ANNE SULLIVAN

SCHOOL NEWS

 

February, 2012     

Using High Order Thinking Questions     

 

        “Social interaction forms an integral part of our curriculum. A difficulty that arises between individual children is not considered as an obstacle to the learning process, but the very heart of it. Teachers dedicate time to facilitate problem solving and peaceful conflict resolution.”

                                                From the Anne Sullivan School Philosophy

          In order to better fulfill our philosophy all teachers and assistant teachers participated in an in-service called Actualizing Our School Philosophy, provided by our consultant, coach, grant writer, and instructor, Margaret Ikezaki, It was a very informative and educational, and we would like to share some of the main points with you.

          To facilitate problem solving and peaceful conflict resolution teachers apply High Order Thinking Questions. This tool invites children to think and to have individual responses, encourage exploration and give-and-take conversations.

          High Order Thinking Questions are asking How, Why, What else, How do you know, Can you show me how to, How can we? They provide children with opportunity to explore and to think creatively, as opposed to Low Order Level Thinking Questions: What, When, Where, How Many which can be answered by a one word answer.  Examples of High Order Thinking Questions are: “How do you know that this is a triangle?” “How can we make Ava feel better?” “Why is Ava crying?” “Why is the man mowing the grass?” “Why does the seed sprout?”

          As teachers we have an opportunity to ask High Order Thinking Questions during conflict resolution, in big and small group activities, while we read books and in conversations where it is safe to think, to ask, to try, to be wrong and try again.

          We were also reminded by Maggie of the importance of being patient and giving time to the children to respond and of the importance of adult self-talk as a way of modeling to the children by asking ourselves questions and answering them out loud.  Our invitation as adults is then to make the asking of High Level Thinking Questions automatic in our responses to our children!

Notices

 School Closing: The school will be closed Monday, February 20, 2012, for Presidents’ Day.   

 

Kindergarten/KinderReadiness Registration Now Open:  Registration for the upcoming school year Kindergarten/KinderReadiness class for presentAnneSullivanSchool students is now open.  The class size is limited to 24.  There is a $300 nonrefundable Registration fee to hold your child’s spot.  Registration for the general public will be open on Saturday, February 25, 2012 at the Kindergarten Meeting.  The meeting will be at 10:00 a.m. in the Kindergarten classroom.  At the meeting the teachers will present the Kindergarten, KinderReadiness program, followed by a discussion and refreshments.  Child care will be provided.

 

Spring Break:  The school will be closed for Spring Break Monday, April 30 through Friday, May 4, 2012.  School will reopen Monday, May 7, 2012. 

 

Parenting Seminar:  There will be three Parenting Seminars in February.  February 2, “Discipline That Really Works;” February 9, “Separating Feelings from Behavior;” February 16, “Ending Powers Struggles.”   There is a $15 charge for individual classes.  Participants can bring additional adults for $5 per session.  Child care is available for a nominal fee. 

 

 

News from the Classrooms 

Keep Rolling in the Sunshine Room   

          Observing the children’s interest in cars, trucks, and anything that moves on wheels, we decided to study that subject.  Last month the children learned about different kinds of vehicles, such as those used in construction: cement mixers, bulldozers, excavators, cranes, etc.  They played with mini vehicles, counted them, matched them, as well as painted with wheels and expanded their knowledge even more by reading both fiction and nonfiction books about different kinds of vehicles. 

          Now the children are learning about trains.  They love to play with Thomas trains and attach the different cars with magnets.  When Della was struggling to attach two cars together, it provided a good opportunity to explain about magnets and how they can either attract or repel.  She experimented by turning around one of the cars to see if that worked.  She was pleased to find out that it did. 

          At the science table, the children have been investigating with pulleys.  As they pulled the rope down, the container with rocks went up.  This is an incredible experiment on force and work.  They also experimented with gravity by using ramps, A long piece of gutter was placed on a shelf and the other end on the floor.  When the children put small cars on the upper end of the ramp, they observed how easily and effortlessly the cars went down. 

          We sang the song, “The Wheels on the Bus” and moved with the movements mentioned in the song.  The children learned a finger play “Traffic Light” and a chant “Clickety, Clack.”  A fire engine was put in the dramatic play area.  This fire engine also turned into a bus which took us to as many different places as the children’s imagination invited us to go.

          You can join in the ride, the fun and the learning experience.  Please, stop by in the Sunshine Room and maybe you can come with us in an imaginary trip.

