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Monday, September 23, 2013
Cabeza, hombros, rodillas, pies
Cabeza, hombros
Rodillas, pies
Rodillas, pies
Cabeza, hombros
Rodillas, pies
Rodillas, pies
Ojos, orejas, boca y nariz
Cabeza, hombros
Rodillas, pies
Rodillas, pies.
Canto a los héros de la indepencia de México
Quién inicio la independencia?
Hidalgo y Costilla
Quién la libertad aclama?
Aldama, Aldama
Quién al puedo lo defiende?
Allende, Allende
Quién avisó a buena hora?
La Cor-re-gi-do-ra
Quién escribó con gran pasión?
Morelos y Pavón
Quién luchó con gran esmero?
Vicente Guerrero
Quién luchó con gran esmero?
Vicente Guerrero
Por quién los héroes murieron?
Por ti, por me lo hicieron.
Wednesday, September 18, 2013
Tuesday, September 17, 2013
Common Core Standards Part 1
This morning's Parent University informed us of the new curriculum the state has adopted.
Almost all of the states have chosen to utilize a common core of standards. These standards are essential because they will ensure that all students, no matter where they live, are prepared for success in college.
Mrs. Willis summed up the core into two statements:
1. Students must be able to defend their answers by explaining why and giving specific reasons why their answer is correct. It's no longer just filling in the blank with the correct answer!
2. Students will be doing writing in all subject areas. Students need to write complete sentences with a clear beginning, middle and end. Students need to be comfortable writing on the computer. Hence, my kids need to be doing more academic exercises on the computer to be prepared!
Recommendations for books can be founds at:
Monday, September 16, 2013
The NED Show
Last Thursday the students had an assembly given by The NED show. The focus of the show is to teach children three valuable characteristics to be successful in school and life.
N never give up
E encourage others
D do your best
The show combined humor, yo-yo's and audience participation.
Both kids enjoyed the show and asked if they could learn how to use a yo-yo.
Mrs. Willis told parents at The Monday Morning Muffin meeting that this assembly is the start of a anti-bullying focus.
More information can be found at:
Lista uno
Dad took over the lesson last night and they worked on lista uno.
He is a good teacher because he helped her learn 90% of the words without any tears or cries of frustration. Even this morning, she could read all but one of the words!
El
Va
Sí
Veo
Yo
Se
No
Un
Una
Sol
Dos manitas
Dos manitas, diez deditos,
Dos manitas, diez deditos,
Dos manitas, diez deditos
Cuéntalos conmigo.
Uno, dos, tres deditos,
Cuatro, cinco, seis deditos,
Siete, ocho, nueve deditos,
Y uno más son diez.
Sunday, September 15, 2013
Tema 3 Cuento 2 palabras de alta frecuencia
Adivinar
Cinta
Desliza
Guardar
Patrón
Tranquilo
Vecindario
Tema 2 Cuento 2 palabras de alta frecuencia
Distintos
Encontrar
Observar
Pasear
Reglas
Tareas
Trabaja
Thursday, September 12, 2013
GATE Program
Jedadiah came home with a permission slip to be signed allowing him to be GATE tested. All second graders, with parents' permission, will be tested in December for the GATE program. Of course, this sparked my curiousity about the test and the GATE program, so I had to do some research:
History of Legislation GATE Program
In 1961, the California Legislature established the Mentally Gifted Minor (MGM) program for students scoring in the 98th percentile or above on standardized intellectual ability tests. By 1980, 454 school districts and 160,000 students were participating in the program. Assembly Bill (AB) 1040, enacted in 1980, established the GATE program allowing districts to set their own criteria for entrance. AB 1040 expanded service beyond the intellectually gifted to students who were gifted and talented in areas such as specific academic ability, leadership, visual and performing arts, and creativity. In 2000, two pieces of legislation were enacted that amended provisions of the EC for GATE. AB 2313 amended EC 52200 requiring that GATE programs be planned and organized as differentiated learning experiences within the regular school day and established a GATE funding formula based on the average daily attendance for all students in the district. AB 2207 amended EC 48800 providing options for gifted and talented pupils to attend classes at postsecondary institutions regardless of the
pupil's age or grade level.
