Maybe if I were a little more flexible about Chumash and thinking in terms of the goal of her understanding the mishkan and not wrestling with the text, I would probably not have her go through all these pesukim and translate them, but instead we would take out a book with pictures.
I read a Marshall Memo this morning with the title: Day schools are not about Jewish Identity, but Jewish Literacy. I'll post it in the comments. But it did remind me why I do have Chana grapple with the text and I don't just do pictures. I don't know if I'm just making her frustrated and just pushing her to do pointless translation that won't even stick into her head. But I want her to engage with the words of the Torah, the specific words that are used. I want her to be intimately involved with them. To spend time reading them. To have a relationship with them.
Of course, I risk that her relationship with them is dislike.
On the other hand, maybe acquiring skills is painful, and when she comes out the other side she'll be glad she has them.
On the other other hand, maybe I'm making her bang her head against these words, and she's not relating to it in a meaningful way, nor will it have a positive impact long term.
(Yep, since we homeschoolers are completely and 100% in charge of our children's education, we
One of the pesukim was so fascinating. It says the kohen gadol will wear the Tzitz (crown), and it will be on his forehead "l'ratzon" for the jews before Hashem. First Chana asked what "l'ratzon" means. I said shoresh "ratza" and it will be something desirable. She didn't understand. I said it was like the pair of shoes that she keeps asking me to buy. The shoes are "l'ratzon" to her. So she understood, and then she asked what that even means in Hashem's framework because He has no needs.
So I got all excited because we never did finish those brachos in shemona esrei and there is a bracha "retzei" that asks for our prayer to be desirable to Hashem. So my brain is already creating this awesome little lesson about what makes a prayer more "desirable" than others (e.g. kavana), meaning there's a qualitative difference and that's described as "l'ratzon" or not, and I'm showing her the bracha... and she tells me she's not interested.
So we closed the siddur and the Chumash.
It is my opinion that because a great deal of Chumash time involves activity that Chana does not enjoy, she is eager to get it over with and not inclined to pursue these questions.
On the other hand, I've always been inclined to leave questions as questions until the student pushes to think about or find an answer. This question won't go away.