Welcome to Lesson 5! In this session, we’ll explore the crucial step of weaving language into literacy, making reading a meaningful and enjoyable experience for our students. We’ll discuss how to move beyond decoding random words and syllables, and instead, use authentic texts that connect to the children’s lives. By doing so, we’ll help them develop a deeper understanding of the Hebrew language, build fluency, and cultivate a lifelong love for reading. Join me as we discover how to create a pathway to literacy that’s engaging, effective, and aligned with our goals of helping children become confident readers and learners of Hebrew.
The Benefits
Weaving language into literacy has an important impact on learning. When children decode in their first language, they work hard to read sentences like ‘I see a mop.’ They learn high-frequency words I and a, they sound out ‘mop’ as ‘m-o-p,’ and finally, read the sentence with understanding. This motivates them to continue reading.
But what happens when we teach Hebrew using random syllables and words children have never heard before? They struggle to learn letters, syllable blending, and get nonsensical combinations like ‘sha-za,’ ‘la-ha,’ or ‘ma-bah.’ Without context or meaning, they question their accuracy, motivation, and interest. Why continue reading if it’s not enjoyable or rewarding?
Our goal is to make learning itself engaging and fulfilling, rather than relying on external motivators like prizes. So, how do we make learning Hebrew engaging and meaningful? Let’s take this book, ‘Hayah,’ as an example. By the time we introduce it to the children, they’ve already learned common syllables and two-syllable words with open and closed syllables. We take these familiar words and incorporate them into a storyline, using excerpts from Shemot, the story of Mitzrayim and our redemption.
For instance, they might encounter words like ‘barad’ (hail), ‘Mahn’ (manna), ‘nachash’ (snake), ‘dahm’ (blood), and ‘Anan’ (cloud). They’ve learned these words before, but now they see them in context, with pictures and explanations to aid understanding. This approach builds confidence, encouraging them to ask questions, explore, and discover that Hebrew makes sense.
By reading words in context, they develop a deeper understanding and connection to the language. It’s not just about decoding; it’s about comprehension and meaning. This approach makes learning Hebrew enjoyable, interactive, and rewarding.
Decoding Words & Recognizing Words by Sight
When teaching Hebrew, it’s essential to strike a balance between familiar and new words. We use ‘vocabulary words’ or ‘unit words’ that we want children to encounter repeatedly, so they become sight words. However, we also introduce less frequent words to ensure they practice decoding skills and don’t just memorize familiar words.
We want children to develop the ability to decode new words correctly and recognize familiar words instantly. For example, the word ‘lavan’ (white) becomes a sight word through repeated exposure in different contexts, such as ‘har lavan’ (Mount White) or ‘gamal lavan’ (white camel). This repetition helps children connect the word to its meaning and concept.
Our approach includes two types of words: vocabulary words and brand new words. The new words are chosen from less frequent sources like Tehillim, ensuring children apply their decoding skills while learning to recognize words instantly. This balance between familiar and new words fosters a deep understanding of Hebrew and develops confident readers.
Let’s compare two reading activities. First, we have a checkpoint from Unit 1, where children read three-word sentences and match them to one of four pictures. This activity requires children to engage their full reading brain, interpreting symbols, blending sounds, and understanding the ideas represented.
In contrast, reading Tehillim, a high-level text with poetry and parables, can be a different experience. While children may recognize some words like “David” or “ayin”, many words may be beyond their vocabulary. In this case, they might focus solely on sounding out words, without fully understanding the meaning. This can be a challenging task, requiring stamina and decoding skills, which can vary from child to child.
Let’s consider the Matthew effect, where some students may be close to reading Tehillim accurately but still find it frustratingly overwhelming. When we use Tehillim for practice, these children might not enjoy reading due to the high level of difficulty.
While Tehillim is a sacred and challenging text, it may not be the best choice for early reading practice. Its complex vocabulary, short of Aramaic, can be discouraging for students who aren’t yet at that level. To avoid frustration and promote a love for reading, we should use scaffolded texts that allow children to connect with the material in multiple ways. This gradual approach will eventually lead them to reading Tehillim confidently and competently.
Reading in a Comfortable Zone
At Hebrew Scouts, our mission is to create a smooth pathway for children to progress from learning to read words to reading Chumash, Tefillah, and eventually Tehillim. We aim to avoid frustrating experiences that are beyond their reach, instead providing a bridge with manageable steps.
Our primary target is to help children learn their letters, read two- and three-word phrases, and prepare them for Chumash, which is a more accessible text. While children learn to decode, we also focus on building their Hebrew language skills, weaving language into literacy.
For example, in NikudQuest Unit 2, Ba’agala, children learn prefixes and concepts like “Chana sama” (Hana put) or “Abba sam” (Abba put) to write sentences that make sense. This approach helps build fluency at the phrase and sentence level, providing concrete experiences for children to hear and speak Hebrew.
By the time they reach Chumash, they’ll already be proficient in basic concepts, learned through experiential learning rather than drills and memorization. This approach enables children to develop a deeper understanding and appreciation of Hebrew, making their learning journey enjoyable and successful.
