Daniels Farm School Newsletter
From the desk of Mr. Kunschaft for the Month of May 2018
Printable Version- May 2018
Writing: We are ending our unit of study, Persuasive Writing of All Kinds – Using Words to Make a Change. In this unit, students wrote pieces to make their classroom, their school, and their world a better place. This writing involved writing letters that were mailed, as well as songs, speeches, and signs to be displayed. We will then go back and review narrative writing pieces where the children will use a combination of drawing, dictating and writing to narrate a single event. They will tell the events in the order of which they occurred. We encourage the correct usage of capitalization, spacing, punctuation, and correct spelling of their sight words.
Reading: The Kindergarteners have been introduced to all 50 sight words. They are actively using them in both reading and writing. Please continue to practice reading these words at home. Automaticity leads to fluency in reading. We are building our vocabulary by using lots of read alouds with rich discussions about characters. We continue to review reading strategies to use when students get to a word that they do not know. Our RAP groups continue to be a highlight of the day! The various groups are working on the skills of: CVC words, blends, digraphs, magic e, and reading comprehension.
Math: We are ending our unit on Numbers, Data, and Space, which reviewed many of the games that were previously taught. We will then move into our next story problem unit. You can practice this at home by telling a simple story such as: “There are 6 ladybugs on a leaf. 2 more land. How many ladybugs in all?” Ask your child to tell you with words and to explain their thinking. How did they get to their answer? The next unit develops ideas about counting, representing data, carrying out a data investigation, sorting and classifying, and using data to solve a problem. They will represent numerical data about their class and carry out their own data investigation by collecting responses to their own survey questions.
Science: THE CHICK EGGS ARE HERE! This is a very exciting time in Kindergarten. We will be discussing what is happening, day to day, inside of the egg. We will be writing and drawing in journals to help us keep track of the embryo’s growth. Kindergarteners learn a lot of patience as we wait the 21 days of incubation. When the chicks hatch, we will begin our STEM unit (science, technology, engineering, and mathematics) where the children will work together to determine which materials are best for creating a safe play area for the chicks. We are anxiously awaiting the arrival of our new classmates!
Extra: Look for information regarding our ABC countdown which will start in May! Please remember to send in the homework calendar every Friday so the children get credit for how hard they work. Please continue to work on mastering addition and subtraction facts to 5. In addition - REMEMBER TO SAVE THEIR COLORED SHIRTS THAT THEY RECEIVED AT CELEBRATION OF THE ARTS. THEY WILL NEED THEM FOR FIELD DAY IN JUNE.
Fundations: In Fundations we are working on Unit 12. We are beginning to work with multisyllabic words. The students learning to read multisyllabic words and compound words using our closed syllable and vowel consonant e syllable rules. We are learning to read and spell words such as sunset, finish, public, and reptile. We will also learn how to add the suffixes –s, -ed, -ing, to multi-syllabic words. The students will be introduced to a new suffix, the suffix –es and learn the rules of when to use suffix –es. Each week we continue to grow our trick word vocabulary and spelling. Remember to practice your trick words every night.
Writing: In writing, students are continuing to write their own series of realistic fiction books. They are learning how to write details, using dialogue, and bringing their stories to life. Students are applying the editing and revising strategies that they have learned throughout the year. By the end of this unit, your student will have completed two to three series of books about various characters that they have created. The first grade students are showing their creativity in this unit!
Reading: In Reading, the students are concentrating on comprehension in both fiction and non-fiction texts. Comprehension strategies help readers better understand what they read. In regards to nightly reading, please continue to read every night and fill out the May and June reading log.
Math: In Math, we are beginning Unit 8 of Investigations called Two’s, Five’s and Ten’s. The children will be learning how to add and subtract two-digit numbers. We ask that you do not teach your child the algorithm. It will confuse them more if you help them at this point in their development. We will also be working in Unit 9 of Investigations called Blocks and Boxes. Students will learn the attributes of 3-D shapes. They will also learn to draw a 3-D figure. Please remember to work on Xtra Math at home. Each child is responsible for doing Xtra math twice each week at home. Math fact fluency and memorization should be starting to happen now in first grade.
