Author: Erin Vosseller, Kindergarten teacher, Summit School of Ahwatukee
Published in the Ahwatukee Foothills News, October 2016
Picture by Summit staff, Micki McIntyre
Most of us grew up memorizing math facts and definitions of terms. This short term memory trick may work for test success, but does little for understanding and applying math to solve real problems.
Can you recall trying to remember which way the greater than/less than symbol should be placed? Would it have helped if you first designed your own large alligator mouth to place between real objects?
Children excel when math is taught through concrete, sensory experiences. The younger the child, the more important it is to provide hands-on, visual tools to create a deep understanding of concepts. This especially true when it comes to numbers and math symbols. Children may be able to count very high, but does the number 58 really mean anything to them?
When introducing greater than and less than symbols, kindergartners need to have already built a strong understanding of more and less. My kindergartners do a lot of work with manipulatives when learning this and other math concepts. This helps them build a visual memory of numbers so that they can find patterns and see the relationships that numbers have to each other.
There are many things we do at Summit School of Ahwatukee to help children understand symbols and other abstract ideas. A fan favorite in my class is turning greater than and less than into a very hungry alligator, which would rather eat more, something that children can relate to. Our alligators always open their mouth towards the larger group of objects or larger numbers.
Children who are still working on building a visual understanding of numeric values can use objects or drawings to represent numbers. To create a visual, put items on two sides of a table, or in two boxes, or create spaces with tape for your objects. Many stores have inexpensive buckets of cubes or animals, or you can use Lego bricks, pennies, or other favorite things you have at home.
Ask your child to look at the items and ask which they think has more, from a visual perspective. Next have them count by touching each piece to confirm their prediction. Now place the alligator mouth so he can happily eat the most! Don’t forget to have your child make an equal sign on a card to use as well.
Use sticky notes, cards, or dry erase boards for your child to write the number next to each group. This helps create a mental picture of the number and what it represents. Another idea is to use balance scales. Students can weigh groups of objects to help them see more, less and equal while putting the correct symbol in the middle.
Making an alligators is fun, and kids can use it to model and talk about numbers in different ways. The alligator is a visual reminder to them about what the symbol means and they soon move on to using the symbol itself.
As children are ready to progress, use larger numbers or even expressions, such as 3 +2 on one side with 5 – 1 on the other.
It is also very important for children to talk through their thinking, explaining the strategies they use. Take turns with your child reading the expression he or she made, and ask them to teach you how to determine which is greater or less and why. Explaining their thought process takes understanding to a deeper level.
In our kindergarten classroom, we ask students look at each other’s work, listen to each other describe the strategies they used, and begin to analyze someone else’s approach to see if they make sense. Learning is enhanced when math is a team sport! It should be a noisy process as children think out loud, ask questions, and listen to and talk with each other.
They should read the expressions they write, testing them to see if they make sense. With the alligator project, one child might say, “10 is less than 12” while showing classmates the visual he or she created. We teach children to listen carefully and either agree or disagree respectfully and explain why, combining a successful social skill with mathematical reasoning.
Seeing + touching + listening + explaining = visualizing and understanding! Why is this important? Think about your job. How often does your boss ask you what 28 + 52 equals? Isn’t it more likely that you are asked to analyze a problem, and find a solution that can be communicated and implemented? Let’s prepare our children for more than test grades. Let’s help them prepare to be successful in life.
Erin Vosseller enjoys using her 18 years of experience to teach kindergarten at Summit School of Ahwatukee. She holds a bachelors of arts in Elementary Education from the University of Arizona, an Early Childhood Endorsement, a full SEI endorsement, and is CLIP (Collaborative Literacy Intervention Project) certified. She also volunteers as an Assistant Director of Arizona Camp Sunrise and Sidekicks, a camp for children with cancer and their siblings, sponsored by the Southwest Kids’ Cancer Foundation.
Former Summit Student Kyle Corrette creates a 3-D model featured on NASA’s website, as his design was selected as the teen winner of the “Future Engineers 3-D Printing Star TrekReplicator Challenge.
Kyle’s brainchild was one of 405 submissions from 30 states. His design was selected by a panel of judges from NASA, the American Society of Mechanical Engineers Foundation and Made In Space, Inc.
