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We Are All Alike . . . We Are All Different . . . We Are a Kehillah!

Our dramatic play area has been transformed again; we have created a doctor’s office!

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After reflecting on our personal experiences in medical offices and hospitals, we decided to fill our space with stethoscopes, eye-droppers, gloves, x-ray films and other medical instruments.

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We also gathered dozens of books related to the subject and delved right into learning about the wonders of the human body. Martha, the organ woman . . .

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and George, the skeleton man, helped us with our discoveries.

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During our play and subsequent conversations, we have observed that while everyone’s body in our kehillah is different in some way (different color eyes, hair, height, weight, etc.), our bodies are also very similar (for example, we all have a skeleton, organs, limbs and ears, noses and fingers).

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In fact, we decided that how our bodies worked was more interesting than what our bodies or skin looked like!

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We followed up these discoveries by reading We Are All Alike . . . We Are All Different, a book by Cheltenham Elementary Kindergartners. Inspired by this story about the importance of diversity and of tolerance, we have written our own descriptions reinforcing multicultural appreciation and anti-bias learning. We invite you to read our words and see our illustrations displayed on the big bulletin board in our school lobby! Below are some examples of our work:

We are all alike. We all have bodies.

We are all different.

Some of us are tall.

Some of us are short.

Some of us are girls.

Some of us are boys.

Some people walk using their legs.

Some people use wheelchairs.

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(This person uses a wheelchair to get around.)

We are all alike. We are all people.

We are all different. We do not look the same.

We have different color eyes.

We have different color hair.

Some people have short hair.

Some people have no hair.

Some people wear glasses.

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(This is Kiara. Her skin was like butterscotch. She has no hair.)

We have different color skin.

Some of us have darker skin.

Some of us have lighter skin.

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(This person has red hair. She has lighter skin. It’s color of a peach. She is smiling. She has a beautiful smile.)

We are alike. We are all Jews.

We are different.

Some of us light candles and eat challah on Shabbat.

Some of us have a family movie night on Shabbat.

Some of us go to shul on Shabbat.

Some of us go to the playground on Shabbat.

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(This family has family movie night on Shabbat.)

 

 

 

 

Hanukkah-Inspired Science in PreK!

As our kehillah learns the story, rituals, traditions, and songs of Hanukkah, our room reflects our discoveries. Glittery sv’ivonim (driedels) hang from our ceiling, hanuki’yot are on our bulletin boards, and pictures of levivot (potato latkes) are tacked to our doors.

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Even our Science Table is Hanukkah-inspired! First, our table was filled with different objects that create and reflect light –  like flashlights, candles and prisms.

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We had a wonderful time exploring the different objects. We even created a “PreK Light Box” (complete with illustrations and directions collaboratively created and written by our kehillah) so that we could experience the full power of our flashlights!

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Ilana has helped us to connect our scientific discoveries to the holiday of Hanukkah by teaching us about the importance of light to the story. In addition, we have talked about how darkness can feel powerful and overwhelming . . . but just a bit of light can break through and illuminate our spaces. Ilana illustrated this by striking a match – and showing us how the darkness immediately fled from the light!

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In addition to learning about light, we have also been experimenting with oil and water.

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Oil is also an important symbol of the Hanukkah story, so we have been busy exploring the many different containers on our Science Table that are filled with oil.

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During one of our Circle Times, we investigated oil – and also water – by tasting them, smelling them, touching them, and observing them closely.

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After a while, we wondered what might happen if we mixed the oil and water together. First we made predictions (most of us thought the oil and water would combine). We then decided to check our predictions against an observable result. So we mixed some oil with water (in which we had added food coloring – purple, blue, and green).

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And then we waited!

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Slowly, we saw the oil rising to the top and the colored water sinking to the bottom. And no matter how often we shook the jar, the water and oil kept separating – the oil floating to the top and the water sinking to the bottom. We realized that this experiment helped us to better understand the liquid motion toys on our Science Table.

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Oil and water are both liquids, but they are very different substances and because of their chemical composition they do not “like” each other. Molecules of oil are attracted to each other and repelled by the water molecules (that’s part of the reason that the water turns a color but the oil does not; food coloring has water in it, so the drops go to the water layer). In addition, oil is less dense (weighs less) than water, so it floats above the water.

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We invite you to come into our classroom and check out our Science Table, as well as read our predictions and observations on our “Big Board!”

Fall in PreK!

We are only a few weeks into Autumn, and our days have already been filled with multiple explorations and discoveries! Our Science Table now reflects the bounty of this season. We are learning to distinguish different kinds of leaves (maple and ginkgo seem to be our favorites), as well as identify a number of berries and seeds.

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Our Discovery Trays are also filled to the brim with found treasures, including leaves, acorns, and squash.

