Primary and LE: “Mi cuerpo” & “La Primavera”; UE: “La Comida” & “La Primavera”; MS: “Verbo Tener” & “La Primavera,” reading, comprehension, listening, and vocabulary from each topic.

A general review of all we have learned to this point in this school year has been done at every level. In addition, FWM students are still working on their usual conversation skills, such as Spanish greetings, feelings, the calendar, and descriptions of the weather, as repetition is the key to learning another language. They are continuously improving their Spanish understanding. Students from Primary, Lower Elementary, Upper Elementary, and Middle School listened carefully to Spanish books and songs and participated in interactive games that were displayed during class.

Primary and Lower Elementary students started to learn names of some parts of the human body in Spanish, the lesson is called “Mi cuerpo;”: cabeza, hombros, rodillas, pies, codo, ojos, orejas, boca y manos. In addition, Primary students and Lower elementary students learned some new vocabulary that we use in “La Primavera”such as:  pájaro, patito, nido, abeja, mariposa, mariquita, oruga, tulipán, hoja, semillas, sol, Lluvia, arco iris and many more depending of the grade. The same type of Montessori lessons, such as the three-part learning cards and matching cards, were used to reinforce concepts. The children also really enjoyed singing and participating in classroom games. Spanish Montessori Lessons were presented in class and left in their classroom to be practiced during the week, in addition to some worksheets.

Upper Elementary Students continued practicing the use of the articles (el, los, la, las) in Spanish. In addition, they are learning about food in Spanish “La Comida”. They continue practicing their writing, listening and vocabulary through activities, worksheets, and games we used in class. We also learned new vocabulary to use in our lesson about “La Primavera”. Children enjoyed the outdoor Spanish scavenger hunt, singing about “La Primavera,” enhancing recognition and repetition of the sounds that help with the pronunciation of the language.

Middle School students also continue working year-round on their Spanish greetings, description of weather, feelings, and their daily calendar, including days of the week, months, and seasons. Students continue working on the Spanish curriculum in the “Avancemos” program. They also focused on learning the verb “Tener” (to have) and its different conjugations depending on the pronoun used. When they learn a new verb, such as “Tener,” they practice it in worksheets that include exercises focusing on listening and comprehension.  We are reading short stories for youth in Spanish to enhance their vocabulary, reading, listening, and comprehension.

Children in all grades enjoyed the beautiful weather, learning about “La Primavera,” participating in an outdoor Scavenger Hunt, and reading some stories outside. All the students at FWM are enjoying learning Spanish, and I am very pleased with their progress in accomplishing goals in my class.

As spring rolls along, we’ve had all grade levels help revive our aeroponic tower garden. The Kindergarteners planted seeds in January, which grew large enough to transfer into the tower garden in early March. We currently have beans, tomatoes, bell peppers, cucumbers, and lettuce growing. As time allows, everyone has been doing their best bumblebee impression, helping to hand pollinate the cucumber flowers, which will hopefully culminate in a small harvest in the coming months.

Kindergarteners have taken on a variety of challenges. We worked on finger knitting in January and February, which requires incredible focus and hand-eye coordination to successfully complete all of the steps. More recently, they began a joint project with the Middle Schoolers, where they drew and colored an animal or character, which the Middle Schoolers are currently working on sewing into stuffies as gifts. They’ve asked many times to see how theirs are progressing, but it will be a fun surprise once they are finished in the coming weeks.

Lower El also began the year with knitting. We began with the basics, learning finger knitting and then progressing to small circular looms, which the Third Graders made themselves. Once everyone was proficient with the small circular looms, we began on the larger circular looms, which resulted in a variety of completed projects such as pillowcases, scarves, bags, and arm warmers. Most recently, Lower El has been very interested in what their older peers are working on in Robotics class, so we’ve worked on various Lego challenges that utilize the same obstacles and lessons, such as ramps and our paper airplane launcher.

Upper El has just completed a larger mask project, choosing an animal and utilizing cardboard as the main material. They’ve been passionate about the details and final touches for the last few weeks, and the results are impressive. In Robotics prior to Spring Break, they were challenged to make the longest car possible in teams of 2-3 students. We then connected all of the cars together to make one incredibly long car, totaling over 24 feet in length. It was exciting to see their creation make its way down the hallway. Since Spring Break, Robotics has focused on smaller, seemingly simple challenges that require very innovative solutions, such as making a vehicle go up the steepest ramp possible, creating a gondola to go up a tight line, and using gear ratios to make the fastest car possible.

Middle Schoolers are in the midst of a number of projects. A furniture design challenge presented in February has progressed from sketches to 3D modeling and 3D printing, then refining to finalize dimensions with a preliminary design cut on the laser cutter. The final step will be a ⅓ scale model version, which will have all of the needed detail to assemble as if it were a real piece of furniture. At the moment, they are busy working to turn the Kindergartener’s drawings into stuffies. This involves cutting pattern pieces before cutting fabric to ensure the proportions and details are correct. They are now working to get those pieces sewn up, stuffed, and adding any final touches to make the Kindergartener’s drawings come to life. In Robotics, they’ve spent some time brushing up on some construction and coding basics with the Lego Spike kits and some more advanced tutorials. Using that as a foundation, additional challenges have been presented to push their creativity and come up with innovative solutions.

