PVMS November 2016 class news
PVMS NOVEMBER 2016 CLASS NEWS
Correction: Mom's night is Thursday Nov. 3
news is organized as follows: Toddler, Children’s Houses, Lower Elementary,
Upper Elementary, and Enhanced Curriculum (referred to as Specials). Toddler and Children’s House families should
also read the Spanish and Music sections; Elementary families should read the
Music, Spanish, P.E., Yoga and Art (and Junior Great Books for level 2 and 3)
TODDLER CLASS with Maryann, Cynthia,
Carla, Brianna and Rebecca
awhile but it’s nice to see happy faces ready to come to school. Everyone seems
to be comfortable and settled into the daily routine. Early forms of
cooperative play have begun during our outdoor time. Even though their language
is still emerging they enjoy engaging each other at the red tunnel to play
peek-a-boo or giving someone a ride in the little red car. Several children
have been interested in knowing the names of their classmates. As they have an
interest in each other, we have started talking about basic feelings and the
words associated with them. We also have brought attention to facial cues. Last
month we introduced the season of Fall. We did some leaf peeping while outside
and talked about the changing colors. A few of the children made leaf bouquets
and we noted the different shapes and colors of the ones that had fallen. Some
of the children helped transplant our herbs to bring inside for the winter. We
talked about what would happen if we left them out in the cold weather. In our
art area, the children had the opportunity to make a pumpkin patch, draw with
autumn colors and paint a giant pumpkin with the group. The subjects of our
October stories were feelings, leaves, pumpkins and farm visits.
we will talk about animal activity during the season of Fall and introduce
Now that the
colder weather has arrived please, send in hats and mittens. Once it snows,
please send snow pants and boots labeled. A pair of snow pants and boots can be
left at school if it makes mornings easier. You can purchase sticker type name
labels on line. They stay on even through washings.
A big thank
to Ewan’s family for the 20 bags of sand they put in our sand box and the yummy
apples for snack.
HOUSE EAST with Tara and Sara
October began with our field trip to Pell Farm. During our bus ride, we sang several songs,
including, of course, The Wheels on the Bus!
At the farm, we bumped along on a hay ride pulled by a tractor. We watched and smelled several farm animals
including calves, ducks and piglets.
After a snack of crisp fall apples, we traveled through a corn
maze. Each time we got to a dead end,
one of the children, with a big smile and a giggle, shouted “trapped”! At the end of our morning, each child picked
one pumpkin to take home. Thank you
again to all of our chaperones for joining us!
Bread Day is a popular day of the week. In addition to jelly and cream cheese, we’ve
added butter to our list of optional toppings.
We also made butter by pouring heavy cream into a jar and shaking…and
shaking…and shaking! Watching the liquid
cream change into a solid butter is a preview of our upcoming science study of
the States of Matter (solids, liquids and gasses).
Food is very engaging to both young and old. That’s one of the reasons that there are
several activities of Food Preparation, in addition to snack, regularly
available to the children. These
currently include cutting bananas, spreading strawberry jelly on a rice cake,
and cutting cucumbers with the option of sprinkling salt on top. Both bananas and cucumbers are soft so that
we’re able to use very dull, “wavy” choppers.
There are many steps involved in each Food Preparation
activity, making it a complex process.
The following is a slightly abbreviated list for Cutting Bananas:
container and place one banana on plate (that is already on a tray)
tray to the table
up and push in chair
away banana peel
Put dirty plate in the dishpan in the
Replace tray on the shelf
Return to the sink
Wash and rinse plate
Food preparation is an integral part of the Montessori
Practical Life curriculum. The direct
aim of these activities is concentration, coordination, independence and order. These four skills are fundamental and
foundational to all the other curriculum areas, which are generally considered more academic.
No matter the age or
stage, the activities of Practical Life capture our attention completely. Their moments of deep engagement with the
materials reveal the genius and brilliance of the Montessori Method. They also reveal a deep sense of contentment
in the faces of the children who are working with purpose and joy.
Thanks to all of you
dads who joined us in the classroom for Dad’s Night and we look forward to
seeing all of you moms in our classroom for Mom’s Night on Thursday, November 3rd!
CHILDREN’S HOUSE SOUTH with Angelika,
Rosemary and Gerri and our intern, Alicia
What a busy
month it has been in Children’s House South!
We had a wonderful field trip to Pell
Farm. Thank you to all the parents who
were able to join us for the morning and helped chaperone the event.
night was equally exciting. The children did a fantastic job of showing their
dads what activities they engage in at school. They made great choices and
seemed to really enjoy themselves. I must say I felt very proud of your
has been buzzing with lots of activity.
