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Culminating Event Spring 2017

The Loowits completed their Animals unit today and we all gathered at school for Culminating Event to see presentations, hear songs, and learn more about habitats.

As a whole, it was an inspiring and reassuring day, since the sprit of the event was more like what it had been in past years. The quality of the presentations was very high and the essence of (former school head) Mark’s legacy was reprised in a group sing along of “Have a Nice Day.” While we can’t go back in time, and the school wouldn’t be a fit for him now anyway, it was nice to know that I am not the only person that noticed something had been…missing. Mark was the glue that tied together the curriculum and he left big shoes to fill. 

A welcome burst of energy also came from our new upper-grades music teacher Jason, who worked with the Klickitat (5th and 6th graders) on a hilarious blues-infused song that they performed, with more instruments than I’ve ever seen on that stage, about the elements of a cell. I hope someone videotaped it so I can share it here (stay tuned).  

The Loowiters had 2 performances in their classroom in which they sang a song about habitats, and then gave presentations at their “home” habitat, sharing what they learned about that habitat, and presenting a book they wrote about “their” animal. 

 

With Rainbow Trout in Waterfall, and Rainbow Trout Book

Loowit Ceramic Owls

My Animal Haiku

 

 

 

Life Before Dekawoo Drive

(my imagined backstory for the neighbor characters in the much-beloved Mercy Watson series of books, as roughly told to D tonight)


Eugenia Lincoln wasn’t always sour. In fact, she had been a playful and curious little girl. She and her sister Baby had grown up on an apple farm in Wisconsin, a bucolic place, with rows of trees as far as you could see, and long summers spent roaming among the trees, exploring, and sitting in the grass, gazing up at the sky. 

Eugenia was never the same after her father died, when she was 12. You see, they had been very close. Eugenia was born first, the eldest, and she had a special bond with her father, who taught her everything she knew. When he died, her heart broke, and it never mended.  She carried her sadness with her wherever she went, and over the years this turned to anger, resentment, and fear–fear that someone else might do her heart harm.

She was a cloudy day, always threatening Baby’s rainbows.

Their mother was a charming and companionable lady who did her best to fill the gap left by her missing husband. But there came a year when a toxic fungus spread throughout the orchard, and half of the trees were lost. There was only a tiny crop of decent apples that fall, and so the mother was forced to sell the orchard. They moved into a small condominium in the city of Milwaukee, which at that time, was soot-stained and crowded with ugly post-war pre-fab houses on postage stamp sized lots. 

The mother got a retail job in a rundown shoe store, and over the following years, became the owner, slowly converting it into a fashionable and expensive boutique.  This was hard work, and so she was away most days for long hours. She only saw the girls after dinner, which was always prepared by Baby.

The girls were now young women, ready for college. Baby studied home economics there, as many women  did at that time. She learned to sew, cook, and make minor repairs around the house. Eugenia decided attending a college was not for her, since she knew more than the professors there, anyway. She instead enrolled in a college correspondence course, where she received lectures and exams via post, and borrowed all the books she needed from the library.  In this way she earned a degree in botany, which is the study of plants: how they  grow, what they need to flourish, how they adapt.

There were no marriages for either sister, and no children came. Baby briefly dated a boy from her college, but he was a self-absorbed painter,  who often forgot when he was meant to meet Baby for dinner.

Although it was a city, they did have a very small yard, and Eugenia managed to coax an apple tree into growing there.  When she wasn’t scowling at Baby or complaining about this or that, Eugenia could be found tending the tree, enriching its soil, and encouraging the local population of earthworms.

The mother grew old, and sold her now-wildy successful business. She lived to be 100 years old. Before she died, she made her girls promise to stay together, no matter what, since they were all the other had in the world. 

Life in the city had become unpleasant for two late-middle aged ladies. There was more traffic now, and noise. In fact the neighborhood was almost unrecognizable after 20 years. The condo had become very valuable and so it was easy to find a willing buyer. With the money, they bought the house on Dekawoo Drive, number 50, nestled in a picture-perfect suburban neighborhood (you’ve seen the house in the illustrations of the books so you know how nice it is). 

