By Lisa Bernstein and Milka Eliav
Hebrew Day School (HDS) students in grades 3–5 start their day with a song-filled prayer service. The service relies on students’ leadership and is a harmonious and calming way to begin the school day. Over the years, HDS has moved from the traditional “Siddurenu” to a colorful, child-friendly siddur (prayer book) that has modern English translations and contains a selection of morning prayers. Neither of these were meeting our current needs and after looking at a great variety of children’s siddurim, we found there wasn’t a perfect fit in scope and contemporary English.
The meaningful place of the siddur in Jewish life and learning, one of the school’s core values, brought us to realize that we needed a siddur that would include most services and prayers rather than a select few, and meet the needs of our pluralistic community. And so, we have decided to create our very own Hebrew Day School Siddur! As two of the school’s Judaic and Hebrew studies teachers, we set off to work together and write the translation. The English translation will have non-gendered God language and use vocabulary that is largely accessible to children. And of course, it will remain true to the original language as accurately as possible within those parameters.
The translation work has required careful consideration of each Hebrew word. Should rachamim be rendered as “compassion” or “mercy”? How do we handle gendered Hebrew grammar when creating inclusive English?
HaMorah Milka Eliav during last year’s Siddur decoration celebration
We’ve discovered that different siddurim contain textual variations reflecting denominational differences and geographic traditions (nusach). “This project has made me think deeply about the meaning of the prayers, in a way I haven’t in a long time,” HaMorah Milka notes. “Translating is sometimes interpreting, and we made a real effort to stay as true to the Hebrew words as we could.”
The educational value extends beyond language skills: Students participated in weekly “Tefillah Art” sessions led by HaMorah Leah, where they created artwork using a variety of media to convey the kavanah (intent) of the prayers.
The students had the opportunity to think deeply about the meaning of the prayers as they created their artwork and to witness firsthand how tefillah art reflects Hebrew Day School’s commitment to meaningful Jewish engagement.
Some of the artwork will be included in the new siddur, which we expect to complete for the 2026–2027 school year. The finished siddur will serve our students by developing their understanding of Jewish liturgy and its place in their daily lives.
For more information about Hebrew Day School of Ann Arbor or to support the siddur project, contact Development Director Tamar Jacobson at [email protected].
HaMorah Lea (Lisa Bernstein) during morning prayer
Hebrew Day School (HDS) students in grades 3–5 start their day with a song-filled prayer service. The service relies on students’ leadership and is a harmonious and calming way to begin the school day. Over the years, HDS has moved from the traditional “Siddurenu” to a colorful, child-friendly siddur (prayer book) that has modern English translations and contains a selection of morning prayers. Neither of these were meeting our current needs and after looking at a great variety of children’s siddurim, we found there wasn’t a perfect fit in scope and contemporary English.
The meaningful place of the siddur in Jewish life and learning, one of the school’s core values, brought us to realize that we needed a siddur that would include most services and prayers rather than a select few, and meet the needs of our pluralistic community. And so, we have decided to create our very own Hebrew Day School Siddur! As two of the school’s Judaic and Hebrew studies teachers, we set off to work together and write the translation. The English translation will have non-gendered God language and use vocabulary that is largely accessible to children. And of course, it will remain true to the original language as accurately as possible within those parameters.
The translation work has required careful consideration of each Hebrew word. Should rachamim be rendered as “compassion” or “mercy”? How do we handle gendered Hebrew grammar when creating inclusive English?
HaMorah Milka Eliav during last year’s Siddur decoration celebration
We’ve discovered that different siddurim contain textual variations reflecting denominational differences and geographic traditions (nusach). “This project has made me think deeply about the meaning of the prayers, in a way I haven’t in a long time,” HaMorah Milka notes. “Translating is sometimes interpreting, and we made a real effort to stay as true to the Hebrew words as we could.”
The educational value extends beyond language skills: Students participated in weekly “Tefillah Art” sessions led by HaMorah Leah, where they created artwork using a variety of media to convey the kavanah (intent) of the prayers.
The students had the opportunity to think deeply about the meaning of the prayers as they created their artwork and to witness firsthand how tefillah art reflects Hebrew Day School’s commitment to meaningful Jewish engagement.
Some of the artwork will be included in the new siddur, which we expect to complete for the 2026–2027 school year. The finished siddur will serve our students by developing their understanding of Jewish liturgy and its place in their daily lives.
HaMorah Lea (Lisa Bernstein) during morning prayer
HaMorah Lea (Lisa Bernstein) during morning prayer