The Practical Life area with our food preparation area is particularly
busy these days. We have so many young cooks chopping cucumbers, bananas,
carrots, juicing oranges and coring apples!
Our many plants are getting watered and are thriving, tables are being
scrubbed and dishes washed. I often feel
as though I am in a hive surrounded by worker bees!
time we are learning the names of our geometric solids from our Montessori Sensorial
materials by passing them to one another. We are also observing and naming the
different bases of each of the solids and then find the same shapes in our
classroom environment. The children love this activity so much!
This week we
started the study of Geography by learning about earth’s lands and waters. We
have had presentations using our colored globe and are now learning the
vocabulary and locations of the different continents and oceans. We will talk about the rotation of earth and
the different seasons. Soon we will label our classroom with the four
directions of north, south, east and west, which will help us when using our
large world and continent puzzle maps.
At lunchtime, Rosemary and Gerri have been
working hard to reinforce proper etiquette. We encourage: waiting for everyone
to start eating, taking small bites, only speaking with an empty mouth, passing
items at the table, appropriate lunch conversations and using our napkins. The children are doing a great job!
like to remind our parents that cold weather makes dressing for recess with 19
children very time consuming. We ask for your help in making sure that your
child brings a hat and mittens to school. Please avoid sending gloves, as they
are not as warm and more difficult to put on for young children.
We are now
wearing indoor shoes in the building and your children are getting quite
efficient at changing in and out of their footwear. Young children learn how to tie shoes around
the age of 5 or 6. For that reason we
encourage velcro and slip-on shoes and boots.
Thursday, November 3rd, 6:00pm – 7:00 pm
Conferences, Thursday November 10th.
If you have not done so already, please see the email that has the link
to sign up for a time to meet with me! I
am looking forward to meeting with each of you and discussing your wonderful
HOUSE NORTH with Sheryl and Debbie
We thank you
for all of your wonderful healthy snacks! The children are trying lots of
new things that are good for them and loving many of their choices.
Thank you for labeling clothes, peanut butter lunch boxes, sending in weather
change extra clothing and paperwork.
Wow! I thought we were busy here at school!
The children had a lovely trip to Pell farm. They enjoyed learning that
when you let a pumpkin decompose outside, its goes back into the earth and may
just grow another pumpkin.
At recess, we have collected different leaves and are learning the type of tree
it comes from as well as what possible silly name the leaf has. "Jagged
Tooth" has come in first place.
In the classroom, the children are practicing letters and letter sounds,
building words, and reading. In math, they are learning numbers and
quantities of 1-10, and 11-19 and some are counting by tens. Remarkably,
bank game, squaring and cubing chains are in use as well.
Practical life doesn't stay on the shelf. While truly enjoying the work, the
children are benefiting by strengthening their hand muscles and increasing
concentration, coordination, independence and order (CCIO).
Really it's so fun to share that all of the parts of the room are important to
the class so early in the year!
*You may have heard the classroom motto "I'll try".
Regardless of the task at hand, we all support each other while someone tries.
Those two words work like magic... Then the triumphant, "I DID IT"
that follows is one of the best sounds around!
From zippers to zucchini it works.
November 3 Mom's Night 6-7
November 10 Parent/Teacher
November 11 No School
November 22 Pie Day
in Children’s House South with Angelika and Sheryl
The afternoons in extended day seem to go by so quickly. The children are
very busy working with work that needs further practice or finishing touches.
Also, they may have a lesson they are ready for.
Most days, we read to the children when we first gather together. Some
days after reading, we have the children answer a prompt by first coloring a picture
and then either dictating or writing their own response.
You may see inventive spelling or grammatically incorrect sentences. Not
to fret, this and other skills will come as your child works further through
the curriculum with us.
On some days after reading, we may ask questions to practice
comprehension. Other days, we may choose a book that is directly related
to something the group is working on together. Things like patience,
kindness, or empathy make great group discussions.
On Friday, we have "Author's Chair" and a
child dictates to us an experience that has happened or something that is going
to happen. We write what they say on a large notepad and then send it
home. We have begun emphasizing complete thoughts (sentences) and
punctuation to signal the end of a thought or a pause. Every child has a chance and they are quite
fond of being up in front of the group.
Soon, we will begin reading a chapter book. The children are ready and can sit
and focus longer and don't need to see the pictures as frequently.
