Dear Families,
Happy New Year! Despite the cold and snow, we are off to a smooth start. The snow days, holidays, Spelling Bee and Geo Bee are making January very full! But we are working hard to keep the routine. Congratulations to the winners of our class Spelling Bee: Allie Panzer & Trinity Williamson. Geo Bee finalists have yet to be determined.
Positivity
This month, as a school, we are focusing on the P in Chesterfield PRIDE, which stands for Positivity. We have talked about how being positive is different from being happy. Positivity is not a feeling; it is an attitude, an approach to life. You can be very frustrated or sad, but still model positivity.
I shared the analogy of life being a journey on a boat. There are many challenges, or shipwrecks, big and small. Negativity is like trying to swim with your clothes when you are thrown overboard. The clothes get soaked, heavy and drag you down. Positivity is like a life jacket. It helps you float despite the challenges, survive and move on. And, like negativity, positivity is contagious. Your attitude can help drag others down or help them float.
In school, these attitudes are often voiced when confronting challenges or “work”. One can groan out loud at a new homework assignment or think, “It’ll only take 15 minutes- then I can do what I want!” One can think “I’m so stupid in math!” or one can think, “This is challenging, but if I keep trying, I’ll get it!” We’ve spoken about how being positive means changing not only what we say out loud but also our inner dialogue- what we tell ourselves inside our heads.
Think about how you can model support building positivity at home! The first step is noticing positivity or negativity, or just noticing when life has left you (or your child) "shipwrecked." Then think about how you can frame the situation in your mind, in a positive light, that helps you float through it back to shore.
Nature’s Classroom Dates
Please mark your calendars: your sixth grader will be gone, off having fun adventures at Nature’s Classroom in Rhode Island the first week in May (April 30-May 4th). Chesterfield School has a tradition of booking this week. In looking at the school calendar recently, however, I realized that this year this week is the week immediately following April vacation. I wanted to let you know now, so you can make sure that any April vacation plans include time to pack for Nature’s classroom and be ready to go bright and early the morning of April 30th. Typically school staff and occasionally community members, such as members of the Chesterfield Police Department chaperone the trip, in order to give sixth graders a coming-of-age experience a being away from home- and parents- for a week. Occasionally, especially with large groups we may invite parents to chaperone if there is a need. At this point I believe we are already all set for chaperones, so will not be needing parent chaperones.
Student Teacher
Please welcome Ashley Zuorski to our classroom for the next 15 weeks. A graduate student at Antioch New England University, She comes to us with a wealth of experience. Here is a blurb she wrote to introduce herself:
My name is Ashley Zuorski, and I am training (in the MEd program) to become a public school and Waldorf teacher at Antioch University in Keene. I received my undergraduate degree in Environmental Studies, with a minor in Geology and Visual Art in 2010 and have since become interested in connecting children to their environment in a healthy, inspiring, and fun way. I grew up in southern New Hampshire, however, over the past several years I have lived in North Carolina and all over the United States becoming involved in trades of Environmental Education, expedition leading, environmental science, as well as working in a couple preschools. I have ultimately decided to work in the elementary and middle school grades for the extra challenge and for the love of these ages. I have been inspired to teach since I was sixteen where I taught swimming lessons, and every day I continue to become more inspired as a teacher! My favorite hobbies are, snowshoeing, sailing, hiking, dancing, painting, and swimming in every type of water possible.
Math
We are learning about dividing fractions right now. While some of these concepts were covered in fifth grade, it is clear most of the class needs this reteaching. We are also focusing not just on the rote procedure, but on building an understanding of the concept of dividing by a fraction. For example, if you are solving 6 divided by ½ , should your answer be bigger or smaller than 6? Also, which quotient will be greater: 9 divided by ½ or 9 divided by ¾ ?
Reading
We are just kicking of an informational text unit. The focus of this unit will be Identity and Race and will explore stereotypes, prejudice and discrimination in the context of African American History. The central questions guiding our studies will be:
We will explore these questions from a historical perspective by analyzing texts about various events and figures in the civil rights movement, spanning from the time of slavery and including a few current events. As a class read aloud we will read the biography of Matthew Henson, arctic explorer. We will also read about Frederick Douglass and Keene’s very own Jonathan Daniels, among others.
Before we launch into history we have begun by exploring the concept of identity. Students will reflect on the many parts of their own identities, and then discuss definitions of the terms stereotype, prejudice and discrimination. We will link these terms back to our realistic fiction studies by analyzing how they apply to the bullying situations in those books.
Sixth grade is an age at which students begin to form a deeper sense of identity. They ask questions about who they are and what they believe in. They also become very curious about the world and, in my experience, deeply concerned by the existence of injustice. This is a fruitful time to discuss these topics as they are establishing their own values. Of course, discussions of identity have the potential to bring up sensitive issues. I work hard to create a safe space in the classroom and will only ask students to share information and thoughts they are comfortable sharing on a voluntary basis. Please let me know, however, if you foresee any particular areas of sensitivity. As always, you are welcome to join us for any of our discussions. Just be in touch if you are interested!
