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DAILY CLASS SCHEDULE
How a day usually flows in our K-2 class.
All times are subject to the whim, discretion, activity level
and interest of both the children and the teacher as well as
the climate!
9:15am Morning Meeting and Classroom jobs
We gather together to check in with each other, talk about our news and make
our plans for the day. Taking care of our classroom is important and each
person is assigned a job for the week. Some of our jobs include; watering
the plants, feeding the fish, serving and cleaning up the snack and keeping
the calendar up to date.
9:45am Classroom and Studio
The classroom and studio and all the activities that are in them are
available for each person to choose what 'they' really want to work on.
There is so much to say about the importance of this time, but not enough
room. For more information please take our information packet.
10:45am Clean up and snack
Snack is always plentiful and delicious. We serve a fresh fruit or vegetable
everyday, with 100% juice and a cracker or bread type snack.
No preservatives, color, artificial anything or added sugar.
11:15am Big Yard
Our outside yard is spacious for running, climbing, playing tag, weeding the
garden or hanging out with the bunnies! Many important social lessons are
learned on playgrounds!
11:30am Math Focus
While each subject is integrated into everything we do during our day, there
are also times we focus on one particular subject. This is when we might
introduce a new concept, work on a previous project, play math games or
repeat something we have already done to reinforce the concept.
12:00pm Journal Writing/Independent Reading
When they are done with their math work-which often happens at varying
times-each child gets their journal for this focus time. They are encouraged
to communicate anything they want to in their journals. They may choose to
draw and or write at their own pace. They can practice new skills, try new
words from the word wall or interpret their dreams.
12:40pm Lunch
Always a favorite! Children bring their own nutritious lunch from home.
1:00pm Big Yard
Being outside is important to growing bodies and minds. Another chance to
run off some steam, allow fresh air to circulate their lungs and promote
coordination.
1:30pm Science Project in the Studio
There is science all around us, all day, but again this is a time to focus
on a particular aspect of it. Our activities are always hands on and raise
the most fascinating questions, which is what 'scientists' do (ask lots of
questions!)
2:15pm Spanish/Music or Dance
Depending on the day one of these subjects is offered. These opportunities
are both enriching and relevant to our group of children.
3:15pm Time to go
Home
Alas our day comes to an end. But not to worry, tomorrow is coming!
3:30 to 5:30pm After School Program
We offer a program after school to accommodate working parents. Children
from the pre-school and K-2 join together and enjoy some extra art time,
snack and free play in the safety of one of our classrooms and with an
experienced teacher. It is flexible, affordable and has a drop-in option.
Our exceptional program offers:
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A very low ratio of 18 students to
two teachers
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Qualified and experienced
teachers
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Families who share a vision for a safe
and nurturing community to raise and educate their
children
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A beautiful and spacious environment
that includes an art studio, inviting and comfortable
classroom and an outside play area
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A year round, part time schedule
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An absolute foundation of anti-bias
practices
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Developmentally appropriate instruction
including hands on experiences, emergent curriculum and
whole learning
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Strong academic core that reflects WA
State standards
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Strong social and emotional
core
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An enriched environment
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Organic Gardens
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School social events
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The opportunity to care for and nurture
animals
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Meaningful education that is relevant
to the lives of children
CORE CURRICULUM MORNING MEETING
Class starts promptly at 9:15 with Morning Meeting. During
this time the children and teachers share any news, thoughts
or questions about the previous day. The teachers then go
through the plan for the day and answer any questions. Morning
Meeting is an important part of setting the stage for the
day’s work and expectations. We expect you to come on time and
that your children are ready for the day ahead. Morning
Meeting is part of our core curriculum.
CLASSROOM AND STUDIO WORK
During this time the children get to explore the writing,
science, math, imagination, building, creative art,
construction and literature materials that are available in
the classroom and studio. They can work independently, in
small groups or in a large group depending on their interests.
