A month into the new school year, The New Century School is adapting and adjusting to the vagaries inherent in having school during a pandemic. As always, TNCS tries to make the most of the opportunity such adjustments may offer. One such change came when TNCS K–8th-grade Spanish teacher Fabiola Sanzana temporarily returned to her native Chile over the summer. And, since we’re smack in the middle of Hispanic Heritage Month, now seems like the ideal moment to feature Laura Noletto, who took the helm in Sra. Sanzana’s absence.
A Cool New Role
“Sra Lala,” as she is lovingly known throughout campus, has been with TNCS for several years, until now as a Lead Teacher in one of the Spanish Immersion preprimary classrooms. After some reshuffling of classrooms, Sra. Lala found herself in a brand-new role. “For me it’s the perfect time to learn something new,” she explained, “because with the pandemic, anyone can change careers. Nobody knows exactly how the world is going to work, so it’s a good time to switch gears and to learn different things.”
Even so, in the face of such a big transition, some would be easily daunted. Sra. Lala, however, finds comfort in the challenge.
I think because we are all in this together, I have felt very supported. In a way, we are all learning platforms to teach online, we’re learning from the kids, we’re learning from one another, so I feel less intimidated. I feel somewhat nervous, but that’s good because it prompts me to make the best effort. I’m not in this alone, so I took the chance. I’m also not a new face to the kids, and that has helped. This is my 4th year in this community, and I feel very much embraced and taken care of, so that also helps with the challenge.
It’s also not her first big career transition. Back in Venezuela, where she’s from, she taught middle schoolers and even college students. At TNCS, she swung to the other end of the age spectrum and taught 2-year-olds.
Now that she’s teaching K–8, she is finding new kinds of challenges such as adapting the Spanish curriculum to be age appropriate and to meet the needs of every TNCS student without leaving anybody behind. Some students are bilingual and who can already read fluently; others are just beginners, and beginners in just about every division. “So the challenge for a Spanish teacher,” she says, “is don’t leave anybody behind but challenge those who are already advanced.”
Another laudable challenge she has taken on is to help “make Spanish look cool.”
I think that the more the pre-teens and teenagers hear Spanish daily, they’ll loosen up and lose some of their self-consciousness. I want to be the role model they get inspired by. They even reply to me in Spanish sometimes. So, at that age of coolness, I am trying to be as cool as possible to make Spanish look cool, which is one of my main goals. Another is to be a good example of the culture and get them to open up their hearts and minds to the language.
In order to “meet them at their level so they can feel challenged and keep learning,” she has been conducting ongoing individual assessment in an informal way. She might say a letter, for example, and ask her students to write Spanish words that start with it in the Zoom chat. Other assessment activities she uses include games, conversations, hearing a story in Spanish and then describing it, and spelling contests.”The sum is that the older kids are very much more advanced than I expected, and now I just have to adapt the curriculum to their needs. I’m very excited about this!”
The Art of Teaching Spanish
If you know anything about Sra. Lala, you know she loves art, and she incorporates it regularly into her teaching.
I’m working with a methodology designed by the director of education at MoMA called Visual Thinking Strategies (VTS) that you use works of art to develop critical thinking and observational and conversational skills. For example, to assess their color vocabulary, I asked them to do a colorful work of art and name them in Spanish.
I use art as a tool of teaching Spanish. If your hands are doing an oil pastel or a water color, or you’re doing print making or an art workshop, of it’s easier to learn Spanish art vocabulary. Visual images and art processes are important in the curriculum and also Latin American and Spanish culture, such as carefully chosen authors representative of each country. And, of course, geography and music. Music is so important for Latin Americans, for everybody, but music is very rich in the South American region, so I definitely try to follow in the footsteps of Sra. Sanzana in incorporating rhythm, salsa, meringue, etc.
You mentioned spanish heritage, will there be any kind of spanish heritage night?
Sra. Lala is enthusiastic about how the 2020–2021 school year is progressing so far.
