ספרים בנושא כִּשּׁוּרֵי חַיִּים

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Aba’s Glasses

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Shulamit’s facial expressions change throughout the book. Perhaps you can look at the illustrations together, and pay close attention to those changes. When does her smile disappear? And when does it reappear?

In the illustrations depicting the story that Shulamit tells herself, she seems very small compared to the tall buildings and her surroundings. You may want to ask your child for their opinion as to why Ora Ayal chose to draw Shulamit so small, inquire whether they ever feel small, or alternatively, when, if ever, they feel big.

Perhaps your child could “read” the story to you, even if they cannot yet read the text. You could also act the story out together. Try switching roles: you can play Shulamit, who goes from room to room, asking members of her household to read her a book; while your child can play the other characters, explaining that they are currently unavailable.

Many children find it difficult to keep themselves busy while waiting for their parents to spend time with them. You may want to use an alarm clock or hourglass to mark the end of your child’s “alone time”, and plan which book you will read together when it is over.

Perhaps you could invent your own story, taking turns. One of you begins with “Many years ago in a faraway land…”, and you go on taking turns, adding characters and plotline, until you reach the end of the story. You could even write up and illustrate the story, and make a small book out of it.

A Girl all be Herself is about experiencing both loneliness and togetherness. Having read the book, you may want to discuss feeling lonely with your child. You could tell them that we all feel that way sometimes, and think of coping methods together.

Do you know any other books written or illustrated by Ora Ayal? You may want to look for more of her books at home or in the public library, and read them alone or together.

Shulamit asks her household members to read her a story in the afternoon, “just like she always does”. Do you also have a certain time for reading books and storytelling? Is it the right time for everyone? Having read this book, you may want to schedule a “family story time”, starting a new family tradition.

A Girl all by Herself

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The illustrations demonstrate the clutter and noise in this house. You may enjoy looking through the book together, and finding what is misplaced and funny on each page. You could also compare the picture of the house from the beginning of the book to the one after the goat had been removed. What are the similarities and differences between the two illustrations?

Shimon’s house is not only crowded, but noisy too. You could demonstrate this to your child in the following way: turn on the TV or radio, and gradually add some of the sounds mentioned in the story. One of you could moo like a cow, another could make chicken noises, or a goat’s… until you will no longer be able to hear the TV or radio. Stop making all the animal noises at the same time, and discover just how quiet the room has become.

This story is the origin of the expression Lehotzi et Haez (“to remove the goat”), meaning to cause tremendous relief by removing something unnecessary. Is your house crowded? Does your child have any unnecessary “goats” in their schoolbag or pencil case? Try to find the reason for the clutter in your home – perhaps the drawers are full of old toys, clothes, or shoes that are no longer needed? You could tidy the house up together, and donate some of the things you no longer need. How did you feel once you removed the “goats” from your home?

Shimon and his wife go to their rabbi to seek his advice. Talking is helpful. Who do we turn to when we need advice? Who helps us solve problems? You could share some unexpected advice you may have received with your child that had proven helpful.

You may enjoy discussing a change of perspective with your child. Sometimes we cannot change reality, but are capable of changing the way we view it. Together, you could think of times when a change of attitude led you to see things differently. For it is those who are content with their lot that are truly rich.

Humor and folk tales

It’s Crowded at Home is a folk tale that takes place in a Jewish shtetl. The message of the story is conveyed humorously, with no direct preaching. The amusing tale of the goat, like many other humorous stories in Jewish tradition, remind us of that valuable life lessons are best learned with a smile!

Enjoy reading and discussing this book together!

It’s Crowded at Home

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You may want to look closely at the illustrations. Were you able to find all the people and objects that went missing on their way to the nameless street? Was there anything about the illustrations that you found particularly funny?
Does your street have a name? Do your children know it? Who or what is it named after? Sometimes streets are named after typically Israeli flowers, leaders, or historical events. You may want to research the source of your street, and adjacent streets’, names together.
You may want to look for street signs in the illustrations. What do the street signs in your neighborhood look like? On many street signs, the name of the street appears in three languages. Can you read all the names? You could make signs for various rooms in your house, and design them in the form of street signs.
Perhaps you would enjoy strolling around the neighborhood, and getting to know the names of the streets and their meanings. You may want to look for different things, such as: are there lampposts, benches, nice-looking trees? Is there a bus stop on your street? Where are the crosswalks? Maybe you could draw a map of the neighborhood and its streets together.
It is very difficult to explain how to get from one place to another without using street names. Try describing how you would get from your house to school without using street names, only landmarks. You could then draw a map of the route and walk/drive according to it. Did you get lost along the way?
We can all change things for the better – even in our own homes or neighborhood. You could hold a family discussion, or share your thoughts with your neighbors, about anything that might require improvement or repair. You could even take a vote, choose one issue to take care of, and go ahead and fix it.
And perhaps there are some problems you cannot solve, and you would like to contact your mayor about? You could find the e-mail address for public petitions, and send an e-mail containing your request or suggestion. Maybe the mayor will pay you a visit too!
You may want to think about how streets get their names. Think about the discussions, selection, and decisions reached. What is your opinion on the way the decision was made? Is that how all decisions are made? When is it a suitable way, and when is it not?

