MLK Day of Service

MLK Day of Service

On Monday, January 20th, 95 parents, children, staff, and alumni gathered to participate in a Martin Luther King, Jr. Day of Service. Thank you to all of the families, staff, and alumni who participated. Our community assembled 30 housewarming baskets for people formerly experiencing homelessness who are now moving into new housing, 50 hygiene bags for people experiencing homelessness, and 120 bagged lunches for a local food pantry – all entirely comprised of items donated by our families. Another group of volunteers sorted 2,000 books at The Maryland Book Bank. (Watch closely for a few of our Lower Elementary students featured on Wbal-Tv.) Indeed, many hands make light work!

​In considering our theme from last school year (Service & Stewardship) with this year’s (Diversity, Equity, Inclusion and Belonging) it seemed a natural fit to partner together in this way. Your generosity in providing supplies for the assembly projects was humbling, your partnership with your children in service of others was heartwarming, and our impact together was astounding! 

Thank you sincerely for sharing yourself in this way. What a wonderful reminder of how, in Baltimore, we are all in this together. We look forward to being in service alongside you again soon!

Spring Enrichment Curriculum – Spanish

Spring Enrichment Curriculum – Spanish

Spanish at Greenspring Montessori School is oriented to present an introduction to the language and culture of Spanish speaking countries. It is designed to enable the students to communicate in Spanish in simple, everyday conversations and acts as a stepping stone to the next level of study. Students learn basic and meaningful vocabulary and phonetics, they are introduced to the fundamentals of grammar, begin to read and write in Spanish, and gain cultural awareness so they develop a greater understanding of the world in which they live in.

The Spanish Spring 2020 Curriculum presents the details of activities that take place during Spanish Enrichment time. The program, in general, focuses on the three modes of communication: interpretive, interpersonal and presentational. The proficiency level of the students is expected to range between novice-mid to intermediate-mid on the ACTFL scale. Students learn various thematic units, use basic vocabulary and phrases and interact in various social situations. In addition, students develop an awareness of the distinct cultures, traditions, and celebrations of the Spanish-speaking world. 

Children’s House 

Children’s House students explore Spanish using songs, games, finger plays, stories, short activities and specific lessons to build on vocabulary and exposure to the Spanish language and culture in the Spanish speaking world. For the Dual-Language classrooms, the third-year students have a half-hour of dedicated Spanish in addition to the regular lessons given by the assistant. The second-trimester curriculum starts with a brief review of greetings, feelings, and common expressions, followed by working with materials that present different parts of the body, parts of the house, and ending with the weather and clothing. It is expected that during the second trimester of the year Children’s House students will be exposed to vocabulary and songs that help them learn and use previously learned vocabulary to: 

  • Recognize the different parts of the body and face 
  • Answer to the question ¿Qué es esto? 
  • Be able to name different parts of a house. 
  • Answer to the questions ¿Cuántos (cuántas) hay? And ¿Dónde está el/la…? 
  • Identify some words to refer to the weather. 
  • Recognize some basic words to talk about clothing. 
  • Answer to Qué, Dónde and Cuántos questions 

The songs that we sing with the children are mostly from the music groups Cantoalegre ( https://www.youtube.com/user/ccantoalegre/featured ) and Cantajuego (https://www.youtube.com/user/CantaJuegoVEVO) 

Lower Elementary 

Lower Elementary students explore Spanish using TPR (Total Physical Response – created by James Asher), and specific lessons to acquire new vocabulary and to practice what they learned in Children’s House. Students are also exposed to some of the different cultures and traditions found in the Spanish speaking world. At this level, since movement is the key, comprehension comes first, and then, there is a point where students are ready to talk, to read, and eventually, ready to write. Each lesson starts with a short chanting activity that is useful to review vocabulary and to transition the students into the Spanish time. It is expected that during the second trimester of the year Lower Elementary students will: 

  • Review expressions of courtesy and basic communication in the classroom and basic commands to move around campus and in the classroom 
  • The Spanish alphabet and special sounds 
  • Recognize and use words and short sentences to name parts of a house, the weather, and some clothing. 
  • Continue working with opposites and contrasts. 
  • Read short sentences or paragraphs and identify what they are about. 
  • Be able to ask simple questions to gather information. 

Upper Elementary 

Upper Elementary students explore Spanish using TPR & TPR Storytelling, and through specific lessons and mini-projects to acquire new vocabulary and to practice what they learned in previous years. Students are also exposed to some of the beliefs, food, and traditions of the people from different Spanish speaking countries. During the second trimester of the school year, students will review and practice basic commands and work with materials to understand the function of words. It is expected that during the first trimester of the year Upper Elementary students will: 

  • Review expressions of courtesy in Spanish 
  • Review the alphabet and special sounds. 
  • Understand the main idea and some information in short texts. 
  • Start creating sentences and a series of sentences to tell a short story about their life, activities, events, and other experiences. 

