On Wednesday, November 13th, upper elementary and middle school students at The New Century School accomplished another big first—they sat for the Youth Chinese Test (YCT). The YCT is an international standardized test and was launched by Hanban (Confucius Institute Headquarters) to encourage non-native students to learn Chinese and improve their Chinese language proficiency. It assesses students’ abilities to use Chinese in their daily and academic lives and consists of a writing test and a speaking test, which are independent of each other. The writing test is divided into four levels; the speaking test is divided into Beginner and Intermediate levels.
From a handout that TNCS students were given:
The YCT Speaking Test assesses test takers’ ability to express themselves orally in Chinese. It is the counterpart to the Level I and II Chinese Proficiency Scales for Speakers of Other Languages and A Level of the Common European Framework of Reference (CEF). Test takers who are able to pass the Beginner YCT can understand and use familiar everyday expressions that meet specific needs for communication.
Miss Lily and Miss Jasmine, both from the Confucius Institute at Maryland in College Park, came to TNCS to proctor the tests, which Wei Li (Li Laoshi) had arranged well in advance. Li Laoshi had been preparing TNCS students for the test for weeks. It lasted about 20 minutes and was divided into three parts comprising a total of 25 items:
Part I: Listen and Repeat (15)
Part II: Listen and Reply (5)
Part III: Describe Pictures (5)
See how a select few TNCS students fared (understandably, only a few consented to having a videographer in the room!).
“The students did a great job on the test,” said Li Laoshi afterward. “Our school will get the final results after 1 month, and the certificates will ship to our school from Beijing 2 weeks later!” The maximum score of the YCT is 100, and 60 is considered a passing score. Li Laoshi also offered an explanation about why this test was important:
The reasons why our students need to take the YCT are, first, they can improve their test skills, which is very crucial when they move to middle or high school. Meanwhile, through the test, our students can realize what their current Chinese levels are, which can help them to set a clear learning goal for their Chinese learning in the future.
For practice in the meantime, here are two Chinese websites Li Laoshi uses in class for Daily Three rotations:
If you were unable to join the Fall Preprimary Workshop or if you are interested in learning more about the preprimary language immersion program at The New Century School, this blog post is for you!
Head of Lower School/Dean of Students Alicia Danyali describes the program in this overview:
Our youngest students at TNCS are immersed in Mandarin or Spanish all day by native-speaking educators who are passionate about sharing their language and culture. In the preprimary program, thechild is the curriculum. The classroom offers an environment that includes a balance of structure, play, and social development. Students are given daily opportunities to use their imaginations to create with age-appropriate materials as well as to strengthen their fine and gross motor skills. Milestones, such as “toileting readiness” are supported throughout the school year. Partnership with families is critical at this stage in development.
The key point here is that language is the program focus and is hands down what sets the TNCS preprimary program apart from other preschools. But let’s back up a step—why is learning a second language important at an age when most children are still learning a first, in the first place? Language acquisition actually remodels the brain in ways that ultimately improve cognitive function. This article describes how language-learning supports brain function: Why Multilingual People Have Healthier, More Engaged Brains. You’ll see how this flows naturally in to the primary curriculum and how intentional is the interplay between the two divisions.
And now, on to the business at hand. “The workshop went really well,” said Ms. Danyali, ” and we had about 30 families in attendance.” She led the presentation and discussion with support from the three preprimary teachers: Donghui Song (“Song Laoshi”), Laura Noletto (“Sra. Lala”), and Elizabeth Salas-Viaux (“Sra. Salas”). Each teacher additionally has two or three assistants and one floating assistant. She first explained what TNCS does have in common with other preschools: “Your child will still get circle time, nap, playtime, snacks . . . but the format will be in the target language.” She also explained the importance of parents sharing enthusiasm for the program and for the child’s experience in it. “If you’re enthusiastic; they’ll be enthusiastic,” she said.