Kyle’s success was also featured in Popular Science
In 2016, Kyle was named as semifinalist for a National Merit Scholarship. Finalist will be selected later this year.
When asked about his experiences at Summit, Kyle shared this: “One of Summit’s strengths is the ability to bring out the best within its students; kids can develop their logic skills in Mrs. Yocum’s science classes, while also cultivating their creativity as part of Chris Dorsey’s band. The school environment is geared towards building a stronger all-around person, so that no matter what discipline a student chooses to pursue, they have the ability to utilize more than one intellectual strength in their endeavors – something which I would say is absolutely necessary to be successful.
The faculty also highlights each student’s individual talents, aiding their self-confidence and personal growth. In the last few weeks, I’ve had the pleasure to meet and converse with astronauts, NASA engineers, leaders of nationwide STEM organizations, highly accomplished people within the media, and the CEO of Makerbot, one of today’s most prominent tech companies. If Summit hadn’t helped me to gain the self-assurance needed to be a competitor within this challenge, I would never have had these amazing experiences. In the future, I plan to continue to progress within the engineering field, and be a part of meaningful projects within the technological world. Everyone has to start somewhere- Summit was an excellent place to begin.” Kyle attended Summit from Kindergarten through 7th grade
This week the faculty had opportunity to dig more deeply into our goal of equipping our students with both the content knowledge and the 21st century skills they will need for the future. What are 21st century skills? They start from a foundation of robust content knowledge. Building on this base, students are challenged to develop their skills in the areas of creativity and innovation, critical thinking, communication and collaboration. We call these the 4C’s, and they will be our emphasis this year. 21st century skills also include themes such as global awareness and economic/business/entrepreneurial literacy. Information, media and technological skills are additional critical components, as are life skills such as initiative, adaptability, cross-cultural skills, productivity and leadership. Many of these themes are already integrated into Summit’s curriculum, and our goal is to accentuate and expand their emphasis from Preschool through 8th Grade.
You may be wondering how a 21st century classroom looks differently than those we remember from our own days in school. Here are a few examples: teachers are learning facilitators, asking challenging questions and assisting students as they work through problems. Because the learning process is as important as the product, teachers may not provide all the answers, but allow students to push through struggles to find the solutions themselves. Students often work in teams, applying what they have learned to solving real-world challenges in areas such as the environment, economics, health or global issues. Students demonstrate learning in a variety of ways– learning portfolios, multidisciplinary projects, and presenting plans and results. Summit’s focus on 21st century education will augment and extend our curriculum content as students develop their ability to apply what they have learned in creative and meaningful ways.
On behalf of the Summit staff, we are grateful to be able to serve your children and partner with you in helping them reach their full potential.
Mark Bistricky, M.Ed.
Head of School
By Melissa France, 6th grade math teacher, Summit School of Ahwatukee
Most of us grew up memorizing mathematical formulas and theorems to apply to numerical problems on a test.
Could we solve the test problems? Hopefully yes. Did we have any concept of why we memorized them, or what use the algorithms had in life? Rarely, if ever.
Fortunately, a sixth grade math class at Summit School of Ahwatukee looks and feels very differently than what we experienced. The room is not full of children quietly computing calculations. Students are engaged! T hey are talking about math with each other and the teacher. Focusing on the task at hand, they work in teams to creatively arrive at various ways to find solutions to real scenarios.
Let’s take a look at how a recent lesson, regarding a cash box and a middle school dance, unfolded in sixth grade. Students are sitting with a partner and each partnership is presented with this problem: Emma was selling tickets at the middle school dance. At the end of the night, she picked up the cash box and noticed a dollar lying on the floor next to it. She was concerned about what to do with it and wondered whether the dollar belonged inside the cash box or not. The price of tickets for the dance was 1 ticket for $5 (for individuals) or 2 tickets for $8 (buddy pricing). She looked inside the cash box and found $200 and ticket stubs for the 47 students in attendance. Does the dollar belong inside the cash box or not? Convince me that your answer is correct.
Students immediately started trying to solve this problem using many different strategies. The best part about my job as a teacher is watching and listening to this learning take off! Instead of standing in front of the room and lecturing the entire class period, I get to facilitate the learning that is started through student engagement and excitement!
How does this engagement and excitement happen? What am I looking for in my classroom?