In addition, be looking for a media permissions form coming home this week. To build background knowledge for some of our readings, we will be viewing excerpts from several acclaimed documentaries on these subjects. These documentaries are not rated, so in the interest of keeping parents informed of what their children are viewing in school, I will send home the permission form.
Science
We will be moving gradually towards a study of Climate Change. To build underlying skills and foundational knowledge for this unit we are doing some experiments on closed systems: growing bean seeds in a jar, and decomposition. We will focus specifically on experiment design, and also build knowledge needed to understand the carbon cycle which is the basis of understanding climate change. To understand the carbon cycle you need to understand how matter cycles through our world, changing form but not being destroyed.
In preparation for designing some decomposition experiments, we have explored the true nature of decomposition in class. First, students debated the rotting apple science “probe” in the picture. Can you select the correct answer? I find that adults often find it just as hard as students to answer this! Next we examined the nature of decomposition through a facilitated discussion about food preservation methods and what they all have in common. Your child should now be able to explain to you the correct answer to the probe.
Happy New Year! Despite the cold and snow, we are off to a smooth start. The snow days, holidays, Spelling Bee and Geo Bee are making January very full! But we are working hard to keep the routine. Congratulations to the winners of our class Spelling Bee: Allie Panzer & Trinity Williamson. Geo Bee finalists have yet to be determined.
Positivity
This month, as a school, we are focusing on the P in Chesterfield PRIDE, which stands for Positivity. We have talked about how being positive is different from being happy. Positivity is not a feeling; it is an attitude, an approach to life. You can be very frustrated or sad, but still model positivity.
I shared the analogy of life being a journey on a boat. There are many challenges, or shipwrecks, big and small. Negativity is like trying to swim with your clothes when you are thrown overboard. The clothes get soaked, heavy and drag you down. Positivity is like a life jacket. It helps you float despite the challenges, survive and move on. And, like negativity, positivity is contagious. Your attitude can help drag others down or help them float.
In school, these attitudes are often voiced when confronting challenges or “work”. One can groan out loud at a new homework assignment or think, “It’ll only take 15 minutes- then I can do what I want!” One can think “I’m so stupid in math!” or one can think, “This is challenging, but if I keep trying, I’ll get it!” We’ve spoken about how being positive means changing not only what we say out loud but also our inner dialogue- what we tell ourselves inside our heads.
Think about how you can model support building positivity at home! The first step is noticing positivity or negativity, or just noticing when life has left you (or your child) "shipwrecked." Then think about how you can frame the situation in your mind, in a positive light, that helps you float through it back to shore.
Nature’s Classroom Dates
Please mark your calendars: your sixth grader will be gone, off having fun adventures at Nature’s Classroom in Rhode Island the first week in May (April 30-May 4th). Chesterfield School has a tradition of booking this week. In looking at the school calendar recently, however, I realized that this year this week is the week immediately following April vacation. I wanted to let you know now, so you can make sure that any April vacation plans include time to pack for Nature’s classroom and be ready to go bright and early the morning of April 30th. Typically school staff and occasionally community members, such as members of the Chesterfield Police Department chaperone the trip, in order to give sixth graders a coming-of-age experience a being away from home- and parents- for a week. Occasionally, especially with large groups we may invite parents to chaperone if there is a need. At this point I believe we are already all set for chaperones, so will not be needing parent chaperones.
Student Teacher
Please welcome Ashley Zuorski to our classroom for the next 15 weeks. A graduate student at Antioch New England University, She comes to us with a wealth of experience. Here is a blurb she wrote to introduce herself:
My name is Ashley Zuorski, and I am training (in the MEd program) to become a public school and Waldorf teacher at Antioch University in Keene. I received my undergraduate degree in Environmental Studies, with a minor in Geology and Visual Art in 2010 and have since become interested in connecting children to their environment in a healthy, inspiring, and fun way. I grew up in southern New Hampshire, however, over the past several years I have lived in North Carolina and all over the United States becoming involved in trades of Environmental Education, expedition leading, environmental science, as well as working in a couple preschools. I have ultimately decided to work in the elementary and middle school grades for the extra challenge and for the love of these ages. I have been inspired to teach since I was sixteen where I taught swimming lessons, and every day I continue to become more inspired as a teacher! My favorite hobbies are, snowshoeing, sailing, hiking, dancing, painting, and swimming in every type of water possible.
Math
We are learning about dividing fractions right now. While some of these concepts were covered in fifth grade, it is clear most of the class needs this reteaching. We are also focusing not just on the rote procedure, but on building an understanding of the concept of dividing by a fraction. For example, if you are solving 6 divided by ½ , should your answer be bigger or smaller than 6? Also, which quotient will be greater: 9 divided by ½ or 9 divided by ¾ ?
Reading
We are just kicking of an informational text unit. The focus of this unit will be Identity and Race and will explore stereotypes, prejudice and discrimination in the context of African American History. The central questions guiding our studies will be:
- How does our identity shape how we see ourselves and others?
- To what extent does our identity influence our actions?
We will explore these questions from a historical perspective by analyzing texts about various events and figures in the civil rights movement, spanning from the time of slavery and including a few current events. As a class read aloud we will read the biography of Matthew Henson, arctic explorer. We will also read about Frederick Douglass and Keene’s very own Jonathan Daniels, among others.