Eugenia brought the apple tree with them. She dug it up very carefully, delicately handling the root ball, which she wrapped in canvas and tied well with strong rope.  It transplanted well. Eugenia put a strong wire fence around it, so Mercy, that pig from next door, would not disturb it.

Many people don’t know this, but Eugenia is not her first name–it’s her middle name, that was apparently the name of someone in their family from long ago. Her first name is actually Rose. But no one ever called her Rose except her father, so this name died with him.

One night Baby had a dream that Eugenia was Rose again. She told Eugenia about this in the morning, but Eugenia just accused her of eating pie before bedtime.

Apple pie.  

Adaptation

This semester’s Loowit Thematic is animals.  At home we are supplmenting the material by taking a deeper look at the life of birds, bugs and mammals, by observing our backyard friends, and reading The Wind in the Willows. We’ve recently discovered the series Wild France with Ray Mears, which is fascinating look at some rare ecosystems and animals in France, and that is making for good dinner conversations.

D’s also been watching Planet Earth, which Jeff and I marveled at when it was first released several years ago yet has stood the test of time.  It was after watching an episode of Planet Earth that D took pen to paper to make these notes on the subject of adaptation.

 

Moose eats pine needles.

Cross bill’s beak opens pine code scales.

Cicadas all hatch at one time, so predators cannot eat them all.

Chameleons eat prey by zapping it with their tongues. They also have camouflage that allows them to not be food.  

Teacher Jackie sent this dispatch yesterday.

 

On Wednesday we are having a special guest come to Gardner. Brian Lacey, also known as the Bee Guy, will be coming to speak to our students about the honeybee. This will tie directly into our animal unit as the Loowits are studying insects in science, and by raising our silkworms. Brian is helping the school acquire an observation hive for our campus, so he will be visiting us a couple of times this spring!
 

Thursday is Loowit’s field trip to the zoo! The purpose of this trip is to do research on a specific animal from a certain ecosystem. The students are choosing their animals tomorrow and will have a research booklet and writing tools that they will be using while at the zoo. Be sure to ask your Loowitter which animal s/he has selected after school tomorrow. Reminders for this trip:

  • dress in layers (comfortable walking shoes) and be ready for any weather (looks like rain)
  • bring a lunch, complete with utensils & napkins
  • bring a water bottle
  • have a backpack or bag to carry lunch, water bottle, clipboard and research tools
  • booster seats (if you’re not chaperoning) 
And she attached a picture of the classroom silkworms….ewwww!
 
 

Progress Report

Here is teacher Jackie’s mid-term overall remarks about D’s progress in her class. I was really amazed at the level of detail in this report and am so thankful to have Jackie in our lives at this critical time.

Dashiell bounces into the Loowit classroom each day with a huge smile. After verbally greeting his teachers and peers he chooses a morning activity, which most often involves putting together the United States puzzle. Dashiell and a classmate love to reassemble the puzzle day after day, and have become increasingly quick! When Morning Meeting begins, he helps clean up and finds his seat. Dashiell’s smile stays with him throughout the school day and is accompanied by his positive attitude and excitement for learning. No matter what the subject or content matter of class is, Dashiell approaches it with happy energy. He eagerly participates in discussions, regularly demonstrating a solid grasp of concepts and excellent recall from prior experiences. 

A goal for Dashiell at the beginning of the year was to develop strategies for sustaining focus on the task at hand, specifically with writing-related activities. As his writing fluency has progressed, so too has his ability to persevere with class work. At the beginning of the year he was often seen on the floor more than in a chair, but he has figured out ways to move his body and complete his work. There are still the occasional moments when he is found balancing on his stomach on his wobble stool, to which he responds red-faced with a giant Dashiell smile.

Socially, Dashiell has many friends both in his class and around the school. He is well-liked by all and plays with a variety of peers during recess. Loowit and Kalama have recently started having ‘extended last break’ time together and Dashiell enthusiastically offered to teach a kindergartener how to play two square in the back playground. He always seems to make the most of his break times, physicially speaking, as he is usually covered in mud from the knees down. After games of ninjas and guards in the wetlands his whole front side will be dirty or wet. Dashiell simply and seriously explains, “I had to crawl through the trees so I wouldn’t be seen!” 

