Prayertech for educators and teachers by Torah Aura Productions

Copyright © 2017 Torah Aura Productions. All rights reserved. Torah Aura has published this booklet for educators and teachers who are either using or considering using PrayerTech. Torah Aura grants the right to photocopy this guide to for educator or teacher use. In any other situation no part of this publication may be reproduced or transmitted in any form or by any means graphic, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system, without permission in writing from the publisher. Torah Aura Productions (800) BE-Torah • (800) 238-6724 • (323) 585-7312 • fax (323) 585-0327 E-MAIL <misrad@torahaura.com> • Visit the Torah Aura website at www.torahaura.com

MANUFACTURED IN THE UNITED STATES OF AMERICA

CONTENTS A QUICK INTRODUCTION FOR EDUCATORS . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 The Goal of PrayerTech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 How can PrayerTech be used? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 How Does PrayerTech Work? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Class curricula . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Take PrayerTech for a Spin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Setting Up PrayerTech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 How to Use PrayerTech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Class Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Assign Class Curriculum to Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Assign Students to New Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Maintain Licenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Students, Teachers, Parents and more . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Questions? Torah Aura is Here to Help You . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 AN INTRODUCTION FOR TEACHERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Using PrayerTech With Your Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 How to Use PrayerTech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 PrayerTech: Classwork and/or Homework . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 PrayerTech Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Using PrayerTechâ&#x20AC;&#x201D;The Website and the student App . . . . . . . . . . . . . . . . . . . . . .21 PrayerTech Timing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 You Have Choices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Classwork . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Practice Reciting in Class and Review Alone . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Using the PrayerTech website . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Questions? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 TEACHER NOTES FOR PRAYERTECH EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . 27

A QUICK INTRODUCTION FOR EDUCATORS PrayerTech is a multi-platform electronic prayer learning system that works to help students master the mechanics of prayer anywhere, anytime. PrayerTech is a resource that you can use to enhance and enrich your students’ Hebrew/prayer experiences.

The Goal of PrayerTech The goal was to create a flexible program that will allow your students to spend less time on the mechanical aspects of prayer and more time on kavannah. PrayerTech was created to give students an opportunity to practice reading or reciting prayers aloud, work on language elements, or do review on their own, allowing you to turn your classroom study into more enjoyable and meaningful experiences.

How can PrayerTech be used? PrayerTech is a tool and it can be used in many ways. It is… • a stand-alone self-study resource for mastering prayers online. All you need to do is assign someone to monitor student progress. • an expansion of how a teacher teaches. • a reinforcement (at home or at school—or both) to any prayer study system, curriculum, or methodology. • a perfect companion in class or as homework for prayer study curricula. Your imagination will find other uses for PrayerTech.

After researching different programs, we found that PrayerTech had the most comprehensive list of prayers available… Students complete their homework online by practicing prayer reading and playing the learning games to gain understanding of vocabulary and grammar. The response by our families has been overwhelmingly positive. Ellen Fox, Director Temple Solel, Cardiff, CA

How Does PrayerTech Work? There are two elements that make up PrayerTech—the Student App and Administrators’ website.

The Student App • Students access the PrayerTech Student App to do the activities educators and teachers have chosen. • Students download the PrayerTech app through the Apple App Store, Google Play Store or from www.student. prayertech.net. • Prayertech works on Mac or Windows computers, Android or iOS tablets or phones (with larger display).

The Student App

• Once the app is downloaded and installed, students access the PrayerTech app by logging in with a user name and password.

The Administrator’s Website The Administrator’s Website (www.prayertech.net) is the control center of PrayerTech. On it administrators (educators): • Add and manage students and teachers using PrayerTech. • Create and monitor class curricula that determine which prayers each class, small group or individual students may access.

www.prayerTech.net

• Purchase student licenses that allow students to use the app. • Monitor student use. 6

Not only can educators log into the Administrator’s site, there are portals for teachers, and parents to monitor their classes or children’s progress. Use of the PrayerTech website is free.

Class curricula The heart of PrayerTech are the class curricula. Think about how your students study prayers. Are they in large classes, individual selfpacing, online tutoring, small group with a teacher, or new student catch up? Organize a class curriculum around your students’ needs, and add the prayers you want them to study. Make sure to choose the version of the prayer that meets your liturgical needs. Available Prayers (12-16-2016) Birkhot Ha-shahar Modeh Ani Mah Tovu Tallit Brakhah Asher Yatzar Elohai N’shamah La-Asok b’Divrei Torah Eilu Devarim Nissim b’Khol Yom

Yotzer Or Maariv Aravim Ahavah Rabbah Ahavat Olam Shema V’Ahavta Mi Khamokha Hashkiveinu V’Shamru

Pezukei D’Zimra

Amidah

Barukh She’Amar Psalm 150 Nishmat Kol Hai/Shokhein Ad Yistabah L’Kha Dodi

Adonai S’fatai Tiftah Avot v’Imahot/Avot G’vurot K’dushah Silent K’dushah Kdushat ha-Yom Shel Shabbat Modim Anahnu Lakh Sim Shalom Shalom Rav

Shema U’virkhotekha Barekhu

Oseh Shalom Hallel

Torah Service Beginning the Torah Service Ark is Opened Taking the Torah Out Torah Blessings Haftarah Blessings V’Zot ha-Torah Ashrei Returning the Torah to the Ark

Concluding Prayers Aleinu Kaddish Yatom Ein K’Eloheinu Adon Olam

Shabbat & Home Shabbat Brakhot Shalom Aleikhem Birkat ha-Mazon Havdalah What is a Brakhah? Food Brakhot First Time Brakhot Mitzvah Brakhot The Brakhah Formula

Additional Hatzi Kaddish Kaddish Shalom Musaf K’dushah Shabbat Kiddush

Holidays Hanukkah Brakhot Four Questions

Take PrayerTech for a Spin We invite you try out PrayerTech yourself. Download the student app onto your Windows or Mac computer, Android or iOS tablets or phone with larger display). To download the student app:

For Windows computers Go to www.student.prayertech.net and click on the Windows version. Follow the directions to download and install the app.

For Mac computers Go to the Apple App Store and search for PrayerTech. Download the app onto your computer.

iPad tablets and iPhones Go to the Apple App Store and search for PrayerTech. Download the app onto your iPad or iPhone.

For Android tablets and phones Go to the Google Play Store and search for PrayerTech. Download the app onto your Android tablet or phone.

Once youâ&#x20AC;&#x2122;ve downloaded the student app, you may log in with the following login (all lower case).

User name: sample Password: sample 8

Setting Up PrayerTech All you need to begin using PrayerTech in your school is to sign up for PrayerTech. You will need your Torah Aura customer number to begin, which is found on any invoice or other personal communications from Torah Aura. If you cannot find it, call us at 1–800–238–6724 and we will be happy to provide it. With your Torah Aura account number you can set up a school, create curricula, add your teachers and students.

To Begin Go to PrayerTech.net to begin. 1. Click on SIGN UP button at the top right corner. 2. Click on For the Administrator. 3. Put in your six- or eight-digit Torah Aura (TAP) account number. Then fill in the security code as it appears, and click enter. A box will come on screen.

Click YES and the first three items on Step 2 will be filled in. Your school’s name, school address and school zip will be filled in for you. 4. SCHOOL CODE. Next you have a big decision—you need to fill in a school code. Since the school code will allow your teachers and parents to access the school’s portal, you want it easy to remember. We suggest that you use your synagogue domain, or a common nickname for the school. 9

You are then asked to fill in some basic information. • My Title • First Name • Last Name • My Telephone • My E-mail (it will be your user name) • A password (it will allow you to log into the Administrator’s website). Then Click SUBMIT. You have completed the process of setting up your school as a PrayerTech user. There are no charges for setting up and customizing PrayerTech for your school.

How to Use PrayerTech

1. To begin using PrayerTech you will need to log into the Administrator’s website. Go back to www.prayertech.net, and this time click on the SIGN IN button in the top right corner. You will need to add in your username (your email address) and the password you chose to sign in.

Welcome, Penny Penn Ponderosa Beth Jeremiah Ponderosa, AK 98989 989–899–9888 PBJY

2. Once you sign in you will see a page that says “Administrator” at the top. Your information will be in small type at the top left. 3. You will see a series of buttons with titles on them. We are going to work our way down the buttons. Once you have set up your teachers and curriculum, you will see some data on your school statistics on the left, and your curricula and your teachers on the right.

Options 1. The first button says “options.” When you click on it you will see two ways to customize your school. • CC Student emails to this address. Students working with PrayerTech will be creating recordings of themselves reciting or singing prayers and sending them to their teachers. We recommend that you should receive a copy of these recordings to be able to check on student progress. If you say “yes” a copy of all student recordings will be sent to the address you add. We recommend setting up a new account so these emails don’t clog your server. Try gmail, hotmail or yahoo and set up an new email account. If you 11

need to check on a student’s progress, you can go to the email account and search on the student’s name. You will then have a complete record of their oral progress. • CC student emails to parent/family. Some parents may want to receive emails with their child’s recording, and some may not. Saying yes to this option will allow you to send the recordings to the family email address. You can direct this email to one or more parent when you get to the student page. There is another step you need to take for each student.

Class Curriculum The CLASS CURRICULUM is the heart of PrayerTech. It allows you to match students with the prayers they are studying. You will create one curriculum for each class, group, or individual student that will be studying the same set of prayers. This could mean one for each grade, one for each small group, or or one for each student—it is up to you.

