Music w/ Ms. Katherine
Visit Ms. Katherine's blog for monthly updates.
Art w/ Mr. Ryan
Visit Mr. Ryan's website for monthly updates.
Espanol w/ Ms. Ximena
We are beginning an exciting journey together as your child will start learning a different language as well as other cultures and traditions of Spanish-speaking countries. I am always gratified and excited by what the students can accomplish in a relatively short time. We just started a few weeks ago! Their enthusiasm for learning Spanish makes it a pleasure to work with them.
The Pre-School students are learning colors and numbers by showing them different pictures, colored objects and singing a few songs.
The Kindergarten, first and second graders started with greetings, and polite words. I hope you have heard about the class and about the things we have been working on. They are very enthusiastic, eager to learn and say the words with the correct pronunciation. Also, we have listened a few songs: “¿Cómo te llamas tú?” (What is your name?) and “Buenos Días” (Good morning). Another activity my students enjoy is playing games, and learning while playing. The greeting questions and vocabulary words we have been working on are:
- ¡Hola!
- ¿Cómo te llamas?
- ¿Cómo estás? Bien, mal, así-así.
- ¿Cuántos años tienes?
- Adiós.
- Por favor.
- Gracias.
- Buenos días.
- Buenas tardes.
- Buenas noches.
- Amigo, amiga y amigos.
The 3rd and 4th graders are working hard, answering the greeting questions and writing complete sentences using the new words. Also, they are learning about in which situations to use a formal greeting versus others when is more appropriate to use an informal greeting.
The 5th and 6th graders are working with formal and informal introductions. They have enjoyed very much doing a real conversation with partners, and they are doing a very good job making dialogues and using the questions and the Spanish vocabulary.
The last week of October we are going to have a cultural topic about how Spanish speaking countries celebrate Halloween (El día de los muertos). I will continue giving you information about what we are doing! We have had an amazing time during the classes.
Since young children have a natural enthusiasm for movement, it is my goal as physical education teacher to have this natural enthusiasm become an educated enthusiasm for movement that will last a lifetime. I accomplish this goal by providing engaging, meaningful and enjoyable movement experiences that teach children to become physically educated persons as described by the Content Standards and Benchmarks NASPE National Standards. My teaching experiences at the Kindergarten level and elementary school level have enabled me to become knowledgeable on child development. My developmentally age appropriate lessons enrich learning in all domains and include a variety of teaching strategies and adaptations to meet the needs of the diverse learner. I provide my students with opportunities to take ownership of their learning by allowing them to choose their own method to accomplish the learning outcome. As a teacher of a performance class, I am sensitive to my students’ concerns, and create a risk-free environment where strengths are celebrated and challenges addressed. Healthy competition is presented in the form of a “challenge” where students are invited to challenge themselves by setting goals. I respect and understand the differences in children and never lose sight that first, I teach children and second, I teach physical education. I develop a relationship with my students based on respect, compassion and cooperation. I feel a personal and professional responsibility to all of my students.
Muscles and Bones
The body contains over 600 muscles that provide structure to the body and allows it to move. Students are learning the names of the major muscle groups and bones in their bodies. Students are participating in physical activities that improve muscular strength and endurance as well as bone strength.
Physical Education Procedures and Expectations:
- Wear appropriate clothing and gym shoes or close-toed shoes
- Walk in and out of the building quietly
- Be silent and listen when the teacher is speaking
- Follow directions
- Use equipment with permission only
Kindergarten, First Grade and Second Grade
The curriculum for Kindergarten and Primary School students promotes both gross and fine motor skill development through use of warm-ups, games and manipulatives. Warm-ups consist of stretching exercises. Games so far include t-ball, kickball, and soccer. Manipulatives like bean bags and parachutes are being incorporated . The joys of movement and play are important aspects of physical education at this level, and age appropriate activities are designed to develop fitness and fitness concepts.
As their Physical Education teacher I pay particular attention to social development among students, taking advantage of teachable moments that occur in the normal course of playing and movement. Such issues like problem solving, cooperation and even taking turns are critical to a successful program, one which encourages full participation and fair play in a safe environment. The goals for Physical Education are student-centered. Emphasis on each varies from one grade to another, and upon the activity as well. In general, students are expected to develop:
- Physical status which will enable them to function more effectively in all activities.
- Neuromuscular skills with which they can perform more competently in all activities.
- Social interaction to support positive participation in group situations. Stress is place on such qualities as leadership, teamwork and sportsmanship. Students frequently work with partners and small groups and need the skills necessary to both form these groups and work successfully within them. Safety awareness receives emphasis at all levels.
- Interest in physical activity so that satisfaction, fund and a feeling of well-being result from learning and playing. Opportunities for self-expression and creativity are inherent in the program.
- Knowledge of physical activities and the health benefits associated with being active so that students may participate more effectively and safely.
Third, Fourth, Fifth, and Sixth Grade Physical Education
Quote of the Month: “If it’s going to be, it’s up to me!”
Age-appropriate activities are designed to promote the psychomotor and affective development of students in team, individual, and fitness experiences. The emphasis is placed on basic skill development and organized games. Units, ranging from two to four weeks in length, are conducted so far in kickball, baseball and soccer.
The physical education program is designed to offer a wide variety of experiences and exposure to many activities for its participants. The focus is on success, a high level of participation, enjoyment and development of cooperative skills to enable our students to work well with others and to achieve group goals. As students move into sportsmanship and cooperative learning is stressed.
Students participate in a wide variety of activities from individual manipulative skills to team sports, it is hoped that these activities will help develop the health and vigorous energies of the students. Social and emotional development is recognized as being important adjunct in the educational process. A main concern is to instill a love for physical activity along with and understanding of the health benefits to be gained from involvement. The goals for the Physical Education is student-centered. The emphasis on each varies from one grade to another. In general, students are expected to develop:
- Physical status which will enable them to function more effectively in all activities.
- Neuromuscular skills with which they can perform more competently in all activities. Specific activity skills are stressed so that coordination patterns will develop and carry over in many activities.
- Social interaction to help them participate more effectively in group situations.
- Stress is place on such qualities as cooperation, leadership, team play, and sportsmanship, Safety awareness receives emphasis at all levels.
- Interest in physical activity so that satisfaction, fund, and a feeling of well-being results from learning and playing, Opportunities for self-expression and creativity are inherent within the curriculum.
- Knowledge of physical activities so that they may participate more intelligently, and of the health benefits well associated with being active.
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