While you read, you can use different voices and invite the children to do the same: What does a person sound like when s/he bursts out crying? What does a hole being drilled into the wall sound like? Even if you’re not professional actors or actresses, your active participation in the story will enhance your shared experience and delight.
The judge learns from the girl how to resolve the case brought before him. Following this book, you can discuss your children’s knowledge and strengths with them: It can be a hobby, insight or shared memory from an incident in which they contributed their experience and wisdom. You, parents, should also share: What have you learned from your child?
Do oil droplets indeed float in water? You can see for yourselves by adding a few drops of oil into a bowl filled with water. You can later check what else floats: What happens to a piece of paper in water? Or a paper boat? A fork? Or a leaf? And how about a small plastic toy?
Just as they do in this book, you too can try to resolve a disagreement on some issue: Each party presents their case, everyone listens, and suggests how to resolve the dispute.
You can also swap roles and explore together – is only one of you right? Or can you, perhaps, reach some other kind of understanding?
You may enjoy reading this book together and asking for your child’s opinion – do they think this story really happened? How did the friendship between the shoemaker and the Emir “save” Jerusalem? Perhaps you could choose one elderly friend or member of your family, and suggest that your child interview them about their childhood. The interview can be recorded, drawn or written down, to be kept for posterity.
This story takes place in Jerusalem at the beginning of the 20th Which characteristics of Jerusalem can you identify in the illustrations? You may want to look for other pictures of Jerusalem from the same period, and compare it to contemporary ones: does Jerusalem still look this way? What about it has remained the same, and what has changed?
The narrator’s grandfather was a craftsman, a shoemaker. Perhaps you would enjoy discovering the occupations in which your family members engaged in past generations. Is any of the professions passed down from one generation to the next? You may want to create a family tree, and draw a symbol of each family member’s profession alongside their name.
Many last names provide information about one’s family history. Does your last name hold a clue about an ancestor’s occupation? Or the place from which your family immigrated to Israel? Or any other past family characteristic?
By squeaking, the boots remind the Emir of the help he received from his friend, the shoemaker. Perhaps you can remember someone who once helped your family. What reminds you of them? Together, you may want to think of ways to make them happy.
Many past professions are disappearing – milkmen, watchmakers, blacksmiths, streetlamp lighters, etc. Can you think of any other occupations that no longer exist? Perhaps you could imagine together what the world would be like if other professions we now have will no longer be required. Which occupations might come in their stead?
Flip through the book, paying particular attention to the illustrations by Shai Charka. How did the illustrator choose to depict the behavior of the people of Chelm? You might ask your children to suggest other ways that the people of Chelm could have conveyed honor and esteem for their
What makes you laugh? The Chelm stories paint human behavior in a ridiculous and amusing light. Similar tales — about Jucha, Hershele, and Chusham — appear in different cultures. Do you know any stories about these characters? You can look at home or at the library for more collections of humorous folktales and share them with your
Spread a towel or rag on the floor, to symbolize the mud in Chelm’s streets, and use simple costumes and props (shoes, hats, scarves) to act out the
The people of Chelm look for a way to distinguish the king from the rest of the townspeople, because it’s important that he “be honored at his full value.” After you read the story, discuss the value of deeds vs. status and honor. Ask your children what they think makes someone worthy of being honored?
After reading the story, your children could try being “King for a Day.” A pretty scarf or shawl can be made into a robe; they can borrow mom’s or dad’s shoes; you could work together to make a crown. How does it feel to be like the king in the story? How do the onlookers (you–their parents!) honor him?
“Every loaf starts with a single grain”: You may want to ask your child how “bread is brought out of the ground”, which forces of nature helped the wheat and other ingredients grow, and what one needs in order to turn wheat into bread.
The Princess and the True Loaf of Bread
שְׁמִירָה
ask your child to think of five things they like to eat
You could ask your child to think of five things they like to eat. Do they know what they are made of, and how they are prepared? You may want to make a “true meal” together, one that you make on your own from start to finish, including serving and clearing the table. Did you also feel satisfied with your effort and the entire process?
The Princess and the True Loaf of Bread
שְׁמִירָה
The princess did not want to disappoint her father
The princess did not want to disappoint her father, but hoped she could please him without making much of an effort. She ultimately overcame the difficulties she had encountered, and completed the task well. You may want to discuss the following with your child: Why do you think the king was unhappy with the ready-made loaves of bread brought to him by the princess? What is so special about the “true” loaf of bread? Have you ever been in a situation where you achieved something that was important to you after working hard, making a tremendous effort, or repeated attempts? You may want to share this experience and subsequent feelings with your child.
King Baguette looked at his princess’ hands to determine whether she had brought him the true loaf of bread. You could also look at your child’s hands, and try to guess what they had done today. Children’s hands resemble their parents’, but are also different. You may want to compare your hands, and notice the lines “drawn” on them. Do you have the same lines?