I want my students to be able to be mathematically proficient in making sense of problems and to persevere in solving problems. This was apparent as the students began to analyze the given information to develop possible strategies for solving the problem. Students didn’t stop and ask me for help when they got stuck, they talked it out with each other and kept going.
I want my students to be able to be mathematically proficient in reasoning abstractly and quantitatively. Students demonstrated this to me as they began to translate the given information into a mathematical representation.
I want my students to be proficient in constructing viable arguments and critiquing the reasoning of others. Not only were the students speaking mathematically while sharing their approaches and strategies respectfully with their groups, they were recognizing and using counterexamples to refine assumptions being made and disputing or disproving the given arguments! Wow! Our math classrooms at Summit look and sound a lot different than the classrooms I experienced as a sixth grade student.
Were you able to solve the problem? Does the dollar go in the cash box or not? Can you justify your answer? Our sixth graders did so be sure to ask them to check your work…don’t forget to justify your answer!
More about Melissa France
Mathematics: Sixth Grade
Life Skills: Seventh and Eighth Grade
Student Council Advisor: Fifth – Eighth Grade
Melissa France earned a Bachelor of Science degree in Education in 1998, with a minor in Psychology from Northern State University in Aberdeen, South Dakota. She is a member of NCTM, National Council of Teachers of Mathematics. Mrs. France brought her mathematics and leadership skills to Summit in 2001. She also serves a leadership role in Summit’s math curriculum; supporting teachers in the use of research based best practices, differentiating instruction and challenging students.
Mrs. France also serves as Summit’s Student Council Advisor, guiding students in leadership roles for school wide community service projects and spirit building activities. As a result of her service and leadership, she was named Educational Mentor of the Year in 2014 by the Ahwatukee Chamber of Commerce.
Mrs. France was also a recipient of a “Golden Gator, Excellence in Teaching Award” from Xavier College Preparatory High School. This award recognizes junior high teachers who have been inspirational to Xavier’s freshmen students.
Let’s Move! Active Schools, a sub-initiative of First Lady Michelle Obama’s Let’s Move! Campaign announced its 2015 National Award honorees.
Summit School of Ahwatukee was one of 15 schools in Arizona and five hundred and twenty-five U.S schools representing 37 states, recognized for their outstanding efforts in creating an Active School environment and increasing physical activity and physical education opportunities for students.
The Let’s Move! Active Schools National Award is the top physical activity and physical education distinction for K-12 schools. The award celebrates a school’s commitment to integrating at least 60 minutes of physical activity before, during and after the school day.
“These schools are raising the bar by creating Active School environments where students are happier, healthier, and higher-performing. I am thrilled with their success through Let’s Move! Active Schools – they’re helping to create a new norm where physical activity is a fundamental aspect of a young person’s success both in the classroom and in life,” said First Lady Michelle Obama.
This is the second time Summit School of Ahwatukee has earned received this national honor. “We owe so much to our physical education teacher, Kathy Dean, who has worked tirelessly to help create a culture of health and wellness at Summit,” Head of School Patrick O’Brien proudly shares.
Studies show that Active Kids Do Better. Physical activity not only helps kids stay healthy and strong, but it can also lead to higher test scores, improved attendance, better behavior in class, and enhanced leadership and interpersonal skills.
“The Let’s Move! Active Schools National Award is the nation’s top physical activity and physical education distinction for K-12 schools,” said Charlene Burgeson, Let’s Move! Active Schools Executive Director. “We commend Summit School of Ahwatukee’s exemplary work and commitment to active learning environments. Summit’s faculty, staff and students are paving the way to a healthier, higher-performing and more successful generation of youth.”
To earn a Let’s Move! Active Schools National Award, a school must have met significant benchmarks in five areas: physical education; physical activity before and after school; physical activity during school; staff involvement; and family & community engagement.
Summit School of Ahwatukee’s programs exceed in all these areas, in large part thanks to PE teacher Kathy Dean, who was instrumental in developing Summit’s physical education curriculum focusing on physical and nutritional health. She also initiated the middle school sports program, and created a before school running club at which 50 or more students and parents voluntarily run or walk on the school’s field twice each week.
Dean began and continues to organize the annual family turkey trot, and the school’s field day, which also focuses on developing leadership in middle school students who help run the event. Last year she held a successful pedometer challenge for the school’s teachers and staff, encouraging healthy goals for daily steps.