Spanish Class: January & February

Primary and LE: “Las formas”, “Los días de la semana”; UE: “La ropa”, “Los artículos”; MS: “Artículos definidos e indefinidos”, “Acuerdo entre el sustantivo y el adjetivo.” In addition FWM middle school students were able to work on listening, pronunciation and comprehension in different tasks given during class.

FWM students kept working on their usual conversation about feelings, Spanish greetings, calendars, and descriptions of the weather. They are continuously improving their Spanish listening and vocabulary. Students from Primary, Lower Elementary, Upper Elementary, and Middle School listened carefully to Spanish books and songs and participated in interactive games that were displayed during class.

Primary students focused on learning shapes such as Cuadrado (square), círculo (circle), triángulo (triangle), rectángulo (rectangle), and óvalo (oval). They studied “las formas,” “días de la semana,” and y los “meses del año” through Spanish Montessori lessons that were left on the language shelves of each class for the students to practice for the entire week.

Lower Elementary students also learned “las formas” such as: Cuadrado (square), círculo (circle), triángulo (triangle), rectángulo (rectangle), óvalo (oval), corazón (heart), hexágono (hexagon), estrella (star). They studied “las formas”, “días de la semana” y lo s” meses del año” through Spanish Montessori lessons that were presented in class and complemented with songs, games, and some worksheets to practice.

Upper Elementary Students put in hard work learning about clothing and some accessories in Spanish. They also learned how to properly use the articles (el, los, la, las) in Spanish, and they reviewed “Los números del one al 100.”

Middle Schoolers kept learning about personal pronouns, definite and indefinite articles, noun-adjective agreement, conjugation of the verb “ser y estar,” and when and how to use it.

All the students at FWM are enjoying and learning Spanish, and I am very pleased with their progress in accomplishing goals in my class.

Young Artists Make a Splash!

Both Upper and Lower Elementary students have been learning about the modernist art movement and abstract expressionism. Classes discussed American post-war artists Jackson Pollock, Helen Frankenthaler, Mark Rothko, and Lee Krasner and how they used non-representational abstract art as a form of expression. Students experienced creating spontaneous mark-making and using gestural movements to paint. While thinking of the paintbrushes as an extension of themselves, they created open-ended compositions. These activities provide opportunities for non-verbal expression and foster an understanding of how to create an active field of vision with no particular focal point.

Lower Elementary students are creating collaborative large-scale physical paintings on the floor with brush extenders. There was a clear sense of discovery felt when they could redefine painting. The students enjoyed building upon each other’s work.

Upper Elementary has been working on a series of abstract paintings exploring color, space, movement, and nontraditional processes like painting with magnets! Through unpredictable processes in artmaking, the students have been discussing the nature of creativity and authorship.

Both upper and lower elementary students have been learning about the modernist art movement and abstract expressionism. Classes discussed American post-war artists Jackson Pollock, Helen Frankenthaler, Mark Rothko, and Lee Krasner and how they used non-representational abstract art as a form of expression. Students experienced creating spontaneous mark-making and using gestural movements to paint. While thinking of the paintbrushes as an extension of themselves, they created open-ended compositions. These activities provide opportunities for non-verbal expression and foster an understanding of how to create an active field of vision with no particular focal point.

Lower Elementary students are creating collaborative large-scale physical paintings on the floor with brush extenders. There was a clear sense of discovery felt when they could redefine painting. The students enjoyed building upon each other’s work.

Upper Elementary has been working on a series of abstract paintings exploring color, space, movement, And nontraditional processes like painting with magnets! Through unpredictable processes in artmaking, the students have been discussing the nature of creativity and authorship.

Primary and LE: “Las formas”, “Los días de la semana”; UE: “La ropa”, “Los artículos”; MS: “Artículos definidos e indefinidos”, “Acuerdo entre el sustantivo y el adjetivo.” In addition FWM middle school students were able to work on listening, pronunciation and comprehension in different tasks given during class.

FWM students kept working on their usual conversation about feelings, Spanish greetings, calendars, and descriptions of the weather. They are continuously improving their Spanish listening and vocabulary. Students from Primary, Lower Elementary, Upper Elementary, and Middle School listened carefully to Spanish books and songs and participated in interactive games that were displayed during class.

Primary students focused on learning shapes such as Cuadrado (square), círculo (circle), triángulo (triangle), rectángulo (rectangle), and óvalo (oval). They studied “las formas,” “días de la semana,” and y los “meses del año” through Spanish Montessori lessons that were left on the language shelves of each class for the students to practice for the entire week.

Lower Elementary students also learned “las formas” such as: Cuadrado (square), círculo (circle), triángulo (triangle), rectángulo (rectangle), óvalo (oval), corazón (heart), hexágono (hexagon), estrella (star). They studied “las formas”, “días de la semana” y lo s” meses del año” through Spanish Montessori lessons that were presented in class and complemented with songs, games, and some worksheets to practice.