Oh I love it. I love it. I feel more challenged as an educator. I love it because I love early childhood education, but that was like baby therapy for me. I was feeling all the love of the little ones, and I was feeling secure with my little classroom, but now I feel this is very much a step forward, and I’m excited. I have to prepare more because it’s my first year doing this with these students, so there’s this novelty of creating and creating.
She wants parents to feel free to contact her with any concerns or questions but is confident that the year will be a great one for her and her students. “We are all transitioning to a new era of education together, and I feel very proud and honored that TNCS trusts me as the Spanish teacher. Every day, I’m going to do the best I can to keep it up. Sra. Sanzana is a great teacher, so I’m talking to her a lot, and she is helping me.”
How cool is that?
Note: We don’t yet know what an Hispanic Heritage Night (Noche de la Herencia Hispana) will look like this year, but we can at least look back on previous years events and cantar y bailar con alegría!
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:
On Wednesday, October 18th, for the second year in a row, The New Century School hosted a rousing celebration of hispanic culture. The culmination of Hispanic Heritage month, which runs roughly from September 15th through October 15th, this vibrant event featured choral and dance performances from TNCS students in kindergarten through 7th grade, a special guest performance by Mexican folk dancers Bailes de Mi Tierra, and a smorgasbord of traditional hispanic food provided by TNCS families.
As with last year’s Spanish Heritage Night, TNCS’s Spanish department (with help from the TNCS community) developed a truly spectacular show. Sra. Barbara Sanchez, Sra. Fabiola Sanzana, and Professor Manuel Caceres put their hearts into making the evening something special. In a gesture of support, they dedicated the evening to the people of Mexico and Puerto Rico.
Professor Manuel, a natural at em-ceeing, as it turns out, started by thanking everyone for coming, acknowledging the level of commitment that TNCS families, staff, and administrators bring to the school:
Muchas gracias, bienvenidos—thank you for coming, good evening, parents! It’s a pleasure for the Spanish department of TNCS and an honor for us to greet you here today. Enjoy this presentation by your beautiful children that they rehearsed and perfected in just 5 weeks for Hispanic Heritage month. Thanks to the administrators and teachers that we have here, we were able to prepare this celebration.
He also thanked TNCS mom Eileen Wold for the beautiful paintings she made and contributed. They will be making an annual appearance along with all of the colorful decorations created by TNCS students.
Finally, he spoke about what the chance to celebrate Hispanic Heritage means to him: “This month is an opportunity to show our solidarity, respect, cooperation, and engagement. No matter what part of the world we are from, we are human beings that deserve love, respect, and education.” And the kids took it from there!
Get a sampling of the evening with this wonderful highlight reel made by TNCS mom Sharon Marsh. (Just below it, you can view each presentation individually, if desired.)
The student performances were followed by two dances by Bailes de Mi Tierra, a Baltimore area dance troupe established in 2008 that boasts Professor Manuel among its members. On this occasion, Director Jose Reyes and dance partner Amanda Pattison kicked up their heels to “the second national anthem of Mexico” as well as danced and taught the “Mexican Hat Dance.”
Although no one wanted this fun night to end, it was a school night, so everyone wished each other a buenas noches and departed smiling. And humming. And stomping. And reciting, “café con pan.”
Now that summer has officially ended, and school is back in full swing, The New Century School kicked off the 2017–2018 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.
The evening began in the gymnasium of building north with Head of School Alicia Danyali warmly welcoming parents, new and old, and introducing TNCS’s teaching staff. “They make the school an amazing experience for the students everyday, with their nurturing and professional expertise that enables a professional learning community,” said Mrs. Danyali. She also reminded the packed audience about the school’s Core Values. As the school’s foundation, these values of compassion, courage, respect, and service are displayed throughout the school and emphasized daily by all at TNCS, as well as during classroom lessons, assemblies, and restorative circles.
As TNCS enters its 11th 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. (To get a look at past year’s back-to-school nights or just to reminisce about the school’s early days, read TNCS-Back-to-School Night, 2013, Back-to-School Night, 2014, Back-to-School Night, 2015, and Back-to-School Night, 2016.)