Some afternoons, we may take the children outside at the end of the work cycle
a bit ahead of the other children. This gives them a few extra minutes to
bond as the older children in the Children's houses.
Sheryl and Angelika
LOWER ELEMENTARY with Sherrell and Kim
The first several weeks of school are
always busy with setting expectations, establishing routines and procedures,
building community and gathering information about the students. Being
the new teacher for an established Montessori classroom requires more of this
than usual because very few systems and expectations match those to which the
returning students have become accustomed. We are not yet done concentrating on
those things by any means; the intensity shifts, but this work will continue
all year long.
Freedom within limits is a keystone of
the Montessori philosophy, and, as the use of the pink tower changes through
the years, so does this. In Lower Elementary, we worked together as a class to
establish the goals and expectations of our work cycle – the large block of
time during which students choose work and have lessons. One of the most
important practices of a Montessori environment is that students choose work
that they are drawn to within each curriculum area. Some students benefit from
more guidance from the adults in the classroom who serve as the connection
between the environment and the classroom. Kim and I guide students with
questions and reminders of the expectations, but we try to refrain from telling
students which work to do when. If we step in too early or too often, we run
the risk of taking the student’s agency away and encouraging dependence.
To build students’ awareness of and
responsibility for their work choices, we have a Weekly Word Record. Every
Monday, students receive their record book. This book has spaces to set
goals for the week, record each day’s work in the different curricular areas,
and to reflect upon the week’s strengths and weaknesses before setting a hope
for the week to come. The book also includes reminders and guiding
questions for students to consider for goal-setting and reflection. Each day,
students are given time to record the work they’ve done so far that week or day
and to consider any blank spots when making their work choices. Students
are often surprised to see that they’ve omitted math or writing work for a few
days in a row.
All of this goes toward the goal of
teaching students how to be independent and reflective members of a learning
Math Notes - Another of the expectations of our work cycle is to practice
at least two kinds of math each day. Students might complete a “long chain”
practicing skip counting and multiplication, or use the golden beads, stamp
game, or bead frame to practice 4-digit subtraction. They might choose to
work with a bead or finger board to memorize facts. Now, we have added
application to the kinds of math we practice.
Each student has a dedicated
Math Manager or Math Journal for problem solving. The story problems encourage
students to think creatively to understand what is happening in the “story” and
to think critically to determine the best way to solve the problem.
Students must also explain the steps they have taken to solve the problem. This
is intellectually demanding work, and students are getting the support they
need to be successful and gain flexibility in and awareness of their math
Notes- There have been some questions about
the Benchmark Reading Assessment that I administered to the children: my
purpose for using it, and the purpose of levels, particularly in a Montessori
classroom. One key principle of Montessori education is the ongoing
assessments that teachers, or guides, must do in order to adjust the classroom
and presentations to better meet the children’s needs. Most of the time this is
done through observation and different teachers use different structures to
guide their observations of the children. The levels are meant for me to
understand your child’s skills and abilities better so I can adjust my teaching
to best suit their individual needs. We can review the details of your
child’s assessments during our November conference.
We have successfully launched our
spelling practice using the Waseca Reading and Language Works programs. Each
child has begun the long, linear sequence and will move at his or her own pace
through the drawers and boxes. Ask your child about their spelling work!
- The cultural studies are the heart and
soul of elementary education. Students are curious about their world and
everything in it, and Geography, History, and Science offer answers to their
questions. Many students are busy practicing naming the continents and
countries and making their own copies of each map once they’ve demonstrated
As a group, we are studying our
universe, beginning with our own solar system. We are studying the names,
sequence, and relative size and distance between our planets. We are
learning about the other celestial bodies around us like asteroids, comets, and
We will also read traditional
literature from many cultures with different ideas about where things come from
and why things are the way they are.
Students will also do some light
research and informational writing about topics that interest them, learning to
use different resources to gather information and how to organize that
information to share with others.
Sherrell and Kim
ELEMENTARY with Nicole and Terri
October has come and gone
in a flurry of activity, just as the leaves have suddenly fallen and now swirl
about our feet. The children have been busy in all areas of the
curriculum, from science to math, to language arts. Most recently we have
finished our first novel studies. Whether they read The Higher Power of
Lucky, One Crazy Summer or When You Reach Me, the foci of
these novel studies are on gaining a deeper understanding of the text by
examining character development, subtext, symbolism and theme and developing
good expository and persuasive writing habits. While the children were asked to
respond to a variety of writing prompts, an important part of novel study comes
with the discussion afterward. Learning to discuss novels and their
message and content leads to successful, persuasive essay writing skills.