This fall in Thematics the Loowits investigated Vancouver’s past and present. The class explored the history of their city by visiting Fort Vancouver and taking a walking tour through historical downtown sites. After touring the Fort each student contributed a drawing for a large-scale map displayed in the classroom. Next, students brainstormed some of the special places from our community. We had traveled to many different landmarks on our walking tour and each student chose a place to visit outside of school and learned about its history, purpose and some fun facts. Dashiell chose Pearson Air Museum for his project and was able to draw a detailed picture of the building from a photograph and add it to the collage map. In preparation for Culminating Event the Loowit class performed the play Life at Fort Vancouver. Dashiell selected to be Amos Short and did a wonderful job memorizing and delivering his lines. He was engaged in every rehearsal and performance, never missed a cue and could help others when necessary. At the end of the study the students worked collaboratively to creatively construct a model of Vancouver of the future. Dashiell worked with Emma on several buildings, including the mall. The pair worked very well together. They communicated frequently and could elaborate off of each other’s ideas. When challenges arose, the pair sought and accepted teacher guidance. During Culminating Event, Dashiell happily toured guests through our futuristic city, sharing the many intricate details about the city’s buildings. 

It has truly been a pleasure getting to know Dashiell better this year! He is extremely personable and loves to share about events and happenings outside of school, keeping us apprised of his adventures. His zest for life and learning is contagious and his smile never ceases to bring joy to the classroom. Academically he has exhibited measured and consistent progress across all areas of the curriculum and has much of which to feel proud. I look forward to celebrating many more achievements with Dashiell this year and next!

Here are the pictures she attached to this overall report:

Teaching Mazamans 2-square

 

Life at Ft. Vancouver Play, D as Amos Short, alongside Julie, in the starring role of Esther Short

The Mall

Jackie also wrote up remarks for the subject areas of Literacy:

Dashiell has made consistent and measured growth in his reading abilities this year. In September he was reading CVCE (consonant-vowel-consonant-silent-e) words and his group began reading in the Primary Phonics series. These books progressed in difficulty, adding additional long vowel patterns, incorporating consonant blends and compound words. He was devouring these books and in November Dashiell started reading Level 2 trade books. Trade books are full of sight words, which are difficult to sound out and mostly need to be memorized. Dashiell easily commits sight words to memory and after only a couple of weeks he made the leap into the Magic Tree House series and has not looked back. In his group he is learning a variety of strategies to use when he encounters an unfamiliar word, such as dividing the word into syllables or chunks, using the context of the sentence to predict and looking at illustrations when available. During reading groups Dashiell is usually engaged in the story and accurately tracks while his partner reads. He will self-correct when misreading a word, and he will reread a phrase or sentence to increase the fluency. He is working on applying intonation when reading out loud by changing his voice to represent characters’ emotions or signaling the difference between a statement and a question. Upcoming goals for Dashiell’s group are to focus more on strengthening comprehension skills such as making connections, asking questions and analyzing elements of story. Daily reading aloud at home and school remain essential for Dashiell’s reading development.

Writing has been an area of significant growth for Dashiell this year. At the beginning of the year it was very difficult for him to complete one sentence in a session. It was a subject in which the process was challenging, but additionally his ability to focus was low. After practicing handwriting and building fluency with the act of writing, Dashiell’s production has improved, although it remains an area for continued practice. During the first term of the year the class focused on narrative writing. Students practiced the genre by writing about personal events. Recently, the class began exploring story writing through an integrated art project, inspired from the book Snowmen at Night. Attached is an excerpt from Dashiell’s story. His tale includes a catchy beginning about several snowmen and snowomen are skiing in the park. His penmanship and spacing between words is excellent and Dashiell works hard to apply conventional spelling. Looking ahead, his group will be participating in an informative writing unit in conjunction with our All About Animals thematic study. 