Students benefit academically from Dean’s initiatives as she provides training to staff, sharing “brain break” activities teachers successfully use in the classroom to help young minds stay fresh and engaged.
However, from the student’s perspective the most important and best loved initiate of Dean’s is the daily morning recess / snack break enjoyed by kindergarten through eighth grade students. In addition to lunch recess, students thank her in spirit each day as they enjoy ten minutes on the playground tire jumper, shooting hoops, running on the field, or simply chatting with classmates as they enjoy a healthy snack. “We all need a break to stay fresh and motivated,” explains Dean.
Why does she do it? “The biggest reward for me is the tremendous buy in from the entire school community: teachers, staff, parents and kids, to lead healthy, active lives,” says Dean with visible warmth. “It is true that active kids are more successful academically, but they are also happier. You can actually feel the joy of students, teachers and parents on Summit’s campus. It is wonderful to experience.”
Honorees are provided with a banner, certificate and congratulatory letter from the First Lady. Recognition packages were generously sponsored by BOKS, Build Our Kids’ Success, a free before- and during-school physical activity program aimed at getting kids’ bodies moving and their brains ready to learn.
Written by: Faith Angelakis, Literacy Specialist Summit School of Ahwatukee
Faith Angelakis, the reading specialist at Summit School of Ahwatukee, has a poster hanging prominently on her office door that says: 10 Ways to Become a Better Reader: 1) Read, 2) Read….10) Read. “I often hear students chuckle as they walk by and read the poster,” says Angelakis with a smile. “It may seem simplistic, but reading to young children may be the biggest head start to building a solid literacy foundation, preparing child to read well when the time is right.” Here are just a few of the benefits that parents teach when reading aloud to children.
• Reading fluency: Hearing an adult provides an excellent example of smooth, properly phrased, and expressive oral reading. When it is time for your child to read, the lessons modeled will be remembered and emulated.
• Story language and vocabulary: When an adult reads, the child hears language and vocabulary that aren’t always used in everyday conversations. Reading builds vocabulary and your child’s ability to understand and communicate both orally and with descriptive written words.
• Directionality and 1:1 correspondence are important. Point at the words as your read to your child; this teachers that English is read from left to right, that spaces around the print indicate where a word starts and ends, and that each spoken word matches one on the page.
• Developing a love of reading may be the most important of all. Think of all the literature, textbooks, news, or professional reading we do in a lifetime. It shouldn’t be a chore. Make reading time with your child part of the daily routine. Your child will associate reading with positive experiences, developing an intrinsic motivation to continue.
• Talk about the book: Simply recounting what was read may help memory, but what does your child think about the book? What other setting could the story be in? What other choice could the characters make or what would your child do? Show how changing a word or voice can change the meaning.
Let the racers race. Making reading part of your family’s routine will do more than earning some reading “prize”; it will lay the foundation to a successful journey to reading and learning.
About the Author:
Faith Angelakis holds a Master’s Degree in Elementary Education, a Reading Specialist endorsement and is CLIP certified, (Collaborative Literacy Intervention Project).
Through collaborative efforts with grade level teachers, she leads the school’s preschool and elementary literacy team. Ms. Angelakis works with teachers, to help them continue to develop professionally, by modeling lessons or team-teaching units. She also helps teachers plan literacy instruction for the year, and provides professional reading materials about the most recent teaching techniques.
Additionally, Ms. Angelakis works directly with students in kindergarten through third grade classrooms, teaching reading to small groups of students, at their instructional reading level.
For the past three years, Summit has had a 1:1 iPad program, asking students in sixth, seventh and eighth grades to obtain an iPad for use in classes. The goal is to expand the use of technology by students, and to provide opportunities to enhance collaboration, communication, critical thinking, and creative skills.
During this time we have seen technology change rapidly. Now tablets of all kinds are available, and families often own multiple personal computers of differing operating systems, in addition to tablets and cell phones. Students will need to have technological skills that can translate to any platform. Therefore, our technology model needs to shift to meet this need.
Summit School of Ahwatukee is proud to announce that beginning in 2015 – 2016, the middle school will shift its 1:1 technology model to Bring Your Own Device (BYOD). Families will now have several options when deciding what form of personal technology each student should bring. This is manageable for us since each student will have access to Microsoft Office 365, which means that everyone – regardless of device or platform – will use Word, PowerPoint, Excel, and other Microsoft products to produce work. Cloud-based storage will provide a means for students and teachers to share work back and forth.