Science: In Science, we will be doing our first STEM unit based on an Agricultural Engineering Story, Marianna Becomes a Butterfly. Students will learn what engineering and technology are and what engineers do. They will employ creativity and careful thinking to solve problems through hands-on learning. Students will follow the steps of the engineering design process by designing, creating, and improving solutions to an engineering problem.
Extra: Watch backpack mail for the ABC countdown to the end of the year. Fun activities coming soon!!
Fundations: We are finishing up unit 14 and will be continuing to unit 15. In Unit 15, we will spell words with the double vowel teams of long u sound for words like “flute” and “cool.” We will also begin Unit 16 this month! In Unit 16, we will spell words that contain the double vowel teams of au and aw. Don’t forget to continue practicing trick words at home for our weekly assessments.
Writing: In Writing, the students have begun their unit on poetry writing. Throughout this unit the students will be learning about the structure of poetry and write poems that include strong feelings and concrete details. They will be writing poems about things using their “poetry glasses”, learning how to use line breaks appropriately, and creating poems using portray different moods and feelings. They have also started using similes and metaphors in their poems to create stronger language as a poet.
Reading: We will be moving into a new unit on Summarizing. Students will work on summarizing the main ideas or events from both expository nonfiction as well as fictional texts. We will work on determining the important ideas from a story, using inference to explore what is important. Students will visualize parts of a story, and give reasons to support their thinking. Nightly reading is the expectation for second-grade homework. Please remember to write this down on the Daily Reading Log and return it to school each Monday.
Math: In May, second graders will be completing Unit 6 and begin to spend time working with fractions in Investigations Unit 7: Parts of a Whole, Parts of a group. Students will work with halves, thirds and fourths of a whole and of a set, recognize equivalent fractions, and identify and name fractional parts that have numerators greater than 1. Students will continue to practice efficient methods strategies, and should be fluent with addition and subtraction facts to 20. Please record your child’s nightly fact practice on his/her Math Fact Practice Log and return it to school each Monday. We will continue working with time and money. Second graders must be able to tell time on an analog clock to the nearest five minutes and understand the meaning of a.m. and p.m. They should know all coins and their values and be able to count groups of coins.
Science: We are continuing our study of soil, weathering, and erosion. The children are conducting experiments using soil, rocks, water, and wind. They are recording observations, drawing and labeling diagrams, and making predictions. They are learning about different soil types and how plants and animals depend on soil. Our Field Trip to Trumbull Nature and Arts Center is May 2nd.
Social Studies: During the month of May, we will continue to focus on holidays and cultural events, and current events using Time For Kids.
Extra: May is a busy month that includes many fun activities: Jump Rope for Heart, planning for our Annual Egg Drop, and the ABC Countdown! The countdown, which marks the last 26 days of the school year, will begin on May 16th. The second-grade teachers will send home a notice explaining the ABC Countdown activities. So be on the lookout!!
Writing: In Writing, we will continue to work in using our program, the Writing Workshop from Lucy Calkins. Students will work on researching a new informational topic as well as revisiting the other units we have practiced throughout the year.
Reading: In Reading, we will continue to work on a variety of comprehension skills. We will review the strategies taught throughout the year. We will begin administering Reading Records this month. Remember, third grade students should be reading a minimum of 20 minutes each day/night at home. Encourage your child to read a variety of genres. They should experience not only fiction pieces, but nonfiction, poetry, and others as well.
Math: In Math, we will be reviewing all of the units we have worked on this year: addition, subtraction, multiplication, division, and fractions. Students will be expected to solve multi-step word problems. ***Please make sure your child can tell time on an analog clock.
Science: In Science, we will study rocks and minerals. Students will dissect a mock rock and understand what a rock actually is. They will also learn about metamorphic, igneous, and sedimentary rocks.
Social Studies: The classes will learn about Native Americans/Indians. They will learn about a variety of tribes with a focus on the Hopi, Sioux, and the Northwest Coast Indians.
Other: Our field trip to the Eli Whitney Museum is the morning of May 17th. We will be sorting and testing rocks and minerals from the state of Connecticut.