5th grade Marilyn’s Tutoring

X X

1. Click on Add New Class Curriculum. Here you will fill out this form for every curriculum set you want. 2. Curriculum Name. Create a quick name for your curriculum, for instance, you could call the fourth grade curriculum “4th Grade,” or “Marilyn’s class”, or if you have an individual student Jenny Roberts working alone, it could be called “Jenny R.,” a small group could be “AT HOME.” Name it something you will immediately recognize. 3. Description. You may want to add a description. You may want to call it “Fourth Grade studying the Amidah”, or “Jenny doing catch up work”. Then select the prayers that students will see when they log onto the PrayerTech student app. You can add as many or as few prayers as you want now, and add or subtract later. The list of prayers offer you many choices. For any prayer that is consistent with all four major liturgies (Traditional, Reform, Reconstructionist and Conservative) there will be one option. Other prayers will have a variety of options that meet the needs of a movement’s liturgy. Make sure to choose the versions of prayers that match your school’s liturgy. 4. Save. To make changes at any time, click on the class name (in blue with an underline) and a full list of prayers will appear.. These curricula work in real time with the student app. You can chose to let students see all the prayers at the beginning of the year, or add them as student get to that prayer. Change the curriculum at any time and when students log in they will see the changes you made. Students can only be attached to one teacher/curriculum at a time, so the more specific you are with your curricula, the better off you will be.

Teachers

When you click on the Teachers button you will see a list of teachers and their email addresses. To add teachers click on the Create Teacher Account. Here you need to fill in: • First Name • Last Name • School Code • Give Administrative rights. Choose no or yes. Administrative rights allows a teacher into the complete data base of PrayerTech for your school, and allows them change. If you select “no” then teachers will they will only see the student information only for their own class or classes. • Email Address (USERNAME), where student recordings will be sent. This must be an email address. If you have two teachers teaching the same group of students, you can add extra email addresses to this teacher once you add the first teacher. • Teacher Password. Add a password. • New Feature. Once the first teacher is created and saved, you will notice that there is now room for two additional email addresses. If you have team teachers or madrikhim in a class, they can also receive the recordings from their students. 14

Students

When you click on the student button you will see a list of your students. There is a button that says, “Create Student Account.” This will allow you to enter students into the data base. Complete the information for each student. You will need to add • First Name • Last Name • At least one parent email address. There is a pull down menu next to the parent/family address. This is where you control whether a parent receives a copy of all student recordings. This only works you have enabled this option in options. • Create a user name and password for the student. Usernames should not be email address and can only appear once in the PrayerTechsystem. If there is already a “jennyr” on PrayerTech, you will get an error message. You may need to find another option for Jenny Roberts, such as “jenrob,” or “pbjyjenr.” Passwords, on the other hand, can be the same for all your students. If your school is Beit Hillel Shammai Temple Bnai Judah of Upper Flats, you may want to set your passwords for everyone “bhstbjuf,” or the street address of your congregation, or use your imagination.

Assign Class Curriculum to Teachers When you click on Assign Class Curriculum to Teacher, you will find a list of your teachers and all the curricula options you’ve created. Click on a teacher’s name and then select the curriculum or curricula that teacher will be teaching and hit the save button. For example, if Emily is going to teach the curriculum labeled Fourth Grade, click on Emily’s name, click on the button next to Fourth Grade and Save. If Emily is teaching two classes, simply choose both curricula, say Fourth Grade and Online Group 1, and hit save.

Assign Students to New Curriculum When you click on Assign Students to New Curriculum, you will find a list of your teachers, the curriculum/ curricula he or she is teaching and a list of your students. Click on a teacher’s name, the curriculum he or she is teaching, and select the students who will be studying with that teacher and hit the save button. For example, for Emily, who is teaching the Fourth Grade curriculum, click on Emily’s name, the Fourth Grade curriculum and click on the button next to the students studying with Emily and hit Save. For Jason, who is 16

teaching more than one class, add students to his first class, hit save, and then assign students to his other class. You must assign curriculum to your teachers before assigning students. Please note: Students can be assigned to only one curriculum at a time.

Maintain Licenses

In order for student to use the PrayerTech student app, they will need a Student license. In Maintain License you will purchase student licenses for the students who will be using the PrayerTech app. Each student is added individually. 1. Click on Maintain Licenses. You will notice there is a list of all the students you have added to the system. You will have the option to purchase student licenses for as little as a month ($1.25/month), or as long as a twelve-month period ($11.95, with no charge for the summer months). All licenses expired or expiring within 14 days will be indicated by a yellow circle. You will be asked to review and select all students for whom you want to renew or purchase a license. The total number of students selected will appear at the top. You can then select the type of license you would like and click the purchase button to complete the licensing process. Please note that the date of a students last login will be noted. 2. Click on the students for whom you want to purchase licenses. Choose the license type you want for these students from the pull down menu. 3. Click on Add to Cart. 17

4. Now click on View Cart. You will see a list of students for whom you want to purchase a license. When you are ready, click the “Purchase” butt and follow the instructions. You will be put in a regular shopping cart and asked to pay for you purchase online. Paying for PrayerTech licenses is not be available through Torah Aura Productions.

Students, Teachers, Parents and more As the administrator you can add and subtract students, modify curricula, license student use, and move students from one teacher and curriculum to another at the touch of a button. Did you know that Teachers and Parents can also login to the PrayerTech website to monitor their students or children’s use? Teachers are able to log in to PrayerTech and monitor your students use of the PrayerTech exercises, find contact information for their students or, if you have given them administrator rights, they can modify their curriculum. Parents are also able to log into the PrayerTech website. They will need to sign up with one of the email addresses you have associated with their child or children, and the school code. They can create a password themselves. You should encourage teachers and parents to access the PrayerTech website. It is a way to keep you all on the same playing field.

Questions? Torah Aura is Here to Help You Over the last year and a half, Alan Rowe & Jane Golub have spent countless hours helping educators get PrayerTech up and running in their schools. We have run hundreds of webinars introducing educators, teachers and parents to PrayerTech. We have helped set up school accounts, added thousands of students into the system, created curricula and coached dozens of teachers in using PrayerTech. If you are interested in PrayerTech but need help, call us at 800–238–6724. We are here to help you evaluate and implement PrayerTech in your school.

AN INTRODUCTION FOR TEACHERS Using PrayerTech With Your Students PrayerTech is a multi-platform online prayer learning system. It uses a website for administration and monitoring student progress. There are web portals for the administrators, teachers, and parents. Administrators can set the curriculum for each class, monitor student progress, and decide who is using PrayerTech. Teachers can monitor each student and their class progress. Parents can monitor the progress of their child. Students use the PrayerTech student app, which works on Windows and MAC computers, Android and iPad tablets and Smartphones and iPhones with larger display and, when with its next release, on Chromebooks. Students access the prayer the class is working on and complete activities. PrayerTech is being developed by Torah Aura Productions.

How to Use PrayerTech PrayerTech can be used in many ways. It can be • a stand-alone self-study resource for mastering prayers online. All you need to do is assign someone to monitor student progress. • an expansion of how a teacher teaches. • reinforcement (at home or at school—or both) to any prayer study system, curriculum, or methodology. • a perfect companion in class or as homework for all Torah Aura Prayer study curricula. • perfect to use with any non-Torah Aura prayer curricula. Your imagination will find other uses for Prayertech and as we continue to develop the system and go on meeting your needs.

PrayerTech: Classwork and/or Homework PrayerTech is a tool like a shovel. You can put together lots of different things with a screw driver. Likewise, prayer mastery can happen in a lot of different ways when we combine, you, your class, and PrayerTech. 19

1. Use PrayerTech as a homework tool to motivate students to put in extra time working on material at home. This is the best way to go if your school does not have the technology needed to use the materials in class. 2 Use PrayerTech for individual work in the classroom. 3. Use PrayerTech for home tutoring, or small group learning. PrayerTech can be used back and forth between the classroom and the home because the student username and login are not tied to a specific machine but can be entered by any machine.

PrayerTech Objectives PrayerTech has the follow objectives. 1. Students will be familiar with the name, location, theme, and purpose of each of the prayers studied. 2. Students can recognize and state the meaning of key roots in words draw from prayers. 3. Students can recognize key prefixes and suffixes found in words from key siddur passages. 4. Students develop a significant prayer vocabulary. 5. Students develop the ability to â&#x20AC;&#x153;approximate the meaningâ&#x20AC;? of given prayer passages given knowledge that already have of prayer elements. 6. Students perfect the performance of prayers or prayer parts.

Using PrayerTech—The Website and the student App There are two parts to PrayerTech. You can log into the PrayerTech website, www. prayertech.net to see the progress your students are making. Your students will sign in with a user name and password into the PrayerTech Student App that can be downloaded from http://student.prayertech.net.

The Teacher’s Website The PrayerTech website can be accessed using the SIGN IN button in the top right corner. Log in with your email address and the password your educator has assigned to you. You can monitor each of your students’ progress and, if your educator has given you administrator rights, you can modify your curriculum or add and subtract students from the program.

The Student App The Student App is downloaded and installed on Windows or Mac computers, Android or iPad tablet, or a smart phone (Android or iPhone) with larger display. If you would like to have access to the Student App, ask your educator to set up Student with a user name and password that you can use for the student app.

PrayerTech Timing The teacher controls PrayerTech, the program does not control you. With your educator you will determine where and how PrayerTech will be used. You will balance class and at home time. You will set target goals for the year. 1. Begin with a calendar of the school year. See how many sessions you have to teach the prayers you have been assigned. 2. Exclude from the count any sessions where you will not be able to teach because of holidays or other special programming. 3. Take your list of prayers and see how long you have by dividing the number of prayers into the number of useful sessions, you will see how many weeks you have to teach each prayer. Some prayers may need more than others. 4. This teacherâ&#x20AC;&#x2122;s guide will give you an outline of the activities and goals available for each prayer. This will give you a map of what is available to cover. 5. Given the available time, you need to set pace for the class. 22

You Have Choices You have a lot of choices in what you do. There are anywhere between four to eight activities for each prayer. These are built out of nine options with three parts that are standard to every prayer, and five that may or may not be available in a prayer’s activity list. The following exercises are part of every prayer’s activity list.