An Android, iOS, or Windows tablet will be acceptable, as will a Windows or Apple laptop. Devices will need browsing capability but will not need data plan agreements as students will use our Wi-Fi connections while at school. Students must use the network while at school to ensure compliance with the Children’s Internet Protection Act.
Cell phones will not be allowed as devices used in the classroom for educational purposes. Use of any device is subject to the Acceptable Use Agreement and its addendums, found in our Middle School Handbook, and is also subject to the guidelines established by the school and teacher for classroom management. Any inappropriate use will fall under the school’s discipline policy. Similar to other personally-owned items, the school is not liable for the loss, damage, misuse or theft of personally-owned devices. It is the responsibility of each family to provide adequate insurance for devices and to protect them with cases. In addition, Summit cannot provide technical support or install software on personally-owned devices.
In the fall, we will offer both student and parent “boot camps” to help your family understand how this device will be used in the classroom. Summit is excited to transition to the next stage of technology use in the middle school, and we are pleased to offer this opportunity for students to experience learning using the same devices they use to engage with their multimedia world, and to inspire learning while creating independent, critical thinkers.
Patrick O’Brien, Head of School
Summit School of Ahwatukee
There is nothing ELEMENTARY about Learning in Art, Music, Science, Spanish and Technology in kindergarten – fourth Grades
ART ~ Kathleen Kupper & Selene Kupper
Transportation designs evolved from sketches to final models as students explored the career of industrial design. Printmaking studies invite students to create linear etchings and images that overlay a colored painting. Vocabulary and printmaking processes provide the working techniques to make multiple images. The framed prints are ready for student portfolios. The classroom theme of Growing Things unfolds in the studio with a series of projects. Our first project begins with the story of a student’s science experiment that rains oversized vegetables across the world! We discuss Cezanne’s still life paintings. Students develop drawing skills by realistically depicting a still life of fruits and vegetables. Observational skills are sharpened.
First Grade art students researched, sketched, and illustrated depictions of animals and habitats. Realistic drawing, wettodry glazes, and wetonwet watercolor techniques were learned as students produced works for the culminating event. Props for stages sets were constructed to add texture and depth. In addition to producing a glass bowl for the Summit Auction, students learned the working techniques and vocabulary for fused glass art. Using skill and imagination, each first grade student has created their own glass art to take home.
Second Grade constructed handmade pamphlet bound books with waxed linen and beaded spines. The books become part of a classroom writing project. Using fusible millefiori, glass flowers, students created an enchanting vase for the Summit Auction. In addition, the students used millefiori to make their own fused glass surprises! We are studying the artworks of Georgia O’Keeffe and exploring watercolor glaze techniques and compositional devices. As students become immersed in the new classroom theme, we will begin looking at industrial and graphic design through a series of new design projects.
Third Grade was introduced to batik designs from African, Indian, and Indonesian cultures as we celebrate Summit’s Global Awareness Day. Research and sketches evolved into final resist drawings on fabric. Textile paint glazes activate the symbolic drawings with vibrant color stories. Removing the resist added another dimension to our excitement and discovery. Crisp white line drawings emerged and activated the fabric surface. Hand stitches of colored floss complete the works. We completed a collaborative glass platter for the upcoming Summit Auction. In addition, we are exploring new directions in fused glass art. Each student is creating multiple glass components that will form their own complex glass art.
Fourth grade studied batik designs from African, Indian, and Indonesian cultures as we celebrate Summit’s Global Awareness Day. Research and sketches evolved into final resist drawings on fabric. Textile paint glazes activate the symbolic drawings with vibrant color stories. Removing the resist added another dimension to our excitement and discovery. Crisp white line drawings emerged and activated the fabric surface. In preparation for the Taliesin West fieldtrip, we are learning about Wright’s architecture and contributions to twentieth century culture. Imagining we are apprentices in the Fellowship, students design and model their own desert shelters. We are looking forward to the tour of Taliesin West.