Upper Elementary Students put in hard work learning about clothing and some accessories in Spanish. They also learned how to properly use the articles (el, los, la, las) in Spanish, and they reviewed “Los números del one al 100.”

Middle Schoolers kept learning about personal pronouns, definite and indefinite articles, noun-adjective agreement, conjugation of the verb “ser y estar,” and when and how to use it.

All the students at FWM are enjoying and learning Spanish, and I am very pleased with their progress in accomplishing goals in my class.

November:

Primary and LE: “Los números”; UE: “El abecedario y las sílabas”;

MS: “How to describe themselves and others”, “Adjectives and Opposites”.

FWM students learned about the tradition of “Día de los Muertos,” how this Spanish Holiday is celebrated in Latin America, and how each country has a unique way of celebrating this tradition.

This month at FWM, students kept working on their conversations about feelings, Spanish greetings, the calendar, and weather descriptions. They are continuously improving their Spanish listening and vocabulary. Students from Primary, Lower Elementary, Upper Elementary, and Middle School listened carefully to Spanish books and songs and participated in interactive games that were displayed during class.

Primary students focused on learning the numbers from 1 to 10. Uno (1), dos (2), tres (3), cuatro (4), cinco (5), seis (6), siete (7), ocho (8), nueve (9) y diez (10). They studied “los números” through Spanish Montessori lessons that were left on the mathematics shelves of each class for the students to practice for a long period.

Lower Elementary students also learned “los números” from 1 to 20 in Spanish such as: uno (1), dos (2), tres (3), cuatro (4), cinco (5), seis (6), siete (7), ocho (8), nueve (9), diez (10), once (11), doce (12), trece (13), catorce (14), quince (15), dieciséis (16) , diecisiete (17), dieciocho (18), diecinueve (19) y veinte (20). They learned these numbers through Spanish Montessori Lessons. Second- and Third-grade students were able to learn the numbers up to 100. In addition, they enjoyed using the numbers and learned to play “Spanish Bingo,” which helped them to practice and remember them.

Upper Elementary Students put in hard work learning how to read in Spanish. First, they learn the pronunciation of each letter of the alphabet and form syllables, which leads them to better pronunciation of words, increasing their vocabulary and understanding.

Middle Schoolers learned about adjectives and how they are used to qualify the noun. They worked on adjectives and opposites, learning how they work and how they can use them. They also learned about definite and indefinite articles and noun-adjective agreement. Also, middle school students were very excited to play Spanish Kahoot and to watch an age-appropriate movie called “Luca” in “Spanish,” where the students were able to understand the movie as part of our enrichment program.

I am very pleased with the progress and accomplishment of learning goals in all of my classes.

All the students are doing an amazing job in Spanish.

In the Art Studio, our young artists from Kindergarten through 8th grade kicked off the school year by putting together a Tiny Art Exhibition! Our artists have been hard at work creating multiple tiny works of art on small paper the size of 4×4 inches or smaller. Students

have explored various art materials such as colorful sharpies, acrylic paints, watercolors, color pencils, and more. Some students chose to recreate a famous painting, such as Van Gogh’s Starry Night, or one of Bob Ross’ famous landscape paintings. Others chose to create a unique work of art of their own creative expression. The small size restriction challenged students to problem solve ways in which they could fit the entire composition onto the tiny canvases, as well as developed their fine motor skills as they carefully applied paint with tiny paintbrushes. It has been a joy to see the variety of artwork created on such a tiny scale!

Next, we will set up the exhibition in the hallway for the whole school to enjoy. Many students have already even begun  prototyping and constructing miniature gallery/museum spaces to display their artwork in using cardboard.  Magnifying glasses will be set up with each display so everyone can take a closer look at all of the wonderfully unique FWM Tiny Art Exhibition!

The Art Studio has been buzzing lately with lots of wonderful clay work from students in kindergarten through middle school! Students have been exploring a range of clay processes and techniques, such as coil building, slab rolling, pinching, and throwing on the pottery wheel.

Working with clay has many benefits for children of all ages. It is a complex sensory experience that encourages self-expression, helps promote self-confidence, and develops problem-solving and motor skills. Because clay is highly responsive to touch, children become engrossed in their work: they can express and articulate their ideas through shaping clay and learning to repair mistakes. Clay is different from other art mediums because it requires an understanding of the three-dimensional world. While working on their projects, students must move around to see their creations from all sides. From this, they begin to understand shape, form, and perspective and gain knowledge of planning methods and problem-solving as they map out their creation.

Upper Elementary and Middle School students have particularly enjoyed creating bowls, cups, and vases on the pottery wheel. The first step is to center the clay on the wheel by applying water and pressure to the clay with our hands. Once the clay is centered, students open it and slowly form it into a bowl, cup, or vase. Working on the potter’s wheel is a physical activity that aligns with the Montessori philosophy of encouraging freedom within limits: children focus on specific forming techniques and hand positioning while being free to move the clay into a desired shape. Each step of the wheel-throwing process engages both the body and the mind.