B”H
Dear Parents,
In this week’s Parsha the Yellow Room learned how Moshe took the parts of the Mishkan that were fashioned by Betzalel and his team and created the Mishkan, a dwelling place for Hashem, and a place where the Jewish People could feel even closer to Hashem.
Have you ever built something from many smaller parts? I built…
Jacob: …a road with Naveed. We used blue magna tiles for a river and the rocking board for the bridge.
Ronan: When Morah Devorah was here, we were doing an art project. She gave us little beads and sticks. I made some hockey sticks.
Mae: …train tracks. At home. They’re wood.
Naveed: You know where the river was? It was under the ramp (the rocking board.) We flipped it over.
The Kindergarten Mitzvah Kids explored items in the
classroom with which to do a mitzva.
What are some simple objects in the classroom you can use for a mitzva?
Jacob: (box) Make a Mishkan with the box.
Leanna: (sheep) Be kind to baby sheeps.
Shyli: (sheep) We can treat it nicely. It’s a sheep.
Angie: (baby doll) A baby. I help her walk. And I feed her.
Ronan: (shopping cart) A cart. Usually teenagers can only do this Mitzvah. They go shopping for your mom. Usually they can drive. Maybe when I’m 13 or 14.
Mae: (baby doll) Baby. Be kind to it. Feed it when it’s hungry.
Naveed: (duck) I can take care of it and pretend to feed it.
If you were going to be traveling through the midbar (desert) often, which of your things would you be sure to take with you?
Mae: Pink blanket. My favorite blanket. It’s small.
Jacob: My blankie. Unless I go camping. And my teddy.
Leah: I would like to pack my dog that is very big. It’s just a stuffed animal. And some snacks and a blanket and a tent.
Angie: I want to take my unicorn that I got from Walgreens and I want to take my blankie and my pillow.
Shyli: Three of my pretty Barbie dolls and my unicorn and my pop up that comes with my tent and my soccer ball.
Naveed: All my Legendary.
Leanna: It’s something very important I would bring. My unicorn. And also I would bring my pillow, some water and food, and I’ll bring some books for entertainment. I’ll bring my laptop and my phone but I don’t have a phone yet so I’m just going to wait for that.
Leah: Also a fridge. A whole entire fridge.
Leanna: She should bring a cooler instead.
Homework
Please read daily with your child and sign the blue Kriyah homework
folder.
Shabbat Shalom!
Morah Perline
Math your Way-Edible Math
The Yellow Room is exploring math in many ways. Whether counting, adding, one to one correspondence, subitizing, playing with teen numbers, the Yellow Room is excited to play. This week in math the children played with counting cereal and one to one correspondence before eating the cereal. As Bev Boss, a guru in early childhood learning, states, “If it hasn’t been in the hand and body, it can’t be in the brain.” We all can remember times growing up when we actively participated in an activity and we, to this day, remember what we learned. The children in the Yellow Room thrive from active involvement in their work.
Shabbat Roundup: As mentioned last week in the newsletter the children reflected on their Shabbat learning and discussed and wrote about what a special Shabbat was to them. This is what they responded:
Leanna: I would go to my friend’s house for Shabbat. I go to fun places.
Shyli: I rest for Shabbat. I lie down for Shabbat.
Naveed: I rest. I lie down. I get Oreo Ice Cream after dinner.
Jacob: I sing Shabbat songs with my family.
Mae: May expressed that she would have Challah for Shabbat and a meal with her family.
Other lessons in the Yellow Room
We continue to practice our beginning word sounds and ending word sounds. This week we focused on rhyming. Rhyming helps children notice and work with sounds within words and helps children learn about word families. This week we played games with rhyming words and we identified words that rhymed. “The Little Old Lady Who Swallowed the……..” series are some of the children’s favorite books in class, and are based on rhyming. The repetition involved in these rhyming stories supports children’s memory development which also supports reading.
Alongside the academic lessons the children continue to explore and understand social emotional lessons. Children play and act out experiences to help them figure out how the world works and mimic what they see adults and others do. The children recently have been attempting to understand personal space. During play time they explored the concept and during circle time we discussed their understanding, and what we can do to respect our friends’ personal space.
Think about what you do when someone gets too close to you. Children get uncomfortable when peers get too close to them as well. Both the child getting too close and the child whose space has been infringed upon get uncomfortable. They both look for support to understand. Often one child wants to be close looking for the comfort of closeness and the other child wants the security of space. The children discussed what to do if someone gets too close to them and they don’t like it. After much discussion they determined that they should tell their friend to give them space or move back. They also determined if they want alone time, moving to the primary activity areas of the room is probably not the best idea.
Children that feel a need to be close to others are trying to fulfill a need when they get too close. The children discussed what to do when they want to be close to a peer. Again that magic power of words came up. They determined they can ask to be close, or ask for a hug. The main point that the children realized was that both the child needing closeness and the child needing space require the sense that they are being heard by their peers. As the children continue to explore this topic, they will be encouraged to continue verbally expressing their needs to their peers and, when they don’t feel heard, to ask for help from a morah.
Shabbat Shalom,
Morah Devora