Adolescent Community 

The Adolescent Community Spanish curriculum focuses on strengthening the interpretive, interpersonal, and presentational communication skills, providing the basis to better prepare students for the high school world language sequence. Students learn various thematic units, use basic vocabulary and phrases and interact in various social situations. In addition, students develop an awareness of the distinct cultures, traditions, and celebrations of the Spanish-speaking world. Adolescent Community students will learn the language in a more traditional way, with a variety of activities to promote a successful learning experience. Each set of lessons presents new vocabulary words pertaining to a particular theme. Each topic is first presented in context and then the vocabulary is further practiced through a variety of activities. All the students are encouraged to have an active participation. It is expected that during the second trimester of the year Adolescent Community students will review, learn, and practice:

  • Expressions of courtesy and basic communication in the classroom 
  • Uses of personal pronouns 
  • The alphabet and special sounds 
  • Working with paragraph-length texts to follow the main message, sometimes in various time frames. 
  • Working with audio files to understand the main idea and flow of events expressed in various time frames in songs, conversations, and discussions. 
  • Writing sentences or paragraphs to present information on a variety of familiar and some concrete researched topics.
Spring Enrichment Curriculum – Art

Spring Enrichment Curriculum – Art

Lower Elementary students will continue working in the painting center with the addition of liquid tempera paint. They will explore the magic of mixing their own colors and how colors can be used to express different moods in their artwork. This trimester will also include the opening of the 3-D centers of the art studio (sculpture, cardboard construction, and clay). In anticipation of the development of individual art show projects in the third trimester, students will begin considering how artists convey their ideas through their chosen medium. We will prepare for this exciting time by practicing the Studio Habits of developing craft, engaging, persisting, and expressing. Sketchbooks will be utilized for project planning and the Art Elements of color and form.

Upper Elementary students will elevate their painting experience with the use of acrylic paint and easels. In addition to mixing their own colors, students will be encouraged to explore the expressive qualities of different color combinations. This trimester will also include the opening of the 3-D centers of the art studio (sculpture, cardboard construction, and clay).  In anticipation of the development of individual art show projects in the third trimester, students will begin considering how artists convey their ideas through their chosen medium. We will prepare for this exciting time by practicing the Studio Habits of developing craft, engaging, persisting, and expressing. Sketchbooks will be utilized for project planning and the Art Elements of color and form.

Adolescent Trash to Treasure Elective

Adolescent students will practice the Studio Habits of Envisioning, Engaging, Persisting, and Developing Craft while utilizing discarded materials to create works of art. After a series of demonstrations, exercises, and inspiration from established artists, students will have the opportunity to work independently or collaboratively on a project of their choice.

Spring Enrichment Curriculum – Physical Education

Children’s House

  • Hand-eye Coordination
    Students will learn how your eyes and hands work together to successfully balance an object or catch a throw/toss/bounce.  
  • Accuracy
    Students will learn about targets and aiming.  Students will practice aiming and hitting a variety of targets (shooting a basket, bowling, throwing etc.)
  • Partner and Teamwork
    Students will be introduced to teamwork and practice working with a partner or with a group to accomplish a task. 

 

Lower Elementary

Fine Motor Skills and Object Control Skills
Students will continue to work on catching, overhand throwing, and underhand throwing. Students will learn how to use a variety of implements to throw and catch (scoops, lacrosse stick, etc.).  Students will also learn about striking and will practice striking with a variety of implements (bat, racquet, hockey stick etc.). We will end the year focusing on kicking.

 

Upper Elementary

Track and Field
Students will learn about and practice a variety of track and field events.  The track events will include the 100m sprint, 400m sprint, 4×400 relay, and hurdles.  Students will also learn the mechanics of running efficiently as well as different starting positions.  The field events will include the long jump, shot put, and javelin. After practicing these events, we will end the unit with a mini track meet.

Indoor Volleyball
Students will learn and practice skills including underhand serving, setting, and hitting.  They will learn the rules, how to keep score, and volleyball language. They will practice court movement and communication.  We will end the unit with a volleyball tournament.

 

Adolescent Community

Track and Field
Students will learn about and practice a variety of track and field events.  The track events will include the 100m sprint, 400m sprint, 4×400 relay, and hurdles.  Students will also learn the mechanics of running efficiently as well as different starting positions.  The field events will include the long jump, shot put, and javelin. After practicing these events, we will end the unit with a mini track meet.

Indoor Volleyball
Students will learn and practice skills including underhand serving, setting, and hitting.  They will learn the rules, how to keep score, and volleyball language. They will practice court movement and communication.  We will end the unit with a volleyball tournament.