If you are not using a curriculum with a good introduction, students can read this for background on the prayer.

Introduction

a. Introduction. There is an intro to each prayer that covers name, theme, location, structure and more. There is not yet interaction here. b. Practice This Prayer. There is a first reading of the prayer that comes with the sounds of someone reading the prayer and translations. c. Choose The Best Translation. There is the “approximation of translation” that has students amass knowledge to state the meaning of a passage.

Use this exercise to practice the prayer. Students click on the arrow to hear the prayer read aloud, and the word bubbles to see a translation.

Practice Reading

Students use the word clues to pick the best translation.

d. Practice and Record. There is a read and record activity that sends a copy of the student reading to their teacher. Some or all of these exercises may appear in a prayer’s activity list. e. Vocabulary Match. There is a vocabulary match that connects Hebrew words, roots, and pictures (icons). f. Concentration. There is a concentration-style match game. g. Find Your Way. There is a cross the river game that deals with finding 23

Best Translation

Students click on the microphone to record, the headset to hear their recording. When satisfied, they click on the envelope to upload the recording to their teachers.

Reading & Recording

words that have the same element, such as prefixes or suffixes. h. Spin Your Wheels. There is a spinner game that comes with identifying matching items, such as roots.

Spin Your Wheels

Students click on the spin button to begin. The wheels will spin. When they stop, is there a match between all three elements? This activity matches words built from the same root, words with prefixes or suffixes, etc.

Beginning with the arrow, students will find the path with common elements. Here they are looking for words that end with the suffix ď &#x2026;.

Find Your Way

i. Tickle Me. An aural/visual exercise in which students find the word they hear. Few prayers contain all of these elements, and many meet more than one objective. You need to look at the number of exercises you are doing, or how many lines of reading you want students to perfect given the time that you have. Each exercise offers a description of the exercise, what we expect students to be able to do and, in the case of Reading and Reading and Recording, how many lines of text you want students to work on. Beginning on page 27, you will find a prayer by prayer guide to the activities for each prayer. It includes the activities and the elements covered by the activity. We encourage you to prepare your class by practicing the prayer together, reviewing the languague elements, and getting them ready to work.

Just as the game Concentration, students will turn over tiles to create a match. It may be two words from the same root, a brakhah ending with a picture of the purpose of the brakhah, etc. Concentration

Students are matching the Hebrew with English translations. Click onthe arrow to hear the word read. Click onthe dictionary for help.

Vocabulary

Tickle Me

Three words are shown. Click on the arrow, and a word is said aloud. Students need to click on the word said aloud.

Classwork 1. Students not using Torah Aura texts will have their greatest problem with the vocabulary icons. While their idea is solid, to skip translation and go straight to their Hebrew meaning, in practice it is hard to go straight to meaning for every drawing. Here is an example: We wanted the word  Yisrael (Israel) to indicate the “people of Israel.” While an Israeli flag would more obviously say “Israel,” it would give the wrong connotation for the word Israel as used in the Siddur. We use a drawing Moses leading the “people of Israel” through the Red Sea. Once the meaning is explained, the image is clear. By preparing the vocabulary with S’fatai Tiftah “Mini-Vocabulary Posters,” you will make it much easier for students to succeed at PrayerTech. 2. The same is true of root recognition and the sorting out of prefixes and suffixes. 3. The WORST thing to do is have students read (alone) out loud. Not only does personal failure embarrass the student who failed, but the whole class becomes embarrassed and is made uncomfortable by the process. a. PrayerTech makes reading out loud a private experience shared by teacher and student. b. Any oral reading done by the class should be (1) rehearsed with a partner and (2) performed with a group. The synagogue skill we are after is not solo performance but congregational participation.

Practice Reciting in Class and Review Alone You may want to divide and conquer your reading/reciting sessions in two parts. Divide the prayer into smaller chunks, maybe even by the PrayerTech practice pages. Practice this section in class several times, until most students can easily recite that part of the prayer. Then have students review it on their own, either as independent classwork or homework. They can make the recording on PrayerTech and you can check it before you move on to more of the prayer.

Using the PrayerTech website Administrators, Educators, Teachers and Parents can all login to the PrayerTech website to monitor student use or modify the curriculum you are studying. Go to www.prayertech.net and log in with your email address and password. As a teacher you can monitor your students use of the PrayerTech exercises, find contact 25

information for your students or, if your educator has given you administrator rights, you can modify your curriculum.

Questions? Have questions about how PrayerTech will work in your school? Need help setting up your account? Please contact us at Torah Aura (800) 238â&#x20AC;&#x201C;6724. We are here to help.

Teacher Notes for PrayerTech Exercises ACTIVITY

HELP

TEACHER NOTES

KABBALAT SHABBAT Lekha Dodi  Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from . A dictionary is available to help students. Words are:  (walk),  (bride),  (guard),  (remember),  (speak),  (praise),  (come),  (happy)  (faith),  (face). Translation

Using clues on the translation bar, students are asked to identify the best translation for the opening phrase:  .

Spin Your Wheels yes Students are asked to match either words built on the same root. A dictionary is available to help students. Roots are:  (walk),  (praise),  (guard)  (remember),  (come),  (so be it),  (speak),  (listen). Practice & Record

Students are asked to Practice & Record themselves reading whichever sections of  you have chosen.  has nine screens. Assign practice accordingly.

Practice this Prayer

Students are asked to practice whichever sections of  you have chosen.  has nine one screen. Assign practice accordingly.

BIRKHOT HA-SHAHAR Modeh Ani  Concentration

yes Students are asked to match Hebrew words from  to their English translations. There is a dictionary for help. Words are:  (give thanks),  (I),  (before you)  (ruler),  (life)  (and continue),  (that you returned),  (my soul).

Practice this Prayer

Students are asked to practice . This is purely practice.  has one screen. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading , which has one screen. Assign practice accordingly.

ACTIVITY

HELP

TEACHER NOTES

Spin Your Wheels yes Roots are:  (give thanks),  (return),  (ruler),  (life),  (keep going)  (so be it),  (kindness),  (soul). Translation

Using clues on the translation bar, students are asked to identify the best translation for a phrase from — .

Mah Tovu  Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from . A dictionary is available to help students. Words are:  (good),  (your tents),  (your dwelling places),  (Israel), hasdekha (your kindness),  (your house),  (your holiness),  (I love),  (Tabernacle),  (I will bow down). Translation

Using clues on the translation bar, students are asked to identify the best translation for this opening phrase from —    .

Practice this Prayer

Students are asked to practice as much of  as you have assigned. This is purely practice. The  practice activity has three screens. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reciting or singing as much of  as you have assigned. The  practice activity has three screens. Assign practice accordingly. Students are asked to listen a word and identify which one of three words is the same on the screen. This exercise checks aural facility. There are three rounds of this exercise.

Tickle Me

Concentration

yes Students are matching two words from the same root found in . A dictionary is available to help students. Words are: ,  (tent), ,  (awe), ,  (honor) ,  (holy), ,  (kindness) ,  (house), ,  (dwelling), ,  (deliverance).

Tallit & Tefillin Brakhot Tickle Me

Students are asked to listen a word and identify which one of three words is the same on the screen. There are three rounds of this exercise.

ACTIVITY

Translation

HELP

TEACHER NOTES

Using clues on the translation bar, students are asked to identify the best translation for the end of the tallit brakhah—     .

Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words. A dictionary is available. Words are:  (light)  (honor),  (righteous),  (kindness),  (faith),  (fringes),  (tefillin),  (wrap oneself),  (justice, and  (your wore). Concentration

yes Students are asked to match words that are built from the same root. A dictionary is available to help students. Roots include: , , , , , , , , , and .

Practice this Prayer

Students are asked to practice the brakhot over the tallit and tefillin. This is purely practice. There are on five screens. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading the brakhot over the tallit and tefillin. There are five screens. Assign practice accordingly.

Birkhot ha-Shahar  Nissim B’Khol Yom  Find Your Way

Students are asked to find and touch all the words built on the root , meaning “do or make” to cross the river.

Practice this Prayer

Students are asked to practice /, which has seven screens. This purely practice. Different movements’ versions are of different length. Plan accordingly.

Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from /. A dictionary is available to help students. Words are:  (day)  (do),  (night),  (with might),  (life of),  (lift up),  (bent over),  (give),  (son),  (daughter). Practice & Record

Students are asked to Practice & Record themselves reading some or all of /. Assign practice accordingly. Different movements’ versions are of different length. Plan accordingly.

ACTIVITY

Concentration

HELP

TEACHER NOTES

yes Students are asked to match words from the same root or base words. A dictionary is available to help students. Words include: ,  (Cosmos), ,  (dress), ,  (bent over), ,  (blind), ,  (that makes), ,  (helps), ,  (gives), and ,  (likeness).

Birkhot ha-Shahar—Blessing Preceding Torah Study  Practice this Prayer

Students are asked to practice the Torah blessings that are part of . This is purely practice. There are five screens. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading the Torah blessings that are part of . There are five screens. Assign practice accordingly.

Spin Your Wheels yes Students are asked to match three words built from the same root or base word. A dictionary is available to help students. Roots are:  (light),  (create),  (bless)  (peace),  (come)  (so be it),  (speak),  (listen). Translation

Using clues on the translation bar, students are asked to identify the best translation for the phrase from the Torah blessings— .