This is the best time for the teachers to observe what each
child is naturally inquisitive about. They take notes on their
observations which help with planning the curriculum, they ask
questions and are available to answer questions as they come
up during an activity. It is also the time when a tremendous
amount of social development takes place. Deciding who is
going to work with whom, what they are going to do and working
out the rules. Teachers can observe children’s communication,
problem solving, leadership and overall social skills. The
classroom and studio work time lets us see what children can
and can not do for themselves and these areas are then
addressed, tying shoe laces for example, taking turns or
learning to ‘share’ are all important aspects of a good K-2
program. The multi-age classroom allows for older children to
assist younger ones with work they may not be familiar with,
teaching them how to play connect four or checkers for example
gives the older child the experience of deepening their own
skill while the younger child feels a sense of pride at being
included in the elusive world of the ‘big’ kid. Older children
have the opportunity to work at a more advanced level by self
selecting materials that challenge them. If they are
struggling in a certain area they have the chance to
experience repetition so that they can have a more meaningful
understanding of the work. The teachers’ make sure that each
child is being given the right amount of challenge so that
they can move forward without being stressed. The morning
classroom and studio work time is part of our core curriculum.
OUTSIDE
While many people see outside as recess or a break
from the ‘learning’ we see it as another part of our classroom
setting. The problem solving that happens on the playground is
often the most intricate and can not be matched inside. The
physical aspect of movement, fresh air and sheer excitement
gets adrenaline and blood flowing in a way that stimulates the
very function of the brain. Being outside is seen as
absolutely essential to the learning experience for this fact
alone. Outside we have lovely gardens for children to tend;
gardening is science at CSWS. We have an active worm bin,
compost and herb and butterfly gardens. When we observe the
stages of our gardens and how they coincide with the seasons
we are ‘doing’ science. When we question, think about and make
assumptions, we are ‘doing’ science. Group games are another
great way we add communication, problem solving and fitness
into the curriculum. We also have trikes, scooters, a climbing
structure, a running and riding track, a basketball hoop and a
wonderful grassy knoll. Our outside environment is part of our
core curriculum.
THE ARTS
Our arts program will include drama,
dance, craft, performance as well as painting, drawing and
other visual arts. Our studio is a well stocked creative
haven. We utilize a tremendous amount of recycled odds and
ends and accept contributions of any type of paper at any
time. The environment in the studio is designed to allow
enough space for each person to bring their own point of view
and creative flair. For young children the PROCESS is the
curriculum, the texture, the color, the form and shape. What
it ends up being is most often not what it started as. As
children get a little older they want to make ‘something’ or
start with a particular idea of what they want to create. In
our Arts program we balance both process and product by
allowing plenty of opportunity for free expression and direct
instruction. This way children get to experience art and craft
on a very regular basis in a variety of ways. The balance of
instruction and free form allows them to use their new found
tools and abilities and continue to use their own imagination,
creativity and freedom. Art is a powerful form of expression.
We can see from children’s work that they are communicating
with us. We take time to discuss children’s work and we also
know when to just let them experience it. It’s fun, it can be
gooey and messy and it can open up a whole new world of
expression and experience. The Arts program also includes
opportunities in performance. Short stories are often turned
into plays and get acted out. In an emergent program such as
ours it could be that this grows into a regular rehearsal, the
addition of props, costumes and scenery that may culminate in
a ‘show’ at one of our pot-luck events. But performance isn’t
something that we ‘force’ onto children. They get lots of
opportunities in the class to speak in front of the group and
address a larger audience. Our goal is for them to learn how
to work collaboratively with each other and feel confident in
front of others. Singing and dancing are also part of our Arts
program. These activities are done in smaller groups and will
focus on rhythm, coordination, following directions and
enjoyment. The Arts are part of our core curriculum.
SCIENCE
We already mentioned the garden and all the science that
happens out there. There is also a continuous presence of
science in the classroom. We grow things, take care of
animals, observe nature and have jars of moldy stuff all over
the place! We look at colors and changes, growth, life and
death. As with all our core curriculum subjects they are
interwoven throughout the whole day. Getting children to ask
questions and to continue asking them, seeking their own
answers and making hypotheses, making predictions and guesses,
summing things up and classifying their findings is the basis
of our science program. Science is part of our core
curriculum.