Writing: Fourth graders began a new Units of Study Writing focusing on Informational Writing. Students will use articles from the reading unit and several websites about Ellis Island and immigration as resources to gather information and take notes on different topics related to Immigration to the U.S. Writers are acting as teachers to instruct their audience about their big and small topic. For example, a writer’s big topic may focus on Immigration to the U.S. The small topic can focus on Ellis Island, reasons immigrants came to the U.S., a day in the life of an immigrant or struggles immigrants faced. In addition to a big and small topic, writers will create an informational book with a table of contents, narrative story, text features, and glossary.
Reading: Students continue in the Non-fiction unit created by Teacher’s College Reading and Writing Project which is based out of Columbia University. Students have been reading a variety of non-fiction texts while practicing different skills taught in mini-lessons. They are using the knowledge about non-fiction text structures to take notes from their books and practice summarizing and paraphrasing information. Next they will begin group research projects about weather and natural disasters.
Math: Students will move into Unit 8 – How Many Packages? How Many Groups? This unit continues to build on the ideas about multiplication and division that students worked on earlier in the year. We will work with larger numbers solving multiplication problems with 2-digit by 2-digit numbers. Students will learn how to solve these problems by breaking the numbers apart and by using the standard algorithm. Students will also work on division problems with larger numbers. They will also learn to interpret and solve division word problems. Teachers continue to work on SBAC practice problems with students to practice using the online test and to review different types of math problems.
Science: Students have moved into the final unit of study this year – Plants! In the first part of the unit, students will observe what all plants have in common, and distinguish the difference between monocot and dicot plants. All students will plant seeds in the classroom and chart the growth of the plant! Group activities in the classroom will allow students to observe/explore different types of seed and plants. To go along with our unit on Electricity and Magnetism, Eli Whitney Museum in Hamden, Connecticut visited DFS on April 20th where students learned about and built reverse-switch car models.
Social studies: The fourth graders are wrapping up their study of the northeast region which focused on the arrival of European settlers and how they used the resources for trade. The focus shifted to how industry changed the region from small towns to very crowded cities. Our next area of study is the southeast region. Our study will focus on how geography and climate have affected farming on the Coastal Plain, in the past and now. They will also study how the regions other resources are used and have caused growth of businesses and industries. It will culminate with how the geography affects the people of the Gulf coast of the different islands of the Southeast coast. Students will be visiting the State Capital in Hartford on Friday, May 18. More information to follow about that field trip.
Writing: In writing, students have completed a summary of events leading up to the American Revolution. This acts as an introduction to the in-depth information writing piece they will be engaged in, using their research from the social studies unit.
Reading: In reading, we are working with summarizing and making inferences with expository nonfiction texts. The students are using informational pieces to explain cause and effect and to explain the how main ideas are supported. They are developing more elaborate written responses to the texts using information and specific and relevant quotes from the passages.
Math: In math, we are in a unit on geometry and measurement. Students will examine triangles and quadrilaterals, and identify the properties and characteristics of both (by sides and/or angles.) Students will use measurements to calculate areas and perimeters of various polygons. We will also work with different units of measurement and their equivalents.
Science: In science, we will finish our unit on light by examining the characteristics and uses of lenses and mirrors. A focus will be on concave and convex lenses and mirrors, as well as the workings and make-up of the human eye.
Social Studies: In social studies, students are continuing to conduct research on the events leading up to the American Revolution. This research supports the writing curriculum.
What do good readers do? This month we will focus on how good readers synthesize information. Fountas and Pinnell state, “Synthesizing is when readers bring together information from the text and from personal, world and literary knowledge to create new understanding.” While doing this, the reader is gleaning the big picture rather than the parts. An illustration of synthesizing would be a child who is reading a text about a school in another country. This school has classes outside under the trees because there is no building, minimal materials to learn with and parents who, for the most part, are unable to read. Readers merge this new knowledge with what they know about how American schools run in order to broaden their idea of how learning takes place around the globe. Some questions that prompt synthesizing include: What is the author’s message? What life lesson is learned? How has your understanding of the topic changed? What new information have you learned about this topic? What evidence supports your thinking about big ideas? Synthesizing while reading allows children to see the relationships between ideas and themes in real life.