A Street with no Name

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Menachem Halberstadt’s wonderful illustrations speak to the adults reading the story as well as the children, and hint at well-known historical personae and experiences. Even the teddy bear is wearing a hat from the days of the Palmach! Look closely at the illustrations together with your child and share the country’s history with them. See if you can find pictures depicting Theodore Herzl, David Ben Gurion, and dancing the hora in the streets of Tel Aviv.

Adi points to some pictures of famous photographs depicting stories of immigrants. Ask your child to show you these pictures and try to guess from which countries the different immigrants came. You can take out an atlas or map of the world, and look for the places where your family lived throughout the generations and where you have relatives outside Israel today.

The children in the story act out an imaginary version of “building the country”, which initiated in the make-believe corner of the kindergarten. Your child can also dress up in costume and choose a task in building the country.

You too can “build a country”. Let your imagination run wild: How will you call your country? Who will live in it? Which buildings are needed? Will it have a flag? You are invited to send us a photograph of the country you created, and we’ll post the picture on the Sifriyat Pijama website pj.crunchcart.com .

It is not always easy to join in to an existing group and find your role in it. The story can provide an opportunity for you and your child to discuss the emotions of the characters in the book, and for you to share with them your own life experiences – in your personal life, and on the national level.

The building of the State of Israel is a process that has not come to an end, and more new immigrants are likely to join the country in the future. David, the new oleh in the story, brings a toy plane with him to the game. What would you propose new immigrants bring with them to continue building and improving the state?

A number of well-known songs greet new olim as they arrive in Israel. You can organize a sing-along one evening in your home and sing such favorites as “Heveinu shalom aleichem”, “Am Yisrael Chai”, and “Hineh ma tov u ma na’im”.

Land of Preschool Children

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Ora Ayal has illustrated many famous Israeli children’s books. Her style is simple and easy to identify, and her books have put smiles on the faces of thousands of children around the country. You can set off on a journey through the story’s charming illustrations, and follow Tali as she turns the “yellow-and-black something” into an imaginary lion.
Take a look at the front and back covers of the book. What is portrayed on the front, what is on the back, and how are they connected?
You can look for the illustration of Tali and the lion swinging from a branch. Notice the expressions on their faces. Now who is afraid?
Can you discover the faces hiding in the colored illustrations? Who are they?
What are Tali’s daddy and the other people in the waiting room doing while Tali and the lion set off on their adventure?
The imaginary lion transforms as Tali approaches him, takes control, and eventually befriends him. You can stand together in front of a mirror and imitate the lion’s facial expressions on each page.
Things we fear often seem large and forceful at first. As we overcome our fear they become lighter and we sense relief. After her visit to the dentist Tali was no longer afraid, and the lion returned to his bag and once again became a “yellow-and-black something”. You can look for a colorful shawl, piece of material or blanket that can be contained inside a handbag. Your children can remove the shawl or material from the bag, don it on their shoulders and pretend they are a lion.
What did you fear when you were young? Sharing your life experiences with your children and telling them how you overcame your fears can help them expand their “tool box” for overcoming their own fears.
“Something Yellow and Black” is the last book distributed this year through Sifriyat Pijama. The school year is coming to an end and soon your children will set off on new experiences – whether they move to a different kindergarten or start elementary school, or join the group of older children in the same setting. We hope that this story and the ensuing family discussion will help your children in their adjustment to the new circumstances. Wishing you a wonderful vacation from Sifriyat Pijama!

Something Yellow and Black

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The adults in the story are doubtful that the carrot will grow. You can discuss this with your children and share your own experiences. You may ask: Why do the adults had trouble believing that the carrot would grow? When you read the story, did your children think the carrot would grow? Did you ever have someone not believe you? How do you feel when others doubt things of which you are certain?

The boy in the story does not speak, and we can only imagine what he is thinking and feeling as the others express their skepticism. If the boy could talk, how do you think he would respond? Together with your child you can select dolls to represent the boy, his parents and his brother. As you re-read the story, use the dolls to create a dialogue between the boy and his

At the end of the story, the boy transports the carrot in a wheelbarrow. What do you think happens next? Where is he taking the carrot? How do the others respond when they see the giant carrot, and what does the boy do with it?

The carrot grows under the ground, and not on the shelves of the grocery store! You can visit the supermarket or neighborhood grocery and take note of the various fruits and vegetables. What grows from a seed, like the carrot? What grows under the soil, and what blossoms on a tree? Which foods can be prepared from each fruit and vegetable, and what do we like in particular?