 

Spring Enrichment Curriculum – Music

Spring Enrichment Curriculum – Music

We are delighted to introduce our new Music Enrichment Guide, Jasmine Robinson-Mays! Prior to coming to Greenspring, Jasmine taught voice and piano lessons for over six years including one-on-one lessons, group instrument classes, classroom music, stage presence, music theory, and acting for singers. To learn more about Jasmine, please see her bio on our website.

Pictured here is Jasmine working with Lower Elementary on creating a group rhythm with drumsticks. Each of the students represented a single note to create a collective piece.

 

Fall Enrichment Curriculum – Spanish

Fall Enrichment Curriculum – Spanish

Spanish at Greenspring Montessori School is oriented to present an introduction to the language and culture of Spanish speaking countries. It is designed to enable the students to communicate in Spanish in simple, everyday conversations and acts as a stepping stone to the next level of study. Students learn basic and meaningful vocabulary and phonetics, they are introduced to the fundamentals of grammar, begin to read and write in Spanish, and gain cultural awareness so they develop a greater understanding of the world in which they live in. 

Spanish language is brought periodically to all the classrooms, and its content is based on the essentials of everyday life. Starting with basic vocabulary and phonetics in Toddlers and Children’s House and continuing in Elementary with grammar, short compositions, plays, and readings, which include poems and texts taken from different sources. When the students move to the Adolescent Community, the Spanish curriculum emphasizes language not only as a tool for communication, but as a means of developing awareness of appreciation for people of other cultures. 

The materials used have been carefully selected to meet the student’s mind, from Children’s House to Adolescent Community, and to foster progress on each of the language skills (listening, reading, speaking, writing). Because the study of a language is a cumulative process, the student is encouraged to participate as much as possible during the Spanish time or when interacting with Spanish speakers around the school. 

“LA CASA DE ESPAÑOL Fall 2019 Curriculum” presents the details of activities that take place during Spanish Enrichment time. The program, in general, focuses on the 3 modes of communication: interpretive, interpersonal and presentational. The proficiency level of the students is expected to range between novice-mid to intermediate-mid on the ACTFL scale. Students learn various thematic units, use basic vocabulary and phrases and interact in various social situations. In addition, students develop an awareness of the distinct cultures, traditions and celebrations of the Spanish-speaking world.

“Learning another language is not only learning different words for the same things, but learning another way to think about things.” – Flora Lewis

Children’s House

Children’s House students explore Spanish using songs, games, finger plays, stories, short activities and specific lessons to build on vocabulary and exposure to the Spanish language and culture in the Spanish speaking world. For the Dual-Language classrooms, the third year students have a half hour of dedicated Spanish in addition to the regular lessons given by the assistant.

This curriculum presents the expected outcomes for the first trimester of the year in Spanish Enrichment time. 

The fall curriculum starts with greetings and introductions, followed by working with numbers and colors, and ending with the days of the week and daily routines.

Music is used to transition students into the Spanish time. 

  • Each lesson begins with the song “Hola para ti y para mi”
  • Traditional songs enrich the class with new vocabulary and repetition of known words.

It is expected that during the first trimester of the year Children’s House students will learn:

  • How to greet and how to answer to the “What is your name?” In Spanish
  • Numbers from 1 to 20
  • To understand and answer the question “How old are you?”
  • Colors
  • To understand and answer the question “What color is this?”
  • Days of the week and concepts like day and night, today, yesterday, and tomorrow
  • To understand and answer the question “What day is today?”
  • Daily routine activities
  • Feelings
  • To understand and answer the question “How do you feel?” or “How are you?”

Each lesson ends with reading a book that has a content related to the vocabulary or context presented during the lesson.

RESOURCES 

Songs & Poems Books
¿Cómo te llamas tú?

¡Hola! Para ti y para mi 

Arbolito del Perú

Buenos días

Adiós con las manitos

Cuenten conmigo

Yo tenia diez perritos

Un elefante se balanceaba

Rima del chocolate

Los colores (Song)

Los colores (Poem)

Amarillo el pollito

Siete días son

Los días de la semana

Pompón

Arriba Juan

El baile de las emociones

Canción de la felicidad

Este Soy Yo  by Robleda, Margarita

Mango, Abuela and Me – Medina, Meg

Buenos días, Anita – Kratky, Lada J.