Elementary/Middle School Break-Outs
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 expectations are of both parent and child. Upper Elementary and Middle School was jointly hosted by veteran Math and Global Studies teacher Beatriz Cabrera and new English language arts and Science teacher Jon Wallace. Mr. Wallace introduced himself, saying:
This is my 15th year teaching, 13 in private, and 2 in public recently. I’m very happy to be here with this amazing bunch of students who are all so diverse, and it’s wonderful working with the parents. I became a teacher because I really enjoy seeing the students learn. It’s a great thing when you see the light bulb go on. When I child first realizes a concept or becomes good at doing something, learning skills, to see that happen is just amazing. I come from a family of teachers and I’m working hard to give the students the best education I could possibly give. I’ll be here early, and I’ll be here late to try and give the best to your children.
Sra. Cabrera 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. “Check the planners and make sure to sign them. You will receive four quarterly report cards, we and will have two parent/teacher conferences, one in November and one in February. We are always available to meet with you and discuss anything you want,” she said.
A deeper dive into each subject’s curriculum followed.
New art teacher Eunhee Choi made a cameo appearance (she had several classrooms to visit) and told the group, “I was born and raised in Korea—South Korea,” she clarified, to audience laughter. “I’ve been teaching 17 years. I’m very happy to teach here, I feel very comfortable in this school,” she finished. Students have music, physical education, and art twice a week.
English Language Arts
ELA uses the Daily 5, which consists of: Read to Self, Read to Someone, Listen to Reading, Work on Writing, and Word Work. Reading themes will include realistic fiction, fantasy, biographies, mystery, immigration/migration, historical fiction, and folktales. Writing will focus on a variety of skills including narrative, informational, persuasive/opinion, and poetry. We will continue using Lucy Calkins in the classroom throughout the year as well. (See State-of-the-Science Elementary Writing at TNCS for more on her acclaimed approach.)
In spelling, Wordly Wise 3000 and Spelling Workout will be incorporated. Wordly Wise 3000, focuses on improving students’ vocabulary by furthering their understanding of new words and concepts. Spelling Workout is a more traditional spelling program to help improve on identifying spelling patterns. “Our goal is to focus on vocabulary development, which will enable students to read increasingly challenging texts with fluency and improve their chances for success in school and beyond. Spelling will be focused on helping improve student writing,” explained Mr. Wallace.
The major science themes throughout the year that will guide learning and understanding will include electricity and magnetism, chemistry, the Scientific Method (Science Fair), and oceanography.
In math, students will work in small groups and independently everyday as well as do Khan Academy—the Daily 3. “They will do different math games and once again participate in Math Kangaroo, said Sra. Cabrera. “We will practice these problems in class and continue to use Singapore math. I will work with them in small groups mostly. I think it’s better to help them gain confidence.” Middle school students will be introduced to the Go Math curriculum.
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 we be differentiated based on grade level:
Quarter One, Ancient World Cultures
Quarter Two, World Cultures and Geography
Quarter Three, Civics
Quarter Four, American History
As for language immersion, we are fortunate to have two wonderful, enthusiastic teachers in Wei Li, Mandarin, and Fabiola Sanzana, Spanish. Chinese will be learned through various activities and projects with assessments being mainly performance based. “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.
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.
Spanish learning will be taught through the use of different games, dances, and songs. I was born in Chile, and this is my second year as lead Spanish teacher,” said Sra. Sanzana. “Spanish class is a little bit of everything—grammar, vocabulary, talking, reading, and listening,” she said. As in other subjects, teaching is differentiated. “I divided students into groups based on levels,” she explained. “Don’t be afraid of whatever comes; I will be here helping them.”
The question on BTS attendees minds’ was, “what’s up with homework?” Here is the breakdown:
Chinese: Grades 3–7 will work on a small packet the 2nd and 4th weeks of the month.
Spanish: Grades 3 and 4 will work on a small packet the 2nd and 4th weeks of the month; 5th- 6th, and 7th-graders will have homework weekly.