Right now, I might initiate a lot of the questions, but the goal for the
sixth graders is to be able to facilitate this kind of conversation
independently. Instead of looking for right or wrong responses, we are
looking for answers that are supported by proof from the novel - sometimes that
proof might be literal, but oftentime with literature it is inferred. The
children enjoyed the books, and are excited to begin our next endeavor into
literature, although this did come with requests. I try to choose novels
that have a good story, with interesting characters and a deep plot that needs
some contemplation. So, many of the novels are Newberry Award Winners, or
written by authors that have won an award for another book.
We have been making a lot of progress in a variety of math.
Many of the older children have begun working with negative integers,
adding and subtracting, along with learning how to write number sentences from
algebraic word problems. It’s challenging work, but they are persevering,
and liking the challenge that it brings. The younger children are honing
their skills in a variety of operations with larger numbers. Huge
division numbers, and multiplication, along with beginning their journey with
algebraic thinking. There is so much excitement around the use of the
amazing Montessori materials, whether it’s racks and tubes for division or the
peg board for squaring binomials, materials are in high demand right now in the
UE classroom for the joy and understanding they bring. The math materials allow
the children to truly manipulate numbers, experiment, see what works and what
doesn’t with something concrete, tactile and satisfying. For many children, it
helps them to like math, to feel capable and in control.
Related to our exploration
of math is our work in geometry. We have begun the year with some review,
and examining what the children have had exposure to in the past. It
became quickly evident that while they had done a lot of work, there was need
for a lot of reminders. We have begun to undertake our study of geometry
this year using drawing materials, the Montessori geometry box of sticks, and a
variety of shapes from the Montessori geometry cabinet. We have reviewed and
learned some nomenclature of lines, angles and the parts of polygons, and begun
an in-depth study of triangles.
Our first excursion to the library had some mixed reviews.
The weather was gorgeous; we could not have asked for a more perfect day!
The walk was picturesque, and very enjoyable. It was great for the kids
to need to be mindful of traffic, and pay attention to the leader. We
found so many incredible books, and the staff was really helpful with pointing
everyone in the right direction. Unfortunately, we didn’t really have
enough time because the walk took longer than expected, and we learned, after
kids tried to take out books, that every child needed their own library card,
and they needed to have it on their person. Very disappointing, for all
of us. But, what a great learning experience! We know we need to
leave earlier and that we need to have our cards if we are going to check out
books. Next time we will be even better prepared! Making mistakes
is a big part of learning. We can use the information like scientists and
learn what to change to make our next experience more successful!
One of the reasons we went to the library was to look for books
related to the projects that are currently underway in the classroom. The
younger children are looking into a particular element to discover its properties
and some interesting facts about how that element is used. The older children
are delving into biogeochemical cycles and learning how different elements move
from non-living and living “stores” through various processes into different
stores. This time, working in partners, hopefully more negotiation, and less
digging in of heels will result. Each child is also working on an independent
project related to the age of exploration. Some children have chosen a
particular explorer to report on, while others were drawn to particular
instruments that were necessary for long sea voyages. Our focus is learning
good research and expository writing skills including the use of introductory
paragraphs, organizing information, and creating an ALA bibliography. We
will also be practicing peer editing and revision with these projects to bring
greater awareness to the students of the importance of following English
conventions, and how to create an appropriate voice, and sentence fluency for
this type of writing.
It’s been a busy month with
more to come, and with all of the breaks coming up in November, Our flurry of
activity is sure to be reminiscent of the snow that is soon to come.
ELEMENTARY ART with Christie
Greetings everyone! In Art class we are
continuing our study of the “Seven Elements of Art” – line, color, space,
shape, texture, value and form. As I mentioned in my last newsletter we will be
exploring each one of these elements in depth and creating corresponding art
projects that highlight each of the different elements. We have recently
completed a lesson and project online and how it is used in art. We started
this lesson by reviewing a quote by artist Paul Klee (who we studied in a
previous lesson) “A line is a dot that went for a walk”. As a group we
discussed what line is and how it relates to art and the larger world around
us. A line is a path made by moving a point through space. It is one
–dimensional and can vary in width, direction, and length. Each student created
a visual reference of different types of lines in their workbooks. For our
corresponding art projects the students were given a photocopied image of a
person without hair and using lines of various lengths, widths, and direction
they designed new “hair”.
