As many of you saw in the Reformer's weekend edition (October 27-28), we got a great photo feature covering the 2nd Annual Garlic Planting Day. The Reformer doesn't seem to have a link unfortunately, but the paper is up on the bulletin board by the front desk. Garlic planting is just one way Hilltop connects to the community. The 8th graders are beginning their work with elderly companions at Pine Heights and Holton Home, and on November 29 Hilltop will be preparing and serving the evening meal at the Brattleboro Overflow Shelter at the First Baptist Church on Main Street. Cooks, servers and cleaners are needed. Please email Amelia to participate: frontdesk@hilltopmontessori.org.

  

Clothing and food for New Yorkers

 

Ariel Nelson is collecting warm clothes and non-perishable food items for families in NYC.  She has a connection that will be taking the clothing to NYC tomorrow afternoon.  If you have anything to donate, please drop it at her house, 54 Winter Street.  Contact Ariel with any questions:  anelson73@gmail.com or phone 254-5458 or 246-7387.  

  

 

Food-Preparation and Serving

 

One of the most important lessons we can learn from the child is how to bring our whole selves, mentally, physically, and spiritually, to the task at hand, to focus on each thing we do, and enjoy each moment of life.

 

 

 

 

Children are free to prepare snack, set the table with napkins, china and cups to enjoy each other's company over food, at any during the morning. 

 

 

 

The young child, ages 0 - 6 years, is in a sensitive period for language development. The Montessori language curriculum in the Children's House is designed to support and nurture the child's innate journey of language acquisition. As the child steps across the threshold of the classroom door the curriculum initiates.

 

Trusting relationships with adults are the cornerstones for language development. The child enters the classroom and receives a warm greeting from the teacher. Eye contact is made, reassuring words are shared and hugs may be exchanged. These essential communication moments shared between the teacher and student and the multiple interactions like these that are shared throughout the day lay the foundation for further language learning.  

 

 

 

The classroom is a language rich environment. The teachers speak to the child with respect and precise language. As the role model the teacher strives to clearly articulate sounds, use correct language and expansive vocabulary. The child is engaged in conversation and word play.

 

The Montessori materials provide the children with multiple opportunities for language learning. The sandpaper letters, the movable alphabet and the metal insets are the three primary materials Dr. Montessori designed to engage children in the pursuit of reading and writing. These materials help the child develop phonemic awareness and fine motor skills and eventually to write and read.

Parker extends a classification work with writing 

 

Rhys writes words built with the Moveable Alphabet 

 

Everyday we are privileged to observe and participate in the growth and expansion of the children's language development.

 

Enjoy the weekend!

Melissa & Ellie

 

This week, we'll begin with our reminder - why be predictable? 

 

*The second Parent Work Share is next Wednesday, November 7th, at 8:30 a.m.  What does your child do in Lower El all day?  Come and see!

 

*Mollie Burke, local artist and educator, will begin her artist-in-residence time with us next Monday.  This will be a seven-day, intensive poetry/music/visual art study, which will culminate with a performance on Thursday, November 15th, at noon in our classroom.  Save the date!

 

Our week was short, with the "storm day" on Monday, and our Wednesday afternoon Halloween party.  Our thanks go to Rita Ramirez and Kim Korson, our two wonderful parent reps. who organized this much-anticipated event.  Thank you, too, to their helpers: Suzanne Colon (otherwise known as "Conrad's mom"), Lynn Dewald ("Leah's mom"), Alix Fedoruk ("Annalise and Julia's mom") and Amelia Farnum ("Lucy's mom").  

 

 

 

 

 

Every single day in Lower El, the skill of reading is being practiced. Reading work takes many forms; it could occur during our daily "Language Works" lessons, in which groups of students are learning word patterns ("ss," "ink," etc.) and reading them aloud to the group; it takes place during cultural lessons, as the children read about Europe's red squirrel and try to match the picture cards to the sentence cards, or write a report on it. In reading groups, two or more students come together to read the same book aloud with a teacher, practicing fluency, cadence, and expression. What is the purpose of the italicized word? How do you read a sentence that ends in an exclamation point? Whatdoesitsoundlikewhenwereadtoofast?  In Literature group, the Olders' focus is on comprehension.  Rather than read aloud during Lit. group, they come together to discuss the previous weeks' reading (which they have done on their own), prompted by the discussion questions they have written. Here, too, vocabulary is emphasized: what does "boon" mean, and how can I find out? Each Older also has a Younger for a reading buddy. Every day, they must seek out their younger friend and invite them to read. In addition to these numerous groupings, several children will read to a teacher individually on any given day, providing us with valuable information on their reading progress. Reading is a crucial skill that is needed to access much of the work on our shelves - and in the world! - and the children take it seriously.  

 

Finally, our beautiful "Timeline of Life" mural is complete!  It will soon be hanging outside, a backdrop to our outdoor classroom.  Thank you to our art teacher, Helen, for guiding Lower El in such lovely work. 

 

 

Stay warm and enjoy your weekend!