Math: Homework will consist of 15 minutes of problem solving or Workbook completion.
Language Arts: Each week, there will be one lesson in Wordly Wise, a list of vocabulary words to know, and various assignments to complete.
Although BTS night is over, know that “teachers and administration are always available to answer any questions regarding your student’s development as we partner throughout the school year,” as Mrs. Danyali put it. 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 who are adopting new roles and taking the school in new directions! Stay tuned!
Here are links to other elementary classroom BTS Night handouts for your convenience.
On the first two Thursdays of December, The New Century School hosted Information Nights about TNCS elementary and middle school programs, the first for current elementary/middle school families, the second for prospective families including those currently enrolled in TNCS’s preschool program.
The event is the best opportunity to get an in-depth look at the various curricula. After an introduction by TNCS Head of School Alicia Danyali, each teacher described his or her classroom approach and particular subject area. Following these teacher presentations, audience members asked specific questions of the presenters. They also had the chance to flip through relevant curriculum materials.
The TNCS Difference
Mrs. Danyali first explained that one big change from the primary program is that, beginning in elementary, students have a homeroom teacher but then cycle through other classrooms throughout the school day, receiving instruction from a “team” of teachers, who each teach by subject area, rather than remaining with primarily one teacher as in preschool. Another key difference is that fewer Montessori elements are incorporated in the curriculum, although certainly the spirit and even some of the math materials are retained, depending on grade level.
Aspects that do continue from the preschool program include combining age groups within individual classrooms. “Staying true to our philosophy that students learn best in a mixed-age environment, we do combine ages in our elementary and middle school programs,” Mrs. Danyali explained. Thus, there are currently two K–1st-grade homerooms, one K–2nd-grade homeroom, a 2nd–3rd-grade homeroom, and a 4th–6th-grade homeroom.
Another continuous feature is individualized instruction—meeting the child at his or her academic and social level.
Her discourse then turned to what sets the TNCS elementary and middles school programs apart from those of other schools: “One thing we really believe in is learning languages,” she continued. “Every single day, your child will have individual time with their language educator, so they get a 45- to 90-minute block of Spanish and another with Mandarin Chinese. As their skills develop, they do more focused reading and writing, math, and culture in those two languages.”
Another difference she mentioned is the degree of depth in Science and Global Studies. “These disciplines are theme based as well as cross curricular,” she explained, “resulting in deeper exploration of the topics. For example, in Quarter 1 of the 2016–2017 school year, students studied Egypt, with projects differentiated by grade level. The topic of Egypt carried over into English Language Arts as well as art class. We ensure that they get the full experience across the curriculum.”
Finally, so-called “specials” classes—that is, art, music, physical education—each take place twice weekly, which subjects get squeezed out of many public and charter school curricula to make room for disciplines more geared toward “what’s on The Test.”
Mrs. Danyali also has implemented twice monthly assemblies that explore aspects of character development, each assembly devoted to a particular theme. So far this year, elementary and middle school students have been taking a deep dive into the four Core Values and have enacted skits, made drawings, and told storied to illustrate what these concepts mean to them. Service learning, in particular, has been a key focus in the elementary and middle school program, and students have regularly participated in initiatives both in and around school as well as for the surrounding communities such as by serving as “safeties” who escort younger students from the car line into the school building a few mornings per week, cleaning up Gunpowder Falls State Park, and serving as “blanketeers” through Project Linus.
Science & Math, Kindergarten through 2nd Grade
Kiley Stasch is in her second year at TNCS. As Science and Math instructor for K–2nd grade, she explained that in Kindergarten, the Montessori approach to math is used, which relies on manipulatives to demonstrate increasingly abstract concepts. The “Daily 5” (or some permutation thereof) is also used for classroom management as well as to provide very individualized instruction. Divided into small groups, students rotate with their group through a series of five stations: computer technology time (ABC Mouse, SuccessMaker, Khan Academy, depending on age and skill level), hands-on math games with partners or individually, meet the teacher, read to self (math- and science-related topics), and a science center.