Crockett Johnson’s illustrations depict the story that occurs above ground. You can suggest to your children that they draw a parallel story of the carrot, page after page, reflecting the process under the soil. In the end you will have two booklets illustrating the story “The Carrot Seed”: one of the boy and his family, and the other – the story of the

There are many delicious foods that can be prepared with carrots: carrot juice, carrot soup, carrot salad, carrot bread and more! Here is an easy recipe for sweet and delicious carrot salad: Ask your children to help peel and grate a few carrots into a bowl. Add a bit of lemon juice, sugar and a handful of raisins and mix together. You can serve your carrot salad to the whole family. Bon Appetite!
“The Carrot Seed” demonstrates the great amount of patience and perseverance needed to grow vegetables. These traits are necessary to achieve many goals in life. You can share a personal story with your child of something you achieved with great effort and after a long wait, and tell them about the sense of satisfaction this

The Carrot Seed

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Do your children have a favorite doll or stuffed animal? After reading together the story about Maya and her kangaroo, you can discuss the special feelings we have toward objects, toys or stuffed
You can take a picture of your children holding their stuffed animal, print out the photograph and decorate a frame for it. The framed photograph will serve as a memento in future years and will remind your children of the special relationship they had with the doll when they were
The illustrations that accompany the story hint at changes in the blue kangaroo’s feelings, as more and more stuffed animals join him in Maya’s bed. You can flip through the pictures with your child and ask them to describe how they think the kangaroo feels on each
Each night before going to sleep Maya recites “I love you, Blue Kangaroo”. Even when new dolls and toys are added, she ends her recitation with the same line. How do you get ready for bed? Do you have a special bedtime song, recitation or ceremony?

You might want to discuss with your children why they think Maya agreed to share so many toys with her baby brother, but woulddn’t give away the blue kangaroo. Do your children have toys or dolls that are easier to share, and others they refuse to part with?
Together with your children you can look for the pictures of Maya’s baby brother. You can tell the story through his eyes, and try to think how he feels as the story
Maya and the blue kangaroo have a special relationship, which is not weakened as new dolls are added. Do you and your children have special relationships with family or friends? You can talk about this with your children, and reinforce their confidence in your feelings toward them.
The gifts that Maya receives throughout the story are new and shiny, while the old kangaroo is old and worn. Sometimes we too prefer things that are new and shiny, and it can be hard to decide what to give up. The story can lead into a family discussion on loyalty, weighing considerations and making difficult
The blue kangaroo feels crowded in Maya’s bed, but many times it is warm and cozy to lie together in bed! You can cuddle up and read books together in bed, and following this story, add more and more dolls and stuffed animals. You can also sing together fun songs like “Shovavim Bamita” by Datia Ben-Dor:

Maya’s Blue Kangaroo

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Open your eyes and look around… Good people can be found everywhere, but we don’t always notice them. You can discuss with your children who the “good people” are in your lives and what makes them good. You might want to prepare a booklet and ask your children to draw the good people who surround you: family, friends, neighbors, teachers etc.

Invite your children to take a close look at Yossi Abulafiya’s illustrations of the song. How many “good people” can you find on each page? What are they doing?

Are you acquainted with other songs by Naomi Shemer? Do your children know them as well? This is an opportunity for you to teach your children a new song. Together you can prepare a song book of songs you love, and organize a sing-along with family and friends.

You can create your own special rose-colored binoculars, through which the world looks positive and rosy. Take two empty toilet paper rolls,you’re your child to decorate them and attach them to one another with glue. At one end of the rolls attach pink-colored cellophane wrap, and take a good look around you!

Does your child know the way to kindergarten? Together you can draw a map of the road from your home to the classroom, adding images of “good people” along the way.

You and your children can take a walk in the neighborhood and be “good people” for others! Before setting out, try to think of things good people would do (for example, watering a dried-up plant, feeding crumbs to hungry birds, greeting people with a smile and a warm “shalom!”…)

Who are the “good people” you met today? You may want to initiate a family bedtime tradition of reflecting and remembering all the good people and things you encountered during the day. Be sure to mention ways in which you were “good people” for others as well!

A Good Eye

2000 years ago Rabbi Yochanan Ben Zakkai asked his pupils to suggest what aids a person in walking the proper, righteous path through life. His pupils looked around and saw good and righteous people of different sorts:

[Rabbi Yochanan] said to them: Go and see which is the best trait for a person to acquire. Said Rabbi Eliezer: A good eye. Said Rabbi Joshua: A good friend. Said Rabbi Yossei: A good neighbor. Said Rabbi Shimon: To see what is born [out of ones actions]. Said Rabbi Elazar: A good heart.

Rabbi Eliezer said that the good path is in the eye of the beholder. One who has a good eye sees the good and righteous in others, and acts so himself. Rabbi Joshua and Rabbi Yossei stressed the importance of those who share our path – friends and neighbors. Rabbi Shimon recommended examining one’s actions in light of their future consequences, and Rabbi Elazar said that it all begins with what is in one’s heart.

Naomi Shemer suggests that we open our eyes and see those who share the righteous path, in order to learn from them so that we too can be “good people” on the positive, righteous and pleasant path of life.

Good People

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“Who is respected? Those who respect their fellow creatures” (Pirkei Avot 4:1).The wedding guests learn an important lesson from Marco about treating people with respect. In keeping with the saying “Don’t judge a book by its cover,” you could talk with your children about external and internal qualities. Together, you might discuss traits and characteristics of the different members of your family, emphasizing the importance of treating every person with respect regardless of how he or she looks or is dressed.
You might flip through the book together and compare the illustrations where Marco is simply dressed to those where he is wearing his elegant silk coat. Does “Marco remain Marco”?
While reading the story, you could linger over the page where Marco “feeds” his coat food from the wedding feast. Does this illustration make your children laugh? Do you find it funny? You could ask your children why they think Marco decided to put food in his coat pockets.
The story describes how the Jews of North Africa used to celebrate joyful life cycle occasions. You could talk with your children about weddings and other celebrations in your community today. How do you dress for them? What foods do you eat? Are there any special songs and dances associated with these events? Have your children ever taken part in a wedding or other life cycle celebration? See if you can find photographs from past happy occasions, and recall details from a wedding or other celebration in which you took part.
You could dramatize the tale using puppets or stuffed animals, or put on a skit based on the story. Make sure to find appropriate costumes: some ragged outfits, dark make-up, fancy wedding clothes, an elegant coat, and so on.

