All Together
“The trouble is if you don’t spend your life yourself, other people spend it for you.”
― Peter Shaffer, Five Finger Exercise: A Play
More new beginnings this week! Drums, Chess, Spanish…thanks for supporting TKG’s growth.  Let’s get to this week in our classrooms:

Meeting Discussions: Bill of Rights! Sprouts said they have the right to learn.. How can we help each other learn? Taking turns, staying on topic, and checking in were some ideas. Can you think of other tools/responsibilities that can support our right to learn?

In the 7 to 9 classroom,  we explored that when we sit up during meetings it enables us to stay engaged and offer each other the “eye-way high-way”. Students are now taking turns leading the first 2 parts of meeting (Greeting and Sharing). There is a sign-up sheet in which everyone is going to get a turn. It has been such a fabulous experience so far! Teddy introduced us to the phrase, “Were you finished talking?” during his lead this week, which has helped us to make sure each voice is heard completely.

The conversation/ argument/debate/presentation over the class pet continues. We are actually trying to figure out what the difference is between each of those interaction styles and which is most beneficial to us in making a decision about what type of pet to get. There are those in favor of lizards and those in favor of hamsters. The option of getting both has also been added to the mix. Isabella has been gathering important information at home, which has inspired our class to take her research lead in order to support their opinions. Next week I will meet with small groups in order to help them create their presentation.

Since we are still in the midst of making a decision, the agreement is that at the park, we can “catch-and-release” the lizards using our hands (to avoid severing any lizard limbs with sharp containers) in order to fully enjoy the thrill of interacting with nature in this way.  Hayden taught us how to do this in a way that is still fun as well as safe for the lizard.

Math: Counting Collections! We are preparing for opening studio by counting items and determining if we needed more, if they are ok to take home, or not. Aiel and Anna counted 31 scissors and then sorted the craft scissors and regular scissors. Kai and Tomomi counted 420 buttons and thought we have enough buttons. Lucas counted 89 speedy squares. Delaney counted 23 crayons. Zara and Lucas counted 64 glass beads. Tillie and Kai counted 38 wood blocks/bars. Maiya has currently counted 157 markers and will continue her plan next week. Anna and Lucas counted 29 red pom poms, but more were found so the following day Anna counted 88 pom poms total. Alex counted 21 names on our pocket chart. Jaiden, Lucas, Tillie, Anna, and Michelle worked together to count 93 color blocks! Some students were frustrated that their estimated number was not correct. We briefly discussed, and will dive deeper into estimation next week.

downstairs: This week we took our playfulness to counting collections with a tie to our read-aloud book, The Hoboken Chicken Emergency. Students counted “chicken claws”, “chicken poop” and “magical, miniature eggs.”  Students were encouraged to compose their number by counting the objects in groups of 2’s, 5’s or 10’s and then decompose their number by identifying how many tens.  Simone taught her partner how to do some mental math by taking the 2 from a 12 and then adding 8 to get to 20. It helped them count even quicker!

Language topics: Punctuation! How does punctuation change the tone of voice? What voices do we like, what voices do we not like? While reading our books this week we looked for periods, questions marks, and exclamation points. We even said “Good Morning?” as our greeting. We will  work on character development and punctuation next week.

Language topics downstairs:
Our students continue to love their books! As a group, we have begun to share the reading strategies that we have and the ones we are working on. Zoe knows how to skip and word and come back to figure out what a word is by getting a sense of the context.  Madison has begun to work on a strategy when reading an unfamiliar, difficult word- flipping the sound- to try and figure out which one makes sense.  At home- ask your child what they do to help them understand what they read.

Books and conversations:
Yo! Yes? by Chris Raschka: punctuation, feelings, making friends, and so much more was discussed. And this book containing only 19 different words!
A Big Guy Took My Ball! and Should I Share My Ice Cream? by Mo Millems: Thank you Alexander for donating these books on your birthday! We loved reading them and discussing punctuation, sharing, the illustrations, size and weather. We will add them to our Mo Willems collection and revisit often.
Parents, when reading to your child ask them about the punctuation and play with tone of voice.

Emerging interests: Making “gypsy” skirts just like the ones at the drum circle. Making a stove and adding to our restaurant area. Book making, publishing, and Story Congress (sharing our books at meeting). Tight rope walking??

Bennett, Teddy and Hayden-Creating their own video game worlds, comics
Hayden- building structures
Simone, Zoe, Maddie, Isabella- developing characters for a mystical game of witches, shape-shifters , creating a snail habitat and labeling snail behavior (such as mating- which the students are describing as two snails who want to be together, right next to each other, or get married)
Social Emotional: We are working on using voices that we all agree upon and giving each other space. As Sydney put it, “not getting in my grill.” We are working on using “I messaging” in order to preserve and encourage new relationships, instead of “You are…”
For example: “I feel mad when you took the book from my hands.” Instead of “You are mean.”