Tickle Me

Students are asked to listen a word and identify which one of three words is the same on the screen. This exercise checks aural facility. There are three rounds of this exercise.

Eilu Devarim  Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from . A dictionary is available to help students. Words are:  (thing),  (eat),  (fruit),  (honor),  (study/learn),  (human),  (bride),  (sick)  (kindness),  (come). Translation

Using clues on the translation bar, students are asked to identify the best translation for last phrase— .

Spin Your Wheels yes Students are asked to match words built on the same root. A dictionary is available to help students. Roots are:  (think/speak),  (visit),  (honor),  (kindness),  (come)  (prayer),  (enter),  (learn/study).

ACTIVITY

HELP

TEACHER NOTES

Practice & Record

Students are asked to Practice & Record themselves reading whichever sections of  you have chosen.  has six screens. Assign practice accordingly.

Practice this Prayer

Students are asked to practice whichever sections of  you have chosen.  has six screens. Assign practice accordingly.

Find your Way

Students are asked to find all the words that begin with a , which means “and”.

Asher Yatzar  Practice this Prayer

Students are asked to practice . This is purely practice. There are five screens. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading . There are five screens. Assign practice accordingly.

Translation

Using clues on the translation bar, students are asked to identify the best translation for this phrase from —  .

Spin Your Wheels yes Students are asked to match three words built from the same root or base word. A dictionary is available to help students. Roots include  (wise),  (stand),  (open),  (close),  (honor),  (create),  (fashion/create),  (establish/keep going). Tickle Me

Students are asked to listen a word and identify which one of three words is the same on the screen. This exercise checks aural facility. There are three rounds of this exercise.

Elohai Neshamah  Spin Your Wheels yes Students are matching three words built from the same root. A dictionary is available to help students. Words/word parts are:  (soul),  (pure),  (create),  (fashion/create),  (return),  (guard),  (do or make),  (give thanks). Practice this Prayer

Students are asked to practice . This is purely practice.  has four screens. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading , which has four screens. Assign practice accordingly.

ACTIVITY

HELP

TEACHER NOTES

Translation

Using clues on the translation bar, students are asked to identify the best translation for the opening phrase of —  .

Tickle Me

Students are asked to listen a word and identify which one of three words is the same on the screen. This exercise checks aural facility. There are three rounds of this exercise.

P'ZUKEI D'ZIMRA Barukh She-Amar  Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from . A dictionary is available to help students. Words are:  (say),  (do or make),  (pay),  (Cosmos),  (he),  (life),  (land),  (good),  (rescue),  (save). Practice this Prayer

Students are asked to practice the prayer , which has five screens. This is purely practice. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading the , which has five screens. Assign practice accordingly.

Tickle Me

Students are asked to listen a word and identify which one of three words is the same on the screen. This exercise checks aural facility. There are three rounds of this exercise. Using clues on the translation bar, students are asked to identify the best translation for the opening phrase of — .

Translation

Spin Your Wheels yes Students are asked to match either words built on the same root. A dictionary is available to help students. Roots are:  (say),  (do or make),  (rescue)  (save),  (life)  (mercy),  (keep going),  (peace).

Psalm 150 "  Find Your Way

Students are asked to find and touch all the words the words that begin with “be” meaning “in” or “with” to cross the river.

Practice this Prayer

Students are asked to practice Psalm 190. This purely practice. There are three screens of this Psalm. Assign practice accordingly.

ACTIVITY

HELP

TEACHER NOTES

Tickle Me

Students are asked to listen a word and identify which one of three words is the same on the screen. This exercise checks aural facility. There are three rounds of this exercise.

Translation

Using clues on the translation bar, students are asked to identify the best translation for the this phrase from Psalm 150— ,."

Practice & Record

Students are asked to Practice & Record themselves reading some or all of Psalm 150. There are three screens of this Psalm. Assign practice accordingly.

Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from Psalm 150. A dictionary is available to help students. Words are:  (praise God)  (with His holiness),  (with His heroic deeds),  (with His greatness), ,  (with harp),  (violin),  (with drum),  (and dance)  (cymbals). Concentration

yes Students are asked to match words from the same root or base words. A dictionary is available to help students. Words include: ,  (listen), ,  (much), ,  (seven big shofar blasts), ,  (one big shofar blast), , ,  (big or great), ,  (hero), ,  (holy), ,  (praise), ,  (much).

Nishmat Kol Hai  and Shokhein Ad  Practice & Record

Students are asked to Practice & Record themselves reciting  and , which has nine screens. Assign practice accordingly.

Practice this Prayer

Students are asked to practice  and . This is purely practice. This prayer has nine screens. Assign practice accordingly.

Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from Lekha Dodi. A dictionary is available to help students. Words are:  (praise),  (righteous),  (life),  (rescues),  (save),  (give thanks),  (bent),  (pick up),  (fallen),  (imprisoned). Translation

Using clues on the translation bar, students are asked to identify the best translation for the opening phrase of —  .

ACTIVITY

HELP

TEACHER NOTES

Spin Your Wheels yes Students are asked to match either words built on the same root. A dictionary is available to help students. Roots are:  (dwell),  (praise),  (high),  (write),  (soul or breath)  righteous),  (holy),  (bless). Find your Way

Students are looking to cross the river by touching every word that begins with one of the prefixes , or , which mean “and”, to get across the river.

Yistabah  Spin Your Wheels yes Students are asked to match either words built on the same root. A dictionary is available to help students. Roots are:  (choose),  (praise),  (another word for praise),  (big/great),  (melody)  (holy),  (life),  (miracle). Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from . A dictionary is available to help students. Words are:  (choose),  (bless),  (you),  (ruler),  (Cosmos/eternity),  (big/great),  (earth),  (song),  (melody),  (life). Practice & Record

Students are asked to Practice & Record themselves reciting , which has six screens. Assign practice accordingly.

Practice this Prayer

Students are asked to practice . This is purely practice.  has six screens. Assign practice accordingly.

Translation

Using clues on the translation bar, students are asked to identify the best translation for closing of the blessing at the end of —    .

SHEMA U'VIRKHOTEKHA Barekhu  Practice this Prayer

Students are asked to practice the . This is purely practice.  has only one screen. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading/reciting the . It as only one screen. Assign practice accordingly.

Translation

Using clues on the translation bar, students are asked to identify the best translation for —   .

ACTIVITY

HELP

Find your Way Concentration

TEACHER NOTES

Students are asked to find all the words built on the root  (, , , etc), meaning bless, to get across the river. yes Students are asked to match words that are exactly the same and that are built from the root , “bless”. Students are looking for patterns in words denoting tense and meaning. A dictionary is available to help students. Words include: , , , , , , , .

Tickle Me

Students are asked to listen a word and identify which one of three words is the same on the screen. This exercise checks aural facility. There are three rounds of this exercise.

Yotzer Or  Tickle Me

Students are asked to listen a word and identify which one of three words is the same on the screen. This exercise checks aural facility. There are three rounds of this exercise.

Practice this Prayer

Students are asked to practice . This is purely practice.  has three screens. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading . It has three screens. Assign practice accordingly.

Find your Way

Students are asked to find all the words built on the root  (, , , etc), meaning light, to get across the river.

Translation

Using clues on the translation bar, students are asked to identify the best translation for this phrase first line of — .

Ma'ariv Aravim  Practice & Record

Students are asked to Practice & Record themselves reading , which has two screens. Assign practice accordingly.

Practice this Prayer Concentration

Students are asked to practice . This is purely practice. There are has two screens. Assign practice accordingly. yes Students are asked to match root words found in . A dictionary is available to help students. Words are:  (evening),  (bless),  (open)  (order),  (create)  (come/ bring),  (roll),  (will rule).

ACTIVITY

Translation

HELP

TEACHER NOTES

Using clues on the translation bar, students are asked to identify the best translation for opening brakahah of —     .

Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from . A dictionary is available to help students. Words are:  (evening),  (darkness),  (light),  (night),  (mixes),  (gate),  (stars),  (times/seasons),  (roll),  (day).

Ahavah Rabbah  Practice this Prayer

Students are asked to practice . This is purely practice.  has four screens. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading . It has four screens. Assign practice accordingly.

Translation

Using clues on the translation bar, students are asked to identify the best translation for the phrase from —  

Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from . A dictionary is available to help students. Words are:  (love),  (and light),  (in your Torah),  (our eyes),  (our hearts),  (our fathers),  (to listen),  (and stick)  (to peace),  (Israel). Concentration

yes Students are asked to match two words built on the same roots found in . The roots are color coded and A dictionary is available to help students. The words are: ,  (love), ,  (compassion),  (to learn),  (to teach), ,  (mercy), ,  (heart), ,  (father), ,  (big), ,  (land).

Spin Your Wheels yes Students are asked to match three words built on the same roots that are found in . The roots are color-coded. A dictionary is available to help students. Roots are:  (mercy),  (learn/teach),  (heart).  (father/parent),  (big/great),  (land),  (love),  (compassion).

ACTIVITY

HELP

TEACHER NOTES

Ahavat Olam  Practice this Prayer

Students are asked to practice . This is purely practice. There are three screens. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading , which has three screens. Assign practice accordingly.

Find your Way

Students are looking to cross the river by touching every word built from the root , which means love (, , , etc.) to get across the river.

Translation

Using clues on the translation bar, students are asked to identify the best translation for beginning of —   .

Spin Your Wheels yes Students are asked to find matches between Hebrew roots, words and icons. A dictionary is available to help students. Words are: ,  (love), ,  (length), ,  (bless) ,  (night), ,  (life) ,  (day), ,  (command), ,  (Torah). Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from . A dictionary is available to help students. Words are:  (love),  (eternal),  (Torah),  (and night),  (our lives),  (house of),  (when we lie down),  (and length),  (our days),  (when we get up).

