single aspect of the children’s daily activities, from free play, to facilitated projects,

to putting on our jackets and backpacks, critical development

and learning occurs.

Zach: “I can count to 100!”

A Conversation While Building :A Conversation While Building :

Relationships between the children, teachers, and

families are central to the learning process.

Aidan: “I started it, then Noah joined, then Grant, so I’m first.”

Timothy: “I was here first.”

Zach: “Guys, how ‘bout it goes in a circle?... Nobody’s in charge, it goes Noah, Timothy, me, Aidan, then Grant. How ‘bout nobody’s in charge?”

Grant: “This is my house.”

Brooks: “I agree with Grant and Aidan.”

Aidan: “Well, I’m in charge. Somebody has to be in charge, and it’s me.”

Zach: “No, nobody’s the president, nobody’s in charge. It’s not fair to anybody.”

Grant: “Every day we can keep switching the order.”

Timothy: “I’m getting a headache. You have to do everyone’s ideas or it’s not fair, and they won’t want to play with you.”

November

Noah: “Everyone can take turns.”

Zach: “How ‘bout if everyone’s in charge... And no one’s in charge..?”

Aidan: “But it won’t make sense! How will we know which direction to go?”

Special thanks to Hugh Molesworth for being an invaluable reference and resource!

Gan Katan 3 Parent

Teacher Exchange

February 2013

Carlie Seelig &

Nikki Lazarus