“When you eat the labor of your hands, you will be happy and it will be well with you” (Psalm 128:2). Marco works as a coal-seller—a job that barely paid enough to eat, and one that no longer exists. You could tell your children about coal, how people used to heat their homes with it, and how the job of coal-seller was regarded in society. Then you can ask your children what jobs or professions they know. If you like, you could tell them about the work that you do. What do you love about your work? What gives you satisfaction?

Eat, Coat, Eat!

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Colored words are woven into the text of the story. Show your child the colored words and try to guess why the designer chose these colors. Who do the pink words describe? Which colors depict the words for “cake” and “strawberries”? Ask your child to help “read” the story with you by joining in with the colored words that they can identify.

“How good and pleasant it is for brethren to dwell together” – Sometimes, sitting alongside strangers (on the bus, at the playground, on line at the supermarket) can turn into a pleasant example of “brethren dwelling together”. You can think back to situations when you met new people in such a setting, who helped you pass the time. For instance, perhaps someone helped you lower the stroller down a flight of stairs or offered your child a snack while waiting for the doctor. Perhaps there were children who shared the swings at the playground. All these help illustrate the positive side of “brethren dwelling together”.

The two grandmothers both love Avigail. You might suggest that your child draw a picture of Avigail, surrounded by all those who love her. They can then draw a picture of themselves and all those who love them!

Tsila and Gila’s car goes through tunnels and over bridges. Together with your child, you can create a make-believe track for the car within your home, “set out for your journey” and stop to pick up passengers along the side of the road who need help. Remember: In Tsila and Gila’s car, only the cake is not fastened in with a seat belt. Be sure all your passengers are strapped in when riding in the car!

Does your child like to travel? Ask your child about journeys he or she has taken, real or imagined: Where did they go, who joined them, what happened along the way? We invite you to send your stories and drawings to the Sifriyat Pijama website: www.pjisrael.org.

Did you ever set out for a journey, get lost, and find yourselves in a new and surprising place? This is a good opportunity to tell your children about your adventure. Be sure to describe about any disappointment or frustration your felt when you lost your way, and then the positive experience you had at the end.

“This too is for the best”: A sudden halt brings an end to the comfortable trip. All the drivers and passengers are disappointed with the traffic jam. If you go through the book, you can discover unpleasant situations that turned into happy occurrences.

Not everyone likes changes in plans. Do you have a special way to help yourselves and your child to accept changes? “Chutes and Ladders” is a board game in which surprises can cause set-backs (when going down a chute), but also be pleasing (when climbing up a ladder). You can create your own game “On the way to the birthday party”, along the lines of Chutes and Ladders. The chutes will appear whenever there is a delay in the journey, and the ladders will represent the happy surprises on the way.

One way to provide encouragement when things doing go as expected is to make a “This Too Is For The Best” sign. You can write the proverb and invite your child to decorate it. Be sure to hang the sign in a visible spot in the house, to remind you that even unexpected things can turn out for the best.

The cute puppy found a welcoming home, and Avigail received a perky gift for her birthday! You can make finger puppets of Avigail and the dog: Draw or copy the characters from the book onto a piece of paper, and attach them to your fingers by stapling together the edges of the reverse side of the paper. The puppy can share his adventures in the car with Avigail, and she can tell him how she passed the time while waiting for her grandmothers to arrive.

All’s well that ends well: The granddaughter and her two grandmothers celebrate her birthday with tea and cake (and the puppy enjoys himself too, in his own way). You too can make a small tea party and invite over friends who want to share in experiencing “how good and pleasant it is for brethren to dwell together”. Be sure to sing together in Hebrew “Hineh ma tov u-ma na’im shevet achim gam yachad”.

Tsila and Gila

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Gad feels that there is a “naughty boy” inside of him that is making trouble and irritating him. Discuss together: Is there really a “naughty boy” inside of him?

Who swears at the auntie and pushes Yocheved: Gad, the “naughty boy”, or both of them together? Where is the “naughty boy” when Gad is not angry? What do you think?

The illustrator Danny Kerman chose to represent the “naughty boy” by drawing a small shadow of Look at them both (Gad and the “naughty boy”). What is the “naughty boy” doing when someone is angry with Gad? Choose one of the illustrations and make up a “shadow conversation” between two characters, using your hands: Shine a bright light on the wall, using a lamp or flashlight. One of you will make shadows with your hands as if you were the “naughty boy”, and the other will respond as if they were Gad.

The adults are upset with Gad: Father says he is acting like a baby, Yocheved’s mother calls him a “savage”, and Grandmother is so angry her nose turns green. What do you think about the behavior of the adults who talk to Gad?

Discuss with your child an incident when you could not overcome your anger. What can one do in order to prevent this? If we are angry, how can we deal with the consequences of this feeling?