Shema  Concentration

yes Each word in the  is found twice on the concentration board. Students are asked to match the two word to each other. A dictionary is available to help students. Words are: , , , , , , , .

Practice this Prayer

Students are asked to practice the . This is purely practice. The  has only one screen. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading the . The  has only one screen. Assign practice accordingly.

Translation

Using clues on the translation bar, students are asked to identify the best translation for the —  .

ACTIVITY

HELP

Tickle Me

TEACHER NOTES

Students are asked to listen a word and identify which one of three words is the same on the screen. This exercise checks aural facility. There are three rounds of this exercise.

V’Ahavata  Translation

Using clues on the translation bar, students are asked to identify the best translation for the first line of —      

Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from . A dictionary is available to help students. Words are:  (heart)  (love), mezuzah,  (eyes),  (arm),  (gate),  (children),  (sit),  (walk).  (path). Concentration

yes Students are matching icons to vocabulary found in . There is a dictionary for student help. Words are:  (your heart),  (and you love),  (and you speak),  (your eyes),  (your hand),  (your house),  (mezuzahs),  (to your children).

Spin Your Wheels yes Students are matching a variety of language attributes including root words, vocabulary icons, prefixes and suffixes. A dictionary is available to help students. Words/word parts are:  (love),  (listen),  (ruler), ,  (“you” at the end of the word)  (“and” at the beginning of a word),  (“and” at the beginning of a word),  (bless). Practice this Prayer

Students are asked to practice . This is purely practice.  has five screens. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading , which has five screens. Assign practice accordingly.

Find your Way

Students are looking to cross the river by touching every word with a “” suffix, which is the singular masculine form for “you”.

Third Paragraph of the  Translation

Using clues on the translation bar, students are asked to identify best translation for this phrase from the third paragraph of the —  .

ACTIVITY

HELP

TEACHER NOTES

Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from the third paragraph of the . A dictionary is available to help students. Words are:  (do)  (gives),  (fringes),  (Egypt),  (on),  (remember),  (holy),  (says),  (go out), and  (land). Practice this Prayer

Students are asked to practice the third paragraph of the . This is purely practice. There are on four screens. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading the third paragraph of the . There are four screens. Assign practice accordingly.

Spin Your Wheels yes Students are asked to match roots and words built on those roots. A dictionary is available to help students. Words are built on the following roots: kadosh (holy), asah (do), natan (give)  (remember),  (see)  (go out),  (is),  (command).

Mi Khamokha Morning  Practice this Prayer

Students are asked to practice the  for the morning service. This is purely practice.  has three screens. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading the  for the morning service.  has three screens. Assign practice accordingly.

Tickle Me

Students are asked to listen a word and identify which one of three words is the same on the screen. This exercise checks aural facility. There are three rounds of this exercise.

Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from . A dictionary is available to help students. Words are:  (who)  (like you),  (amongst the gods),  (in holiness),  (making),  (wonders),  (will rule),  (awesome),  (redeem).  (praises). Translation

Using clues on the translation bar, students are asked to identify the best translation for the end of —.

ACTIVITY

HELP

TEACHER NOTES

Spin Your Wheels yes Students are asked to match words built on the same root. Most of the words come from . A dictionary is available to help students. Words are variations on the following:  (like you),  (God),  (redeem),  (ruler),  (),  (holy),  (do/make),  (bless).

Mi Khamokha Evening  Practice & Record

Students are asked to Practice & Record themselves reading the  for the evening service.  has three screens. Assign practice accordingly.

Practice this Prayer

Students are asked to practice the  for the evening service. This is purely practice.  has three screens. Assign practice accordingly.

Concentration

yes Students are matching either two words that either means the same thing or are built from the same root word. A dictionary is available to help students. Words are: ,  (speak), ,  ((spelled two ways means “like you”), ,  (god), ,  (holy), ,  (praise)  and  (spelled two ways, means “do or make”), ,  (rule), ,  (redeem).

Tickle Me

Students are asked to listen a word and identify which one of three words is the same on the screen. This exercise checks aural facility. There are three rounds of this exercise. Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from the evening version of . A dictionary is available to help students. Words are:  (who),  (like you),  (amongst the gods),  (in holiness), nora (awesome),  (praises),  (making),  (wonders),  (will rule),  (redeemed).

Hashkiveinu  Translation

Using clues on the translation bar, students are asked to identify the best translation for the end of —     .

Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from . A dictionary is available to help students. Words are:  (lie down),  (stand up),  (ruler),  (on),  (Jerusalem),  (sukkah),  (peace),  (you),  (Israel),  (spread).

ACTIVITY

HELP

TEACHER NOTES

Spin Your Wheels yes Students are asked to match a root and words built on the same root. Most of the words come from . A dictionary is available to help students. Words are variations on the following:  (lie down),  (stand),  (peace)  (ruler),  (spread),  (come/bring),  (go out/leave),  (guard). Practice this Prayer

Students are asked to practice reading . This is purely practice.  has four screens. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading .  has four screens. Assign practice accordingly.

V'Shamru  Translation

Using clues on the translation bar, students are asked to identify the best translation for beginning of —   

Concentration

yes Students are asked to match roots and words built from the same threeletter roots. Words are: ,  (Sabbath), ,  (guard), ,  (day), ,  (rest), ,  (do or make), ,  (between), ,  (),  (seven),  (the seventh).

Practice this Prayer

Students are asked to practice . This is purely practice.  has two screens. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading , which has two screens. Assign practice accordingly.

AMIDAH Adonai S'fatai Tiftah   Vocabulary Match yes Students are asked to match Hebrew and English vocabulary or root words from . A dictionary is available. Words are:  (lips),  (open),  (mouth),  (tell),  (praise), and roots for  praise,  open,  tell,  bless and  ruler. Translation

Using clues on the translation bar, students are asked to identify the best translation for .

ACTIVITY

HELP

TEACHER NOTES

Practice & Record

Students are asked to Practice & Record themselves reading or reciting , which has one screen.

Practice & Record

Students are asked to practice reading or reciting , which has one screen. Assign practice accordingly.

Avot or Avot v'Imahot  or  Practice this Prayer

Students are asked to practice the  or . This is purely practice. The  or  has either two or three screens depending on liturgy. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading the  or , which has either two or three screens depending on your movement’s liturgy. Assign practice accordingly.

Find your Way

Students are looking to cross the river by touching every word built on the “” (, , , etc), meaning God, to get across the river. Students are asked to listen a word and identify which one of three words is the same on the screen. This exercise checks aural facility. There are three rounds of this exercise.

Tickle Me

Translation

Using clues on the translation bar, students are asked to identify the best translation for this phrase from the  or — .

Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from  or . A dictionary is available to help students. Words are:  (remember),  (kindness),  (bless),  (you),  (children),  (love),  (on high),  (shield),  (father)  (mother).

G’vruot  Practice this Prayer

Students are asked to practice the . This is purely practice. The  has three screens. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading the . The  has three screens. Assign practice accordingly.

ACTIVITY

Fill in the Letter Concentration

Translation

HELP

TEACHER NOTES

Students are asked to drag letters and place them in the proper spot to complete six words built from the root . yes Students are asked to match singular and plural versions of words. A dictionary is available to help students. Words are: ,  (strong/hero), ,  (ruler), ,  (fall), ,  (sick), ,  (lift up), ,  (life), ,  (kindness), ,  (prisoner). Using clues on the translation bar, students are asked to identify the best translation for the phrase from the G’vurot— .

Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from the G’vurot. A dictionary is available to help students. Words are:  (you),  (hero/strong),  (lift up),  (fallen),  (doctor/ heal),  (sick),  (untying),  (imprisoned),  (sleep)  (dust).

Shabbat Morning  Practice this Prayer

Students are asked to practice the Shabbat Morning . This is purely practice. There are four or five screens depending on liturgy. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading the Shabbat Morning . There are four or five screens depending on liturgy. Assign practice accordingly.

Tickle Me

Students are asked to listen a word and identify which one of three words is the same on the screen. This exercise checks aural facility. There are three rounds of this exercise. Using clues on the translation bar, students are asked to identify the best translation for the response—   .

Translation

Spin Your Wheels yes Students are asked to match roots and words built on those roots. A dictionary is available to help students. Words are variations on the following:  (holy),  (say),  (bless),  (ruler),  (praise)  (listen),  (write),  (honor).

ACTIVITY

HELP

TEACHER NOTES

Silent K'dushah (Evening)  Practice this Prayer

Students are asked to practice the . This is purely practice. The Silent  has one screen. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading the , which has one screen. Assign practice accordingly.

Concentration

yes Students are asked to match the Hebrew and English translation of words found in the . A dictionary is available to help students. The words are:  (you),  (holy),  (an your name),   (every day),  (will praise you),  (so be it),  (blessed) and  (the God).

Find your Way

Students are asked to find all the words built on the root  (holy) to get across the river.

Tickle Me

Students are asked to listen a word and identify which one of three words is the same on the screen. This exercise checks aural facility. There are three rounds of this exercise. Using clues on the translation bar, students are asked to identify the best translation for this phrase from the —         .

Translation

K'dushat ha-Yom Shel Shabbat  Concentration

yes Students are asked to match roots and words built on those roots. A dictionary is available to help students. Words are: ,  (guard/ keep), ,  (good), ,  (holy) ,  (Torah), ,  (God), ,  (soul), ,  (rest, Shabbat), ,  (do/make).