Many of the children used the lines they
created in their workbooks as a reference and inspiration. The materials used
for this project were black markers and colored pencils. Each student’s picture
offered a unique array of line work which in turn created amazing visual
textures. The students completed their
art pieces by adding color which often added a whimsical and abstract affect to
their work. They were also able to appreciate how the different elements of art
can and do often overlap. We are currently starting work on color as the second
element that we will be exploring.
Just a brief reminder that Art meets on
Mondays and students are encouraged to dress accordingly. If your student is
out on a Monday please be advised that every attempt will be made to allow them
to catch up on any missing work however Art meets just once a week.
and all the best,
MUSIC – ALL LEVELS – with Hywel Brown
spent the first two months this year singing a variety of songs such as Itsy
Bitsy Spider, Twinkle Twinkle Little Star, The Alphabet Song and Old
MacDonald. We have also worked on songs
that are a little more challenging rhythmically such as Rocket Ship and 10
Little Fingers. The children love the
guitar and have done a wonderful job listening and following instructions.
have done a wonderful job singing and joining in by volunteering when asked to
give examples of lyrics to add to some of the songs we sing. We have covered a large variety of songs and
start each class with the “Hello Song” in which each child gets to sing their
name out loud and clear so they get involved right at the beginning of the
class. We have done a lot of music and
movement using “John the Rabbit” and “Clap your Hands”. We have also practiced counting to ten in
Spanish, Welsh, French and German using “Ten Little Fingers”. Coming up with rhyming names is a lot of fun
in “Two Little Blackbirds” as is learning about the names of various groups of
animals using the same song. We have
also been learning some musical terms such as forte, piano, vivace and lento and have incorporated them into the
various songs throughout the class.
We have been
dividing lesson time into 3 sections:
Theory, Recorder, Singing. In
theory, we have learned about the bass and treble clefs, the staff, how notes
move on the staff and the names of the lines and spaces of both the bass and
treble clefs. On recorder, the notes G,
A and B have been learned along with beginning to teach the songs Hot Cross
Buns, Clair de la Lune and Mary Had a Little Lamb. For singing, we have worked on songs that are
used in all school meetings, such as “The Rattling Can” and “The Crawdad
Song”. We have also enjoyed singing some
Beatles songs and have started to learn how to conduct in 2, 3 and 4 time.
has been divided into 3 sections for Upper Elementary: Theory, Recorder and Singing. In theory, we have covered both the bass and
treble clefs, the staff and how notes move on them, the names of the lines and
spaces in both the treble and bass clefs, note types, basic rhythms and the
grand staff. We have also been doing
some aural training, listening to rhythms and clapping them back, singing
phrases and telling whether something is in 2, 3, or 4 time. On recorder, we have learned the notes G, A
and B and have nearly finished with the first three pieces, Hot Cross Buns,
Clair de la Lune and Mary Had a Little Lamb.
For singing, we have focused on learning the all school meeting songs
“The Rattling Can” and “The Crawdad Song” and have also sung some Beatles,
Elvis, Three Dog Night and Harry Belafonte.
YOGA with Lisa
I’m so happy
to be practicing yoga again with upper and lower elementary this fall. Lots of fun poses designed to lengthen,
strengthen and stretch the muscles, bones and mind. We are learning relaxation techniques and
incorporating mindfulness and deep breathing.
Our theme is
Peace. Each child will create a Vision
Board which will display images and messages cut from magazines of the things
in their lives that bring them peace as well as dreams and aspirations for the
SPANISH WITH PAULA
It’s been a
busy month finishing up our basic vocabulary for our Spanish notebooks,
finishing up our projects about “me,” and preparing for Halloween! The children have settled into Spanish class
routines and are enthusiastically reviewing and learning vocabulary.
TODDLER—Starting out your day in the Toddler
classroom is wonderful! The children are
becoming accustomed to hearing me chatter away en espanol. We have been singing “Old MacDonald Had a
Farm” as well as “Head, Shoulders, Knees and Toes “ in English and in
Spanish. Hopefully we will transition
into all Spanish in the coming months. I
am usually present for snack time. The
children are hearing simple directions in Spanish (i.e. wash your hands!) and
of course some food vocabulary!
have been practicing number vocabulary 1 through 10. We created a fall scene counting different
colored leaves for a felt tree. We matched numbers and repeated their Spanish
names. We have also practiced basic
shapes (circulo, triangulo, rectangulo, cuadro) with a bean bag game of “hot
potato”. We passed the bean bag shape
around the circle. Whoever ended up with
the shape after the music stopped told the name of the shape. We created jack-o-lanterns using the shapes
with these basic word pictures. I hope
you have been checking their bags for the Spanish practice sheets! It’s a great way to learn a little of the
language with your child!
