Posts Tagged Sara Lev

White House Confidential

January 9, 2013 at 9:59 pm · Filed under Uncategorized ·Tagged , , , , , , , , ,

IMG_0232Students in Sara Lev and Alli Newell’s Whale Pod returned for the New Year eager to further explore to a hot topic introduced before the break—the White House. Some of the important questions these kindergartners and 1st graders had: How many rooms does the White House have? Exactly how big is it? Does it have everything that the President needs to do his job?  Do the doors have any peepholes for the President to look out of?

The Whale Pod's White House replica

The Whale Pod’s White House replica

The work that inspired these, and even more student questions reflects the Wildwood Life Skill of Curiosity, and this week Sara and Alli’s students are also practicing the related Life Skill of Problem Solving as they seek ways to satisfy their curiosity.

Seated with the class on the rug, Sara shares photos and stories she gathered during a private tour of the White House’s West Wing that she took over winter break. The social studies discussion broadens when Whale Pod students Bowden E. and Max A., who also both recently visited the White House, shared their experiences with the class.

Max A. shares some fun facts about the White House with his classmates

Max A. shares some fun facts about the White House with his classmates

Curiosity about the White House grew directly from the Whale Pod’s year-long social studies theme of Homes and Habitats and was enhanced by the 2012 presidential campaign and election. “The kids were really inspired by the 5th grade’s school-wide mock election in November,” Sara tells me. “We began talking with the kids about the White House and Alli and I could tell that they were interested in learning more.”  Sara says the curiosity about the residence makes sense since, “The White House is one of the most famous homes in the world, so there is a genuine connection to our social studies theme.”

Whale Pod Student, Bowden C., shows a model of the White House to his classmates

Whale Pod Student, Bowden C., shows a model of the White House to his classmates

One expression of the Whale Pod’s deep interest is a replica of the White House they built with wooden blocks back in the fall. It’s an artifact that today sits in a key space on the floor at the far end of the classroom.  Max A., the project’s original architect, tells me what inspired him to begin, and his peers to join, building their version of the White House.  “We borrowed a model that the 5th graders had of the White House and I just started building it with the blocks one day during Explorations,” he says. “Then my other friends started to help me and add on to it.”  He points out the East and West Wings and the North Face, complete with its triangular pediment. “We came in early after morning drop-off to finish it.”

Our 42nd President, Bill Clinton, at home in the Whale Pod's White House

Our 42nd President, Bill Clinton, casually attired and at home in the Whale Pod’s White House

Back in the discussion, Sara guides students as they discover how to connect all of their questions to future learning. “So,” she asks, “how can we find answers to our questions about the White House?”

“We can read non-fiction books about the White House,” offers Bryce C., while Holden M. suggests that the class consult the Internet.  “We could write down our questions and send them to the White House,” offers Isaiah W. After students share other ideas, Nita K. suggests that the class could send their questions to President Obama, who could come visit the Whale Pod to answer them in person.  “Or,” Nita continues, “We can all go on a field trip.”  “To the White House?” Sara asks. Maybe not, Nita concedes, but then Sara suggests a trip to the Reagan Library in Simi Valley, to help the students find some answers; the students are very excited by the prospect.

The Whale Pod’s study of the White House offers all of us in the Wildwood community of teachers and learners valuable insights into young children’s thinking and problem solving. Some of it might seem fanciful to us adults, but it fosters the deep learning we seek at Wildwood everyday.

~ By Steve Barrett, Director of Outreach, Teaching, and Learning

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Best Buds

May 23, 2012 at 8:56 pm · Filed under Uncategorized ·Tagged , , , , , , , , , , ,

Our approach at Wildwood is very intentionally age-mixed. The benefits of blending kids of slightly varying ages and abilities are clear, both in the classroom, and out.

On a recent Tuesday on the elementary campus, I watched two groups of students entering the Big Yard in straight lines from opposite corners.  The 3rd graders, coming from the west, were walking downstairs after spending some time in the tech lab.  The Whale Pod, heading in from the east, entered through the Big Yard woods.

As students in each group began to recognize each other, they broke ranks from the neat, single-file lines, rushing past their teachers and toward each other.  I hear Whale Pod associate teacher, Alli Newell call across the Big Yard to 3rd grade associate, Jody Poulos, “This feels like West Side Story.”

In this Wildwood Story, the two worlds meet but don’t collide. The kids all rush each other with excitement and joy and pair off to play tag, soccer, and basketball. The students, from Melissa Capuano’s 3rd grade class and Sara Lev’s Whale Pod are teamed up as part of Wildwood’s long-running Buddy program.

“At least twice a month,” says Alli Newell, “our Pod kids spend time with Melissa’s 3rd graders.  Sometimes, like today, it’s play time on Big Yard. We’ll also have reading time together, or we’ll do a holiday-themed project.”  To which Melissa Capuano adds, “This year our classes made Valentine’s cards together.”