Practice this Prayer

Students are asked to practice the . This is purely practice. There are three screens. Assign accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading the , which has three screens. Assign accordingly.

Translation

Using clues on the translation bar, students are asked to identify the best translation for beginning of — .

ACTIVITY

HELP

TEACHER NOTES

Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from . A dictionary is available to help students. Words are:  (guard),  (children),  (Israel),  (Shabbat),  (do/make),  (Cosmos/eternal),  (soul),  (holy),  (Torah),  (love).

Birkat Hoda’ah  Practice & Record

Students are asked to Practice & Record themselves reading  (), which has five screens. Assign practice accordingly.

Find your Way

Students are looking to cross the river by touching every word with a “” suffix, which means “us, our”, or “we.” to get across the river.

Practice this Prayer

Students are asked to practice  (), which has five screens. This is purely practice. Assign practice accordingly.

Translation

Using clues on the translation bar, students are asked to identify the best translation for beginning of —  .

Tickle Me

Students are asked to listen a word and identify which one of three words is the same on the screen. This exercise checks aural facility. There are three rounds of this exercise.

Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from  (). A dictionary is available to help students. Words are:  (give thanks),  (our lives),  (your praise),  (he),  (the good),  (you),  (we),  (evening),  (morning),  (shield).

Birkat Shalom  Tickle Me

Students are asked to listen a word and identify which one of three words is the same on the screen. This exercise checks aural facility. There are three rounds of this exercise.

Translation

Using clues on the translation bar, students are asked to identify the best translation for this phrase from — .

ACTIVITY

HELP

TEACHER NOTES

Spin Your Wheels yes Students are asked to find matches between Hebrew words, their translations and icons. A dictionary is available to help students. Words are:  (righteous giving),  (with your peace),  (good),  (to bless),  (kindness),  (on),  (light),  (Torah). Practice this Prayer

Students are asked to Practice & Record themselves reading , which has three screens. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading , which has three screens. Assign practice accordingly.

Shalom Rav  Tickle Me

Translation

Students are asked to listen a word and identify which one of three words is the same on the screen. This exercise checks aural facility. There are three rounds of this exercise. Using clues on the translation bar, students are asked to identify the best translation for the thisi phrase from — .

Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from . A dictionary is available to help students. Words are: shalom (peace)  (on),  (Israel),  (Cosmos/eternal),  (you),  (he),  (bless),  (ruler),  (good)  (hour). Concentration

yes Students are asked to match words from the same root or base words. A dictionary is available to help students. Words include: ,  (put), ,  (peace), ,  (good), ,  (bless), ,  (eyes), ,  (ruler), ,  (much/alot).

Practice & Record

Students are asked to Practice & Record themselves reading the , which has two screens. Assign practice accordingly.

Practice this Prayer

Students are asked to practice the , which has two screens. This is purely practice. Assign practice accordingly.

Oseh Shalom  Practice this Prayer Practice & Record

Students are asked to practice . This is purely practice.  has one screen. Assign practice accordingly. Students are asked to Practice & Record themselves reading , which has one screen. Assign practice accordingly.

ACTIVITY

Concentration

Translation

HELP

TEACHER NOTES

yes Students are asked to match words and vocabulary icons found in Oseh Shalom. A dictionary is available to help students. Words include  (do or make),  (peace),  (on),  (Israel),  (so be it),  (and you will say),  (he),  (on high). Using clues on the translation bar, students are asked to identify the best translation for this phrase from —  .

Hallel  Translation

Using clues on the translation bar, students are asked to identify the best translation for this phrase from —    .

Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from . A dictionary is available to help students. Words are:  (praise),  (opened),  (gate),  (righteous),  (go out),  (Egypt),  (come),  (give thanks),  (Israel),  (read). Spin Your Wheels yes Students are asked to match words built on the same root. A dictionary is available to help students. Words are: ,  (praise), ,  (bring/come), ,  (open) ,  (go out), ,  (righteous) ,  (read/call out), ,  (dance), ,  (bless) Practice & Record

Students are asked to Practice & Record themselves reading selections from .  has eight screens. Assign practice accordingly.

Practice this Prayer

Students are asked to practice selections from . This is purely practice.  has eight screens. Assign practice accordingly.

Find your Way

Students are asked to all the words built from the root  to get across the river.

TORAH SERVICE Beginning the Torah Service Practice this Prayer

Students are asked to practice the beginning of the Torah service. This is purely practice. The beginning of the Torah service has three screens. Assign practice accordingly.

ACTIVITY

HELP

TEACHER NOTES

Practice & Record

Students are asked to Practice & Record themselves reading the beginning of the Torah service. The beginning of the Torah service has three screens. Assign practice accordingly.

Tickle Me

Students are asked to listen a word and identify which one of three words is the same on the screen. This exercise checks aural facility. There are three rounds of this exercise.

Translation

Using clues on the translation bar, students are asked to identify the best translation for the beginning of — .

Concentration

yes Students are asked to match words that are the same but have prefixes or suffixes or other word parts added to the words. Words are: ,  (no/none), ,  (rulership/your rulership),  and  (two different spellings meaning "like you"), ,  (master/my master), ,  (generation/and generation), ,  (blessed/ he will bless), ,  (your doings/like your doings), ,  (, to the ).

The Ark is Opened Concentration

yes Students are asked to match between words built from the same roots. A dictionary is available to help students. Words are: / (like you), ,  (ruler/will rule), ,  (great, big), ,  (master/our masters), ,  (nation, to his nation), ,  (holy, in his holiness), ,  (that you gave, gives), ,  (in the peace/complete).

Practice this Prayer

Students are asked to practice the prayers we say when we take the Torah from the ark. This is purely practice. This selection has two screens. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading the prayers we say when we take the Torah from the ark, which has two screens. Assign practice accordingly.

Translation

Using clues on the translation bar, students are asked to identify the best translation for the phrase beginning Ki Mitziyon— .

Find your Way

Students are looking to cross the river by touching every word with a “” suffix, which is the singular masculine form for “you”.

ACTIVITY

HELP

TEACHER NOTES

Taking the Torah out of the Ark Tickle Me

Students are asked to listen a word and identify which one of three words is the same on the screen. This exercise checks aural facility There are three rounds of this exercise.

Translation

Using clues on the translation bar, students are asked to identify the best translation for this phrase— .

Students are asked to Practice & Record themselves reading the prayers we say when the Torah is removed from the ark. These prayers have five screens. Assign practice accordingly.

Practice this Prayer

Students are asked to practice the prayers we say when the Torah is removed from the ark. This is purely practice. These prayers have five screens. Assign practice accordingly.

Torah Brakhot Concentration

yes Students are matching words from the same roots. The words are color coded and A dictionary is available to help students. Words are: ,  (our God/your God), ,  (the /his ), ,  (lets bless/blessed), ,  (and he gave/gives), ,  (the Torah/his Torah), ,  (and life of/our lives), /  (plant/ planted), ,  (within/within us).

Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from the Torah blessings. A dictionary is available to help students. Words are:  (bless),  (You),  (chose),  (Torah),  (ruler),  (),  (gives),  (life),  (planted),  (aliyah). Translation

Using clues on the translation bar, students are asked to identify the best translation for the concluding line of Torah blessings— .

ACTIVITY

HELP

TEACHER NOTES

Practice this Prayer

Students are asked to practice the Torah blessings. This is purely practice. The Torah blessings has four screens. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading the Torah blessings. The Torah blessings has four screens. Assign practice accordingly.

V'Zot ha-Torah  Translation

Concentration

Using clues on the translation bar, students are asked to identify the best translation for —  . yes Students are matching icons to vocabulary in the form of words from the prayer. Words are: , , (before)  (children),  (Israel),  (on),  (mouth),  (hand).

Find your Way

Students are looking to cross the river by touching every word with the prefix “’”, meaning “and.”

Practice this Prayer

Students are asked to practice. This is purely practice.  has one screen. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading the , which has one screen. Assign practice accordingly.

Opening Haftarah Blessings Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from the Haftarah blessings said before reading the Haftarah. A dictionary is available to help students. Words are:  (bless),  (you),  (chose),  (Torah),  (speak),  (prophet),  (servent/slave),  (say),  (righteous).  (good). Translation

Using clues on the translation bar, students are asked to identify the best translation for this phrase in the opening Haftarah blessing— 

Practice this Prayer

Students are asked to practice the Haftarah blessing before the Haftarah reading. This is purely practice. The opening Haftarah blessing has two screens. Assign practice accordingly.

ACTIVITY

HELP

TEACHER NOTES

Spin Your Wheels yes Students are matching a variety of language attributes including root words, vocabulary icons, prefixes and suffixes. A dictionary is available to help students. Words are: ,  (righteous, righteous giving), ,  (chose, the one who chooses), ,  (servant, his servant), ,  (speak, their speakings), ,  (good) ,  (prophet[s]),  (prefix meaning “and in”), , ,  (truth) Practice & Record

Students are asked to Practice & Record themselves reading the Haftarah blessing before the Haftarah reading. The opening Haftarah blessing has two screens. Assign practice accordingly.

Closing Haftarah Blessings Practice & Record

Students are asked to Practice & Record themselves reading the Haftarah Blessings after the reading. Depending on liturgy, the Haftarah blessings after the haftarah reading has up to seven screens. Assign practice accordingly.

Practice this Prayer

Students are asked to practice Haftarah Blessings after the reading. This is purely practice. Depending on your liturgy, the Haftarah blessings after the haftarah reading has up to seven screens. Assign practice accordingly.

Concentration

Translation

yes Students are asked to match a root and a word built from that root. A dictionary is available to help students. Words are:  (bless),  (holy),  (give),  (the one who believes),  (speak),  (say),  (rule),  (do/make). Using clues on the translation bar, students are asked to identify the best translation for this phrase from the Hafterah blessings after the Haftarah reading—  .