The acronym "GATE" represents Gifted And Talented Education. The definition of a "gifted" student, according to the No Child Left Behind Law, is as follows:
The term 'gifted and talented', when used with respect to students, children, or youth, means students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities. (Title IX, Part A,Section9101(22)(Page 544)
In simpler terms, GATE students, when compared to students their own age, are high-ability and usually learn at a faster pace, use a larger vocabulary, ask many questions, and need activities that are complex and challenging. They may also be highly sensitive, creative, and intense. Though each GATE student is different, one thing most have in common is the ability to perform complex mental functions. According to John P. DeLandtsheer, board member of the CA Association of the Gifted, GATE students can "form generalizations and see unique relationships between concepts; they can synthesize information from various sources and come up with their own innovations."
CNUSD utilizes the CogAT and NNAT as an initial screening tool. This test is administered in the winter at each school site. All parents and schools are notified of the assessment results and student qualifications by mid to late spring.
Bright Learners and Gifted Learners
BRIGHT LEARNERS
Knows the answers
Is interested
Is attentive
Has good ideas
Works hard
Answers the questions
Top group
Listens with interest
Learns with ease
6-8 repetitions
Understands ideas
Enjoys peers
Grasps the meaning
Completes assignments
Is receptive
Copies accurately
Enjoys school
Absorbs information
Technician
Good memorizer
Enjoys straightforward, sequential presentation
Is alert
Is pleased with own learning
GIFTED LEARNERS
Asks the questions
Is highly curious
Is mentally and physically involved
Has wild, silly ideas
Plays around, yet tests well
Discusses in detail, elaborates
Beyond the group
Shows strong feelings and opinions
Already knows
1-2 repetitions for mastery
Constructs abstractions
Prefers adults
Draws inferences
Initiates projects
Is intense
Creates a new design
Enjoys learning
Manipulates information
Inventor
Good guesser
Thrives on complexity
Is keenly observant
Is highly self-critical
by Janice Szabos
Tuesday, September 10, 2013
Mirror
Over the weekend, Samara was frantically looking for her mirror. I helped her locate it thinking she wanted to play with it or pretend to put on her "makeup."
After finding it, she stuck her little mirror in her backpack. I asked her why was she putting it in her backpack and she responded, "well I might need it at school."
How does an eraser work?
While doing homework last night with Samara, she asked how erasers can take the pencil marks off of the paper.
Once again, her question stumped me, so I had to say, "Let's find out together." Good thing the internet exists! So apparently when the tip of a pencil is moved across a piece of paper, graphite particles from the pencil stick to the paper fibers. An eraser rubbed against the paper will remove the mark by removing the graphite. Pencils have been made from graphite, not lead since 1564 when graphite was discovered in England. Since graphite leaves a darker mark than lead and it's not toxic, pencils have been made of graphite for hundreds of years. Who knew? We still refer to pencils as lead pencils!
Edward Naime, an English engineer, is given credit for inventing the eraser in 1770. Before his discovery, people used to use wads of white bread to remove the pencil marks.
After learning all of this, I told my daughter thank for asking such excellent questions. Because of her curiosity, I learn something new often.
Monday, September 9, 2013
La araña pequeñita
La araña pequeñita subió, subió, subió.
Vino la lluvia y se la llevó.
Salio el sol y todo lo secó
Y la araña pequeñita subió, subió, subió.
Cinco monitos
Cinco monitos
Columpiándose en el árbol
Molestando al caimán,
No me puedes agarrar!
Llego el caimán
Muy calladito.
Agarro a un monito
Fuera del arbolito.
Cuatro monitos...
Tres monitos...
Dos monitos...
Un monito...
Fallaste! Fallaste!
Tienes que besarme!
Bruce Lee
We went to China Town last weekend to help a friend purchase a guitar at Tanyan Music store. They have great prices and excellent quality instruments. The kids had fun eating Chinese food, salted squid, fried shrimp and chow mein with their chopsticks. It's good for children to see other cultures and different ways of living.
Amigas
This weekend, Samara was very busy working on something. When she is quiet, I have learned to ask what she is doing. Well, she said, "I am making cards for my friends at school." She had gotten large index cards, stickers, colored pencils and envelopes. She then proceeded to draw pictures, place certain stickers on the cards and design the outside of each envelope. Five girls were chosen and she asked if she could put one piece of candy in each envelope. I was so touched with her kindness, her creativity and her thoughtfulness. She is quite remarkable. She delivered her cards this morning. Let's she what she has to say when I pick her up this afternoon.
Thursday, September 5, 2013
Teaching Mamá
Today we played school, and she taught me the Spanish alphabet. She made sure to point out that in Spanish there are two N's, the n and the ñ.
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