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Two weeks ago, inspired by the many Fall books in our library (including Lois Ehlert’s Leaf Man), we explored our playground and went on a nature walk around the neighborhood. During our walk, we discovered multiple natural wonders and collected and then identified many different kinds of leaves, including oak, maple, ginkgo, Japanese maple, beech, and cranberry.

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While we walked, we utilized our investigative skills, followed directions, cultivated impulse control, and practiced caring for our partners using hesed (kindness) and kavod (respect).

IMG_6950 We even had a great time creating leaf piles and jumping into them!

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We also created beautiful watercolor pictures in which we painted our interpretations of Fall.

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Our creations are hanging on our main bulletin board.

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We invite you to see them and read our commentaries!

Wish list for PreK: 

We need more 7th Generation wipes to clean our tables and toys!

We also need some flushable wipes for our bathroom!

Finally, if you have “real” (not plastic, but metal) tweezers, we would appreciate having them. In addition, if you have any materials that scientists might use in a lab (beakers, test-tubes, etc.), we would appreciate the donation!

A Tevah (Ark) & An Office!

Our Dramatic Play Area is one of our most popular centers in our classroom. We often observe our students spending hours there, working collaboratively to construct complex and stimulating scenarios and stories. We have discovered that dramatic play helps children:

  • expand their creativity and hone their imaginations
  • explore, develop original ideas and try new things
  • deepen their ability to learn and reflect
  • explore, develop inquisitive and flexible minds, and  think in both concrete and abstract ways.

Our Dramatic Play Area has undergone two dramatic(!) changes over the last few weeks. Inspired by Ilana’s story of Noah and Na’amah and their tevah (ark), we built a huge ship to put in the rollicking waters of our dress-up area.

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First we needed to paint our tevah. After much research (we looked at books about ships that Mrs. White found for us), we decided to paint our ark “battleship gray.”

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We worked together to paint the wide swaths of cardboard. Afterward, we constructed a roof for the tevah (it didn’t hold up for long, but it was magnificent while it was lasted). We then needed to fill the boat with animals!

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We had two spiders . . .

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. . . two zebras . . .

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. . . and two frogs (among other creatures). We had a wonderful time sailing our tevah around the world! While hearing the story of Noah – and during the ark’s construction – we had plenty of opportunities to talk about the special responsibilities we have (as human beings and as Jews) to care for the adamah (the earth) and all its inhabitants. We reflected on how we might make good choices, show kavod (respect)  and treat others with hesed (kindness) and shalom (peace).

Then late last week, we decided our Dramatic Play Area should be transformed into an office!

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First, explained a child, “we need a sign so everyone knows what this is!” So a number of students crafted a cheerful sign to be hung from the ceiling. We then thought about what equipment and materials we needed to create an office (“lots of phones!” exclaimed one child. “We need paper clips. Tons of them! said another). We also brought in a laptop, a fax machine (which makes lots of beeping sounds when its buttons are pushed), and a manual typewriter!

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And, of course, there is an in-house, high-quality day-care center in the office for all the babies.

Wish list for PreK: 

We need more 7th Generation wipes to clean our tables and toys!

We also need some flushable wipes for our bathroom!

Finally, if you have “real” (not plastic, but metal) tweezers, we would appreciate having them. In addition, if you have any materials that scientists might use in a lab (beakers, test-tubes, etc.), we would appreciate the donation!

Our Experiment with Apples!

When we do experiments in our classroom or explore objects found in nature, we learn to define ourselves as scientists, capable of uncovering the many wonders around us. Our kehillah is always learning and practicing scientific methods, like exploring, discovering, observing, and documenting our discoveries. Over the last four weeks, we have been enjoying our long-term, observable experiment with the apples!

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First we cut open two apples and investigated them . . .

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. . . and then we documented our discoveries. We noted the colors, textures, smells, and even taste of the apples.

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After documenting our discoveries, we made predictions about what might happen to our apples if we left them in our terrarium for four weeks. Some of us thought they would turn “gross;” others insisted they would become “stale.” Another student insisted that the apples “would grow huge and turn green!” We learned that scientist make predictions . . . and then engage in experiments so that they can test their hypotheses against the observable results. So as scientists engaged in an experiment, we checked the progress of our apples every day . . .

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After a number of weeks, we took out the apples from the terrarium and documented our discoveries.

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We compared our predictions with the observable results from our experiment. Some of us discovered that our predictions were correct (“I was right! It is gross! ‘Cause I don’t want to smell or eat it!”) while others learned new information (“It’s growing fur on it!”) We all observed that all the apples became mushy, grew white, gray and green mold, smelled “yucky,” and shriveled up.

