FROM UNDER OUR BIG TREE: Week 8/Year 4 (5 to 7 Class)

Week 8 Documentation & Info – 5 to 7 Class
All Together - 5 to 7 Class
“And you’ll always love me won’t you? Yes
And the rain won’t make any difference? No”
― Ernest Hemingway, A Farewell to Arms
Hello November, rain, and an extra hour!  Goodbye October, we enjoyed our time with you and will never forget the joy and inspirations you brought us.  You will always be in our hearts.  Alas, it is time for cooler nights, shorter days, and time to reflect on what we are thankful for.See you at the Park – Carter will be bringing our community snack this week!  Did you change all your clocks back an hour?

Pumpkins provided a fun intro to geometry and 3-D shapes.  We started with spheres and estimated the circumference of our big pumpkin.  We created our own Spookley the Square Pumpkins and thought about cubes.  At first we thought a cube had four surfaces, or was made of 4 squares, but we soon figured that out!

Now that we’ve had experiences making 10s it’s time to get some automaticity practice. With ten-frames, pumpkins, and index cards we created our very own flash cards.  We found many ways to make equations.  6+___=10, ___+8=10 and will continue to build to what we have.  Remind your child to bring their green folder this week and we will include an envelope for them to make their own at home too!  (Please try and bring the green folders daily, but if you cannot Tuesdays and Wednesdays are best because Yvette fills them with goodies relevant to what your child is learning.)

Counting Collections and place value:  we estimated how many seeds were in our pumpkin, cut it open, reevaluated our estimations, scooped out the guts, and then counted the seeds with a partner.  We graphed our quantities and then re-evaluated our estimations again.  Alexander took the challenge of adding the numbers together and determined there were 546 seeds altogether.

Pumpkin Bump Game!  After our dance party on Friday some students played a new game that crosses Bingo and Sorry – we got the Bump!

If you are curious about the specific skills we worked on this week:

  • K.CC.1 Count to 100 by ones and by tens.
  • K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
  • K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
  • K.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
  • 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
  • 1.NBT.2a 10 can be thought of as a bundle of ten ones — called a “ten.”
  • 1.NBT.2b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  • 1.NBT.2c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
TKG @ home: pick up dice/counting/reading games like Math Dice JrDouble Shutter Math or Pizza ManiaLanguage
I read Room on the Broom which laid a foundation for many learning opportunities:

  • seeing patterns in books/writing
  • introducing the “moon” card and the oo sound
  • finding ways to say “Yes!” when a friend wants to join your plan
  • supporting a friend when they need help.
  • comparing the oo sounds in moon and cook
  • Adjectives, similes, and character development
A variety of pumpkins inspired many descriptions and we all had the opportunity to make our own pumpkin character.  We thought about Spookley and how he was not comfortable being himself but later was proud and then looked at our pumpkin and imagined what attributes they held.  Students were inspired to create books, settings, signs, and so much more to accompany their pumpkin.  Next week I will introduce personification for those working with their pumpkins.
Also coming up, we will begin thinking about the history of our family and how objects play a role in passing down family heritage.  The teachers will bring in objects that hold historic and personal value, and tell a story of our past.  We will continue using descriptive language while exploring these items.If you are curious about the specific skills we practiced this week:

  • CCSS.ELA-Literacy.RL.K.2 With prompting and support, retell familiar stories, including key details.
  • CCSS.ELA-Literacy.RL.K.3 With prompting and support, identify characters, settings, and major events in a story.
  • CCSS.ELA-Literacy.RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
  • CCSS.ELA-Literacy.RL.K.10 Actively engage in group reading activities with purpose and understanding.
  • CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
  • CCSS.ELA-Literacy.W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book
  • 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.1.a 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.1. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
  • CCSS.ELA-Literacy.SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
  • CCSS.ELA-Literacy.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.
  • CCSS.ELA-Literacy.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
  • CCSS.ELA-Literacy.L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • CCSS.ELA-Literacy.L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
TKG@home: Review the map we offered at our last parent meeting and discuss your family’s physical and cultural experience.  You may want to share about other cultures that are meaningful to you as a way to encourage conversation around diversity and traditions.Mask-a-Rave 2014

Friday was such a fun filled day!  We began with our first ever Mask-a-Rave.  The room was filled with so much joy and excitement.  From the mask parade, to games, and the fog machine to the upstairs class performance and the pumpkin decorations — each child shared something they enjoyed in our morning meeting. Thank you to our Room Mom Saundi and downstairs Room Mom Erin, and every one of you who made this such a memorable celebration.