Another important message she wanted parents to come away with is to not expect your child to be speaking fluently on a timetable. They will develop at their own rate, as appropriate, and quantifying their language-learning is not the point at this stage—it’s brain development. “If they are responding appropriately to instructions, they are demonstrating comprehension, and, not only is the first step in learning, but this also transfers beautifully into the primary Montessori program, which focuses on ‘the absorbent mind’ and the taking of the next step—how you apply what you’ve learned.” (The focus of the primary program is on gaining independence: how teachers can encourage independence and what it looks like at school and at home.) Teachers know when a child is ready to transition to the primary program when he or she can demonstrate the ability to focus for brief periods. Back to that notion of interplay between the two curricula mentioned above, one of the ways that multilingualism reshapes the brain is to equip it resist distraction (read more on how in the article linked above).
Making the Transition to Primary
The Spring Preprimary Workshop will delve into this topic as well, but the moment your child enters the preprimary classroom, teachers begin the process of readying them for their next steps. They learn about structure and the rhythm of the day, for one thing. They learn how to participate in a community, even if they are still nonverbal. “Creating those boundaries throughout the day provides young children a sense of security and a sense of what comes next,” said Ms. Danyali. Once they feel secure, their confidence grows; from there, the desire to branch out and take (healthy) risks is possible, and that’s how true learning happens.
There are different milestones that students should have attained, such as toileting, but there are other aspects as well. Importantly, they will learn so much from making and subsequently correcting mistakes. (The “self-correcting” nature of the Montessori method will be covered in an upcoming post on the Fall Primary Workshop.) Thus, they have to demonstrate a willingness to take some risks, meaning to show the beginnings of what will blossom into independence.
The primary classroom is partial immersion in addition to following the Montessori method. Language-learning is still very much in evidence, but the goals for the primary program are on developing the ability to sustain focus. The ratio of teacher to student grows a bit wider, too, from 1:6 in preprimary to 1:10 in primary.
How Can You Support the Language Experience?
Whether you speak more than one language or not, you can readily incorporate language and model your support: Express your “likes” about the language environment they are experiencing, and avoid having expectations that student will speak immediately in the target language. “Know that the environment will support your child, and the learning will happen organically,” said Ms. Danyali. To facilitate your ability to engage in some of the activities below, use the resources (see bulleted list) to reinforce vocabulary your student is learning in class. Also, says Ms. Danyali, “The preprimary teachers make it really easy to extend learning at home by outlining what books they have been reading in class and what songs they have been singing as well as tips and suggestions in their weekly communications.” Here are some activities you can try:
Play music in the language at home or in the car; combine with dancing.
Experience the culture by exploring its holidays, food, and traditions.
Watch short (2–3 minutes), age-appropriate videos in the language.
Read story/picture books, especially about relevant topics for the age group (e.g., identifying feelings, understanding social settings).
Play games and role-play with puppets in the language.
Books, Websites, and Resources for Your Family’s Language Journey
Duolingo (visuals only for students; also great for adults)
Reinforce language introduced in class (shared with parents in weekly updates from the teacher)
Finally, Ms. Danyali feels it extremely important to help dispel the pervasive myths about bi- and multilingualism. These “fast facts” are taken from The Bilingual Edge.
Closing out the preprimary workshop, Ms. Danyali said, “On behalf of TNCS’s preprimary team, we look forward to continuing the immersion discussion and your continued partnership.” A preprimary Observation Day will be scheduled for spring 2019 to give you the chance to see all of this beautiful learning taking place in your 2- and 3-year-olds!
Now that summer has unofficially ended, and school is back in full swing, The New Century School kicked off the 2018–2019 school year with its annual Back-to-School Night. The focus of the evening was to meet your student’s teachers and to present the student’s daily schedule, a curriculum overview, and school policies. In other words, students have had 2 weeks to acclimate—now it’s our turn!
As TNCS enters its 12th year, it’s worth noting how the school and its programs have expanded and grown to what they are today. Changes each year are inevitable, but TNCS has stayed true to its identity and has successfully weathered those changes, transforming would-be obstacles into opportunities and growing the student body to more than 200 children, 117 in the preschool and 88 in the elementary and middle schools.
An overview of tips and policies is given here, and specific documents can also be downloaded at the links provided at the end of this post as well as from the TNCS Parent Hub.