MUSIC ~ Jennifer Horne
We created music that was inspired by various photos of nature. We enjoyed listening to our creations and having our classmates try and figure out which photo the music was based on. We are also being introduced to how the steady beat in music can be shown with green magnets placed on the board. These magnets can also be arranged to show a song’s melody, how it goes up and down in pitch.
We have been creating music to represent the animal and/or habitat we are studying in the home classroom. We are also developing our singing skills through the Habitat Song.
Our focus has been tempo—or the perceived speed of the music. Using a song from American musical heroine Ella Fitzgerald (“ATisket ATasket”), we first passed a ball around the circle on the steady beat at various speeds—slow, fast, medium, getting faster, getting slower, etc. We showed the tempos we used with pictures that look like sine waves – big waves spaced out for slower music and waves closer together for faster music. We have also created our own music and identified the tempo of our music or how it changes tempo.
Coinciding with their study of sound in Science class, we are exploring how to make a variety of sounds with just one object. We recorded these sounds and then listened to them not knowing which object we were hearing. We were challenged to identify the object and more importantly describe the sound’s tone color with apt adjectives, such as “crackling,” “squeaky,” etc. We also started to explore various ways of categorizing these objects and their sounds – based on material, the quality of the tone color, etc. Finally, we are in the stage of inventing and making our own instruments using recycled materials. We will also learn about the HornbostelSachs system of classifying musical instruments.
Our focus has been texture in music. We are learning how songs can be put together with various parts—such as a bass line, an ostinato (a repeated pattern), a melody, chords, a rhythmic part, and perhaps another melody. Using the song “I Love the Mountains,” we learn the various parts and decide which part should begin the song, which should come in next, third, etc. We make a texture chart to show when each part plays—kind of like a musical score. Eventually, we will examine a score that uses traditional musical notation. We are also or will be creating our own music in small music and making a texture chart that shows each part and when it plays.
SCIENCE ~ Lori Phillips
The kindergartners are strengthening their observation skills while learning about trees. So far the students have learned the functions of the main parts of a tree (roots, trunk, branches, and leaves), participated in several activities (discussions, puzzles, games, and observations of real trees) to identify properties of conifer and broadleaf trees, and compared and contrasted a variety of leaves. Their favorite activity by far, however, has been the tree scavenger hunt! In teams of two, the kindergartners ventured outside using their observation skills to locate a tree based on the properties they were given in a picture of just a small part of a tree.
The first graders have begun to study the moon. The unit began with a discussion of what objects are in the “sky”. The brainstorming list contained everything from an insect to a satellite. As the students shared their thoughts, the list was separated into two categories. After some more discussion and thinking, the students were able to figure out that the list had been sorted into a category of objects that are always in the “sky” (celestial) and others that come and go (transient). We then discussed the night sky vs. the day sky and received confirmation that the moon can sometimes be seen during the day. The first graders were also introduced to model making as they made scale models to represent the size of Earth and our moon. First grade students will also be discovering what causes the moon to appear to change shape (phases).
The second graders have finished up their Science / Technology unit. After gaining an understanding that technology is not just electronics and computers, students researched one technology that used science to solve a problem, including clothing, eyeglasses, and baskets. We have also focused on a few scientists that have made contributions to society through their discoveries and inventions. Students have been exposed to Isaac Newton and his Three Laws of Motion, Alexander G. Bell and his telephone, Thomas Edison and his kinetoscope, and Dorothy Hodgkins and her study of crystals. While learning about these scientists, the second graders have also seen inertia in action as they tried to get a hex nut into a bottle, learned how sound travels as they made cup phones, reviewed how the eye sees as they made thaumatropes, and observed properties of salt crystals.
The third graders learned a variety of properties of light and sound. They discovered that there are different types of sources (luminescent, and non luminescent), the path light takes, what causes different reflections (regular, diffused), why a pencil appears to bend in water (refraction), and that visible light is actually a spectrum of colors. While exploring sound, it was confirmed that sound is caused by vibrations and that sound can be used to send messages such as a fire alarm. Third graders worked with a variety of instruments (tongue depressor, sound generator, kalimba, xylophone, waterphone, and string beam) in which they discovered that the strength of a vibration changes the volume of sound and that pitch is affected by both the speed (frequency) of a vibration as well as the length of the object that is vibrating.