LUNCH
Like everything else we do, lunch too has
educative value. There is something very powerful about
sharing food together. It connects us and brings us together
like nothing else. The lunch tables are always the place for
up to the minute news, what’s going on, who’s going where,
when and with whom. It’s the social event of the day,
everyday. And it’s a cultural experience. The wonderful
varieties of foods we get at the lunch table create such rich
conversation. We talk about what we eat and why, why some
people eat some foods and not others, how to be respectful of
someone else’s food choices and tastes and to always be open
to trying something new. CSWS is a peanut free zone, no peanut
products are allowed. Soda, candy or gum are also not allowed.
MATH
Like all our core subjects math is woven into everything
we do. Math is something that is all around us. We bring math
to life by making it real. We count our snack, eat fractions
and divide up into groups with equal numbers. During almost
every activity we do math is present. Beyond that, during our
math time, we take a specific math area and delve more deeply.
For example the first area we focus on in Kindergarten is
learning the base 10. We introduce a variety of counting
materials and ways to count to 10 and use repetition to allow
them to get comfortable and familiar with 10. We also
introduce them to the numbers 1 to 10 on paper and work on
writing them. Once a foundation for the base 10 is established
it opens up a whole world of number experiences. The State
standard only requires that children can do one to one
correspondence (count one by one) up to 31 however with a base
10 approach children can often count to 100 before the end of
Kindergarten. Base 10 is the foundation for all math that will
follow so it is important that each child has a solid and
meaningful understanding. Our math program includes lots of
manipulatives that provide hands on experiences. Developing
pattern recognition is done by looking at leaves on trees,
finding shapes in the clouds, playing games like connect four.
These activities create a base of knowledge for all future
math. When you see math as something real and can recognize it
in life it is not abstract. When math is relevant and
integrated into what we do everyday it becomes something we do
and enjoy everyday. Your children are already ‘doing’ math and
we use that natural desire and recognition to introduce them
to new math concepts. First and Second grade math moves into
more rich pattern recognition, recognizing the system of
symbols and their relationship (-/+/$ etc) and being able to
use comparative language, more than, less than to explain
their work. Now that they have the solid base 10 understanding
they can move easily into working with hundreds. It is also
the time of bringing pen to paper to record your findings and
results and to investigate and explore math in ways that can
explain the world around us. Our whole learning approach to
math allows us to take the specific aspects we worked on
during our math time and integrate it into our everyday
experiences. In this way math becomes real, engaging and
relevant.
READING
Reading is writing and writing is reading.
These two core subjects are so closely interwoven and so
prevalent in our day they are one subject. We read. Words are
all around us and there is not a child who does not notice
them. They constantly inquire about letters, words and sounds.
During the Kindergarten year is when they become interested in
a very practical way. They know letters communicate something
and they want to know what it is. And they want to be able to
do it. Children start asking “what letter is this?” “Does that
sound like this?” “Is that in my name?” Many children do this
in preschool, but in kindergarten there is a more meaningful
relationship to it because many of the activities they enjoy
require reading. Playing a game for example always has rules
and since this is the age for them to be into the rules they
want to be able to read them. They are also inspired by others
to read. When a friend or an older classmate can read it gives
them the added desire to pursue it. We offer a combination of
sound and whole word recognition as we teach. Children usually
know all the sounds of the letters in their name first. Using
simple text in books such as the Bob book series or easy
readers we encourage them to sound words out and give them
whole word recognition opportunities. Reading is something we
do daily, even when children are not proficient readers they
still ‘read’ things. When they draw a picture they often tell
a story with it or label parts of it. This is reading.
Understanding that words have meanings and communicate
something is the first step. Having daily interaction with
printed material, labeling pictures and drawings, areas of the
classroom and creating the space for uninterrupted time with
books are all key components to our reading program. During
the reading time children can select a book they may be
working on and read it independently. There are opportunities
for them to read it to someone or have someone read it to
them. In this way reading is a meaningful experience. The room
is quiet and allows children to have time to focus only on
their reading. The teachers assist each child by listening to
them, helping them with sounds and using a whole language
approach. The first and second graders are expected to select
material that will further promote their reading skills as
well as be of interest to them. Beginning chapter books are a
favorite of this age and reading to others is one of the best
ways to deepen those skills. They also begin to better
understand what they are reading. They can explain in greater
detail what they read about and have some idea of what might
happen next. To be able to recognize words and sounds is one
thing but to have an understanding of what it is you are
reading and to be able to integrate that into other areas of
the classroom and life is the goal of our reading program.
