Week of 11/12

With Thanksgiving upon us next week, and our school Stone Soup Celebration on this coming Wednesday, 11/22, we have begun to wind down many of the projects that have been keeping us busy for weeks.

Our theme has been “The Farm,” and our family group projects revolve around this theme. On Wednesday, you will be able to see the fruits of everyone’s labor, and I’m very excited to see the final products. The kids have spent their afternoons working hard on their own individual (or group) projects, and I’ve seen them really find their stride with planning, research, and creation. On a daily basis, I now get the question “Do we have family groups today?” and on Thursdays or Fridays, when it’s not on the schedule, I’m met with a disappointed “Awww!”

This has been a very full week as we’ve continued with our regular morning academics of literacy and math, but have also introduced and begun work on the Stone Soup play that we will be performing next week. And of course, the story weaves itself well into our regular curriculum.

In math, the younger students have explored stones and sorted and counted them. The older students will be working more with stones and vegetables next week, and this week we have begun our look at place value. The 100s chart has been a valuable resource, and will continue to be central to our upcoming math lessons. An at-home 100s chart (very simple to print offline, and I’d be happy to help you find one!) would be a great home connection, so that students can observe, count, and look for numeric patterns on the chart.

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In literacy, we did our weekly word work with the phoneme -th, and the sight words "thank," "that," and "come." We partner read, and one popular center we have had for all students was to make stone soup – with words! Students made simple 3 letter words after putting letters in a pot and letting them cook for just a moment. We have also been reading many variations on the Stone Soup story, and have had wonderful conversations in comparing the texts: which story involves a stone, which involves a nail, which ingredients are in each version, which characters are the same or different.

Partner reading

Partner reading

If your child has a favorite fairy tale, it’s a fun idea to go to the library and find a few variations on the same tale: “Goldilocks and the 3 Bears,” “Cinderella,” and “Little Red Riding Hood” are just a few off the top of my head.

Speaking of libraries, we had the Book Mobile visit us! Many of the kids had their library cards, and we took card numbers so that they could check out books and bring them home. Even if your child does not have a library card, he or she was still able to check out a book under The Bridge School account, but these books will stay at school.

Additionally, we had a special visitor on Wednesday afternoon. A local storyteller came to our school to do a puppet show and tell a story about being kind to one another. The story involved a Native American legend about “how chipmunk got his stripes,” and the kids were able to interact by playing drums the storyteller brought in, and they explored the puppets after the show. Everyone was engaged by the storyteller, and it was fun to have the Earth room transformed into a theater for the school.

Practicing the Stone Soup song

Hope to see you all on Wednesday night, for Stone Soup!

Week of 11/5

 I hope you all had as good a week as we did at school!

Taking advantage of the presidential election, we were able to connect our classroom to current events, as well as have the older kids from the Rainforest Room come join us to present their math project. On Monday and Tuesday, the Rainforest Room presented to the rest of the school their newfound knowledge about elections and the president of the United States of America. They even held a Bridge School election poll, and each student had the chance to cast his or her choice for our next president. In the process, we all got to look at some very fancy graphs, talk about percentages, and learn a bit about sets of data.

We also had a special guest come in: on Wednesday, we had a Darigold dairy farmer and the Dairy Ambassador for Washington State come in and talk all about dairy farms. The discussion also lead to nutrition, food, cows in general, and what happens on a dairy farm.

The Iceberg Snow Leopard Room (which is the given name of where our Kindergarteners and first graders mostly work) was busy this week with projects. It’s exciting to watch the kids hook into a project that reflects their individual interests, and then keep the momentum going for days at a time. During our afternoon family group time, we are winding up our farm-related projects, and will be ready to present in just two short weeks. Some of the kids have stuck with their original ideas, and some have chose to diverge their paths a bit, as new questions or interests came up. Everything will be on display by Thanksgiving, and I can’t wait to see the creative and thorough projects that come from this!

Literacy time has also been a place where students have found engaging projects to work on. Writing plays are a trend for the first graders, and with a just a touch of support and direction, many are on their way to full-scale productions. We continued our phonics work with studying words that end in –at and –ap, or words that contain the phoneme –ng. New sight words we are learning are “come,” “that,” and “are.” Letter and sound recognition are an ongoing theme for many of the younger students, and their activities during center time help to foster these foundational skills.

Our math time (Investigations) has been spent continuing pattern work, as well as collecting data and figuring out how to represent that data. The kids have gotten a brief introduction to Microsoft Excel, as a means to creating graphs digitally. The younger students have also been working on math centers, with a new center to help support recognition of numerical symbols: they have been forming numbers out of playdough.

During the Kindergarten Investigations time, we’ve been having some very interesting mathematical conversation. The concept of infinity has been a popular topic (and believe me, they initiated that one!), as well as the concept of zero. One way to discuss math at home might be to bring up these words, and just see what comes of it. Some of the kids are already formulating some fascinating mathematical theorems!

This week, we’ve also started a new rotation of clubs on Thursday afternoon. The kids have chosen their clubs this time, and we have a cooking club, theater club, sewing club, and Pokemon club.

Finally, thank you to everyone who attended our parent meeting this week. I hope it was helpful and offered some practicable information for inside the classroom. It was great to see everyone in the same room.

Have a wonderful weekend! 

Week of 10/29

Happy November!

This week we celebrated Halloween and Dia De Los Muertos, and while we were rained out of our Oxbow Farm field trip, we still investigated quite a bit.

Pumpkins were a topic of exploration this week: we read stories about pumpkins, learned pumpkin songs, measured and weighed pumpkins (and learned what “circumference” means), tested how well different pumpkins rolled, estimated the number of seeds in a pumpkin, and – of course – we cut some pumpkins open. This one theme extended to areas of literacy, math, science, and problem solving.

In literacy, we also did our weekly word work (phonics), practiced verbal storytelling, and learned more about the process of brainstorming for stories. The words we build this week followed the pattern of ending in 
--ug and --un as well as words that end in the phoneme --ng.

Students also explored various letters and sounds centers, including a center for creating letters out of pretzel dough (which were later baked and eaten, of course!) and names out of blocks. 

Our math time continued with pattern work, estimation, and also collecting data and then organizing it in a manner that could then be analyzed (asking how many students do like bubble gum and then working on a making a chart of this information).

Family Group time continues with projects based on our theme of The Farm. It’s exciting to see the kids forge forward with their research, discovering answers to their questions, and then figuring out how to share that information with others. Over the course of research, many groups have begun asking new questions as they spring up, and then investigating the answers to those.

The national news of Hurricane Sandy, as well as our rained-out farm trip, brought up the question of floods in our group: how floods occur, what happens during a flood, what the aftermath of a flood looks like. Hearing students as young as five and six years old discuss current events and ask questions about those events was amazing, and this discussion brought up even more cross-curricular connections.

One very important process we went through this week was the process of coming up with classroom agreements and then deciding on the consequences that occur when those agreements are broken. We had large group conversations, small group brainstorming, and we modeled proper and improper behavior in the classroom. This information is posted in all of our classrooms, and a great at-home follow up would be to engage your child in a conversation about the agreements, and what they mean to our school community.