Social Emotional
-What do we do when a friend is having big feelings about something we have done, accidentally, to hurt their feelings? Activity- Brainstorm ways to repair with a friend as well as how to give someone space
-How do I stay focused on my plan, even when my friend is choosing something else? Activity- talk about what words we can say to our friend, like, “Let’s do that later.” Or “When I’m done, I will…” or “I’ll be there when I’m done.”
-How do I keep the flow in the classroom? Activity-continue to explore ripple effects with water as well as flow blockage.
Thank you for making the time to join our monthly parent meeting.  Your connection is instrumental to building this community.

Thanks for your open and thoughtful shares at Parent Teacher Meeting.  We are so grateful for you.

Lena Garcia, School Builder/7 to 9 Classroom
Michelle Goldbach-Johnson, Founding Teacher/5 to 7 Classroom
Yvette Fenton/Co-Teacher, 5 to 7 Classroom
Jaclyn Epstein-Calvert/Co-Teacher, 7 to 9 Classroom
Saundi Williams, 5 to 7 Room Parent
Erin Levin, 7 to 9 Room Parent
Shutterfly Info Site: photos, contact information, announcements
TKG Info

Tending the Garden

***FIELDTRIP – FRIDAY, 10:30am

Please plan for $7 per person visiting the museum – Cash preferred in the event of refunds or discounts.  Thank you! Allergy consideration: Kidspace has fourteen gardens full of pollen and insects and a café full of wheat, dairy and nuts. MAP from TKG (please allow one hour for travel time)

KidSpace Guidelines for using the space:
Running feet should not enter in the Museum: safety of group and other guests.  Shoes required, even in water.
Quiet voices invited.
Lost children will find help from an adult in a green museum shirt.
Be aware of other guests and share exhibits during busy times.

upstairs: big, flat sofa cushions (please wash any recycled cushions before bringing them) & gold jingle bells (craft store item)
downstairs: balsa wood or small building textiles and anti-bacterial wipes

TKG Principals
  • CONSTRUCTIVISM, as teachers and parents, we provide the trellis on which students will build on their existing knowledge
  • WHOLE CHILD, cognitive, physical and social/emotional are inseparable
  • BRAIN SCIENCE, students are sensory learners, we honor each student’s unique developmental map
  • CAPACITY BUILDING, nurturing creative thinkers who are encouraged to solve problems that serve our community
  • COOPERATIVE LEARNING, small groups, low ratios, mixed ages and generations

The Seeds

We are offering the opportunity to engage:

Grade 2 Overview of Operations and Algebraic Thinking (downstairs)
Represent and solve problems involving addition and subtraction.
Add and subtract within 20.
Work with equal groups of objects to gain foundations for multiplication

Counting & Cardinality (upstairs)
Know number names and the count sequence.

CCSS.Math.Content.K.CC.A.1 Count to 100 by ones and by tens.
CCSS.Math.Content.K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
CCSS.Math.Content.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).


Comprehension and Collaboration (downstairs)
English Language Arts: College and Career Readiness Anchor Standards for Speaking and Listening
To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner. Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains.

Speaking and Listening Skills (upstairs)
CCSS.ELA-Literacy.SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
CCSS.ELA-Literacy.SL.K.1a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
CCSS.ELA-Literacy.SL.K.1b Continue a conversation through multiple exchanges.

FEATURED WORKSHOP: ECHO PARENTING, 8-Week Series Presented by Renee Dokmanovich.
Raising children is so difficult, yet most parents don’t get much support to build skills and techniques. Nonviolent Parenting is an empathy led approach to raising children. It is based on brain development and child development.

From the TKG Office

  • After-School Offerings enrollment is still open!  NO drum circle this friday due to field trip.
    EMERGENCY CONTACT FORMS Please give Trish your forms.  Thanks if you have already completed.
    LAST FRIDAYs (Dads and interested Parents) Rick is anchoring another night out – THIS FRIDAY, beginning at 6:30pm at Rock n Brews in Redondo Beach.
Thank you Families!  Contact Trish or Monica with any questions.
The Four Agreements
1. Be Impeccable with your Word
2. Don’t Take Anything Personally
3. Don’t Make Assumptions
4. Always Do Your Best

Resource Of The Week

Save the readers!
by Annie Murphy Paul

When a minaret dating from the twelfth century was toppled in the fighting between rebels and government forces in Aleppo, Syria, earlier this spring, we recognized that more than a building had been lost. The destruction of irreplaceable artifacts—like the massive Buddha statues dynamited in the Bamiyan Valley in Afghanistan in 2001 and the ancient texts burned and looted in Iraq in 2003—leaves us less equipped to understand ourselves and where we came from, less able to enlarge ourselves with the awe and pleasure that these creations once evoked.

Which is why we should care about the survival of a human treasure threatened right here at home: the deep reader. “Deep reading”—as opposed to the often superficial reading we do on the web—is an endangered practice, one we ought to take steps to preserve as we would a historic building or a significant work of art. Its disappearance would imperil the intellectual and emotional development of generations growing up online, as well as the perpetuation of a critical part of our culture: the novels, poems and other kinds of literature that can be appreciated only by readers whose brains, quite literally, have been trained to apprehend them.  READ MORE…

Are the Humanities dead?

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