All Together
“I know there is strength in the differences between us. I know there is comfort, where we overlap.”
― Ani DiFranco

Hello Community!  Here are some highlights from our classrooms:

Field/Park Day
We grouped up based on classrooms and explored the park through the lens of homes.   Once we realized a spider web was a spider’s home, we were observing, documenting, and discussing webs.

Meeting Discussions

UPSTAIRS(5 to 7)//We read Pebble: A Story About Belonging by Susan Milord and it got us thinking about supporting others, being comfortable with who you are, yet wanting to be more, as well as vocabulary, perspectives, and showing distance in illustrations.  In the book a boy experiences the wonder of the beach and searches for token to remember his day. He finally decides on the pebble. Michelle connected the sense of belonging and the reminding role the pebble plays into a support for our meeting…Students were introduced to rocks that they are welcome to use as a tool that supports their sensory needs during meetings and reminds them why we have meetings and how we can support each other.

DOWNSTAIRS(7 to 9)//This week we discussed: How can you show someone that you are listening to them?  Why, we wonder, should we put our ‘minds up’ or listen to the person who wants to connect with us at school?  Is it different at home?  What do I do when I want to listen but can’t hear? What do I do when I don’t want to listen?

UPSTAIRS//Shhhh! The upstairs class created strings of 100 beads for the downstairs class to use as a tool for math.  We persisted in our accuracy of grouping by 10 and a red/white pattern.  This has gotten us excited about making our own math tools and thinking mathematically.

DOWNSTAIRS//This week, we spent a lot of time focusing on math! We are working on creating our own math games. The students decided if they would be board games, card games or dice games. Everyone decided to create a board game. Some games are based on books like the Secret Garden and others are based on favorite animals.  Spinners were made, money was divided, cards were created and rules are being written up.

Language Topics
UPSTAIRS//Word of the week: GO.  Next week’s word is WAS.  Kai shared his book about electricity and portals. We thought about how not all books have people or animals as main characters or topics.

DOWNSTAIRS//Equivalency…how to have a fair distribution of the play money people needed in their games.  If we only have a few $100 bills, not enough for everyone, can we find equivalent ways to make $100 using 5s, 10s, 20s, and 50s?

Social Emotional
UPSTAIRS//We continue to find words and tone of voice that convey our needs and feelings that are productive and open conversations.

DOWNSTAIRS//A theme of this week was, how do we check-in with our friends after an argument?  Some of us had feelings of sadness and guilt after having a rupture with our mate(s).  Some of us felt sad about being teased or excluded. At TKG, we strive to foster reconnection after disconnection.  It isn’t always instantaneous but it is always our intention.

Outdoor Offerings
Monday – park day
Tuesday: exploration bins- sand, mixing area – water, easels – paint and chalk, body movement with Max
Wednesday: exploration bins- sand, mixing area – water, easels – paint and chalk, body movement via Hopscoth
Thursday: exploration bins- sand, mixing area – water, easels – paint and chalk, body movement with Max
Friday:  exploration bins- sand, mixing area – water, easels – paint and chalk, body movement with Tether ball

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

Pebble: A Story About Belonging by Susan Milord
The OK Book by Rosenthal
pipe cleaners
pony beads
contact Erin to confirm your donation

Outdoor Learning Clean Up ‘Anchor’ on 10/23
Outdoor Learning Set Up ‘Anchor’ on 10/24
contact John Schwartz to confirm your availability

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:

Mathematics:Measurement & Data
Classify objects and count the number of objects in each category.
CCSS.Math.Content.K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.1

English Language Arts: Reading – Foundational Skills
Print Concepts

CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print.
CCSS.ELA-Literacy.RF.K.1a Follow words from left to right, top to bottom, and page by page.
CCSS.ELA-Literacy.RF.K.1b Recognize that spoken words are represented in written language by specific sequences of letters.

Mathematics: Grade 3 Overview
Mathematical Practices

1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.

English Language Arts: Language Grade 2
Conventions of Standard English

CCSS.ELA-Literacy.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.2.1a Use collective nouns (e.g., group).
CCSS.ELA-Literacy.L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

Knowledge of Language
CCSS.ELA-Literacy.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-Literacy.L.2.3a Compare formal and informal uses of English

FEATURED WORKSHOP: Special screening of “Unacceptable Levels,” presented by Seeds of Joy Village
Thursday, October 24, 2013
7:30 PM to 9:00 PM (AMC DelAmo)

Unacceptable Levels examines the results of the chemical revolution of the 1940s through the eyes of affable filmmaker Ed Brown, a father seeking to understand the world in which he and his wife are raising their children. This is the story of how the chemical revolution brought us to where we are, and of where, if we’re not vigilant, it may take us. Expert panel Q&A to follow. REGISTER Here…

From the TKG Office

  • Chess Group – this week marks the end of our Chess class.  We do not have plans to continue this class (because of the rewards driven format).  Stay tuned for details on a new offering!
  • Last Fridays DADS, if you are interested in meeting up this Friday.  Please coordinate with Rick via text on 310 809 3904
  • Halloween Costumes We would like for home-based costumes to stay home during this festive season.  Our intention is to preserve non-branded story telling.
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

Something Told theWild Geese

by Rachel Field

Something told the wild geese
It was time to go,
Though the fields lay golden
Something whispered, “Snow.”
Leaves were green and stirring,
Berries, luster-glossed,
But beneath warm feathers
Something cautioned,—“Frost.”
All the sagging orchards
Steamed with amber spice,
But each wild breast stiffened
At remembered ice.
Something told the wild geese
It was time to fly,—
Summer sun was on their wings,
Winter in their cry.

Something Told the Wild Geese is in the “Birds” chapter in the Waldorf Book of Animal Poetry

Are the Humanities dead?


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