Spofford Times Newsletter 

 Dear Parents,     

As we approach the warmer weather, I am publishing the dress recommendations from our Parent/Student Handbook for you: 

From our handbook, page 23:  

Dress Recommendations
It is expected that students will take pride in their personal appearance. Fads in dress, hair and makeup sometimes tempt students to persuade their parents that "all the kids are doing it." Student dress should be within reasonable limits and not be extreme. Personal appearance, dress or grooming must not disrupt the education process or threaten the health or safety of any individual.  

Specifically:   

- No clothing or jewelry may be worn that causes disruption or disorder within the school.
 
- It is not appropriate to wear clothing to school that is designed for beachwear (i.e., halter and tube tops,
bare midriffs, short shorts & skirts, and flip-flops).
 
- No hats or caps may be worn within school buildings.
 
 
- Please label clothing such as jackets, sweaters, raincoats and hats and other belongings; i.e. lunch
boxes, boots, sneakers, etc. Labeled items are more easily returned if lost.
 
- Apparel with "double meanings" is inappropriate for school wear, such as concert T-shirts depicting illegal
or anti-social behavior and buttons or pins with profane or vulgar words.
 
- Parents will be notified by the principal if a student's clothing does not meet school expectations.   

Thank you very much.

Sincerely,

From the ELA Instructional Support Specialist

Mrs. Donna Morton

So much of our conversation about curriculum in English Language Arts centers on the areas of Reading, Writing, and Language skills.  It is important as educators that we are very deliberate in the ways we provide instruction to develop students' skills in another important area of the English Language Arts, the area of Speaking and Listening.  The new Common Core State Standards have identified six anchor standards for Speaking and Listening that students need to master to be college and career ready.  These standards provide the framework for explicit instruction and the opportunity for students to "take part in a variety of rich, structured conversations and to be productive members of these conversations."

At each grade level, PreK - grade 12, specific grade level expectations should be mastered by the end of each year so that by the end of high school, students will have developed the Speaking and Listening skills necessary for meeting the six Common Core anchor standards in this area.  These anchor standards are grouped into two categories, with three standards in each category, and are:

Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas

1. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
2. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
3. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

So what can parents do to help support students and reinforce the skills that are being developed in school in the area of Speaking and Listening?  Below are just a few ideas that might get you started:

• When giving oral directions, have your child repeat the directions back to you in their own words.

• Carve out time for meaningful conversations (at the dinner table, in the car, during waiting times). Through these conversations children have the opportunity to practice and have modeled - thoughtful listening, reflective thought before responding, questioning and rephrasing for understanding and clarification - and are able to develop and practice expressing their own opinions.
• Engage your child in games that require verbal questioning, listening, and response - Twenty Questions, I Spy, Trivia Games, etc.
• Have fun interacting with your child in voice play and role playing - trying to speak with a different accent, using different kinds of voices (angry, whiny, aristocratic, etc.) 
• Provide opportunities for children to perform, whether just at home for a family audience, or more formally in community theatre or recitals.
• Encourage independence by having children order for themselves when eating out, inquire for information at stores, make phone calls.  Look for other situations where children can practice speaking for themselves.  The more often they are able to do this, the more confidence they will have in speaking clearly and effectively in any situation.
• When your child will be giving an oral presentation at school, provide plenty of at home practice. Bring attention to their rate of speaking, tone of voice, and voice level, helping them find what feels comfortable.  Older children can begin to play around with speaking techniques to build a connection to their audience - adding humor, pausing for effect, using body language and gestures.

A big thank you to all who took part in the Spofford Pond Band Raffle! We made over $1,700.00 which will help greatly with some of the band expenses! Congratulations to our winners, the Burns, Katz and Winship families.

We would not have been so successful without the generous donations from:  The DiPietrantonio family, the Peterson family, Cora Wong, the Mallory family, Music and Arts, Benson's Ice Cream, International Martial Arts of Georgetown, the Topsfield Fair, the Howley family, Stephanie Chadwick/John Glass and the Middleton Golf Course.

Also, a big congratulations to Michaela Ferraro, who was the student that sold the most tickets!

     We have been studying atlases and the fascinating information they include.

Do you know how many nations there are in the world?  Do you know the reasons why the number of nations increase or decrease?  Can you name a nation that begins with each letter of the alphabet? We will also study the specific Massachusetts atlas and learn some interesting details about Boxford, in particular.

     We look forward to the L.A.M.P.S. Cultural Arts Night on Tuesday, May 29.   Be sure to come to the library to make a mini-booklet of aphorisms inspired by Benjamin Franklin's Poor Richard's Almanac that was first printed in 1733.  We studied some of these life-enriching gems of wisdom last month.  During this evening you can also put on a shadow play based on Aesop's fables, or make a special bookmark with a stamp of your animal year!  Come one, come all!

Tri-Town Council News 

Tri-Town Council

TTC Upcoming Event:

Tri-Town Council will offer "Mothers & Daughters: Celebrating and Strengthening Your Connection" with Donna Davis, LMHC, of Ever After Counseling and Wellness of Middleton. This afternoon is designed for girls in 5th, 6th, and 7th grade and their moms (or another special woman) to spend time together discovering ideas on how to strengthen the relationship. This program will be held on Sunday, May 20th from 4pm-6pm at the Emerson Center Parlor, Topsfield . This free workshop is for BOTH of you. We'll discuss ways to keep lines of communication open and celebrate your relationship. Space is limited. To register, please email lteichner@tritowncouncil.org, and for more information go to www.tritowncouncil.org.

BAA soccer registration for the 2012/2013 season will be open from May 1 - May 15. Registration information for all ages can be obtained by going to www.baasports.info."

Tryout dates listed below:

U10 Boys and Girls Fri., June 15, 5:30-7:30 and Sun., June 17, 5:30-7:30

U12 Boys and Girls Sat., May 19, 5:30-7:30 and Sun., May 20, 5:30-7:30

U14 Girls and Boys Sun., June 3, 5:30-7:30