This April, a record 111 students in grade 3-5 from Daniels Farm competed in the Noetic Learning Math Contest. Noetic Learning Math Contest is a national elementary math problem solving contest. The goal of the competition is to encourage students' interest in math, to develop their problem solving skills, and to inspire them to excel in math. The following students are the DFS team winners with the highest score in their grade level:
- 3rd Grade Team Winner: Cleopatra Slaughter
- 4th Grade Team Winner (3-way tie): Griffin Delmhorst, Zeynep Erdil, Ryan Pellicone
- 5th Grade Team Winner: Christina Cao
The following students won the National Honor Roll title. This title is awarded to the top 10% of participating mathletes in each grade level.
- Grade 3: Lena Echer, Emily Hall, Arya Mehta, Sofia Rossi, Cleopatra Slaughter, Vivian Zhong
- Grade 4: Griffin Delmhorst, Zeynep Erdil, Neil Mehta, Ryan Pellicone
- Grade 5 Tim Basbagill, Christina Cao, Nate Helminger, Rithvik Manchanda, Luke Simon
The following students received National Honorable Mention. This title is awarded to approximately the top 50% of participating mathletes:
- Grade 3: Hannah Felicione, Henry Lazowski, Abdul-Aziz Mohamed, Lukas Mui, Aiden Napolitano, Brendan Natlo, Subhang Prabhala, Rohan Ragupathy, Ryan Rastgar, Fiona Rossi, Connor Shiel, Matthew Suriani, Varick Yamka
- Grade 4: Taegan Bajda, Zachary Barron, Danny Capizzuto, Graham Gilmore, Natalie Kehley, Miguel Lamour, Natalie Mederos, Charlotte Record, Katelyn Zeni
- Grade 5: Aryan Gautam, Andrea Joseph, Jiya Malhotra, Abdul-Aleem Mohamed, Ella Mui, Amber Tesluk, Isabella Santilli, Jack Shannon, Audrey Zelezniak-Berezowski
Student results will be available online by May 7 and will be able to be viewed at: http://www.noetic-learning.com/mathcontest/results.jsp
Congratulations to all the winners! The contest results demonstrate our students’ great problem solving skills and math talents. They also show that our students can rise to the occasion and meet the challenge.
On Thursday evening, May 17, 2018, Trumbull Public Schools will be holding the Opening Night for our annual TPS Art Show at the Sacred Heart University Gallery from 5:00 to 7:00 P.M. Several of our Daniels Farm artists from grades 3 through 5 will be exhibiting selected works from the current school year. The gallery will remain open for visitors through May 28th.
Kindergarten: Our kindergarten artists are working with three dimensional forms, building sculptures and learning about balance. We are also exploring simple painting techniques using various watercolor media. In addition, we are learning about spring plants.
First Grade: First graders will be continuing with their experiments in painting techniques and building structures using a variety of materials including paper, clay, and paperboard. We are also learning about color theory and the principles and elements of design.
Second Grade: We will be introducing textile explorations during the month of May as we learn how to thread a tapestry needle and measure lengths of yarn. The children will be working on a piece that requires tabby weaving and a running stitch.
Third Grade: Grade 3 artists are working with bas relief after examining various masterworks throughout the ages. Using found objects adhered to a background, we discuss balance, movement and use of space. During the painting phase of this project we work on unifying the design with color as well as developing our understanding of color theory.
Fourth Grade: The four fourth grade classes are exploring different techniques during their painting unit. Classes are completing watercolor seascapes featuring a drawing of an authentic sailboat from other cultures. This will be followed by textile work involving the unweaving of fabric and reweaving using yarn.
Fifth Grade: We are in the process of exploring the grade 5 unit on Pop Art during which artists have selected an item from popular culture to draw and paint. We have looked at the works of such artists as Andy Warhol, Jasper Johns, Roy Lichtenstein, and Wayne Thiebaud as an introduction to this art style. As this unit progressed we are incorporating specific drawing and painting techniques to achieve the desired effects. We have completed our papier mache mask project with each artist designing a character mask of their choice.