Kindergarteners have enthusiastically been working on vocabulary for their
Spanish folders. We have practiced
numbers one through ten with a cut and paste activity. We practiced colors with a coloring
activity. Both of these vocabulary
sheets have been placed in their folders.
They enjoy the bingo games associated with this vocabulary and it is a
fun way to end the class! We heard a
ghost story which reviewed numbers, “Diez Fantasmitas TImidos.” Their take home work was to draw a picture of
who was scaring the fantasmas out of their casa encantada. Hopefully they drew some great “witch/bruja”
pictures for you to see!
ELEMENTARY—Our Spanish notebooks are being filled with mucho vocabulario as we
practice basic words for numbers, colors, weather, days of the week and finally
school vocabulary. All levels are
practicing the agreement of definite articles with the school vocabulary. We are also practicing the placement and
agreement of colors in a Spanish sentence in conjunction with school
vocabulary. We finished our projects about “me” in time for Dad’s Night. The children practiced reading their work in
class. We did a cut and paste activity
for school vocabulary and then added the definite articles to the words. The children have been learning Halloween
poems and are excited to do the final art projects for the poetry. Level One has learned “Cinco Calabasas.” Their job was to create a witch (la bruja)
and the five pumpkins (cinco calabasas) to use as props to tell the poem. Level Two learned the spooky poem,
“Tumbas”. They created spooks to go with
their poem. Level Three learned a long
poem “Tres Fantasmas”. Their project
involved ghosts made of lollipops and napkins—always a favorite! The children
have settled into a routine with the Spanish classes already. They seem to be enjoying the challenge of the
ELEMENTARY—In addition to the basics of numbers and colors, the Upper
Elementary students have also practiced weather phrases and weather adjectives,
days of the week in conjunction with “hoy”(today), “ayer” (yesterday), and
“manana” (tomorrow), the months of the year and the seasons of the year. All levels finished their “me” projects in
time for Dad’s Night. Level Four made
conversation balloons which told about themselves. Level Five made banners. Level Six made
accordion people. Each level was able to
write in complete sentences and read their sentences orally. Impressive! Levels Four and Five are studying
school vocabulary with colors and definite articles. Level Five is also
studying the present tense conjugation of verbs, as well as telling time with
the school vocabulary. Level Six is
preparing for the reading of a Spanish book, “Un Viaje a Mexico.” We are reviewing the conjugation of present
tense verbs for this task. Presently we are studying the reflexive verb
“gustarse” plus the infinitive. The use
of a verb plus infinitive is a common component in the reading to come. The
children have already completed several writing assignments involving verbs and
seasons of the year. I feel as though we
are off to a good start and am looking forward to seeing their progress in
Spanish this year!
JUNIOR GREAT BOOKS WITH PAULA
Level Two students finished up the African
folktale “Buya Marries the Tortoise” with a whole class activity. We created a celebration poem to celebrate
the marriage of Nkuvu the tortoise to Buya, the most beautiful creature in the
whole world. The children have been
interpreting the story mostly through art work.
We have also written a sentence telling about the art. The children enjoyed making a tortoise and
then showing how the tortoise survived Moma’s (Buya’s father) attempts to get
rid of the tortoise! We discussed the story
and put all of our work together into a packet to be taken home. Since Mom’s Night is just around the corner,
we may delay taking the packet home until the Mom’s have seen it!
Level Three students finished
the Japanese folktale “The Magic Listening Cap” with a written dialogue between
a crow and an animal of their choice.
We have been doing some textual analysis of the story—studying specific
passages in order to find information.
The students are practicing using facts or passages of the story to
answer questions. We discussed the story
and created a cover for our work. As
with Level Two, Level Three students will show their moms the work on Mom’s
Night before bringing it home!
PHYSICAL EDUCATION- ELEMENTARY CLASSES with Mike
In PE class our current focus is on the basic skills of throwing
and catching. By breaking down the skills, the students can become proficient
in them. Some of the games in which all are participating are handball and
ultimate frisbee. Some more advanced games we are working on are a modified
version of handball called Harry Potter Handball, which is a class favorite,
and frisbee golf.
The overall idea that I want all students to grasp is the idea
of teamwork. In every class we talk about how being a good sportsman and good teammate
can relate to real life and in the regular classroom.