Gad says: “I have tried everything… in order to make the ‘naughty boy’ go ” There are seven illustrations in the book that describe Gad’s attempts to deal with the “naughty boy”. Look at these illustrations and try to identify how he is dealing with the “naughty boy”.

Gad asks: “What shall I do with him, with the ‘naughty boy’?” Like Gad, we all have urges and habits that we are not proud Choose a habit that you would like to overcome and in this way become a hero or heroine! Make a “Badge of Bravery” to award the heroes (e.g.: a medal, crown, sticker, etc.) and award it to the children when they overcome their urges and behave maturely.

The “naughty boy” is often troublesome, but he also has some good characteristics: courage, independence and a strong will. Surprisingly, he even knows how to dance! Inside the book cover there are a series of illustrations of the “naughty boy”. When one looks at them in sequence, it seems as though the “naughty boy” turns his anger into dancing. You’re welcome to dance with him. Choose a few moves for the children to do and create a little dance. You can sing or drum to accompany the dancing.

The Naughty Boy

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Talk with your children about the two protagonists in the story, Balthazar and Joseph, and compare them. Balthazar has much treasure at home but doesn’t share his wealth with others, whereas the impoverished Joseph is content with his lot in life and opens his home to guests on Shabbat.

You may want to discuss the difference between being “thrifty” and being “stingy” (both terms used in the story), and talk about the kind of generosity that doesn’t depend on having money.You might also discuss the concept of envy, and ask your children why they think Balthazar was so determined that his treasure not fall into Joseph’s hands.

Using simple props (you could make a precious “diamond” out of a crumpled ball of aluminum foil, and use a towel or scarf for a turban), you could dress up as the characters in the story and put on a family play. You could also use dolls, puppets, and stuffed animals to put on a show about this story.

Joseph’s daughter goes with him on his trip to the market. Where do you do your shopping – at a farmers’ market, or at the supermarket? A visit to a bustling farmers’ market can be an enjoyable adventure for young children. You could work together to write and illustrate ashopping list for Shabbat, and then look for them in the farmers’ stalls at the market, or at the store.

After reading the story, you can talk with your children about the way your own family celebrates Shabbat. What does your family do that is special? Who are your guests? You might work with your children to make an album of photos and drawings: “Our Shabbat,” featuring the people and things that make the Sabbath day special in your family.

Do you, like Joseph and his family, enjoy hosting or being a guest on Shabbat? Many children enjoy taking part in the preparations for entertaining guests into their home. They can make a “Welcome” sign and hang it on the front door, help set the table, help with kitchen chores, or decorate the table with special drawings for each place setting.

Many sources tell us about the unique character of Shabbat and the preparations for the day. Together, think of all the songs and stories you know about Shabbat (for example, “Who Loves Shabbat” by Ehud Manor; “Chanaleh and the Sabbath Dress” by Yitzchak Demiel; “The Missing Spice” arranged by Devorah Omer; etc.).

Do you know a different version of the “Joseph Who Treasures Shabbat” story? If you do, you can share it with your children and compare the differing versions.

The illustrations on the final pages of the book tell us, without words, what happens at the end of the story. Look at the illustrations together, and then use your ownwords to describe what happens after Joseph buys the big fish in honor of Shabbat. Notice the many figures that the illustrator added to the pictures throughout the story, and maybe invent a dialogue between these gossiping bystanders and Joseph.

Have fun reading and talking about this book!

In the Market of Zhakrobat

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Have your children “read” the pictures and tell you the story, using the illustrations as their guide. You could pay particular attention to Moses’ facial expressions, and ask your children why they think he didn’t give up on one little kid, despite the fact that he had an entire large flock with plenty of goats?

Even young children can be “big” and responsible! Help your children recall occasions when they were helpful to other children or small animals. Point out that even small, seemingly unimportant acts of kindness can be very meaningful for those in need; they also serve as a personal example for the entire “flock.” Afterwards, you could draw a picture together depicting one of the times when your children helped others.

The story of Moses and the kid takes place in a desert. Are your children familiar with desert life – the different kinds of flora and fauna, the wells and oases, etc.? Have you ever visited a desert? Or perhaps you live in a desert area? You might go on a field trip, and compare the climate and scenery on your trip to that in the story.

Look for the illustration that shows Moses carrying the little kid on his shoulders. Ask your children if they ever felt so tired that they asked to be picked up. Children often ask to be carried, even after they are big enough to walk on their own. You could discuss the times you carried them and the times they were able to walk independently. You could play piggy-back around the house, pretending to be Moses with the little kid.

Many of our leaders started out as shepherds. Discuss the work that a shepherd does, and the qualities that go into making a shepherd. You could think together about how working as a shepherd helped Moses, when the time came, to lead the Israelites in the wilderness. Try to recall other shepherd-leaders in Jewish tradition (for example, King David and Rabbi Akiva).

Moses struggles to catch up with the fleet-footed little kid. You could play “catch” together. First, you might play the role of Moses and call to the kid, “Little kid, stop. Little kid, come back!” while your children play the kid that “runs faster and faster.” Then switch roles. Who ran faster – you, or your children?

What other stories and tales about Moses do your children know? After reading this book, you could tell the story of the Exodus from Egypt and the Israelites’ wanderings in the wilderness, and talk about the figure of Moses.

Moses and the Baby Goat

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Get some paper and cut outseven mouse shapes. Ask your children to color them in, using the same color scheme used for the mice in the story. After they’re done coloring, you can glue the mice to popsicle sticks and ask your children to use these figures to tell the story. Decide together how you are going to fashion the figure of the “creature.”

We all reach mistaken conclusions at times, based on incomplete information. In order to illustrate this point, look through books, newspapers, or magazines to find a picture of something your children aren’t familiar with. You might even draw such a picture yourself. Then, using opaque paper, cover up most of the image. Are your children able to guess what the picture is just from the part that’s showing? Gradually slide the paper cover off, so that more and more of the picture is revealed. At what point do your children “solve” the puzzle and grasp what the picture depicts?

The mice in the story guess, based on touch alone, what the new “Something” in the pond is. Together with your children, you can make a Touch Box. Take a large container and put several different objects inside. Ask your children to put one hand into the container and try to identify the objects based on touch alone. Afterwards, let them take a turn putting mystery objects into the container. Can you identify what they put in?

Play a version of the “Blind Cow” game. Cover one child’s eyes with a bandana, twirl them gently about, and then move to another part of the room. Can they find you again using only voice cues?

Ask your children why they think the white mouse was able to identify the creature, while the others couldn’t. Did your children notice that the white mouse didn’t come up with any new guesses of her own, instead discovering the truth through the information and guesses supplied by the other mice?

After reading the story, you could work on a jigsaw puzzle. Choose a challenging puzzle with an age-appropriate number of pieces, and work on it together, with each one taking turns adding a piece. Is there a “method” that you use to solve jigsaw puzzles? How do we figure out which pieces go together, and at what point does the whole picture start to reveal itself?

The white mouse describes the creature using comparisons: “Stable as a column, flexible as a snake.” You can play a comparisons game with your children, trying to describe familiar items in your home using these phrases: “sounds like…” “looks like…” and “smells like…”.

The mice in the story cannot see; they are blind. Do you know anyone with a physical handicap? Discuss with your children the various assistive technologies and aids for people with limited vision, hearing, or mobility. Look for examples in your area, such as dedicated parking spaces for the disabled, close captioning and/or sign language on TV programs for the hard of hearing, and Braille signage in elevators for the blind. (Israel’s paper currency has been designed in such a way that those with limited vision can differentiate the various denominations by touch.)

Seven Blind Mice

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Stage a family play based on the story. Find simple props at home (sheets and scarves can be used to improvise costumes for Noah and his family; dolls, puppets, and stuffed animals can stand in for the various kinds of animals) and try to imagine the sights, sounds, and smells in the background. Think of ways you could represent the stormy sea, and what might serve as your ark?

The illustrations that accompany this story add a lot of details that aren’t in the text. Examine the pictures and see if you can identify the different creatures. Can your children name them all? You could divide them up into “family groups” (birds, insects, etc.).What animals do your children know that do not appear in the story? Do your children know how to assign these animals, too, to their “family groups”?

Noah is concerned about all the creatures on the ark and devotes himself to their care. Talk with your children about the proper way to treat animals, and discuss what “proper care” entails. Take this book with you when you visit a zoo or nature center, and see if you and your children can locate there some of the animals that appear in the book. Some zoos and nature centers let you watch while they feed the animals; others even permit you and your children to participate in the feeding. Do your children know what each type of animal eats, which animals they are allowed to feed, and what food they should be fed? After this visit, you could talk about the differences between domestic pets and wild animals, how we handle animals in captivity, and other related topics.

“To each his own.” Noah feeds each animal the kind of food that’s appropriate for its species, and he tries very hard to figure out which food will suit the chameleons. Do all the members of your family like to eat the same things? Or do you, like Noah, prepare special foods for different family members, based on individual preferences, allergies, or ages? You could discuss food preferences with your children and see which foods everyone in the family likes, and which are enjoyed only by individual family members.

Make a model ark out of a shoe box. Ask your children to decorate the model ark as imagination dictates; then put in dolls and either Lego or game pieces to represent Noah, his family, and the various animals.

This story is based on a Midrash, which in turn was based on the Biblical account of Noah. You could talk about Noah’s character with your children, and retell the story of Noah and the flood. If you know any other Midrashic tales about Noah and the ark, you could share those with your children as well.

Have fun reading and talking about this story!

The Story of Noah and the Chameleon appears in Gemara, Tractate Sanhedrin 108:42

“It is written, ‘After their kinds they went forth from the ark.’ Now, how were you situated?” — He replied. ‘We had much trouble in the ark. The animals which are usually fed by day we fed by day; and those normally fed by night, we fed by night. But my father [Noah] did not know what food the chameleon ate. One day he was sitting and cutting up a pomegranate, when a worm fell out of it, which it [the chameleon] consumed. From then onward, he mashed up bran for it, and when it became wormy, the chameleon devoured it.’

How the Chameleon Saved Noah

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You might ask your children to flip through the pages and “read” the pictures to you in their own words. See if together you can discover all the things the illustrator added to the written text. Did you or your children find anything funny? Were there objects that your children did not recognize? You can ask them to point out the pictures that show the ant and the cricket helping one another. Then you can draw your own picture of the ant and the cricket, as you imagine them. Does your ant wear eyeglasses too?
Go to the ant… consider her ways and be wise (Proverbs 6,6): Discuss with your children the characteristics of the ant and the cricket in the story. The ant is industrious and plans ahead, while the cricket sings and dances. After reading the story, you can talk about the different traits and tendencies of everyone in your family and note the distinct contribution of each member.
Who are your neighbors? Do you help one another? After reading the story, you might think of a small act of kindness that you and your children can do for one of your neighbors. How does it make you feel? Have you, like the ant, ever felt that there are times when “it’s even better to give than to receive”?
Are you acquainted with Aesop’s fable about the ant and the grasshopper? In that version, the ant refuses the grasshopper’s request for food. You can share the fable with your children and compare it with this story. Do you like one version more than the other? Why?
“What goes around, comes around”: Sometimes children feel that family life is not fair, when they are asked to help out and their siblings are not. You can discuss how the ant responded to the cricket’s repeated requests for ingredients, and ask them how they think she felt after working hard and saving up all week. It is important to point out that in the end, the ant benefited by helping the cricket. This is often the case in families – there are many opportunities to help others and to be helped, each one according to his or her ability and to the circumstances.
You too can bake a cake for Shabbat! It is fun to work together in the kitchen, and even more fun to share what you made with neighbors and family! You might want to invite some neighbors or friends over to eat your cake and sing songs with you, just like the ant and the cricket in the story.

Can you Spare a Spot of Sugar

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Bear’s friends try to cheer him up and make him happy. Each one of them does their best. But how do they do it? Pick one animal and focus on its actions throughout the book. What kind of help does this animal give Bear?
Have you ever visited a sick friend or relative? Did anyone ever visit you when you were not feeling well? How can we cheer up our kindergarten friends when they are sick?
The badger gives Bear a herbal tea to drink, made from the medicinal herbs picked by Bear’s friends. You can also make a delicious, warm, herbal tea for your family: Put some herbs like mint (nana), rosemary, lemon verbena, or sage in a teapot. Add four cups of hot water and some honey. Pour a cup of tea for every family member and decorate it with a lemon slice.
Play “make believe sick”: practice the mitzvah of visiting the sick with your family. Let your child take care of you and help you relax. Tell them what helps you when you’re not feeling well. This is a golden opportunity to remind your children that they have the power to heal others!
At the end of the story, Bear gets better, and finds out that the friends who helped him recover are all sick! How does Bear “know” to take care of his friends, and how does he manage to take care of so many friends at once? Using stuffed animals or dolls, make a small play showing how Bear takes care of his friends.

“You must exercise great caution concerning your lives” Venishmartem meod lenafshotechem

Sickness is a part of life. We get better thanks to the treatment we receive, as well as thanks to our body, which manages to overcome the illness. In the book of Deuteronomy (Devarim), chapter 4 verse 15, it is written: “You must exercise great caution concerning your lives” (venishmartem meod lenafshotechem). This means that we have the responsibility to take care of our body and maintain a healthy lifestyle.

How do you take care of your body? Discuss: How do you keep the body clean? What kind of food is healthy? How can we use our body to make it stronger? How do we rest to regain energy?
Bear’s illness is contagious. Try to think how we can be careful to avoid getting infected (for example: washing our hands, not coming to kindergarten when we are sick). What more can we do?

Bear Feels Sick

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Activities to do at home

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At the start of the story, Grandpa is sad and lonely, but the guests who come to visit him cheer him up. Are your children always happy when their friends visit? Discuss what gives them pleasure and what might be hard for them whenthey entertain guests.
“A Person’s giving eases his way” – Grandpa’s circle of happiness grows wider and wider as each guest arrives. Even the illustrations in this book bring this point home. Together with your child, you can leaf through the pages of the book and notice how the small circle grows—and how, at the end of the story, it shrinks back down to its original size.
Turn the story into a play, using toys and dolls. Together with your children, decide which doll will play Grandpa and which dolls will play the guests who come to visit. Tell the story in your own words. You can also continue the story yourselves, imagining what happens after the guests say good-bye to Grandpa and return home.
Grandpa enjoys a visit from his grandchildren: “For no particular reason, on a weekday, my granddaughter comes over to eat.” Talk with your children about who visits your family, and what you like to do together with them. Do you have set times for such visits, or special customs for entertainingguests? Maybe there’s a special dish you serve to your guests, fancy plates and glasses you use, or a designated room you use to entertain your visitors?
Many children love to help preparefor entertaining guests. You can work together on hand-made invitations, fold napkins for the table, or draw a welcome sign for the front door.
Hospitality in Abraham’s tent: After reading the book, you could tell your children the biblical story of Abraham and then suggest they make their own “tent” by spreading a blanket over some chairs. They can sit in the tent and receive their friends as their guests—playing together and serving them a snack they’ve prepared themselves.
Just like Grandpa in the story, you too can make soup and serve it to your guests. Maybe your children will also want to invite some of their friends who haven’t visited your home before?