Later, we enjoyed shared snack time.  We enjoyed hearing a book Zoe wrote as we ate with the downstairs class.  We played together outside, and then came together for rock tag that morphed into zombie rock tag.

Back in the room we revisited projects we wanted to wrap up before the weekend, played Pumpkin Bump, and took turns going outside in small groups to investigate the rain.

Lucas: That’s an evidence!  Rain is wet.  (pointing to water on the ground as proof that there was rain)
Zara:  Why is it wet?
Lucas:  Rain comes from clouds that turn gray.
Zara: Clouds are full of water and they have to let it go.
Lucas: Like pee.  Rain is like pee.

We will continue to explore what rain is in the following weeks.

Next up was Lunch where we came together for Restaurant/“Mix It Up” Day:  Students enjoyed visiting Café TKG with a fall twist, the centerpiece was filled with pumpkins and little lit pretend candles.  Once again students ate from plates and used forks.  Bathroom humor has been big for us lately, and many students have requested we not talk about certain things when we are eating, so this month I added the layer of what kinds of conversations people have at fancy restaurants.  The special menu item was fresh garlic pickles from Completely Pickled at the Torrance Farmer’s Market.  (Thank you Williams family for picking up a jar for us.)  Our foodies also brainstormed some ideas on different types of restaurants and in the future we will be having a sport’s theme closer to the Super Bowl.

A little TKG history on how restaurant began a couple years ago:  As a teacher who values mindful eating, I was struggling with how little eating was happening, how loud we were, and how much food was left behind on the tables and floor.  I wanted to maintain the social aspect of this time, but with more intention.  Many sprouts were playing restaurant at Deep Learning and I was inspired by them in creating Café TKG.  We made our very own name cards, which I used to seat children next to people they normally don’t interact with much. Clearly, it was a hit with students and teachers and we continue to visit Café TKG at least once each month.  Each time it evolves, this year when I’m wearing the chef hat my name is Miss Chef, a fun play on my first name that Erik created in September.

During reading time a group read about roller skates and some were thinking about doing their own roller skating.  Knowing that the kitchen room has provided some fun big body movement in the past I suggested we do our own skating!  Gina played DJ and announced when it was backwards skate and other fun variations.  She even flashed the lights like a real rink!  In the same room I started a pumpkin seed baking plan.  Everyone had an opportunity to take part in the making of the seeds, and we shared the steps in closing meeting so those who were engaged in other plans were able to hear about the process.  We closed the day with seed tasting and coming up with similes to describe the sight, smell, and taste of the seeds.

Happy Learning,

Michelle and Yvette
Michelle Goldbach-Johnson
, Founding Teacher/5 to 7 Classroom
Yvette Fenton, Co-Teacher, 5 to 7 Classroom
Lena Garcia, School Builder/7 to 9 Classroom
Saundi Williams, 5 to 7 Room Parent
Shutterfly Info Site: photos, contact information, announcements
Follow us on Facebook/Twitter/Instagram/Pintrest/Youtube
TKG Info

Tending the Garden

***Fun Things to do in Southern CA with author Susan Peterson – Thurs Nov 6th, 7:30pm @ The Little Gym, Torrance – Register Here!
You can bring your children to enjoy the supervised Lego Duplo play area during the talk and after the speaker, stay for a short parent and child play – no additional cost!  This is open to community outside enrolled families.