Kindergarten: Students will dance steps to “Oats and Beans and Barley”! They will sequence the steps to the music, also a singing game with partners. They will also learn to sing and move to a song “Each of us is a Flower” perfect for spring.
Grade 1: A classic song the “Hokey Pokey” will be featured this month. Students will learn about musical variations and of course the dance to this song. Additionally they will learn to play an instrument called the Guiro (fish) which has a scraping or tapping sound to a fun song about going fishing.
Grade 2: This month student will learn about time signature and counting in measures. They will play classroom instruments and follow a score that shows which instrument will play on specific beats.
Grade 3: After finishing recorder lessons, students will get back to singing. This month of May will focus on songs of the early USA: “Home on the Range”, “My Homes in Montana”, “Erie Canal”. These songs will feature playing classroom instruments and arranging an interlude.
Grade 4: After finishing up recorder lessons in early May, they will get back to singing and playing on classroom instruments, especially the xylophones and bar melody instruments.
Grade 5: Fifth grade students will play piano keyboards during this month of May. They will work on finding the notes of C D E F G A B C on the keys and playing simple tunes. The Chorus concert is scheduled for 2 performances Band, String and Chorus students will present the in-school concert on Monday, May 21 and the concerts for families will be at Madison Middle School at 7:00 p.m. on Tuesday, May 22.
The Drama Club, which includes twenty two grade 4 and 5 students, will present their production of “Discovery” a celebration of learning later this month with in-school performances.
Kindergarten - Fifth Grade: Kindergarten through Fifth grade will be completing Jump Rope for Heart and moving on to our Golf Unit using The First Tee program. The First Tee National School Program provides elementary schools with a program designed to introduce students to golf, Core Values and Healthy Habits through Physical Education. The goal of the program is to use activity-based learning to provide students with the knowledge, understanding, support and opportunity to practice basic golf while adopting life-enhancing behaviors in physical education and also empowering them to extend these behaviors to their school, home, and community lives. All grades will learn how to hold a properly hold a golf club and execute various swinging motions (Putting, Chipping, Pitching, and Full Swings).
Speech and Language
May is Better Speech and Hearing Month!
According to the American Speech Language and Hearing Association (ASHA), “Timely intervention for hearing loss is important, as untreated speech/language and hearing disorders can lead to problems with reading and writing, academic success, social interactions, behavioral problems, and more. If you have any concern, don’t wait and see if there is a change. Trust your instincts, and get it checked out.”
Media Center and Instructional Technology
Welcome to May! Our SBAC assessments are underway. With the introduction of one Chrome cart per classroom, our testing has run very smoothly. Children have felt very strong with their ability to log on quickly and maneuver through the test while focusing their efforts on doing their best. We continue to see the need for more and more practice with keyboarding. The Google Applications for Education provides a great website that helps children learn proper keyboarding techniques. Please have them log into Typing Club with their Google Accounts. This application provides them with typing experiences that will help with accuracy and time.
Last year Gator Billy helped the students prepare for a test taking mindset. This year our technology club helped Headmistress Harrington and her dog Mr. Tiddlywinks prep the students. Please feel free to take a look. https://drive.google.com/file/d/1mzqAQ__SsJBBE560vVP832g9Mgw2RRZ-/view?usp=sharing
As we have worked through our piloting of the coding lessons with our students in grades 3-5, we have been lucky to incorporate the use of small robots, known as “Ozobots”, provided with the help of the Donor’s Choose Foundation and many generous DFS parents. Ozobots read color codes to preform many tasks. The students are learning to create code to help the Ozobots move through a series of actions. All children are able to continue with the coding programs online over the summer. Coding is a language that children will benefit greatly from having exposure to, understanding its importance, and being able to actively engage in its process.
FOR EVERYONE: Please help your child remember to return books to the library on their Library Day. Thank you!