“Although all levels are doing an energy unit, currently, what I’m doing with my Kindergarteners will be different from what I’m doing with my 2nd-graders and different from what Mr. McGonigal is doing with his 6th-graders,” she explained. “We try to build our instruction on whatever the students need, what they are capable of, and guide them as far as they can go.”
English Language Arts, Kindergarten through 2nd Grade
Adriana Duprau has been with TNCS for 7 years and is the lead for English Language Arts and Global Studies for K–2nd grade. “We have 45 students in our cohort [about 12 but no more than 16 per class], which includes many different personalities and abilities. Our goal is to make sure they get the personalized instruction they need. They also stay motivated to progress by their peers who might be working on something they aspire to.” This class also uses the Daily 5 approach. Here it is read to self, read to someone, word work, listen to reading (on the computer), and writing work. “Even my youngest 5-year-olds can quietly and independently rotate among these stations. It works very smoothly and allows me to work with at least four groups a day, meaning that students get one-on-one teacher time virtually every day.”
“It’s nice to see my students working at their own level, not necessarily their assigned grade. Because I have mixed ages and therefore multiple curriculum materials, I can provide higher level materials for the student who is rapidly advancing,” she said.
Spanish Language Arts, Kindergarten through 2nd Grade
Profesor Manuel Caceres is in his second year of teaching at TNCS and teaches Spanish speaking, reading, writing, and grammar to the K–2nd cohort. “I know you hear about me a lot,” he joked. “Each teacher has his or her own recipe to provide each student with the best academic experience.” He uses the Santillana platform for helping students develop skills and achieve fluency but was quick to remind us that there’s no magic bullet for learning another language.
He uses Daily 3—writing, reading, and speaking—in the classroom. He approaches the curriculum by school quarter, starting with the basics of vocabulary and handwriting and building on reading comprehension and, for example, verb conjugation, as the year progresses. He also incorporates games, singing, and media to keep them moving and engaged. “Academically, they will be at a very high level in terms of Spanish proficiency when they eventually transition to high school,” he said. “It’s a really amazing opportunity that the school provides.”
He explained that he also tailors his lessons to connect with the areas of exploration happening in other disciplines, such as the unit on Egypt (Egipto) already mentioned. As with other teachers, he also makes sure that instruction is individualized and sees a wide range of abilities and skill level among the cohort.
Mandarin Chinese, Kindergarten through 6th Grade
Another teacher in Year 2 at TNCS, Wei Li, or “Li Laoshi,” teaches Mandarin Chinese to all elementary and middle school students. “We use the same methods here as were used in preschool to teach Mandarin,” she explained. This method centers on Total Physical Response (TPR), a proven strategy that incorporates movement to deepen comprehension. “So, we sing, we dance, and we play games in Chinese class. But, we focus more on Chinese characters and reading skills in elementary and middle school, so they can read books independently,” she explained.
“Another way we incorporate TPR is with acting out stories each Friday,” she went on. They write these stories and act them out on stage. “Books are the backbone of the curriculum,” she said, “and students can progress at their own pace through them.” Here again, due to the mixed ages and as well as the varying degrees of skills among them, individualized instruction is paramount. To achieve this, Li Laoshi uses the Daily 5—meet with teacher, write sentences using Chinese characters, read books, play games, and use the computer.
Cultural elements are also emphasized, so they do a lot of cooking and eating Chinese food as well as playing traditional Chinese playground games, such as jianzi, a feathered shuttlecock (see photo) played similar to hackey sack, and Chinese squash. Calligraphy and painting is also taught to further promote the students’ interest in learning Chinese.
Art, Kindergarten through 6th-Grade (So Far)
Elisabeth Willis has been at TNCS for years and in different capacities. She now, in fact, teaches art to all TNCS students, including pre-primary and primary students. By Kindergarten, her students have attained functional skills and can apply them ever more masterfully. She also incorporates Art History at this point, which is her specialty. Her students can now recognize artwork by artist.
