I am not sure if you're familiar with Yoni - he is the one who draws pictures in Hamodia and all the Kids Speak pictures are from him
He sells his pictures (about 6000) on a cd to schools - once the school has bought one cd all teachers have permission to use it (not  like esky where each teacher needs their own) Pictures range from Parshas Hashavua to Yomim Tovim and general
He also has a search engine to make it easier to find what you want.
Most of his pictures are really good for the use of older pupils, i.e. esky is more for 3-7 years old but Yoni can be used easily for up to 12 years old.

Attached are the target guides (for teachers) and the targets that I referred to in my earlier reply (reply #8).

      We have found a method to review kriah rules in the older grades that is bekovedik and has built in motivation. Every class says a perek of Tehillim every day after recess with each girl reading one passuk aloud as the others say it quietly. The teacher then says the yehi ratzon for a list of cholim. We found that in every class a number of girls were butchering many of the words.
      What we are doing now is the following. Before starting the perek the teacher pulls out 2-5 words that are difficult for any number of reasons, writes them on the board and analyzes the difficulties with the girls. If it is a particularly difficult word she will give out highlighter sticky notes, (we get them in the dollar store here,) to put over that word to remind them to focus carefully when they say that word. Each teacher gears the words she pulls out to the kriah issues that her class seems to be having. Tehillim is ideal for this because we preface this program by going trough the tefillah said before and after amiras Tehillim that invokes the zchus of the words, the letters, the nekudos, etc. So that if we say Tehillim accurately it is much more powerful. (Part of the teillah also speaks about the taamim, perhaps this could be nogaya to boys classes.) Also Tehillim has many, many unusual formations that sometimes clearly illustrate some kriah rules as well as break some kriah/dikduk rules. We have found that the girls are fascinated.
      We are in the process of creating a Sefer Tehillim with all unusual rules or exceptions highlighted to make it easier for the teacher to plan which words she will pull out, depending on which rules she is focusing on for her class. So far it is working for us, although we haven't been doing it long enough to see really solid improvements. What we've seen immediately is the ratzon to read more accurately, and we consider even that a major accomplishment.

I would love to hear more . Specifically about the target cards!

I would be interested to receive a list of the targets, please.

Thank you in advance.

Mrs. M. Freylich

Bais Yaakov D'Rav Hirschprung



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From: Chinuch.org Principal's Forum [mailto:forumreply@chinuch.org]
Sent: Thursday, March 10, 2011 1:47 PM

In our Junior Dept of our Primary school (7-11 year old) we noticed that the level of kriah in older classes was not satisfactory and for the past 2 years we have been using  the following method:
We do kriah 10 minutes a day after davening. We do kriah as "tehillim" i.e. we say tehillim but it is also used as kriah practice.
A girl says 2 psukim, the class hten says the next possuk, and another girl again 2 psukim etc.
Each class gets "target-cards". Each girl starts by target 1 at the beginning of each year. When a girl meets that target four times in a row she can go onto the next target.
The targets start with very basic kriah rules and then get more difficult e.g. the shvo no rules etc. When a girl moves onto the next target she has to keep all the previous targets plus the new one in order to get a tick. When a girl has met all her targets (usually about half way through the year) the targets then are met only if she improves fluency.
What we have found is a)girls barely make mistakes anymore, they really improve in their accuracy but b) their kriah slows down a lot as they try hard to meet their target. This is why it is necessary towards the end to make targets for fluency.
We have seen great improvement with those classes which consistently kept to this system
We have a whole list of targets to meet - if anyone is interested i\'m happy to provide them with further instructions.

for anyone working on a mac, pages is a wonderfully easy version of word, cliparts and switching of eng/heb are much easier than in word.

I would recommend using Microsoft Publisher. Since it is a Microsoft program, it is setup like Microsoft Word and very user friendly. It\'s not exactly a graphic design program, but it was programmed to create appealing documents and therefore has many visual add-ins.

Divide a section of the classroom into a few parts. (You can divide it with materials that would be used for each center- like bookshelves.) Think of centers that the children can use by themselves with a little monitoring- library, house, blocks, coloring ect. Once in a while you can create a special center- like water or rice tubs. These special centers should be part of your classroom curriculum and should be done in small groups with teacher supervision. Either create center time and/or when the children come in they can play at the centers.

I like to go over the daily schedule at the beginning of class and put a positive spin on the activities that we are going to do.  I find that this helps the students have a more positive attitude.