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We are constantly using our scientific skills of discovery, observation and documentation in our classroom – and outside, as well!

Sukkot in PreK!

Even though the last few weeks of school have been short, they’ve been filled with stimulating activities and great joy. We experienced celebrating (yet another!) chag (holiday) together; when the the leaves starting turning colors and the fall harvest season had begun, we knew it was time for Sukkot! A week before it began, and prompted by our reading of It’s Sukkah Time! in Design Lab with Ms. Guttin, we thought about the different ways we might design a sukkah. We then experimented building small huts with Legos, Lincoln Logs, and other manipulatives. Afterward, we admired the ornate, whimsical, and radical sukkot from Sukkah City in NYC (check it out at http://www.sukkahcity.com).

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Inspired by Sukkah City, as well as our experiences building prototypes in Design Lab, we decided to build our own sukkah in our classroom! With Peter’s help, we used electric drills to build our hut.

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Working collaboratively to build the sukkah, we honed our fine-motor skills, practiced communicating effectively, and utilized our mathematical & spacial skills.

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Once our hut was complete, we decided it was just too plain!

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We needed to make decorations . . . including a paper chain.

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After we made our paper chain, we were impressed with how long it was. We began to wonder if it would reach from one end of the hallway to the other. “Let’s try it!” everyone exclaimed.

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Some of us predicted it would be longer than the hallway; others insisted it wouldn’t make it past the entrance to the Design Lab. Ultimately, we discovered it was long enough to pass the first door to the Kindergarten! Later, we even experimented with measuring it using a yardstick!

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When our sukkah was finally finished, we were thrilled with the result. We have enjoyed our time playing in our structure.

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Last week we also enjoyed visiting the imPOSSIBLE DREAM Playground in Warwick, RI. Thanks to Val (Aeden’s mom), Kiara, and Gilor, (the Alliance’s Israeli Emissary), for joining us!

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The park is Rhode Island’s first integrated playground. It offers an environment that is play friendly for children of all physical abilities. The playground is filled with playsets of all sizes, swings of all kinds, playhouses of all shapes.

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We had a wonderful time exploring the playground . . .

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Afterward, we talked about what made the imPOSSIBLE DREAM Playground different than our playground at JCDSRI. Some of the children noted that there were lots of ramps in the Warwick playground, ensuring that people using wheelchairs would have easy access (unlike our playground that has steps leading up to it). Others pointed out that there were lots of different kinds of swings, as well as see-saws – enough so that both able-bodied children and children with disabilities could use (and enjoy) the playground equipment.

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We look forward to now having many full weeks of learning and play together!

Reflections, Mistakes, and Teshuvah . . .

As we prepare for Yom Kippur, which begins at sunset today, our kehillah has had the opportunity to reflect on our behaviors, choices, and mistakes over the last few weeks and to think about how we might make even better choices moving forward. We have been practicing learning from our mistakes, remaining calm in the face of difficulties (using yoga and mediation!), and reading books that might provide us with guidance (like The Hardest Word and The Best Mistake Ever).

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Today, during Circle Time, we all considered what we might think about during Yom Kippur. Some of us shared that we wanted to be more helpful cleaning up at home or at school. Others expressed that they wanted to show kavod to those around them. Still others commented that they wanted to work on their listening and self-regulation skills. Check out our “Big Board” in the classroom for our specific comments!

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Over the last few weeks, we have also been working to create our classroom rules. We have been able to connect this experience to some of the conversations we have had about Yom Kippur, including:

  • How does our behavior affect other people?
  • Why do we have rules? What makes a rule a “good” rule?
  • What rules might we have in our classroom?
  • Who should make the rules? Who should follow them?
  • What happens when we break a rule or make a mistake? What action should we take?

 We then documented our thoughts (they are hanging on our chalkboard!):

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Wishing you all a meaningful holiday and an easy fast.

Carrots, Farms, & the Adamah!

We are so excited about our upcoming trip to Casey Farm! In preparation for our visit to this family-owned organic farm, we talked this week about some of the vegetables that are harvested directly from the ground, including onions, potatoes, beets, and carrots. We then read one of our favorite books, The Carrot Seed.

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Inspired by this story of a child, a seed, and the power of love and optimism (and the yummy-ness of carrots, of course!) we decided to peel carrots.

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Laurie taught us how to use the sharp peelers with care.

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We noted that in order to peel our carrots, we needed to hone our hand-eye coordination and our fine-motor skills.

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Afterward we ate our carrots (“they were so yummy!” exclaimed one student. “Yes! Yes!” replied everyone else).

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Our time in the JCDSRI garden with our gardening guru, Mrs. Woods, has also sparked our curiosity about plants, farming, and how we might care for the earth. During our time with Mrs. Woods last week, we picked and tasted kale, tomatoes, and mint.