Children who are reading are encouraged to go into the
preschool classrooms to read. This helps to create a
connection between the classes, boosts the readers’ confidence
and the interest of the preschooler. When children are
learning to read they should have ample time to be with books.
Our classroom has lots of cozy spaces to allow for that.
Reading is integrated into our whole day. We read the labels
on our snack packages, we read notes from parents, we read the
names on our cubbies, we read the daily schedule at morning
meeting, we read the hand washing signs in the bathroom.
Reading is part our core curriculum.
WRITING
Writing is reading, reading is writing. The two really do go hand in hand
so that’s why they follow each other on our daily schedule.
When children are finished with their reading assignments they
can move into their journal writing. Journals are a wonderful
way to inspire children to bring their thoughts onto paper and
in print. A journal for beginning writers is often pictures
and symbols that represent their day. Understanding that these
symbols have meaning is an important part of learning to read
and write. Children’s’ drawing leads to early representation
of these symbols. When a child recognizes a symbol on their
picture that looks like a letter they are so excited and they
try to recreate it. They now have a concrete understanding
that letters are symbols and have meaning and that they can
create them. Once this happens most drawing from then on
includes these early symbols to represent the letters. As the
children get more proficient the letters become clearer. At
this point children write the description or name on
everything they do. Writing is about communicating. Once they
have the understanding that their letters can be words and
their words can tell a story or communicate what they want to
say they quickly move into story writing. The opportunities
for them to write in their journals everyday allows them the
chance to write down their story. They can show in pictures
and symbols and words what happened during their day. They can
communicate ideas, feelings and dreams. The more opportunities
they get to put pen to paper with the intention of
communicating, the more connection they have to being able to
write. We use a whole language approach which allows children
the chance to get their thoughts on paper in any way that is
meaningful to them. During this delicate stage we do not
correct their spelling or grammar, that will come when they
have a more solid foundation of reading and writing. Usually
by second grade children notice that their spelling is not the
same as that in the books they read and they want to correct
themselves. We do however show them during early writing the
way to write the letters. This allows them to proceed more
effectively as they put letters together to create words. But
we are careful to do it in a way that supports their desire to
write. We are careful to not inhibit their new found interest.
By first and second grade children have an understanding of
story structure, the beginning a middle and an end and they
start to formulate their own story lines. As they begin to
read chapter books they imitate writing chapters. This shows
how intertwined reading and writing are. As with reading,
writing is an essential part of our day. We write our names
when we come in to class, we write on the easel, we write on
the chalk board, we write on the sand trays, we write out the
menus for our restaurant, we write cards to each other. We
write everyday to communicate our experiences, thoughts and
ideas. Writing is at the core of our curriculum.
CLOSING CIRCLE
At the end of the day we reflect on what has happened
in the class. The work we accomplished, the troubles we had.
It is a time to recap and perhaps revisit a conversation or
activity from morning meeting. The closing gathering is also a
time to end our day together. We can share a story, a song,
perhaps some yoga or a funny joke. Children will be dismissed
into the studio to get their coats, lunch boxes and back
packs. Please wait in the studio for your child to come out of
class. The playground will be open from 2:15 till 3pm for
parents and children to hang out and play/chat. Children may
not go out into the yard until a parent has arrived for them.
The classroom and studio will be closed.
OPTIONAL EXTRA CURRICULAR ACTIVITIES
These sessions are
an additional fee and will be scheduled based
on interest. Professionals in each area will be
hired to provide these programs and will either come to the school or we
will go to them. They may include:
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Music instruction- piano or
guitar
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Foreign language-Spanish
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Swimming ? Non-Violent marshal
arts
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Dance-Hip Hop, Jazz, Ballet,
Tap
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