Offices of Social Worker & School Psychologist
Now that the weather is FINALLY getting warmer it is so important for kids (and adults) to spend time outside! We know that life still hectic and it can be hard time slow down and make time for outdoor play but it is so important. Here are some benefits:
- Better physical health: Being outside is good for their physical health. Kids who go outside to walk or play get a valuable dose of vitamin D through exposure to sunlight. Centrally heated homes can mean stale air and indoor pollutants like dust. It's also more likely for bugs like colds to spread if you are all holed up together in warm temperatures. Getting outside and breathing fresh air can energize children and make them feel healthier
- Better sleep: Whatever a child's age getting them outside during the day seems to pay off in terms of better sleep. Sleep is a cornerstone of our wellbeing. It helps our bodies grow, our minds rest and emotions balance.
- Fitter kids: Let's face it when children are outside they are walking, running, or playing, which is all good exercise. Playing outside is important to help ward off the growing threat of childhood obesity.
- NHS guidelines suggest children from the ages of 5 to 18 should be physically active for at least an hour every day. Kids need to exercise regularly to get them out of breath, which will help with their cardiovascular health, and to help them build muscle and strengthen their bones.
- Happier children: Getting children outside certainly seems to lift their mood. They have fun and connect with nature. Being outside may help with children's mental health. Kids and teens can experience low mood, stress, and anxiety. There are studies that suggest being outside helps lift mood and may even help with depression.
- Improved concentration: There's some suggestion that spending time outdoors can help increase concentration skills. One study in the American Journal of Public Health suggested that hyperactivity can be reduced if children played outside.
- Fosters learning and creativity: When children are outside in the fresh air they can let their imaginations run wild. They are likely to make up games and role play with friends when they are free to roam outside, rather than being cooped up inside with TV, video games and apps.
Health/ Nurse's Office
Playground Safety: Playgrounds and outdoor play equipment offer kids fresh air, friends, and exercise. So it's important for parents to make sure that faulty equipment, improper surfaces, and careless behavior don't ruin the fun. Each year, more than 200,000 kids are treated in hospital ERs for playground-related injuries. Many of these accidents can be prevented with the proper supervision. You can make the playground entertaining and safe for your kids by checking equipment for potential hazards and following some simple safety guidelines. And teaching kids how to play safely is important: If they know the rules of the playground, they're less likely to get hurt.
Adult Supervision: Adult supervision can help prevent injuries by making sure kids properly use playground equipment and don't engage in unsafe behavior around it. If an injury does occur, an adult can assist the child and administer any needed first aid right away. Kids should always have adult supervision on the playground. Young kids (and sometimes older ones) can't always gauge distances properly and aren't capable of foreseeing dangerous situations by themselves. Older kids like to test their limits on the playground, so it's important for an adult to be there to keep them in check.
Before you visit a playground, check to make sure that play areas are designed to allow an adult to clearly see kids while they're playing on all the equipment.
Teaching Kids About Playground Safety: Safe playground equipment and adult supervision are extremely important, but it's only half of the equation: Kids must know how to be safe and act responsibly at the playground. Teach your kids to:
- Never push or roughhouse while on jungle gyms, slides, seesaws, swings, and other equipment.
- Use equipment properly — slide feet first, don't climb outside guardrails, no standing on swings, etc.
- Always check to make sure no other kids are in the way if they're going to jump off equipment or slide, and land on both feet with their knees slightly bent.
- Leave bikes, backpacks, and bags away from the equipment and the play area so that no one trips over them.
- Always wear a helmet while bike riding, but take it off while on playground equipment.
- Never use playground equipment that's wet because moisture makes the surfaces slippery.
- Check playground equipment in the summertime. It can become uncomfortably or even dangerously hot, especially metal slides, handrails, and steps. So use good judgment — if the equipment feels hot to the touch, it's probably not safe or fun to play on. Contact burns can occur within seconds.
- Wear clothes that do not have drawstrings or cords. Drawstrings, purses, and necklaces could get caught on equipment and accidentally strangle a child.
- Wear sunscreen when playing outside even on cloudy days to protect against sunburn
Safe Equipment Guidelines: Because swings, slides, and climbing equipment are so different from one another, each requires a different set of safety considerations. And some kinds of equipment are not safe for playgrounds, no matter how careful kids are.
Swing Safety: Swings are the most frequent source of childhood injuries from moving equipment on a playground. But a few simple precautions can help keep kids safely swinging in the breeze:
- Swings should be made of soft material such as rubber or plastic, not wood or metal.