Ms. Alicia Beatriz

 Planting Seeds in the Ladybug Room

          In the Ladybug room the children have been studying seeds.  They learned how seeds grow and identified different seeds.  

          The children learned that in order for a seedling to grow it needs water, sunlight and soil.  To help them understand this, we tested the hypothesis.  Each child had a clear plastic bag, a wet paper towel and a lima bean. We wrapped the lima bean in the wet paper towel and taped the plastic bag onto our classroom window. In little over two weeks the children noticed a sprout growing. They were so excited to show me what was happening.  They observed the various changes that were occurring, such as what direction the roots were going. Then I asked some questions to help them to think at a higher level, like “Where are the plants getting their food?” Soon we transplanted the seedlings into a foam or paper cup with soil to provide the third vital ingredient so that the lima bean can keep growing.

    The children also learned to distinguish different kinds of seeds.  Cutting open different fruits we found different seeds.  The children noticed that apple seeds looked different from orange seeds. They noticed that apples and oranges had a different number of seeds as well. The children loved tasting the fruit after examining them. We learned that a fruit is the part of a flowering plant that produces the seeds.   This project will continue and expand as we are planning to have our own classroom garden.  Then the children can take part in caring for the garden.  Every day they will get to see this process in action.  

    Lastly, I want to thank all of the parents and grandparents who donated the seeds. I hope you enjoy what your child had planted and you can ask your child what are the three important things necessary for a plant to grow:  water, sunlight and soil.

 

                                                                                                                                                                                              Ms. Martina

On the Move in the Rainbow room

                     Our latest venture in the Rainbow Room has been the study of transportation.  Ms. Terri and I noticed that the children have a sustained interest in cars, trains, airplanes and boats and therefore responded to this interest.  Now they are now engaged in all aspects of transportation.  They are making airplanes, cars and trains from chairs, and packing real suitcases full of all the things they need for their journey.  They’re using markers and strips of paper to make tickets and boarding passes.  This encourages language development and I am hearing a rich vocabulary to describe their adventures.  “We’re going toMemphis,Oregonand toHawaii!” “Everyone put on your seatbelts!” “We will be there in forty five hundred minutes!”  “I’m going to ask my mom if I can go on a Concorde.”

                 Taking the subject to written language, we have read many books about transportation.  These stories elicit many discussions about trips the children have been on fromLas VegastoNew York,Mexico,Hawaiiand even trips to Costco andLakeElsinore.  The children love sharing their stories.

                 In the block area a few children constructed a huge cruise ship out of blocks.  We also brought in a long piece of rain gutter to make a ramp for cars.   Traveling from one place to another is proving to be an exciting adventure no matter where you go. 

                                                                                      Ms. Sarah

 

Laying the Basics in the Butterfly Room:  It starts with…

“For children to learn to become skilled readers, they need to develop a rich language and conceptual knowledge base, a broad and deep vocabulary, and verbal reasoning abilities to understand messages conveyed through print. …. children must also develop code-related skills: understanding that spoken words are composed of smaller elements of speech (phonological awareness), the idea that letters represent sounds (the alphabetic system), and the knowledge that there are systematic correspondences between sound and spellings.”(Neuman, S. & Roskos, K. 2005. Young Children. July 2005. Washington, DC: NAEYC.)

 

          Learning to read involves many cognitive skills which are based on the development of several areas of the brain.  In the Butterfly room the children are learning these skills through songs, games, readings, and storytelling. In each activity there is the opportunity to learn the letters and their sounds by the teacher saying “it starts with,”  mentioning the name and sound of a letter before saying the word.  This gives the children the opportunity to hear the sound and name or the letters throughout the day. Little by little the children notice the words that start with the same letter as their name or a friend’s name.  Every activity becomes an opportunity to learn new concepts, new vocabulary, letters and counting.

          Samantha and Joaquin used their emerging skills in an animal domino game.  After the children identified the animal, the teacher said the first letter of the animal’s name and helped them come up with the sound of the letter.  Learning to read becomes an integral part of the school day and it is fun as well. 

                                                                                                                                                                                                        Ms. Berta

 

Highlights from the Kindergarten

         

          We started the New Year with a new activity at Math class:  homework once a week.  According to the comments from some parents, the children have responded and accepted their new responsibility with enthusiasm. They bring their homework back and talk about it during class, but they get really happy and excited when they see a motivating sticker on their assignments.

          In science class we have been learning about the properties of water and the water cycle. The day we “created rain,” we, of course, started by creating a cloud. Well, it is necessary to say that for some of the children who were expecting to see a fluffy, puffy cumulonimbus it was not quite a cloud or as Brooke said: “That is a pancake cloud.”  It was, let’s say, a thin and very small cloud. In any case, it produced rain in front of our own amazed eyes.