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We also talked about the adamah (the earth) and how it helps us . . . and how we can help it! Next week, as we prepare for the harvest festival of Sukkot, we will spend even more time in the school garden!

Yonah & the Dag Gadol (the big fish)!

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This week, in preparation for Yom Kippur, we have been hearing the story of Yonah (Jonah) and the dag gadol (the big fish). This story of teshuvah (repentence), forgiveness, and mercy is read during the afternoon of Yom Kippur. Our kehillah wanted to share with you this story . . . in our own words!

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Once upon a time, there was a man named Yonah. “He was a good person,” explained Nathan. “He helped people,” added Shira. “And he was saving people!” exclaimed Zemer. “Yonah showed kavod to people. And peace!” declared Millie and Sabine.

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Every morning, Yonah got on a camel and went to work. One morning, he heard God’s voice say “Yonah!” Aeden said, “Hashem asked Yonah to do something.” “To go to another country,” continued Sabine. “The country where people didn’t show kavod to the kids or anything!” explained Leo. “Yeah!” said Nathan. “They don’t help people and they fight.” But Yonah didn’t want to go to this land. He was too scared to go!

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So Yonah tried to run away. He went on a boat, but when they were sailing there was a big storm! Leo said, “Yonah wanted them to throw him in the water because the storm will stop then if he went in the water.” “Because Yonah didn’t listen to Hashem so there was a storm,” explained Adrian. “Hashem made the storm because Hashem wanted that Yonah will think again,” said Ilan. “Yonah should help the people in the kingdom to behave better.” And the minute the sailors tossed Yonah into the water, the storm stopped!

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Yonah swam and swam. He kept looking for dry land. Suddenly, a dag gadol (a big fish) came up and swallowed him! “Yonah had tried to trick God by trying to hide from him,” explained Bentzi. “Yonah started crying and got squished!” Asher declared. “Yonah said ‘Please take me out!’” Millie explained. “‘I promise I will listen to you, Hashem.’” With Jonah in his belly, the dag gadol felt sick and had a stomachache. Finally, he spit Yonah out! We all decided that the first thing he wanted to do when he got home was to take a shower. “Because he was so slimy,” Aeden explained. “And he was crying,” said Asher.

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After he got home, Yonah decided that he actually needed to listen to God and go to the country where people aren’t doing good things. “Even though I don’t want to, it’s the right thing to do. I need to tell them to make good choices,” he thought.

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When Yonah got to the country, he met with the king and explained that the people weren’t acting kindly and that they needed to help each other. “They need to show hesed,” said Sabine. Millie agreed, “The people need to be peaceful!” “And show kavod!” added Zemer and Aeden.

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Ilana asked: “What we would do to help the people be kinder to each other, if we were Yonah?” “I would be nice to them, and then they would be nice to each other,” said Leo. “They could come to school and learn how to be nice to each other,” declared Nathan. “They should go to our school and learn to be nice. They would know by learning,” explained Shira.

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The king listened to Yonah and traveled around his country, trying to convince the people to be kind. And Yonah also went throughout the country, teaching people to listen to God “and told the people they should show kavod to everybody,” explained Bentzi.

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And over time, the people started showing kavod (respect), hesed (kindness), a’hava (love), and shalom (peace) to each other. “That makes us happy!” said Leo. “They learned that mistakes are good if they learn from them. Like us!” exclaimed Aeden and Adrian.

Our New Intern in PreK!

We are so pleased that our kehillah will be welcoming a student from the MET High School in Providence (http://metcenter.org) to our classroom. Kiara will be joining us on Wednesdays and Fridays; she has chosen our PreK for her internship and Andrea will be mentoring her. Kiara is interested in how children learn about emotional awareness and self-regulation. Kiara joined us today for a few hours, and her gentle spirit, authentic engagement with children, and beautiful smile captivated us all! Within a few minutes, we were holding her hands, showing her around the room, and then leading her outside where she played tag with us. We are all so happy she will be part of our community. We asked Kiara to write a paragraph introducing herself to our community:
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“My name is Kiara. I am a tenth grader at the Met High School. My birthday is June 7th. I am 15 years old. My favorite color is purple. I am an only girl and I have four brothers. I love taking pictures and although I am not the best swimmer, I love swimming. I love reading and listening to music.   I have a nephew who is 1 and I absolutely love babysitting. I also love spending time with my family. I used to have a dog named Tuesday. She was a poodle mixed with a hotdog. I gave her away about a year ago. I am getting a new dog that I want to name Chuchi. When I grow up I want to work with kids, because I love kids. Another career I am looking into is being a veterinarian because I have always had a love for animals and it is just something I am extremely passionate about.”