Welcome to Some Great New Enhancements!
The evening began in the gymnasium of building north with Head of School Shara Khon Duncan warmly welcoming parents, new and old: “It’s nice to see all of your faces again—welcome,” she began. She next introduced teachers, who then returned to their classrooms to prepare for the group breakouts by division. Sra. Duncan then addressed the parent audience and presented some important school year expectations.
Just a few things before we get started—that you’ll probably hear the teachers reiterate because these things are really important. First arriving on time to school is very important for all of our students. It gets the day started right, it helps the students feel that they are coming in and ready to go. So, please, as much as possible, arrive on time. That includes preschool. We have to get them modeled right from the beginning. I know from experience how hard it is to get out of the house—I had two girls who did not want to cooperate, so I totally get it.
Next, be sure that when you pull up into the carline rectangles at drop-off and pick-up times that you are actually in the lines and not blocking the crosswalk, so that walkers can cross safely. Also do not walk anywhere but the crosswalk for everyone’s safety. Again, we’re trying to model as best we can what we want our children to do.
Another thing I’d like you to remember is that you have been sent the Parent Guide by Admissions Director Mrs. Sanchies, which is a fabulous resource that breaks down all the essential things you need to know—such as signing up for before and after care or school lunch, what happens when it snows, and so on—so please refer to that often. You also should have received the Family Handbook, so please take some time to look through it and sign the second page.
Yet another exciting new thing this year is that, in addition to receiving weekly emails from your child’s homeroom teacher with pertinent information about what’s going on in the classroom and what’s coming up, we’re moving toward implementing software called Sycamore that will allow teachers to have class web pages. This will be very easy to log in to and use to see class-related information. The weekly emails will be sent every Friday around 5; emails about specials will be sent every other week.
Finally, please remember that we are a nut-free school and are also committed to having a sugar-free environment. So when it comes time to celebrate birthdays, for example, please make sure that you talk to the teacher ahead of time and discuss what kind of treat might be appropriate.
With that, have a lovely evening and a great year!
Elementary and Middle School Breakouts
Once the initial introductions and welcome message concluded, parents moved on to spend time with their child’s teachers. This was the opportunity to learn about what the school day looks like, what the educational goals are for the year, and what the specific class-related expectations are of both parent and child. Upper Elementary and Middle School was jointly hosted by veteran Math and Science teacher Nameeta Sharma and veteran English language arts and Global Studies teacher Ilia Madrazo.
Ms. Madrazo handled many of the practical details, reminding families of the importance of being on time. Class begins promptly at 8:25 am with key information and planner assignments, all things you don’t want your child to miss. She promised parents that any questions or concerns about anything going on in the classroom would be responded to within 24 hours. She also went over the handout that enumerated class and school policies as well as gave a deeper dive into each subject’s curriculum. First up, the fun stuff!
New art teacher Jia Liu will be profiled in an upcoming Immersed “Meet the Teacher” post, and art happens twice weekly. Students also have music taught by the illustrious Martellies Warren twice a week. Physical education now includes 1 day of teacher-led PE consisting of yoga, plus 1 day of regular coach-taught PE each week. Teacher’s Choice is also now considered a once-weekly special, and this 45-minute block can be used for exploring a topic students want to learn more about, an activity the class collectively would like to pursue, or anything different from the usual academics, explained Ms. Madrazo. This might even be making a fun visit to the Ozone Snack Bar!
Ozone Snack Bar
Speaking of “the ‘zone,” students can also visit the snack bar housed in the second-floor Union Box space of Building North, from 8:10 am–8:25 am on Tuesday and Thursday mornings starting the week of September 10th. Teachers will have sent permission slips that allow parents to set a spending limit for their children as well as opt for cash payment or convenient billing through FACTS. Li Laoshi will supervise these morning visits.
New this year, students will be going outside every day, regardless of weather. “Rain, shine, snow,” said Ms. Madrazo, “whatever happens, we’re going out every day. We’re taking them to Thames Street Park currently, so they have plenty of space to run and have fun.”
