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Vol. 13, No. 1 C.C. Wells – November 2010 1st Nine Weeks
Physical Education
During music class, your child will
Our Elementary Physical Education program participate in grade level appropriate skill
in Chesterfield County provides an activity class for development, which is outlined in the county
45 minutes once a week. I (Ms. Carolyn Buletza) am curriculum guide. Basic music concepts are taught
the full time specialist teaching grades K-5. During through singing, playing instruments, moving, and
the Physical Education Specialist period, your child listening. Students gradually develop their singing
will participate in grade level appropriate skill voices, a repertoire of songs, and a sense of rhythm
development, which is outlined in the county beginning with the steady beat. Movement
curriculum guide. experiences are included as a means of demonstrating
The MAST (gross motor assessment test) an understanding of concepts such as pitch, rhythm,
was given to all of our kindergarten students. Their and form. Listening experiences include traditional
teachers will share the results with you. These are and contemporary classical works, American folk
basic gross motor skills that all kindergarten students music, and music of other cultures. Through each of
should be able to master during the nine weeks. They these experiences students will have the opportunity
are balancing, hopping, galloping, walking the length to apply and demonstrate an understanding of music
of the balance beam, and bouncing a playground size concepts.
ball several times consecutively. All kindergarten and On October 19th, the Carver Middle School
first grade students should be working on tying their music teachers presented a program to our fifth
own sneakers for class. If you want your child to graders about the music classes offered as electives in
wear other shoes on Physical Education day, please the middle school. The students got a very
pack sneakers in their backpack. informative overview of the band, orchestra, chorus
Grades 2-5 have been asked to encourage and guitar classes as well as the Exploratory
their students to start each recess period by Program. In February, the students will take a field
walking/jogging a few laps around the bus loop. They trip to Carver to hear the groups perform and receive
can use this activity as a warm-up for their supervised more information about signing up for band,
play time. It takes about 8 laps to make a mile. The orchestra, chorus, or guitar class with the guidance
fourth and fifth grades will take the state required counselors in the spring.
PACER test by April. Parents often wonder when they should
Are you a must win parent? Good coaches begin music lessons for their child. The answer to
teach respect for the opposition, love of competition, that is very easy……as soon as possible! The
the value of trying your best, and how to win or lose benefits of music reach far beyond learning how to
graciously. Some parents, however, never learned sing or play an instrument. Belonging to an
these lessons. They expect perfection from their child organized group enhances a child’s success in
and the child’s team. They make negative comments society, success in school, and success in life.
before games, after games, and when it hurts most Studies show that music training profoundly affects
after a child has dropped a fly ball or let the winning brain development. Music is one of the very few
goal score. Be a model for other parents and kids. whole brain activities engaging all four parts of the
Emphasize effort over result and progress over brain! The only other functions that use both
perfection. hemispheres are higher-level mathematics and logic
Ms. Buletza processing, such as chess. Nothing compares to
music education in brain stimulation and
Music Notes development and music education benefits every
child! It isn’t a coincidence that a higher percentage
All of the wonderful student musicians at of band, choir, or orchestra members are top-ranking
C.C. Wells have been very busy reviewing some students. Regardless of a child’s natural tendencies
skills as well as working on new skills during the first for the arts, making music instruction a part of every
nine weeks of school. I hope the children have child’s total development can only enhance their life
shared some of the information and songs they have skills and mental processing. (Information taken from
learned. Beethoven, the music beaver, has certainly www.supportmusic.com )
helped the kindergarten children sing many new The fifth grade students have begun
songs with their “best voices”! preparing their special holiday program “December
In Our Town” for the December 14th P.T.A. meeting room. Their great art work can be seen on display
at 7:00p.m. This program is a multicultural throughout the hallways.
celebration of the wonder, joy, and diversity of the Kindergarten has worked on developing
month of December. You don’t want to miss this basic art skills such as cutting, gluing and drawing.
joyous event! They have learned to identify basic shapes, lines and
Mrs. Hampton colors.
First grade has worked on creating a
World Language – Spanish balanced composition, painting and using line
variations in art work. They are now in the process of
¡Hola! making a paper collage.
We’re off to a good start in the Spanish Second grade learned to identify secondary
room! We spent some time reviewing greetings and colors, use complex patterns and practice painting
introductions, colors, numbers, and calendar terms in skills.
all grade levels. We use these things almost every Third grade learned to create movement
single week in class, so they are incredibly important! though line and repetition, create a landscape that has
Students in kindergarten, first, and second perspective and use specific techniques to
grade completed thematic units devoted to their demonstrate good craftsmanship skills. In addition
school. They learned about things they would find in they also learned how to use nature as a source for
school, as well as people and places in our school. inspiration.
We discussed our likes and dislikes about school, as Fourth grade learned to identify warm colors
well as school routines and procedures. and create art that conveys an emotion. The students
Third grade students participated in the also explored the concept of making 3-D art by
Symbolic Migration, a program designed to imitate making paper bag trees and clay leaves.
the actual migration of the Monarch butterfly. We Fifth grade continued to develop their
discussed differences in school life in our school and painting and drawing skills. They also created
in Mexico, then students collaborated on a class wonderful fiber weavings that introduced them to the
butterfly that will be sent to Mexico. The butterfly weaving process. They are now in the process of
will remain there all winter, and in the spring, learning about clay by making clay masks.
butterflies will return to Wells and we will learn Ms. Rochelle
where they have traveled. Third graders also briefly
reviewed some school vocabulary as well. We used
it as a chance for us to practice making longer * Just A Reminder *
sentences with our Spanish vocabulary.
Fourth grade students have been practicing All children receive grades in Art, Music,
their map skills in Spanish. We used these map skills Physical Education, and World Language – Spanish.
to talk about various Spanish-speaking countries in This grade is based on a student’s performance of
the world and some of their geographical skills taught during each nine-week grading period.
characteristics. Students loved making a living Please be aware that your child’s grade reflects a
compass where they got to be the compass needle, specific piece of the syllabus, not an overall measure
pointing in the right direction. of his/her total ability in the specified area.
Fifth grade students completed a large unit
learning about words and phrases they can use to E – Excellent progress with independence and
describe themselves. We spent some time practicing consistency (Student consistently independently
speaking our new sentences before students made demonstrates concept/skills outlined in county
some “Todo Sobre Mí” (“All About Me”) projects. guidelines.)
The results are beautiful, and I can’t wait for your
children to share them with you! Students wrote 10 S – Satisfactory progress (Student demonstrates
things about themselves and then added a picture of concepts/skills outlined in the county guidelines.)
themselves to go alongside their sentences.
I am proud to say that I’m looking forward M – Minimal progress (Student is not yet
to a wonderful year! consistently demonstrating concepts/skills outlined in
Hasta luego… ¡Adiós! county guidelines.
Señora Warren
N – Not meeting expectations (Student is not
Art Gallery demonstrating concepts/skills outlined in county
guidelines.)
The students are off to a great start in the art