          Finally, the 100^th Day of school arrived and we all celebrated.  The children had fun not only counting a hundred delicious snacks, but we also by getting involved in the Hunt for the 100 kisses that Zero the Hero prepared.  The children also practiced literacy skills by writing what they would buy with $100 dollars and by writing a 100 words book. In art, the children colored 100^th Day hats and printed 100 fingerprints.  Everyone had fun and were thankful to all the parents who cooperated in many ways for this celebration to happen. 

                                                                                                                                                Ms. Patricia       

 

 

This school is open to all children regardless of race, creed, ethnic background, gender, or disability.  (State License #330901543)

ANNE SULLIVAN

SCHOOL NEWS

January, 2012

 

A Good Start: The Best Gift You Can Give Your Child

 

Having chosen Anne Sullivan School for your children, we know that you value early childhood education. That’s why we know you are interested in sending your child to Anne Sullivan Kindergarten to continue with the excellent early education we provide. Children who are kindergarten age still have the needs of young children which include a caring environment, space and time to move and interact in an enriched classroom setting, and a natural outside setting to exercise and experience the joys of nature. Add to that a low child/teacher ratio and a nutritioushome-cooked lunch, you have a program that is hard to beat.

Not only does Anne Sullivan Kindergarten prepare children to enter their formal education in first grade, it prepares them for life. Parents consistently report over the years that their children were very well-prepared academically, emotionally and socially. They have been guided to learn independently as well as cooperate with others.

Because the program is for a full day there is not only time for language and math, but also time set aside for community building, science, Spanish, art and music. In our unique caring environment we approach the whole child. The teachers know each child well and can address each one’s strengths and needs. This helps the children learn to respect themselves and each other.

You are invited to attend a meeting in February in which the kindergarten teachers will present the curriculum and answer any questions you may have. Enrollment is limited. Current Anne Sullivan School students are invited to preregister after January 3, 2012. A non-refundable registration fee of $300 is required to hold your child’s place.

 

 

Notices

School Closing: The school will be closed Monday, January 16, 2012, in honor of Martin Luther King, Jr.

Parenting Class begins January 12th: “Accepting the Things You Cannot Change” is the title of the first parenting class in the 12-Week Parenting Seminar given by Sandi Schwartz. There is a $150 charge for the series and $15 for individual classes. Participants can bring additional adults for $5 per session. Child care is available for a nominal fee.

HAPPY BIRTHDAY

Annabelle Iliana Lucas S. Katelynn

Kina Jailynn Jack Michael P.

Bode Julia Keeley Teagan

News from the Classrooms

Discovery in the Ladybug Room

Science for the young child is an experience of exploration and observation. This is how they learn to learn about the world. Providing them with meaningful opportunities to do this is the work of the early childhood educator. In the Ladybug room, the children are observing stick bugs in a terrarium. They are learning to take care of them by bringing them fresh rose clippings, spraying the terrarium with water to drink, and cleaning the terrarium.

Last month the children made a great discovery which helped them learn about the stick bug life cycle. While changing the dry rose sticks, I took out the adult stick bug and Jenna and Chuka made an observation, “There is a spider there,” pointing to the terrarium which was almost empty. Taking a close look, we discovered that what appeared to be a spider was a baby stick bug. It was almost transparent. The children were amazed with the discovery of the “babies.” We also found that the other adult stick bug was dead. So, now we have a mom or dad stick bug and five babies. Quite an addition to our classroom.

In this moment of discovery we encountered new life and death. In this small setting where things happen without us realizing it, life and death occurs naturally and continuously.

Ms. Miriam

 

 

A Field of Possibilities in the Butterfly Room

Up until January, 2011, outside the school yard there were six raised beds for gardening. When the construction for the school expansion started, the raised beds were bulldozed down to make room for the machines to put in the sewer system. Therefore, those six planting beds are no more.

What we have now is what’s right there before our eyes, and what’s under our feet.

Now that we are getting used to not having the raised beds, our eyes and minds are starting to see something else. Now we see potential in the empty space, and our feet walk and run leisurely in an open “field of possibilities.”

In this field, the Rainbows started to plant. In this same field, the Butterflies are also starting the great adventure and joy of planting and caring for the plants, and in the future, nourishing ourselves from the fruits of the Earth and of our dedication.