- Kids should always sit in the swing, not stand or kneel. They should hold on tightly with both hands while swinging, and when finished swinging, stop the swing completely before getting off.
- Children should stay a safe distance from other kids on swings, being careful not to run or walk in front of or in back of moving swings.
- Kids should never ride with more than one child to a swing. Swings are designed to safely hold only one person.
Slide Safety: Slides are safe if kids are careful when using them. Guidelines to keep in mind:
- Children should take one step at a time and hold onto the handrail when climbing the ladder to the top of the slide. They should not climb up the slide itself to get to the top.
- Kids should always slide down feet first and sitting up, never head first on their back or stomach.
- Only one child should be on the slide platform at a time, and kids shouldn't slide down in groups.
- Kids should always check that the bottom of the slide is clear before sliding down. When they reach the bottom, they should get off and move away from the end of the slide so it's clear for other kids to slide down.
Climbing Equipment Safety: Climbing equipment comes in many shapes and sizes — including rock climbing walls, arches, and vertical and horizontal ladders. It's generally more challenging for kids than other kinds of playground equipment.
Be sure your kids are aware of a safe way down in case they can't complete the climb. The highest rates of injuries on public playgrounds are associated with climbing equipment, which is dangerous if not designed or used properly. Adult supervision is especially important for younger kids.
Climbing equipment can be used safely if kids are taught to use both hands and to stay well behind the person in front of them and beware of swinging feet. When they drop from the bars, kids should be able to jump down without hitting the equipment on the way down. Remind kids to have their knees bent and land on both feet.
- Too many kids on the equipment at one time can be dangerous. Everyone should start on the same side of the equipment and move across it in the same direction.
- When climbing down, kids should watch for those climbing up; they should never race across or try to reach for bars that are too far ahead.
- Children younger than age 5 may not have the upper-body strength necessary for climbing and should only be allowed to climb on age-appropriate equipment. Preschoolers should only climb 5 feet high and school-age kids should only climb 7 feet high.
Track Ride Safety: Track rides are a form of upper-body equipment where kids hold on to a handle that slides along a track once they lift their feet. These rides require significant upper-body strength and are recommended for school-age kids and above.
- Track rides should not be included in play areas for toddlers and preschoolers.
- There should be no obstacles along the track path, especially in take-off and landing areas.
- If two track rides are next to each other, they should be spaced 4 feet apart, minimally.
- The handle should be between 64 inches and 78 inches from the surfacing.
- Nothing should be tied or attached to any part of the track ride.
- Rolling parts should be enclosed to avoid crush injuries.
Unsafe Playground Equipment: These types of equipment are not safe for playgrounds:
- animal figure swings
- glider swings that hold more than one child at a time
- swinging ropes that can fray, unravel, or form a noose (any kind of rope attached to play equipment poses a strangulation hazard, so never let your child tie jump ropes or leashes onto the equipment)
- exercise rings (as used in gymnastics) and trapeze bars
- monkey bars
Parents should not place plastic climbing equipment indoors. Even carpet does not give enough protection from falls. This type of equipment is intended for outdoor use on safe surfaces. Play is an important part of kids' physical, social, intellectual, and emotional development. Following these safety tips will help your kids play as safely as possible. Reviewed by: Yamini Durani, MD, Date reviewed: July 2014
Kindergarten and 3rd Grade Health Assessments/Physicals: Kindergarten and 3rd Grade health assessments/physicals for current Kindergarten and 3rd grade students are due to the Health Office by June 1, 2018. Reminder letters were sent to parents in December, and again in March. Due to poor compliance in previous years, the Superintendent has authorized school principals to exclude any student not in compliance effective June 2, 2018. Students may resume membership in Trumbull schools once requirements have been met.
AFTER SCHOOL SECURITY
Please remember this important school security rule: If you are picking up your student from an after school program (After School Enrichment, Student Council, Girl Scouts, Health and Wellness, Talent Show, etc.) our procedure is to have you wait outside the front door, and the program leader will bring your student to the front door for dismissal