 

Reading Log

 

And in Math, we got these remarks and photos:

The first graders spent the beginning of the fall term exploring and communicating about numbers during math. With a particular focus on combinations to ten, the students were introduced to important math models such as the number rack and five- and ten-frames. Next they worked to develop efficient, effective, and sensible strategies for adding and subtracting single-digit numbers. Using dice and dominoes they formed fact families and solved math stories that helped them understand the relationship between addition and subtraction. They became very familiar with equations by using them to represent math stories, number rack models, and domino relationships. Students were introduced to equations that are displayed vertically, that begin with the sum or difference, and learned to solve for an unknown. During Number Corner the students have improved their ability to make observations and predictions about each month’s calendar square pattern. They have explored number models for 2, 5 and 10, connecting number trees, equations and math stories, and the fractional amounts whole, halves and fourths. 

Mathematics is an area of strength for Dashiell. He demonstrates excellent mental math skills, yet he can express his thinking using words or symbols. Although he began the year with a strong number sense, he has deepened his understanding in recent months. Dashiell sees numbers inside of numbers, like eight is five and three more, or 12 is ten and two more, and can apply this thinking to larger numbers as well. This skill allows Dashiell to use creative and informal strategies for addition and subtraction. Dashiell is skilled in recording the four equations for a fact family and is improving his ability to write a math story to match an equation. When solving math stories or reading instructions, Dashiell is usually accurate, and is learning to double check his thinking and work. When working independently, Dashiell often needs reminding to limit socialization and focus on the task at hand. During small group lessons he is attentive and an enthusiastic participant who loves to share his thinking. He enjoys working collaboratively and has shown positive cooperation skills. 

Playing Make The Sum with Aiko

Leading Digit Place

 

So, all in all, some things to work on, but also a lot of progress to be proud of. I love this last image of Dashiell at the white board, in his snow-wet pants. It really sums him up.

The “Specials” teachers all did mini progress reports as well, with a generic description of class activities followed by a personal observation. From teacher Dana in Music:

Dashiell is doing well in music this year. He loves to learn new songs and play the instruments. When asked about his favorite thing in music, Dashiell replied, “I really like talking drum because it allows me to run inside and I don’t get to do that all the time.” He later said, “Playing the xylophone is one of my strengths because I’m a natural at it.” Dashiell is a good student and a pleasure to have in class.

 

From Peter, PE teacher:

Dashiell enjoys PE. Dashiell is constantly moving the entire PE class. He spends his work time investigating things in nature or organizing a running and chasing game with his friends. Dashiell’s physical abilities continue to grow. He shows strong gains in agility, balance and stamina. Dashiell has a knack for problem-solving and strategy. He uses his strong ability to move to help him solve problems in tagging or evading games. He also very much enjoyed fencing this year.

And from Jared, Science teacher:

 

Dashiell has really enjoyed the building aspect of science this term. He has been successful with creating a car that meets the criteria and constraints of each build. He is able to take issues he had with the previous build and learn from them to improve on the next build when we discuss how to solve them as a class. However, when he comes across an issue during a build, he will often be unable to think about how to solve it on his own. If his partner is able to come up with a solution he is willing to follow their lead. If both of them are unsure of what to do, they keep trying the same thing hoping it will work this time. I know over time as Dashiell matures and continues to have this experiences this lack of what to do will change and he will begin to problem solve during the issues.

Dashiell works well with any of his peers. He is popular and often has many of them that want to work with him. He is able to advocate for his ideas, but is also willing to compromise and listen to his partner. When conflict between himself and his partner arises, Dashiell attempts to resolve it on his own before bringing in an adult.

Car Racing

Car building and racing was of course right up his street, since he’s been playing with cars since he was born…

I’ve only displayed the narratives and pictures here, but there are assessments for specific milestones and goals. D has some areas to work on, like reading comprehension, and time telling.  

Speed Demons

D and his buddy Jamison went skiing last weekend up at Timberline. Boyzzz Only!! Angela and I were at our respective homes doing boring things like taxes and work AND trying not to be gripped with terror while visualizing our sons slipping off the chair lift. 

All went well of course, and Jamison’s dad Christoper was kind enough to text me this little bit of reassurance mid morning.