The Buddy program has been a Wildwood institution for decades.  Assistant Elementary School Director, Melissa Linehan, can attest to the program’s profound effects. “My oldest son, Michael, became great friends with his younger buddy in the program.  As adults, they went on to be in a band together. I’ve even heard them talk about their “buddy” time at Wildwood in radio interviews.”

Whale Pod students, Nita K. (top), and Harper S. with 3rd grade buddy, Emma L. (bottom)

The kids playing on the Big Yard today are happy keeping this Wildwood tradition alive. Whale Pod students, Nita K. and Harper S., readily offer endorsements when I ask what they like most about their 3rd grade buddy Emma L. “She’s fun and she’s big enough to give us piggyback rides,” they exclaim.  While I see a smile on her face, I also sense that Emma, weighed down by her two Whale Pod piggyback riders, good-naturedly is practicing the Life Skill of flexibility— adapting to the wants and needs of her younger buddies.

Melissa Capuano adds that the buddy program also provides her 3rd graders the opportunity to practice another Life Skill, Responsibility.  “We’ve had some great conversations about what it means to be the big buddy,” she says. “Because they’re larger, they have to be conscious of how hard they play.”  “And,” she adds, “the 3rd graders are great at holding each other accountable for being good role models for the Pod kids.”

Some of these friendships may be fleeting; other Wildwood buddies will remain connected throughout elementary school and beyond.  Both ways, our goals are met, as Wildwood’s day-to-day commitment to community building is realized, and resonates in our student’s lives.

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The power of words

March 7, 2012 at 3:29 pm · Filed under Uncategorized ·Tagged , , , , , , ,

At Wildwood, words and relationships matter, and that’s clear even when you drop in on the K-1 Whale Pod and spend some time with our youngest students.

I arrived before class started and most students were already in the room, anticipating their day.  Some set up chairs at the four small, kid-sized tables.  Others check the day’s schedule to see when they’ll have science and time on the big yard.  Others were checking in with each other as a few parents lingered in the room, socializing and giving good-bye hugs.

Jeremy F. leads morning meeting in the Whale Pod

Everyday, the Whale Pod begins the school day with morning meeting.  Sitting on the floor rug, the eighteen students eagerly await the start. Jeremy F. is the meeting leader, which involves a lot of responsibility. First and foremost he gets to sit in the leader chair.  “Who has news?” Jeremy asks his classmate: eighteen hands go up.

“Morning meeting helps kids transition into the school day,” says Whale Pod head teacher, Sara Lev.  “It’s structured so that every student is recognized and, if he or she wants, allows every student’s voice to be heard.”

The news shared today includes; loose teeth, updates on grandparents who are on the mend, and casual invitations. One student, Max A., explains a new game that he’d like his classmates to try with him today on big yard.

Jeremy then chooses a green dinosaur-tipped pointer and leads the class through the morning message that Sara has written on the board; a message purposely embedded with grammar and punctuation mistakes for students to find and fix.  “Developing literacy skills is extremely important for emergent readers at this age,” Sara explains.

Jeremy F. reads the morning message

After Jeremy leads the class through attendance and the day’s schedule, Sara thanks him and finishes morning meeting with a fun round of freeze dance; the students have been sitting patiently for nearly twenty minutes after all.  Then, the Whale Pod is ready for Reading Workshop.

Today, Ryan Grant will lead the workshop.  Ryan, a student teacher from Antioch University, Los Angeles, has been with the Whale Pod since early January, being mentored by Sara Lev and the pod’s associate teacher, Alli Newell. Today, Ryan will lead the class in a lesson on poetry; specifically the power of poetic imagery.

Ryan reads a haiku aloud and asks the students to visualize the images that come to mind.  With all eyes shut, he shares a translation of a famous Japanese poet, Matsuo Bashō:

An old silent pond…

A frog jumps in the pond

Splash! All is silent again

Nita K.’s drawing

Smiles emerge the students’ faces and Ryan sets their work in motion, asking them to illustrate on paper, any images that the poem elicited for them.  Working at tables and on the floor, the students fill their papers with all manner of blue ponds, green frogs, and turbulent and peaceful waters.  When it’s time to come together in a circle and share, all students are eager to jump in and make a splash with their images.

Nita K., was very pleased with her picture’s simplicity as she shared with the class.  “It’s right when the frog jumps in,” she says, “right after it’s really loud and it’s about to get quiet again.”  Looking at Ryan, I can see the satisfaction on his face.  Nita had captured the power of poetic imagery- when words freeze a moment in time and the mind creates meaning, which can be conveyed and shared with others.

Connections start to grow here, and the Whale Pod day is structured to obliquely emphasize that what we say matters, and what we hear matters. At Wildwood, we believe understanding each other, and ideas, depends on close reading and strong relationships.

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