Spin Your Wheels yes Students are asked to match three words built on the same root. A dictionary is available to help students. Words are: , ,  (bless), , ,  (speak/word/thing), , ,  (so be it, amen), , ,  (thanks), , ,  (righteous), , ,  (happy), , ,  (holy), , ,  (say)

ACTIVITY

HELP

TEACHER NOTES

Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from the Haftarah blessings after the Hafrarah reading. A dictionary is available to help students. Words are:  (faithful),  (speak),  (say), (on),  (honor),  (gave),  (makes/does),  (shield),  (prophet),  (give thanks).

Ashrei  Practice & Record

Students are asked to Practice & Record themselves reading .  has six screens. Assign practice accordingly.

Practice this Prayer

Students are asked to practice . This is purely practice.  has six screens. Assign practice accordingly.

Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from . A dictionary is available to help students. Words are:  (sat), bayit (house),  (praise),  (ruler),  (bless),  (big/great),  (remember),  (kindness),  (honor),  (open). Spin Your Wheels yes Students are asked to match a root with two words built from that root. A dictionary is available to help students. Words are: ,  (will bless, the One Who is blessed), ,  (his works/your works), ,  (praise God, your praises), ,  (open), ,  (your kindness, kind one) ,  (remember, remembrance), ,  (righteous person, and your righteousness) Translation

Using clues on the translation bar, students are asked to identify the best translation for the first line .of —  .

Returning the Torah to the Ark Practice & Record

Students are asked to Practice & Record themselves reading the prayers that end the Torah service. There are four screens. Assign practice accordingly.

Translation

Using clues on the translation bar, students are asked to identify the best translation for — 

Practice this Prayer

Students are asked to practice the ending of the Torah service. There are four screens. Assign practice accordingly.

ACTIVITY

Tickle Me

HELP

TEACHER NOTES

Students are asked to listen a word and identify which one of three words is the same on the screen. This exercise checks aural facility. There are three rounds of this exercise.

Spin Your Wheels yes Students are asked to match a root and words built from that root. A dictionary is available to help students. Words are: ,  (praise), ,  (strong), ,  (turn), ,  (life), ,  (name) ,  (peace), ,  (kindness), ,  (path, way) Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from the prayers said to return the Torah to the Ark. A dictionary is available to help students. Words are:  (praise),  (day),  (turn),  (peace),  (tree),  (strong),  (path),  (life),  (kindness),  (Israel).

CONCLUDING SERVICE Aleinu  Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from . A dictionary is available to help students. Words are:  (day),  (one),  (repair),  (olam),  (give thanks),  (bow down),  (holy),  (bend our knees),  (ruler),  (face). Translation

Using clues on the translation bar, students are asked to identify the best translation for this phrase from —  .

Tickle Me

Students are asked to listen a word and identify which one of three words is the same on the screen. This exercise checks aural facility. There are three rounds of this exercise.

Practice this Prayer

We have given students the complete  to practice. Students are asked to practice as much of  as you have assigned. This is purely practice.  has nine screens. Assign practice accordingly.

Practice & Record

We have given students the complete  to practice. Students are asked to Practice & Record themselves reading as much of  as you have assigned.  has nine screens. Assign practice accordingly.

ACTIVITY

Concentration

HELP

TEACHER NOTES

yes Students are matching words from the same root from . The words are color-coded and A dictionary is available to help students. Words are: ,  (on), ,  (know), ,  (fix) ,  (hope), ,  (bend knees) ,  (honor), ,  (praise), ,  (be/will be).

Mouner's Kaddish  Translation

Using clues on the translation bar, students are asked to identify the best translation for the beginning of the last section of — 

. Spin Your Wheels yes Students are asked to match Hebrew, root and Aramaic version of a word in the . A dictionary is available to help students. Words are: ,  (holy), ,  (great/big), ,  (bless) ,  (rule), ,  (sing/song) ,  (elevate), ,  (peace). Concentration

yes Students are matching icons to vocabulary in the form of words from the ending of . A dictionary is available to help students. Words are:  (he),  (on),  (peace),  (Israel),  (so be it),  (and let us say),  (do or make),  (heavens).

Practice & Record

Students are asked to Practice & Record themselves reading , which has seven screens. Assign practice accordingly.

Practice this Prayer

Students are asked to practice . This is purely practice. The  has seven screens. Assign practice accordingly.

Tickle Me

Students are asked to listen a word and identify which one of three words is the same on the screen. This exercise checks aural facility. There are three rounds of this exercise.

Ein K’Eloheinu  Find your Way

Students are looking to cross the river by touching every word with a  suffix, which means “us, our or we”.

Tickle Me

Students are asked to listen a word and identify which one of three words is the same on the screen. This exercise checks aural facility. There are three rounds of this exercise.

ACTIVITY

HELP

TEACHER NOTES

Spin Your Wheels yes Students are asked to match three words from the same base word or root. A dictionary is available to help students. Words are: , ,  (God), , ,  (lord), , ,  (rule) , ,  (save), , ,  (bless) , ,  (give thanks), , ,  (holy), , ,  (versions of “you”) Practice this Prayer

Students are asked to practice , which has three screens. This is purely practice. Assign practice accordingly.

Practice & Record

Students are asked to practice and record themselves reading , which has three screens. This is purely practice. Assign practice accordingly.

Adon Olam  Translation

Using clues on the translation bar, students are asked to identify the best translation for a part of — .

Tickle Me

Students are asked to listen a word and identify which one of three words is the same on the screen. This exercise checks aural facility. There are three rounds of this exercise. Students are asked to practice and record themselves reading , which has five screens. Assign practice accordingly.

Practice & Record Practice this Prayer

Students are asked to practice the , which has five screens. This is purely practice. Assign practice accordingly.

Find your Way

Students are asked to find all the words built on the word ending , as in , (who) to get across the river.

Spin Your Wheels yes Students are asked to match a root with two words built from that root. A dictionary is available to help students. Words are: ,  (rule), ,  (redeem), ,  (do/make) ,  (life), ,  (to be) ,  (fashion), ,  (create), ,  (read, call out)

ACTIVITY

HELP

TEACHER NOTES

HATZI KADDISH & KADDISH SHALEM Hatzi Kaddish  Practice this Prayer

Students are asked to practice . This is purely practice. The  has five screens. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading , which has five screens. Assign practice accordingly.

Tickle Me

Students are asked to listen a word and identify which one of three words is the same on the screen. This exercise checks aural facility. There are three rounds of this exercise. Spin Your Wheels yes Students are asked to match Hebrew, root and Aramaic version of a word in the  . A dictionary is available to help students. Words are: ,  (holy), ,  (great/big), ,  (bless) ,  (rule), ,  (sing/song) ,  (elevate), ,  (peace). Translation

Using clues on the translation bar, students are asked to identify the best translation for the beginning of the  —  .

Kaddish Shalem  Practice this Prayer

Students are asked to practice . This is purely practice. The  has eight screens. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading , which has eight screens. Assign practice accordingly.

Tickle Me

Students are asked to listen a word and identify which one of three words is the same on the screen. This exercise checks aural facility. There are three rounds of this exercise.

Translation

Using clues on the translation bar, students are asked to identify the best translation for the beginning of the third paragraph of the Kaddish Shalem— .

ACTIVITY

HELP

TEACHER NOTES

Spin Your Wheels yes Students are asked to match Hebrew, root and Aramaic version of a word in the . A dictionary is available to help students. Words are: ,  (holy), ,  (great/big), ,  (bless) ,  (rule), ,  (sing/song) ,  (elevate), ,  (peace).

MUSAF Musaf K'dushah Practice this Prayer

Students are asked to practice the  for the Musaf service. This is purely practice. This prayer has four or five screens depending on your liturgy. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading the  for the Musaf service. This  version has four or five screens depending on liturgy. Assign practice accordingly.

Translation

Using clues on the translation bar, students are asked to identify the best translation for this response in the  for the Musaf service— 

Spin Your Wheels yes Students are asked to match roots and words built on those roots. A dictionary is available to help students. Words are variations on the following:  (holy),  (say),  (bless)  (ruler),  (praise)  (listen),  (write),  (honor). Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from the  for the Musaf service. A dictionary is available to help students. Words are:  (holy),  (prophet),  (land),  (wrote),  (evening),  (morning),  (love),  (listen),  (say)  (ruler).

SHABBAT PRAYERS AND BLESSINGS Shabbat Brakhot  Tickle Me

Students are asked to listen a word and identify which one of three words is the same on the screen. This exercise checks aural facility. There are three rounds of this exercise.

ACTIVITY

Translation

HELP

TEACHER NOTES

Using clues on the translation bar, students are asked to identify the best translation for the end of the brakhah over children—  .

Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from the Shabbat Brakhot. A dictionary is available to help students. Words are:  (to kindle),  (light),  (candle),  (fruit of the vine),  (bread),  (hand),  (face),  (go out),  (peace),  (guard),  (feed). Spin Your Wheels yes Students are matching words from the same root. A dictionary is available to help students. Roots are:  (bless),  (commandment),  (to light)  (create),  (take out),  (feed), and  (guard). Practice this Prayer

Students are asked to practice the Shabbat. This is purely practice. The Shabbat Brakhot have seven screens. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading Shabbat Brakhot. Shabbat Brakhot have seven screens. Assign practice accordingly.

Shalom Aleikhem  Practice this Prayer

Students are asked to practice . This is purely practice, which has four screens. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading , which has four screens. Assign practice accordingly.