It was actually a great opportunity to talk to D about taking responsibility for his own safety.  After I reminded him of what happened to young Graham Miller (a heart-stopping fall off the chair lift; miraculously only a broken ankle!), and reminded him to stay in control, and reminded him how to get around someone falling in front of you, I managed to say, and oh yeah, have fun! Jeff and Christopher also made a point of taking the boys back to the lodge via the back door, where they bring the injured people on stretchers. Nice move!

I don’t think it dampened their spirits though.

Here are 2 nice videos Jeff took. If he were here he would remind me to tell you, oh innocent reader, that sadly (happily?) you can’t perceive how truly steep these hills are…

 

D, when you read this years from now, I want you to remember how proud I am of you: for trying new things, always with a giant smile. Look what you did at only 6 years old! I love you!

 

Spelling

Every evening D has a few minutes of “FAST” reading/spelling homework. We read aloud for 15 minutes and work on our spelling words. Monday’s evening task is always to cut out the spelling words, so you can interact with them by pinching out the sounds (D never does this but I think it is a nice analogy to the magnetic boards they use to build words in class).

I now have a rather large and unruly pile of paper words laying around the house.

 

Naturally we have used these to make up silly sentences. 

 

On Fridays there is a spelling test in class, so on Thursday evenings we do a test exam, and I grade them. D strives every time for an “A+”, which means each word is spelled correctly and the handwriting is as good as it can be.

Nov 2016 spelling

Xmas 2016 spelling

 

Jan 2017 handwriting

 

Handwriting

One of the most remarkable transformations we have witnessed this year is in D’s handwriting.

In the Fall, teacher Jackie started handwriting practice using these cute templates, which I kept because I wanted to use the same coaching to work on his handwriting at home (“up like a helicopter”):

 

I also like the sun shining from the upper left hand corner of every line, to orient the kiddo who may not be able to read the instructions yet…

 

You can see a massive difference from September above to November below:

 

So here’s a HUGE shout-out to Jackie for bringing D’s handwriting from this:

I need to find my green shirt ? memory fails me now

 

 

Citation for letting me stay up late

 

 

Walters Restaurant Order: Coffee, bacon, fruit tart 

 

to this in October:

 

And this, in December:

Walters Restaurant Order: Honeyed ham and scalloped potatoes

 

And this in January, 2017:

MLK Day 2017 Homework

 

Snowpocolypse 2016

It’s extremely rare to have snow at low elevations here in the Pacific Northwest, but thanks to a series of unusual conditions (like the Pineapple Express) we’ve had 2 really nice storms–one at Christmas, timed perfectly for Beverly’s visit and our ski vacation.  

Did I mention the record-breaking 11 days missed of school due to ice and snow?? School was closed 2 days before the holiday break started, and then didn’t resume on schedule due to weather (severe ice). Finally the kids went back for a couple days and then the 2nd storm hit: this one was full of actual snow down here at sea-level. We missed a few more days, then D got a bad head cold the evening before we were to so back, so he got an additional day off…we have become quite adept at Playing School. 

(It’s been challenging to get back into the swing of things, but now having caught up a bit with work and things settling down, I’m carving out time to blog again).

Anyway, we couldn’t have timed our yuletide trip up to Mt. Hood any better. We drove up, got settled into our condo, and it snowed all night and the next day. In fact it was a bonafide blizzard, but since it was our first day on the slopes, we were not deterred. D took a 2 hour lesson (returning with ice crusted onto the neck collar of his coat) and Beverly somehow managed to photograph this:

Ha! I have no idea if this is us or not (I think maybe not) but that is indeed how we looked!

Here are some others from that first day at Timberline Lodge.

 

 

 

 

 

 

Brave and patient Beverly joined us on our ski adventures each day as the royal photographer. She got great shots of us on the slopes, and the captured  the remarkable scenery (and the crazy snowblind driving above). Thank you Grandma! Here are some of my favorite shots of hers (check her Facebook page for others).

 

 

 

We had so much fun. We had some excellent meals, played new games (like Zeus on the Loose, and Clue), and kept warm in our cute condo at night.

And check out this fish, who still had energy to swim after a long day of skiing:

 

Here is a slideshow of the rest of our snaps, including the dump of snow we had after Beverly left us.

 

Thanks for putting up with our crazy adventures, Beverly!

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