At least four trips are planned this year (at least one per quarter). Parents–chaperoning field trips is a fantastic way to not only experience a fun trip with your child but also to rack up some of the obligatory 10 volunteer hours! This quarter, a trip to the Irvine Nature Center is scheduled (9/17). Next up, the ever-popular National Aquarium! Successive trips will be announced as they are confirmed.
Ms. Sharma took over to explain the math curriculum. “We have four rotations,” she explained. “Students will work on the computer on Success Maker, in small groups playing math games, independently in their workbooks, and one on one with me.” The primary resource is Singapore math, which returning students are already very familiar with and probably worked with over the summer to stay in practice. Middle school students will use the Go Math curriculum. TNCS students may also once again opt in to participate in the Math Kangaroo competition in March—TNCS’s third annual!
English Language Arts
Ms. Madrazo took back over for ELA. “I had the pleasure of going to New York this summer,” she began, “to take training in teaching writing. We will continue using the Lucy Calkins writing curriculum.” (See State-of-the-Science Elementary Writing at TNCS for more on Calkins’ acclaimed approach.) “We will use ‘mentor texts’ that are great works of literature that help students figure out what was done really well that they can incorporate in their own writing. They write every day in class for 20 minutes. The biggest indicator of success in high school is the volume of writing they have already done. It is extremely important for them to be able to take notes, to write deep and long, and to develop ideas.”
ELA uses the Daily 5, which consists of: Read to Self, Read to Someone, Listen to Reading, Work on Writing, and Word Work.
Wordly Wise 3000 will once again be used for ELA homework. Wordly Wise 3000 focuses on improving students’ vocabulary by furthering their understanding of new words and concepts. By focusing on vocabulary development, students are able to read increasingly challenging texts with fluency and improve their chances for success in school and beyond. Additionally, spelling practice will also help improve student writing. (See more on ELA homework below.)
The major science themes throughout the year that will guide learning and understanding will include Unit 1: Macrobiology and Genetics, Unit 2: Engineering, Unit 3: the Scientific Method (Science Fair), and Unit 4: Astronomy and Weather.
Interdisciplinary learning is a big part of TNCS’s approach, so ELA and world language reading will routinely relate to science and global studies units.
Global studies will comprise both United States history and World history. The Elementary and Middle School programs will focus on the same unit of study but will be differentiated based on grade level:
Quarter One, Ancient World Cultures with focus on India, Greece, and Rome
Quarter Two, World Cultures and Geography with focus on India and Africa
Quarter Three, Civics
Quarter Four, American History
Surprise! Ms. Madrazo plans to teach in and incorporate as much Spanish as possible here! (Reinforcement in English will always be available, but learning a subject in another language deepens language fluency exponentially.)
Spanish learning will be taught through the use of different games, dances, and songs. I was born in Chile, and this is my third year as lead Spanish teacher,” said Sra. Sanzana. “Spanish class is a little bit of everything—grammar, culture, vocabulary, talking, reading, and listening,” she said. As in other subjects, teaching is differentiated. “I divide students into groups based on levels after making a differentiation plan for each child,” she explained. “Don’t be afraid of whatever comes; I will be here helping them.” Note that, as TNCS has evolved, Spanish class now happens daily, with Friday being reserved for fun and games in Spanish.
Spanish class will adopt a Daily 4: Read to self, read to each other, independent work in their folders, and work with the teacher. Reading comprehension will be a big emphasis. A big addition this year for students who are ready for it will be writing 100-word essays in Spanish. For everyone, learning by teaching will be introduced—the big kids get to read to their smaller compatriots in Spanish and work with them on vocabulary and so on. “They will become the teachers,” said Sra. Sanzana. “They will solve their own problems to do so, such as figuring out how to pronounce an unfamiliar word.” This idea was happily embraced by parents, who well know the benefits of this popular TNCS approach.
Li Laoshi believes Mandarin Chinese is best learned through pursuing various real-life activities that connect to what lesson is being taught. “I really believe that interest is the best teacher,” she explained, “so we cook, do calligraphy, go on trips, and other do other activities that the students really enjoy.” Project assessments are mainly performance based—in other words, she wants to see her students successfully using their Mandarin skills. Like Spanish, Mandarin class now happens daily.