Concentration

Translation

yes Students are matching vocabulary words found in  with their icons. A dictionary is available to help students. Words are:  (bless),  (ruler),  (holy) al (on),  (angel)  (come),  (peace),  (go out). Using clues on the translation bar, students are asked to identify the best translation for a phrase from — .

Spin Your Wheels yes Students are matching roots and words built from that root. A dictionary is available to help students. Words are: ,  (peace), ,  (praise), ha-motzi, tzeitchem (go out) hakadosh, kidshanu (holy), ,  (rule) ,  (righteous), ,  (bring, go out), ,  (bless)

ACTIVITY

HELP

TEACHER NOTES

Shabbat Kiddush  Practice this Prayer

Students are asked to practice as much of  as you have assigned. This is purely practice. The  practice activity has six screens. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reciting or singing as much of Shabbat Kiddush as you have assigned. The  practice activity has six screens. Assign practice accordingly.

Translation

Using clues on the translation bar, students are asked to identify the best translation for the closing brakhah of the —  .

Spin Your Wheels yes Students are matching roots and words built from that root. A dictionary is available to help students. Words are: ,  (holy), ,  (remember), ,  (bless) ,  (command), ,  (create) ,  (go out), ,  (love), ,  (want) Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from the . A dictionary is available to help students. Words are: kadosh (holy), mitzrayim (Egypt), yatza (go out),  (fruit of the vine),  (Cosmos, eternal),  (ruler),  (you),  (bless),  (remember),  (Shabbat). Tickle Me

Students are asked to listen a word and identify which one of three words is the same on the screen. This exercise checks aural facility. There are three rounds of this exercise.

Birkat ha-Mazon  Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from . A dictionary is available to help students. Words are:  (bless),  (feed),  (big/great),  (ruler),  (bread),  (give),  (Cosmos),  (good),  (kindness),  (you). Translation

Using clues on the translation bar, students are asked to identify the best translation  brakhah at the end of the first paragraph of —    .

ACTIVITY

HELP

TEACHER NOTES

Practice this Prayer

Students are asked to practice as much the first paragraph of  as you have assigned. This is purely practice.  has three screens. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading as much of the first paragraph of  as you have assigned.  has three screens. Assign practice accordingly.

Concentration

yes Students are matching words from the same root found in . A dictionary is available to help students. Words are: ,  (good), ,  (food), ,  (give) ,  (prepare), ,  (mercy) ,  (missing), ,  (kindness), ,  (thanks).

Havdalah  Translation

Using clues on the translation bar, students are asked to identify the best translation for  of Havdalah—  .

Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from . A dictionary is available to help students. Words are:  (divide),  (holy),  (light),  (darkness),  (day),  (do/ make),  (six),  (seven),  (fire),  (spices). Tickle Me

Students are asked to listen a word and identify which one of three words is the same on the screen. This exercise checks aural facility. There are three rounds of this exercise.

Practice & Record

Students are asked to Practice & Record themselves reading , which has ten screens. Assign practice accordingly.

Practice this Prayer

Students are asked to practice . This is purely practice.  has ten screens. Assign practice accordingly.

Concentration

yes Students are asked to match roots and words built on those roots. A dictionary is available to help students. Words are: ,  (divide), ,  (create), ,  (holy) ,  (light), ,  (save) ,  (salvation), ,  (read/ call), ,  (do/make).

ACTIVITY

HELP

TEACHER NOTES

HOME & HOLIDAY PRAYERS AND BLESSINGS What is a Brakhah? Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words concerning food brakhot. A dictionary is available to help students. Words are:  (bless),  (you),  (ruler),  (Cosmos),  (bread),  (vine),  (fruit of),  (tree),  (spices),  (all kinds of foods/sweets). Translation

Concentration

Using clues on the translation bar, students are asked to identify the best translation for Ha-Motzi, the brakhah over bread—   . yes Students are asked to match food brakhot endings with an icon of the food over which the brakhah is said. A dictionary is available to help students. Brakhot endings are:   (meal that includes bread),  (wine or grape juice),  (fruit that grows on a tree)  (fruit that grows in the ground),  (spices or aroma)  (food with flour that is not bread),  (not sure what you are eating),  (matzah).

Practice this Prayer

Students are asked to practice seven food brakhot. This purely practice. These seven food brakhot are on seven screens. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading up to seven food brakhot. There are seven screens. Assign practice accordingly.

Find your Way

Students are asked to find and touch all the words the words that begin with T meaning “the” to cross the river.

Food Brakhot Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words concerning food brakhot. A dictionary is available to help students. Words are:  (bless),  (you),  (ruler),  (Cosmos),  (bread),  (vine),  (fruit of),  (tree),  (spices),  (all kinds of foods/sweets).

ACTIVITY

HELP

Translation

Concentration

TEACHER NOTES

Using clues on the translation bar, students are asked to identify the best translation for Ha-Motzi, the brakhah over bread—   . yes Students are asked to match food brakhot endings with an icon of the food over which the brakhah is said. A dictionary is available to help students. Brakhot endings are:   (meal that includes bread),  (wine or grape juice),  (fruit that grows on a tree)  (fruit that grows in the ground),  (spices or aroma)  (food with flour that is not bread),  (not sure what you are eating),  (matzah).

Practice this Prayer

Students are asked to practice seven food brakhot. This purely practice. These seven food brakhot are on seven screens. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading up to seven food brakhot. There are seven screens. Assign practice accordingly.

Find your Way

Students are asked to find and touch all the words the words that begin with T meaning “the” to cross the river.

First Time Brakhot Concentration

Translation

yes Students are asked to match brakhot endings with an icon of why the brakhah is said. A dictionary is available to help students. Brakhot endings are:  (special occasion),  (rainbow),  (hearing good news)  (wearing new clothes),  (beautiful things)  (thunder),  (lightning),  (seeing the ocean). Using clues on the translation bar, students are asked to identify the best translation for the ending of —   .

Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from the Shabbat Brakhot. A dictionary is available to help students. Words are:  (life),  (honor),  (dress),  (remember),  (said),  (hero),  (do),  (big),  (faith), and  (ocean).

ACTIVITY

HELP

TEACHER NOTES

Practice this Prayer

Students are asked to practice these first-time brakhot. This is purely practice. This lesson has eight brakhot on eight screens. Assign practice accordingly.

Practice & Record

Students are asked to Practice & Record themselves reading these first-time brakhot. This lesson has eight brakhot on eight screens. Assign practice accordingly.

Spin Your Wheels yes Students are asked to match roots and words built on those roots. A dictionary is available to help students. Words are variations on the following:  (life),  (say),  (dress)  (hero),  (do)  (big),  (Cosmos),  (faith),  (ocean),  (remember).

Mitzvah Brakhot Translation

Using clues on the translation bar, students are asked to identify the best translation for the ending of the mitzvah brakhah for hearing the shofar—       .

Find your Way

Students are asked to find and touch all the words the words that begin with  meaning “us” or “our” to cross the river.

Spin Your Wheels yes Students are asked to match three words built on the same root. A dictionary is available to help students. Words are: ,  (bless), ,  (rule), ,  (listen) ,  (holy), ,  (mitzvah) ,  (read), ,  (kindle), ,  (fixed) Practice this Prayer Concentration

Students are asked to practice nine mitzvah brakhot. This purely practice. Each brakhah is on a separate screen. Assign practice accordingly. yes Students are asked to match brakhot endings with an icon of the mitzvah over which the brakhah is said. A dictionary is available to help students. Brakhot endings are for the following brakhot:  hearing a shofar;  eating matzah,  lighting Shabbat candles,  reading the megillah,  lighting Hanukkah candles,  shaking the lulav,  affixing the mitzvah, and  wrapping oneself in a tallit (tzitzit).

ACTIVITY

Practice & Record

HELP

TEACHER NOTES

Students are asked to Practice & Record themselves reading up to nine mitzvah brakhot. Each brakhah is on a separate screen. Assign practice accordingly.

Hanukkah Brakhot  Translation

Using clues on the translation bar, students are asked to identify the best translation for the end of the second of the —        

Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from the Hanukkah Brakhot. A dictionary is available to help students. Words are:  (Hanukkah),  (ruler),  (to kindle),  (day),  (life),  (candle),  (bless),  (time),  (do or make),  (holy). Practice this Prayer

Students are asked to practice the Hanukkah brakhot. This is purely practice. There are has four screens. Assign practice accordingly.

Practice & Record

Students are asked to practice and record themselves reciting Hanukkah brakhot. There are has four screens. Assign practice accordingly.

Concentration

yes Students are asked to match two versions of a word found in the Hanukkah brakhot. There is a dictionary for student help. Words are: ,  (bless), ,  (life), ,  (command), ,  (kindle), ,  (do or make), ,  (day), ,  (arrive), ,  (maintain).

Passover Four Questions Translation

Using clues on the translation bar, students are asked to identify the best translation for the question about hametz and matzah—          

Practice this Prayer

Students are asked to practice the Four Questions. This is purely practice. There are has five screens. Assign practice accordingly.

Vocabulary Match yes Students are asked to match Hebrew and English vocabulary words from the Four Questions. A dictionary is available to help students. Words are:  (night)  (eat),  (leavened), ,  (vegetables),  (maror),  (dip),  (one/once),  (two/twice),  (sit).

ACTIVITY

Concentration

Practice & Record

HELP

TEACHER NOTES

yes Students are matching icons to vocabulary found in the Four Questions. There is a dictionary for student help. Words are: ,  (night), ,  (vegetable), ,  (unleavened bread), ,  (eat), ,  (sit)m ,  (once, twice), , � (dip), ,  (lean). Students are asked to Practice & Record themselves reciting the Four Questions. There are has five screens. Assign practice accordingly.