Fourth graders have been exploring electricity and circuits this quarter. Working together they were able to figure out how to get a light bulb to light up with a Dcell and two wires, and then with one wire. They were then given additional components to make a circuit that they did not have to hold together. While exploring their completed circuits, the fourth graders came to understand concepts such a series and parallel circuits, short circuits, open and closed circuits, and conductors and insulators.
SPANISH ~ Elsa Conti
Kindergarten amigos began to practice terminology from “los sentimientos” (feelings) unit. The kindergarteners practiced the expressions: “me siento feliz” (I feel happy) “me siento triste” (I feel sad), “me siento sorprendido” (I feel surprised), “me siento enojado” (I feel angry.) Also, students began to study “ Transportes” (Transportation) unit. Students practiced the words: “el carro” (car), “el taxi” (taxi), “el carro de policía” (police car), “el avión” (plane), “el tren” (train), “el bote” (boat), “el autobús” (bus), and “la bicicleta” (bicycle).
First grade amigos reviewed vocabulary and songs from last quarter’s curriculum and began to practice terminology from “criaturas del mar” (ocean creatures) unit. The first graders practiced the words: “el delfín” (dolphin) “el pez” (fish), “el pulpo” (octopus), “la tortuga del mar” (seaturtle), “el tiburón” (shark), “la estrella del mar” (starfish), “la medusa” (jellyfish), and “la ballena” (whale.) Also, students reviewed animal’s vocabulary from The Polar region, The African savannah and The rainforest as they played an interactive game on the smartboard.
Second grade amigos reviewed vocabulary and songs from last quarter’s curriculum and began to practice terminology from: “El alfabeto en español” (Spanish alphabet.) The second graders compared and contrasted the English and Spanish alphabets and reviewed the letters “ch” “ll” “ñ” and “rr”. Also, students researched words that start with letters “a” (agua, azul, amigo, arriba) and “e” (elefante, estrella, excelente, escuela) and played “lotería del alfabeto en español” (Spanish alphabet bingo.) Also, students took turns presenting their “Ocupaciones” (Occupations) power point presentations.
Third grade amigos reviewed vocabulary and songs from last quarter’s curriculum and began to study “Los Países de Latinomérica” (Latin American Countries.) Students brainstormed different countries where Spanish is the official language. They began a powerpoint; which included countries, capitals and flags of Latin American countries. They learned different facts about Argentina. Also, the third graders wrapped up last quarter’s unit by finishing “Mis favoritos” (My favorites) and “Los Animales” (Animals) powerpoint presentations.
Fourth grade amigos
Fourth grade amigos learned how to describe their favorites by using the expression: “Me gusta” (I like). “Me gusta jugar el fútbol Americano” (I like to play football,) “Me gusta leer el libro Sobrevivi” (I like to read the book Survival) “Me gusta comer la pizza” (I like to eat pizza,) “Me gusta cantar Blank Space” (I like to sing Blank Space,) etc. Students reviewed basic Spanish dialogues and began to practice terminology from “El Sistema Solar” (The Solar System) unit. Also, the Fourth graders continued to present their weather projects. I am very impressed with the students’ ability to read their scripts in Spanish and their unique and creative ways to display their movie. Parents, thank you so much for your support!
TECHNOLOGY ~ Gail Soderquist
Students continue to practice their keyboarding skills in Dance Mat. We have a poster in the lab where they can record their name when they finish a level during class. Students also practiced typing a document recently about the Statue of Liberty and a spring poem. We also reviewed some computer vocabulary and talked about how we get the Internet in the lab. Satellites and how they help us with communication on earth was also a topic of discussion during class.
Students have been creating some items for the upcoming culminating event about animals and habitats. One class session they edited headings for their posters by changing fonts and colors. These were then saved to their folder on the network. They also imported a photo of their animal and typed captions underneath, which was a several step process. They did a wonderful job doing these tasks in class!
Students have been practicing their keyboarding skills and also doing some activities that tie in with their theme of business and economy. One of those activities was a virtual lemonade stand where they had to choose different options in order to end up with a profit for their business. Another activity was called Coffee Shop where they had similar choices and one where they had to keep track of their spending and debt. Last week students created flyers for their class snack business.
The environment and endangered animals has been the theme that we have been tying lab activities into lately during class. There are a number of interesting web resources where students have learned about these issues. Currently they are working on a PowerPoint presentation about a particular endangered animal, which includes descriptions and reasons why they are threatened. Next week we will be working on a word processing activity about recycling.