***Field Trip #2 – Fri Nov 7, 9:30am Fowler Museum/UCLA – Intersections
Our field trip was designed to encourage us to think about how art embodies our family values, traditions and rituals. Download the family guide, here! Tour will be begin promptly at 10:00am. We will have a guided expedition and art activity. Suggested Parking in LOT 4 – off of Sunset Blvd.  Contact Jennifer Ceci.

***Gratitude Feast, Fri Nov 21, 12noon-3pm @ TKG
Make sure you have on your calendars!  Of course, if you can not attend, we will encircle your sprout with love and celebration!

TKG Principals
teachers and parents provide the trellis on which students will build on their existing knowledge
WHOLE CHILD + FAMILY, cognitive, physical and social/emotional capacities are connected – families & caregivers are our partners
BRAIN SCIENCE,we are sensory learners with existing neural pathways and we can help develop and practice new learning
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
Parent Teacher Info

Parent/Teacher Toolbox

PT Schedule for the week*
WEDNESDAY – EC (JS, SW) We need a PM clean up volunteer!
FRIDAY FIELD TRIP – Point-people: JC (lead), RD
*Names in parentheses are working on-campus, outside the classroom on that day.

Download the most current PT Calendar – here!

PT RESOURCE-Building Relationships with Young Children
No matter what chronological age, the brains of students between the ages of 5 to 7 a re making an abundance of very important synapses to further solidify attachment and deepen the understanding of self/autonomy. Here are some quick reminders about how to help establish connection with students:
  • Support Routines – if you are unsure about the protocols, ask Michelle so that things stay consistent
  • Quality Time – you can’t set a limit if you’re not connected.  Make a point to connect before you need to set a limit.
  • Follow Through – Trust is established when you say what you mean and circle back to close the loop on a discussion or project
  • Let it Go – Ask yourself: Will this hurt him or someone else?Will this cause damage to property? Does this clash with school values?  If the answer is no, let it go.  If you aren’t sure of school values in the context of your moment – listen to your gut.  You can check in with Michelle once the critical moment passes and you have returned to grounded.
  • Slow Down – it facilitates connection, talking, engaging.  We do want students to stay connected to their project but every moment is different and you have the time to observe: are they processing something important?, Let’s explore the a-ha moment we just saw!  Encourage students to express specific thoughts about their experience and help them feel empowered to move forward.
  • Play – Have fun with the sprouts!
Read the article that inspired this tool, at Dirt&Boogers.Com
Admin Announcements

From the TKG Office

  • Fundraiser Event – Wed Nov 5 – Visit Riviera Nails to earn $ towards your May Deferred Tuition balance.
  • Office Hours, Thurs 11/6; 1-3pm – Please come have some coffee or tea with us!
  • Tuesday, Nov 11th – Veterans Day Holiday (plus no school on Monday Nov 10th)

Thank you Families!  Contact Trish or Monica with any questions or to schedule meeting time. PRINT the official Calendar here (updated weekly).   The google calendar, online, is the most up to date calendar (reflects daily changes).

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 – Brain Function & Development

Preschoolers Outsmart College Students In Figuring Out Gadgets

One of the reasons, at TKG, we are willing to give time for students to process rather than force them to stick to the ‘task’ is because reflecting draws the learning out of students rather than them being dependent on us feeding it to them.  It is designed to benefit the creative thinking skills of the student not serve the instant gratification needs of the adults.  This article supports our value of nurturing flexible thinking and how the practice of creative problem solving gets killed as we “grow up”:

Ever wonder why children can so easily figure out how to work the TV remote? Or why they “totally get” apps on your smartphone faster than you? It turns out that young children may be more open-minded than adults when it comes to solving problems.UC Berkeley Campus Life/YouTubeResearchers at the University of California, Berkeley have found that 4- and 5-year-olds are smarter than college students when it comes to figuring out how toys and gadgets work.

Psychologist Alison Gopnik led the study along with her colleague Christopher Lucas from the University of Edinburgh. They wanted to find out what goes on in children’s brains that allows them to learn so much so quickly.  READ about what they learned at NPR…

Brain Function - Preschoolers Outsmart College Students
If you would like to unsubscribe please click here.

Comments are closed.