Grandpa Made Soup

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Classroom discussion and activity ideas:

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“Strange, what is happening here?” the beggar asks. You might want to stop the reading mid-way and allow the children to express their thoughts and opinions: What is happening in the town? Why does no one invite the beggar into their home? The children can take turns pretending to knock on the doors of the townspeople and ask them, “How are you? Why aren’t you opening the door to the beggar?” The children can invent different responses that the townspeople may give.
Young children should not open the door to a beggar, or to any stranger. In today’s world, we need to warn children against opening the door to strangers. What is the best way to help others? Discuss the ways in which we can help others without inviting them into our homes. Think together how and whom children can help.
After eating the soup, the townspeople sing, laugh, and dance. They even invite the beggar to sleep in their homes. Re-read the description of the townspeople together. What did the townspeople gain from their contribution to the soup that made them so happy? Try to think of a case when something new and better is created as a result of every person giving up something.
Draw or paint a community center (real or imaginary) on cardboard. Cut the picture to create a jigsaw puzzle, which can then be put together. Show the children how each piece of the puzzle helps complete the picture.
Prepare Bone Button Borscht with friends (but without the buttons!): You might want to divide the kindergarten children into groups of three or four, each of which would prepare soup at the home of a different child. Ask each group to write and illustrate their soup’s recipe, and compile a classroom soup cookbook.
Prepare soup in the classroom: Ask each child to bring in a vegetable or a spice, to ensure that everyone takes part in contributing to the group effort of preparing the soup. The recipe of the soup prepared in kindergarten can be the first one to appear in the kindergarten’s cookbook described in the previous activity suggestion!
In order to bring the abstract concept of a “community” closer to the children, start with the joys of being a part of our kindergarten community:Who is a part of it? What do we like to do together? What do we do together that we can’t do alone? What special or added value do we achieve by being a community as opposed to each person being alone in his or her home? What other thoughts do you have on the topic?
One idea for solidifying the feeling of community is to sing with the children the song “HinehMah Tov U’MahNa’im, ShevetAchim Gam Yachad” (How goodly and pleasant it is for brothers/friends to sit together).
Community institutions: Suggest to the parents that they take a walk with their children in the neighborhood in order to take specific note of the community institutions in it (community center, library, school, synagogue, etc.), and afterwards to draw these buildings. Ask the children to bring their drawings to the kindergarten. By hanging the children’s pictures on the wall, you can create a model of the actual community and its institutions, or even an imaginary community. Or, you may want to build a model of such a community by using blocks, Lego or some other construction material.
What can five buttons achieve? Divide the children into two groups. One group draws a collective picture of the darkened town (houses, inhabitants) as it was when the beggar arrived in the beginning of the story, while the other group draws pictures of the town after the people ate the soup together. You can hang the two pictures on a bulletin board on the wall in order to emphasize the change.
“Receive everyone with a kindly countenance” [Haveimikabel et kul ha-adamb’severpanimyafot(Avot, 1)]: At an in-service-training workshop, “Tali” kindergarten teachers discussed the difference between “Bone Button Borscht”, and Jewish tales that deal with the importance of receiving people with a kindly countenance and the mitzvot of welcoming guests (hachnasatorchim). The behavior of the townspeople in Bone Button Borscht demonstrates the exact opposite of welcoming guests and of “receiving everyone with a kindly countenance”.

Receiving guests is one of the most important and beloved mitzvot of the Jewish tradition. In the Book of Genesis (ch. 18), it is told how Abraham welcomes three strangers, feeds them, and invites them to stay as guests in his tent. Abraham’s behavior teaches us how we should behave in our homes.

During the holiday of Sukkot it is customary to invite guests (“Ushpezin”), and for people to visit one another in their sukkot. And each year on Passover we invite guests to a meal and read: “Koldichfin yeti v’yachol, kolditzrich yeti v’yifsach” (Every hungry person may come and eat, every one who is in need may come and observe). We invite others to come and eat with us, in order that no one remains outside, hungry and alone on the Seder night.
You can share with the children the tale relating that in the tents of Abraham, our forefather, the first Jew, there were four openings. Each opening opened out to a different direction in order that every guest, no matter where he came from, would feel comfortable to enter.
How do we host a friend? What is the duty of the host or hostess, and what is the duty of the guest? Accepting guests is part of the everyday life of children, but sometimes it’s difficult for them to host because they don’t know what to do with the guest, or because it is difficult for them to share their possessions. You can take such an opportunity for discussing the ways in which to make the guest feel comfortable.
The mitzvah of welcoming guests is most meaningful when inviting one who is needy. You can carry out a “campaign” in the kindergarten in which every child invites a new friend, someone who has not yet visited him or her at their home. This is an excellent opportunity for creating new connections between children, and to help children who have difficulties with social skills.
“Bone Button Borscht” is distributed in the month of Adar. Purim is approaching, and with it, mitzvot that are directly connected to community action and to helping the needy – mishloachmanot and gifts for the needy. As a class you can prepare mishloachmanot for all members who serve the community (security guards, the kindergarten staff that works in the after-school/afternoon program, etc.). You might also organize gifts for the needy. Your classroom community can collect and organize food, games or any other useful items that come to your mind that could gladden the hearts of those who in need.

Bone Button Borscht

כִּשּׁוּרֵי חַיִּים

סְּפָרִים

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