Students have been doing keyboarding practice in Typing.com during class, and also learning about Mythology on various web resources. Recently they began working on a presentation on this topic, and will learn how to add music to it. The next presentation program we will learn about is Prezi, which is a web based tool with so many exciting options.
Summit School of Ahwatukee congratulates 2010 graduates Marissa Patel, Kelsey Harrison, Nora Mencinger, and Bomi Johnson who are now part of the prestigious and elite group of 2013 National Merit Semifinalists.
“Often high schools of 2,000 to 3,000 students have at most only a handful students earn this distinction. For Summit to have four students in a graduating class of 29 is exemplary,” exclaims Head of School, Patrick O’Brien. “We are clearly proud of these graduates, and of the caliber of our teachers and curriculum.”
Marissa Patel, a Summit valedictorian, attends Xavier Preparatory High School. She aspires to attend an Ivy League school and becoming a doctor. Her weighted GPA of 4.5 indicates that her dream will likely become reality.
“At Summit I discovered my love for learning,” exclaims Patel. “The middle-school years really helped to prepare me for my high school experience. Through the broad curriculum and engaging teachers, I was able to create a strong foundation for the wide-range of subjects taught in high school. The close-knit bonds made during my eight years at Summit allowed me to have the confidence to face the larger environment of high school. I am incredibly thankful for the liberal arts education as it has shaped who I am today!”
Who Patel is today is a very busy and accomplished leader. She is a member of Xavier’s Key Club, Mu Alpha Theta Math Honors Society, National Spanish Honors Society, National Honors Society, Quill and Scroll Honors Society, Unity in Diversity Club, a Student Ambassador, a sprinter on Xavier’s track team, and the current Editor-in-Chief of the school yearbook. Additionally, this year Patel and sister Monika created the first Xavier / Brophy Hope-a-Thon event: a cancer fundraiser walk for the City of Hope, to benefit cancer research and patient treatment.
Kelsey Harrison, also a senior at Xavier, received Summit’s 2010 Sabre Cat Award which recognizes enthusiasm, service, attitude and academic excellence. The award proved to be given to the right person as Harrison still volunteers in Summit’s preschool summer camps. Also an accomplished guitarist, she began taking lessons with Summit’s middle school music teacher Dr. Chris Dorsey, when she was 5, and remains a student of his today.
At Xavier, Harrison continues her legacy of service as the Spanish Club president, and an active member of The National Honor Society, Key club, Spanish National Honor Society, the Diversity Committee, Leadership Council, and the Academic Decathlon team. Additionally, she is a teacher’s assistant for AP biology and AP chemistry. She is an AP scholar with distinction and has won awards related to the National Spanish Exam. She began Spanish as a student in Summit’s preschool. Amidst all this Harrison has earned a 4.5 weighted grade point. Harrison exclaims, “Summit is a great community and the teachers are amazing. Because of Summit I was well prepared for advanced classes at Xavier.”
Nora Mencinger, who will graduate from Mountain Pointe High School, hopes to attend MIT, combining her passion and abilities in science and math. “I’m interested in going out of state as it will be a rich and hopefully rewarding new experience,” explains Mencinger. Her weighted grade point of 4.83 will likely have MIT anxious to have her enroll. When asked what influence Summit had on her education she shared, “Summit teachers provided a culture of encouragement and of always trying your best that prepared me very well for my successes in high school and beyond.”
Bomi Johnson, who will graduate from Desert Vista High School, is an accomplished musician on the piano and flute. She has won many awards for both instruments and has performed with numerous groups, including the Phoenix Youth Symphony, the American String Teachers Association National High School Honors Orchestra, the Arizona All State Band, and North Central Region Orchestra, and the National Honor Band of America. Johnson also runs with the Desert Vista Cross Country team and has leadership positions with the Desert Vista National Honors Society, Desert Vista STAND Club and is a member of the Model United Nations, Desert Vista Symphony Orchestra.
Giving her time and talent to the community is also important to Johnson, who volunteers at the Desert Botanical Garden, as a docent, camp counselor, and special events. She is also the president of the Melodic Minors, a charitable organization which consists of high school musicians in the Phoenix area, who play for various events, including musical fundraising for the Phoenix Youth Symphony.