However, we must remember what’s essential: this is “a field of possibilities.” Yes, we will plant, and, yes, we will run, and play, and build, and pretend, and hide and chase, and observe, and listen with attention and interest. In doing all this and much more, what we are doing is connecting with the Earth and nature in a deep and respectful way. This is what is essential.

In the months to come, the Butterfly children and all gardeners will be doing what is essential as guardians of the treasures of the Earth; rangers protecting the mighty and the still fragile trees; young, jolly, receptive and tender human beings embarking in this significant mission of connection and mutual respect.

I eagerly await your feedback and/or thoughts. You can reach me at: noemi@annesullivanschool.com

Have a MEANING-FULL 2012

Ms. Noemi

 

Activities in the Rainbow room

It was a busy December. The children got very involved with the theme on the five senses. They had a lot of fun with sight. At the Discovery Table we set out a variety of things to look through: kaleidoscopes with colors or multiple views of one object, color spy glasses in which colors can be blended by mixing the lenses, and magnifying glasses. Dakota was very inventive in using them to the utmost. He took in the sights by walking around the room with one clear kaleidoscope on one eye and a magnifying glass on the other. He excitedly shared his experience with others. Soon Lucas, Emmett, Korvin, and Camden all crowded to the Discovery Table to explore what was there, mixing up the different visuals laughing and exclaiming: “wow”, “cool,” and “this is crazy.”

We want to thank all the parents for participating in the parent-teacher conferences. It was a nice chance to talk with you without interruptions, and to strengthen the partnership we have with you in educating your children.

Ms. Terri

 

A Teachable Moment in the Kindergarten

There are moments in our day, known as “teachable moments,” that present themselves as special opportunities to teach/learn something new. In the kindergarten one morning such a moment presented itself when it was discovered that the sole of Jillian’s boot was falling off. As the whole sole fell off, all the children gathered around in amazement. Andrew Bradley exclaimed “I never saw that happen before.” The children continued speculating about why such a thing would happen. Then they carefully inspected the sole for similarities to the soles of their own shoes. Together they pondered ways to fix the shoe. Delaney said that she was sure that the super glue that her father used to fix her toy would work, but Nathan claimed to know a better glue. The general agreement was that glue was the solution. They tried to place the sole in position for possible gluing and to see if it would fit properly. They agreed that it could be done. Their enthusiasm and collaboration in problem-solving the situation was impressive. The teacher introduced the idea of a “shoemaker.” Did anyone know what a shoemaker was? The response from the group was NO! When it was explained, they asked how could you find a shoemaker. This lead to the exploration of the use of the phone book and a web search.

Ms. Mary

 

Learning About Shoes in the Sunshine Room

Observing the children in the drama center, I noticed how involved they were playing with the shoes. They even waited patiently for their turn to wear different shoes. Seeing how interested they were and having so much fun, we decided to have a theme about shoes. It turned out to be a very rich subject in which all the areas of learning could be addressed. Taking a scientific approach, the children observed and interacted with different types of shoes and learned about the kinds of shoes people wear for certain occasions. Seeing how people wear different shoes in all parts of the world, they learned geography. As for health, they learned how important it is to wear shoes on your feet.

Math was addressed by learning about pairs: how one and one makes two which is one pair. Sorting, grouping, counting and making pairs with shoes and socks also enhanced basic math concepts. In the art center, the children made their foot prints with paint, sketched the bottom of their shoes and collaged a footprint with different materials. There was a shoe store in the drama center. Children had different shoes, boxes, an instrument to measure shoe-size, and a cash register with money. A big “thank you” goes to the parents of Olivia, Julia, Mary Jane, Joey, Della, Eden and Brock for bringing their shoes and making our shoe store happen.

Not forgetting the holiday season we read stories, made stockings, a Christmas tree, snowmen, a gingerbread man, a wreath and sang Christmas songs. Ms. Jenny shared about Hanukkah and showed her menorah. Julia’s mom shared elk antlers her husband found. The children were excited to see real antlers and concluded that “they’re the same as the ones Rudolph the red-nosed reindeer has.”

We also had some special guests from Oak Circle Community School. They came to sing carols to the children and they brought a special guest with them. When Jack saw it, he said, “Look, Ms. Patty, they have a camel with them.” As he was looking at it and singing, he gave it some more thought. “But Ms. Patty, the camel doesn’t have the two humps.” I replied, “That’s because it’s not a camel, it’s an alpaca! Ms. Patty

 

This school is open to all children regardless of race, creed, ethnic background, gender, or disability. (State License #330901543)