At the end of the story, the princess learned to appreciate the farmers’ hard work, and their contribution to her life, and even learned to thank them. Together with your child, you could think of the people around you who work hard to make everyone’s lives easier. You may want to try and count all the people who have helped us throughout the day (such as the people who clean the streets, security officers, bus drivers, those in building maintenance, etc.).
You might enjoy playing the “thank you game”. A family member starts by saying “I’d like to thank…” and tells of a good thing another has done for them. It could be anything, great or small, whether ongoing or a single incident. The next begins their sentence the same way, and ends it as they wish, and so on. You could have a thank you round at the dinner table, or before bedtime.
During the journey, the princess makes a loaf of bread, as well as a new friend! You may want to discuss the friendship between Fire and the princess together with your child, and compare it to the princess’ relationships with other characters in the book. Perhaps you’d enjoy telling your child about your friends, and share experiences with each other.
Stir the yeast in the lukewarm water until it dissolves, add the sugar, and let the mixture rise.
Place the flour and fermented yeast in a bowl, add the salt and olive oil, and knead into dough.
Cover and let the dough rise for approximately two hours.
Form rolls and place on an oven tray covered with parchment paper or corn flour (to keep them from sticking). Let them rise for another thirty minutes.
Bake in the oven for 25 to 30 minutes, at 220 degrees.
The illustrations by Uri Shulevitz remind us of a lifestyle from a different time and place. Talk about this with your children: If the story were to take place today, what would be different about the illustrations? You may want to prepare an illustrated booklet together of the same story, drawing pictures of the background and environment that is familiar to them today.
The tale doesn’t reveal what the treasure was that Yitzhak sought or why he had to leave his home on a journey that brought him right back to the place where he started. It would be interesting to discuss this with the children and to hear their thoughts on the subject.
This is an opportunity to share with your children the accomplishments that you have achieved after many efforts and great endeavor, and the sense of success that accompany these accomplishments. It is worth listening to their ambitions and dreams, too, and important that you encourage your children to try to realize them.
Your children are invited to lead you on a journey of hidden discovery throughout your home. Close your eyes or tie a handkerchief around your eyes, and let your children lead you to places and “treasures” hidden about the home that you didn’t even know existed. The children can also give you household items and objects to feel. Are you able to recognize what they are? At the end of the journey, trade places, and lead your children around the house.
Go on a treasure hunt – at home! You can hide a small “treasure” within the home. The children’s task is to look for it through the help of notes on which you have drawn hints and signs. The children will be happy to follow the hints that you have prepared, and to pass through different places in the home until they find the treasure.
“Sometimes a person has to walk a long distance in order to discover what was in fact right nearby”: Have you ever noticed your children’s joy in discovering the nice, familiar feeling of
home upon returning from a trip or a vacation? What are the “treasures” in each room of the home? What makes each one of you happy when you return home?
There are “treasures” in the vicinity of your home, too, that the children will be happy to discover and to collect. It would be fun to go on a “discovery excursion” in your neighborhood. You can select a suitable “treasure” together to bring home, and you may even want to dedicate a special corner of the children’s room to “treasures”.
“The Treasure” is the last book that will be distributed this year in the “Sifriyat Pijama” program. The school year is ending, and with it, your children will set off on a journey – whether they continue on to a new kindergarten or to school, or whether they remain in the same kindergarten and join the group of older children. This story reminds us that every journey brings with it a renewed appreciation of the treasure that is always with us, at home and within the family. Have a wonderful vacation from Sifriyat Pijama!
Notice the things Matan and Noah like to do together before they quarrel. Ask your children what they like to do with their friends, and when do they help one another?
Examine Matan’s and Noah’s facial expressions in the illustrations. When do they look happy? When do they look sad, or angry?
If Matan and Noah were friends of yours, what would you suggest that they do to prevent the quarrel from occurring, or to make up afterwards?
Ask your children if anyone has ever helped them to make up with a friend after a quarrel. How would you want to be helped to make up after a quarrel? You could create a little book –write your own story and illustrate it together.
You could brainstorm together and come up with an ad or slogan that promotes peace between people. Create a poster featuring your ad or slogan and hang it up in your home.
The bridge that Elijah the carpenter built was made of boards and nails. Ask your children what bridges they know, and what are they made of? You could also build a bridge out of popsicle sticks or Lego blocks. After you finish building the bridge, you could use it to stage a play about the story, using dolls or Lego figures.
Do you know the song, “The whole world is one narrow bridge”? If you do, you can sing it together with your children.
A Good Name 
The Boots that saved Jerusalem 
The King’s Golden Shoes 
The Princess and the True Loaf of Bread 
The Treasure 
The Bridge Tale 
קְרִיאָה
שִׂיחָה
חֵקֶר
מִשְׂחָק
הַשְׁרָאָה
כְּלָלִי
הַעֲשָׁרָה
חֲגִיגָה
בִּשּׁוּל