Grandes amigos – Lynda Sarah & Benji Davies

Mis Números – Emberley, Rebecca (Board book)

Fiesta! – Foglesong Guy, Ginger (Board book)

Un gato y un perro – Masurel, Claire (Board book)

Cuenta con el Beisbol – Barbiery McGranth, Barbara

José el Chévere – Litwin, Eric

Los Mariachis – Ruesga, Rita Rosa

Lupita y la sorpresa – Caratozzolo, Marcela

Yo veo los Colores – Daley, Marcela

De Colores – Wolff Ashley

Buenas noches maripositas – Bentley, Dawn

Mis Colores – Emberley, Rebecca

El Chile es verde – Greenfield Thong, Roseanne

Los dias de la semana – Sabaté Rodié, Teresa

Buenas noches Gorila – Rattmann Peggy

La Invitación – Campos, Pilar

Así me siento yo – Cain, Janan

Cuando estoy enfadado – Serrano, Lucia

Orejas de Mariposa – Aguilar, Luisa

Lower Elementary

Lower Elementary students explore Spanish using TPR (Total Physical Response – created by James Asher), and specific lessons to acquire new vocabulary and to practice what they  learned in Children’s House. Students are also exposed to some of the different cultures and traditions found in the Spanish speaking world.

At this level, since movement is the key, comprehension comes first, and then, there is a point where students are ready to talk, to read, and eventually, ready to write. 

Students will learn the vocabulary to perform actions (walk, run, jump, open, close…) and vocabulary to name a great variety of objects of their daily life (colors, numbers, shapes, food, and parts of the body just to name a few). 

Short activities are used to transition students into the Spanish time. Each lesson begins with the game “Don Ramón” where vocabulary is reviewed. After “Don Ramón” students dig into the TPR lessons to introduce new vocabulary.

It is expected that during the first trimester of the year Lower Elementary students will learn:

  • Expressions of courtesy and basic communication in the classroom
  • Basic commands to move around campus and in the classroom
  • Uses of personal pronouns in first, second and third person singular and plural in Spanish through movement – Yo, el/ella, tu and usted
  • Parts of the body and objects of the environment
  • Uses of adjectives, where adjectives go in a sentence, and the gender rule for adjectives
  • Uses of frequency adverbs while performing actions
  • Numbers from 1 to …
  • Uses of adverbs of place
  • Shapes
  • Pets and farm animals
  • Food and vocabulary related to the action of eating
  • Basic Personal hygiene and vocabulary related to it 
  • Opposites and contrasts
  • Use of the present continuous form

Upper Elementary

Upper Elementary students explore Spanish using TPR & TPR Storytelling, and through specific lessons and mini-projects to acquire new vocabulary and to practice what they learned in previous years. Students are also exposed to some of the beliefs, food, and traditions of the people from the different Spanish speaking countries.

Upper Elementary students will learn the language in an active way instead of word by word memorization. The variety of activities involved allows a successful learning experience.

Students will initially, through physical response review and practice basic commands and vocabulary. After the first weeks of review, short stories, in combination with TPR are presented, introducing new vocabulary relevant to their daily experiences and some cultural aspects of the Hispanic world. 

It is expected that during the first trimester of the year Upper Elementary students will learn:

  • Expressions of courtesy and basic communication in the classroom
  • Basic commands to move around campus and in the classroom
  • Uses of personal pronouns in first, second and third person singular and plural in Spanish through movement – Yo, el/ella, tu and usted
  • The alphabet and special sounds
  • Parts of the body, objects of the environment, animals, colors, shapes, food, other vocabulary following the students curiosity
  • The months of the year
  • Numbers from 1 to …
  • Uses of adjectives, where adjectives go in a sentence, and the gender rule for adjectives
  • Uses of adverbs
  • Opposites and contrasts
  • Use of the present continuous form

Adolescent Community

Adolescent Community Spanish curriculum focuses on strengthening the  interpretive, interpersonal, and presentational communication skills, providing the basis to  better prepare students for the high school world language sequence. Students learn various thematic units, use basic vocabulary and phrases and interact in various social situations. In addition, students develop an awareness of the distinct cultures, traditions and celebrations of the Spanish-speaking world. Students complement the lessons with the book Antes de ser libres by Julia Alvarez. 

Adolescent Community students will learn the language in a more traditional way, with a variety of activities to promote a successful learning experience. Along the school year, some of the lessons will be directly related to what the students have been studying in their regular studies (Literature and Physical Expression)

Each set of lessons presents new vocabulary words pertaining to a particular theme. Each topic is first presented in context and then the vocabulary is further practiced through a variety of activities. All the students are encouraged to have an active participation.

It is expected that during the first trimester of the year Adolescent Community students will learn and practice:

  • Expressions of courtesy and basic communication in the classroom
  • Uses of personal pronouns
  • The alphabet and special sounds
  • Master common vocabulary terms and phrases: Numbers, colors, parts of the body, animals, food, and other vocabulary following the students curiosity
  • The months of the year
  • Uses of adjectives, where adjectives go in a sentence, and the gender rule for adjectives
  • Uses of adverbs
  • Opposites and contrasts
  • Use of verbs in present and present continuous form
  • Participate in simple conversations and respond appropriately to basic conversational prompts
  • Analyze and compare cultural practices, products, and perspectives of various Spanish speaking countries