Before we launch into history we have begun by exploring the concept of identity. Students will reflect on the many parts of their own identities, and then discuss definitions of the terms stereotype, prejudice and discrimination. We will link these terms back to our realistic fiction studies by analyzing how they apply to the bullying situations in those books.
Sixth grade is an age at which students begin to form a deeper sense of identity. They ask questions about who they are and what they believe in. They also become very curious about the world and, in my experience, deeply concerned by the existence of injustice. This is a fruitful time to discuss these topics as they are establishing their own values. Of course, discussions of identity have the potential to bring up sensitive issues. I work hard to create a safe space in the classroom and will only ask students to share information and thoughts they are comfortable sharing on a voluntary basis. Please let me know, however, if you foresee any particular areas of sensitivity. As always, you are welcome to join us for any of our discussions. Just be in touch if you are interested!
In addition, be looking for a media permissions form coming home this week. To build background knowledge for some of our readings, we will be viewing excerpts from several acclaimed documentaries on these subjects. These documentaries are not rated, so in the interest of keeping parents informed of what their children are viewing in school, I will send home the permission form.
Science
We will be moving gradually towards a study of Climate Change. To build underlying skills and foundational knowledge for this unit we are doing some experiments on closed systems: growing bean seeds in a jar, and decomposition. We will focus specifically on experiment design, and also build knowledge needed to understand the carbon cycle which is the basis of understanding climate change. To understand the carbon cycle you need to understand how matter cycles through our world, changing form but not being destroyed.
In preparation for designing some decomposition experiments, we have explored the true nature of decomposition in class. First, students debated the rotting apple science “probe” in the picture. Can you select the correct answer? I find that adults often find it just as hard as students to answer this! Next we examined the nature of decomposition through a facilitated discussion about food preservation methods and what they all have in common. Your child should now be able to explain to you the correct answer to the probe.
From: Uncovering Student Ideas in Science: Another 25 Formative Assessment Probes, Copyright © 2008 NSTA.
Social Studies
We are wrapping up the gathering of data for our mapping project of the new property. Students by now understand the three kinds of geographical data we collect and display: point, line and polygon. Ask your child to tell you the difference! We’ve had a lot of fun tromping through the snow over the past few weeks. Thank you so much for sending kids to school with the snow gear. For now, I think we are done collecting data, unless we find we need some more as we create our online maps.
While the students have learned a lot about using the various devices and software, my main goal for them in this project is to think about the bigger picture questions map makers consider: What information do I need to include on this map, based on my purpose? What information do I not need to include? How can I draw conclusions from a map based on the relationships between the features on the map? How are GPS and latitude and longitude useful in creating maps? Our next step will be to create a presentation with maps to argue for the best location of an outdoor classroom. We will integrate this portion of the project with language arts, as it will address argument writing, speaking and listening skills.
We are also wrapping up more skill-based studies of latitude and longitude. Check out this interesting story behind the invention of a way to measure longitude, which we viewed in class: https://www.youtube.com/watch?v=T-g27KS0yiY
Also, a study guide came home last week for an upcoming quiz on latitude and longitude. The quiz is scheduled for this coming Friday.
Writing
We are finishing our realistic fiction stories. Students are in the process of revising and typing. All students are going to submit at least a portion of their story to the Chesterfield Author’s Contest. In addition, we have just finished skill work on punctuating dialogue. Students should have recently completed a quiz on this, and overall did quite well. Ask your child what a dialogue tag is.
Thank you again for sharing your wonderful children with me!
Sincerely,
Laura White
We are wrapping up the gathering of data for our mapping project of the new property. Students by now understand the three kinds of geographical data we collect and display: point, line and polygon. Ask your child to tell you the difference! We’ve had a lot of fun tromping through the snow over the past few weeks. Thank you so much for sending kids to school with the snow gear. For now, I think we are done collecting data, unless we find we need some more as we create our online maps.
While the students have learned a lot about using the various devices and software, my main goal for them in this project is to think about the bigger picture questions map makers consider: What information do I need to include on this map, based on my purpose? What information do I not need to include? How can I draw conclusions from a map based on the relationships between the features on the map? How are GPS and latitude and longitude useful in creating maps? Our next step will be to create a presentation with maps to argue for the best location of an outdoor classroom. We will integrate this portion of the project with language arts, as it will address argument writing, speaking and listening skills.
We are also wrapping up more skill-based studies of latitude and longitude. Check out this interesting story behind the invention of a way to measure longitude, which we viewed in class: https://www.youtube.com/watch?v=T-g27KS0yiY
Also, a study guide came home last week for an upcoming quiz on latitude and longitude. The quiz is scheduled for this coming Friday.
Writing
We are finishing our realistic fiction stories. Students are in the process of revising and typing. All students are going to submit at least a portion of their story to the Chesterfield Author’s Contest. In addition, we have just finished skill work on punctuating dialogue. Students should have recently completed a quiz on this, and overall did quite well. Ask your child what a dialogue tag is.
Thank you again for sharing your wonderful children with me!
Sincerely,
Laura White