Mrs. Willis encourages her students to bring their ideas for projects to her, and, as such, did some bookmaking with them earlier this year. She also encourages them to embrace their own styles and adapts assignments as necessary to accommodate, for example, a student’s inclusion of more detail than was called for. Instead of using oil pastels to add color to such a piece, she allows that student to use a different medium.
Importantly, she links art class with other content areas, to deepen and enrich the student’s experience. When they were studying Ancient Egypt, for example, she introduced them to hieroglyphics, and some students even began sending notes to each other written in this representational alphabet. The older students even designed cartouches to feature their hieroglyphic messages.
“Art is a more meditative place in the school,” she said. “The students relax, do some introspection, and really put the work out there. I’m very proud of them,” she said. “All of my students are doing art past what they would be learning in their assigned grade. Kids are more than able to make really good art, despite what a curriculum made by adults says.”
English Language Arts & Science, 2nd Grade through 6th Grade (So Far)
Dan McGonigal is in his third year at TNCS, having worked in different capacities in the elementary program and teaching English Language Arts and Science for the 2016–2017 school year. Mr. McGonigal also taught for 8 years in the public school setting. With his dual perspective, he says, he clearly sees the advantages that TNCS students have in this program. “As several teachers have mentioned,” he explained, “we are highly individualized with students’ education, and this is certainly also true for 2nd- through 6th-graders. We try to meet students at their ability level rather than their assigned grade level, whether it’s a 6th-grade student reading at a 4th-grade level, or a 4th-grade student reading at a 6th-grade level.”
The focus of his reading class is to get students thinking more deeply about the content, to pick up context clues and infer the author’s meaning. “We also do a lot of discussion-based learning when it comes to language arts acquisition,” he said. “Building on the skills that students have learned earlier and applying them to higher-level texts, we are developing a love of learning in students.”
Regarding writing, he says he tries to find opportune moments to ask for a piece of writing to make it “real.” “Instead of doing writing in isolation,” he explained, “we apply it to a real-world situation. We integrate writing not only with what we are reading but also with science topics and any other content areas.” Chapter books, teacher-led discussions, and student-led discussions comprise a big part of class time, and he also incorporates spelling and vocabulary acquisition with Wordly Wise, which puts challenging vocabulary in context and gives words multiple meanings. In spelling, he emphasizes patterns rather than rote memorization in order to build up skills.
Moving on to science, he describes himself as a “passionate science educator.” “I recently got certified as a STEM Education Leader, among the first cohort of only eight teachers to receive this certification from Towson University.” He says he integrates engineering everywhere he can, always applying it to solving real-world challenges and problems. “For example, he explains, “we have just started our energy unit, and after we have learned all about energy and how it works, what it is, and its different types, we will then put that knowledge to use in an engineering challenge. It’s a way to really bring that instruction alive, and it’s also a great way to assess students insofar as their designs and creations reveal the thinking and understanding that went into them. We are developing 21st-century skills and instilling the kinds of habits that The New Century School embodies.”
Curriculum materials include Engineering is Elementary, Fox Education Systems, and a lot of teacher-created items designed with individual students in mind. “In 2nd through 6th grade, we are getting more serious in terms of holding students accountable for their learning. We start to see quizzes and tests, for example, all to make sure each student is getting what he or she needs,” he concluded.
Math & Global Studies, 2nd Grade through 6th Grade (So Far)
Beatriz Cabrera is new to TNCS for the 2016–2017 school year (look for a Meet-the-Teacher post on her in the coming weeks) and teaches Mathematics and Global Studies to 2nd- through 6th-graders. But that’s not all—Sra. Cabrera teaches her subject areas in Spanish, thus providing an authentic immersion experience. Thus, students enhance their Spanish language acquisition and also learn core content in that language.
“I came from Spain 2 years ago,” she said, “and I am really happy to join The New Century School. My students are learning Spanish very quickly.” She describes the process by which she pulls of the amazing feat of teaching Math and Global Studies in Spanish to mostly nonnative speakers as one of accrual. Initially, she repeated everything she spoke in Spanish, in English, so she could be sure they understood their instructions for a given lesson, until she observed that her students were comfortable enough to go full Spanish. “They are very bright,” she said. Her materials are also in English, so those she translates herself into Spanish.
Sra. Cabrera also implements the Daily 5 rotation approach to class time and dedicates more time on Fridays to playing games. “By the last day of the week, they are tired, so I try to make it fun. They love it,” she said. In fact, this game-playing is strategic in another way by preparing her students to participate in Math Kangaroo, an international competition that U.S. students will join on March 16, 2017.
In keeping with the theme of individualized instruction, she says she also allows students to work where they are. “Students can have the perception that math is hard or that they cannot do math, so I try to make them feel comfortable. ‘You are here to learn,’ I tell them, ‘and the most important thing is to try. You do not need to be afraid if you don’t know how to do something. That’s what you are here to do—to learn how,'” she explained.
Currently, in Global Studies, they are studying the Ancient Roman and Greek Empires, having completed their “Egipto” unit in the first quarter. Here again, she translates her class materials into Spanish and encourages students to also speak and write in the language, often offering extra credit if they do so. In this class, the focus is not so much on proper usage as on just usage. Grading on grammar and the like is reserved for another class.
Spanish, 2nd through 6th Grade
Fabiola Sanzana is another TNCS veteran, having been with the school for many years. She teaches Spanish to the 2nd- through 6th-graders. “I am from Chile,” she began, “and in my culture, the Spanish language is very, very important, especially in terms of writing.” All of her materials are Latin American based that she obtains from her teacher networks.
Sra. Sanzana is currently teaching her students how to interpret instructions. Nothing is in English, and she expects them to figure out and understand their instructions in Spanish, which they manage very well. “I give them the tools,” she says, “such as how to use online Spanish dictionaries and to choose the most accurate translation, so they can proceed with a given activity.” She describes how, at the beginning of the school year, students relied heavily on the dictionaries (parents may recall this during homework time), but now they have progressed beyond the need for such help and can read and interpret the instructions independently. “They have assimilated an enormous amount of vocabulary,” she said.
They are also learning syllables, nouns, big numbers, and more. “They are not little kids anymore. They are ready and able. Also, if they have been with Profesor Manuel, they come to me with very advanced vocabulary,” she said. “Here they are facing more difficult lessons and advanced Spanish.” She emphasizes correct pronunciation in speech and correct orthography, including accent marks, in writing.
She implements a Daily 3 rotation in the classroom: one-on-one instruction, in which they address specific concerns about assignments or cover new material if appropriate; read to self or others, in which they have begun reading short novels and answering related questions to test comprehension (which Sra. Sanzana deems “amazing”); and group work that might include dictation, role-playing, games, or songs. Her students always want more, she says, which is a very good sign indeed!
Regarding instructional differentiation, her class is composed of a spectrum of levels from native Spanish speakers to novice speakers who just joined TNCS this year. “I prepare materials for each student,” she says. “I meet with all of them to determine where they are and teach accordingly.”
After the teachers each spoke, Mrs. Danyali explained some administrative points that are always frequently asked about, such as that TNCS sends out report cards four times a year, with a specialized reporting system that accommodates a multilingual school. TNCS is also MSDE (MD State Department of Education) certified. Parent–teacher conferences are held twice yearly, and teachers may be contacted separately at any time to address specific concerns or just to check in and keep the lines of communication open. Homework begins in Grade 2 and is given on Mondays, with the remainder of the week to complete it. Prior to Grade 2, nightly reading is encouraged.
The evening ended with Q&A between staff and audience on specific points, and curriculum materials were made available for parent perusal. Current families appreciated the in-depth look at the elementary and middle school programs and the amount of preparation that went into each teacher presentation. Prospective families were surely impressed by the robustness of education at TNCS. From the academic rigor infused into core subjects, to the multilingualism, to the emphasis on The Arts, coupled with the customized instruction each child receives, these elementary and middle school programs are truly unique in Baltimore.