“Better Chinese will continue as our backbone curriculum as well as our Daily Four,” said Li Laoshi. In Daily Four, students are divided into small groups and use different levels of books according to their language proficiency. The students rotate among the four centers, which are meet with teacher, computer, reading, and games. “Friday will be the weekly Activity Day featuring various activities that integrate Chinese culture, such as calligraphy, Tai chi, Kung Fu, Chinese games, and cooking Chinese food,” she continued. “On Friday, September, 21st, we will make mooncakes in honor of China’s mid-Autumn Festival, and the students are very excited!”
Li Laoshi got big laughs when she suggested that parents allow themselves to be interviewed by their students as part of homework and thereby begin to pick up some Mandarin themselves! Around the room, parents began counting to themselves (“yī, èr, sān, sì, wǔ, liù, qī , bā, jiǔ, shí . . .”), rightly proud of their Chinese prowess! She suggested the websites Hello World for beginners and Duolingo for other students to get further practice at home.
Students will be assessed the traditional way (pencil and paper); however, the main approach of assessment will be performance based. For every new unit, formative assessment will be used daily and summative assessment will be used at the end of each unit.
The big question on BTS attendees minds’ was, “what’s up with homework this year?” There’s good news: The bottom line is, homework is necessary but should never be onerous. “Our purpose here is to help the kids to succeed,” said Ms. Madrazo, “not to have unrealistic expectations and make everyone unhappy.”
Homework in math, ELA, and world languages will be assigned each Monday and is due on Friday. Other important points to note are:
Students are expected to record their homework assignments each Monday in their planners, but please check that they are doing so.
Students are expected to complete this work independently with minimal support as needed from parents. This is key—helping your child to an extensive degree will not show teachers where and how they need to adjust assignments and better meet students where they are.
After care participants are given time to complete homework as well as as-needed support from Sra. Sanzana.
Your child’s teachers are flexible. If a student needs more time to complete an assignment well, communicate this, and teachers will work with you to accept it the following Monday.
Mandarin and Spanish alternate weeks for elementary students, whereas middle school students should expect weekly Spanish homework.
Additional Internet research may be assigned when pertinent to, for example, specific global studies or science lessons.
To great applause from parents, weekly science homework will not be assigned, however.
Altogether, weekly homework assignments should take about 2 hours or less, depending on division, apart from daily reading and writing and any music practice (if your child takes instrument lessons).
Here is the breakdown:
Math: Homework will consist of ~30 minutes per week of problem solving or Workbook completion (translating to four pages in the workbook for 4th- and 5th-graders and two or three for 6th- through 8th-graders).
English Language Arts: Each week, there will be one lesson (~30 minutes) in Wordly Wise per week, which includes a list of vocabulary words to know, and various assignments to complete.
In addition, this year, students are expected to spend 20–30 minutes reading independently and at least 10 minutes writing (or mind-mapping, which is a critical part of the writing process) every day.
Daily writing should be in cursive and in pen; students will have been given prompts from Ms. Madrazo or can free write. Journals are provided, but separate sheets of writing are also acceptable when a student forgets to bring the journal home.
Spanish: Grades 4 and 5 will work on a small packet the 1st and 3rdweeks of the month; 6th- 7th, and 8th-graders will have homework weekly. Homework will be reading-comprehension based.
Chinese: Grades 4–8 will work on a small packet the 2nd and 4th weeks of the month.
What Lies Ahead!
Although BTS night is over, know that teachers and administration are always readily available to answer any questions regarding your student’s development. Also know that you’ll be meeting teachers new to TNCS in Immersed profiles throughout the coming year as well as hear more from staff and administration who are adopting new roles and taking the school in new directions.
Finally, expect to hear more about forthcoming parent volunteering opportunities and service learning initiatives. Stay tuned!
To get a look at past year’s back-to-school nights or just to reminisce about the school’s early days, read: