Trail Blazer News

April 11th-15th

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Our First Week with Flexible Seating

We just rapped up our first week of flexible seating. Students no longer have an assigned seat, rather they are empowered to make positive choices for their learning by choosing a work station that best fits their needs. Students have a variety of options: stability disks and mats at floor tables, Kore Stability Wobble chairs, standing desks, clipboards for floor work, and traditional seating. I absolutely love this change to our classroom. Student engagement, productivity, and excitement for learning has increased drastically this week. I surveyed the students to determine their reactions to Flexible Seating. Please read some of their responses below.


"I like flexible seating because I can sit next to someone that helps me stay focused. I think that the Wobble Chairs are the best because the are fun to sit on and they help me stay more focused on my work."
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"I like flexible seating better than assigned seats because I don't get distracted and I can do my best work. I like to stand and work."
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"I like flexible seating because my assigned seat was not comfortable. I like Wobble Chairs because they make me more comfortable."
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"I like flexible seating because I can work on the floor."
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"I like flexible seating because you can sit where you want to sit and not get bothered."
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"I like flexible seating because you have the opportunity to spend time with other people and make new friends."


"I like sitting on the ground because it is more comfortable."
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"I like flexible seating because now if somebody is bothering you at your table you can move spots. Another thing I like about flexible seating is that you have a chance to see how well you work with different students."
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"I like wobble chairs because I like to wobble."
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"I like to sit on the floor because I like to have good posture."
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Wish List: Items that we currently need.

Important Dates

  • Sunday, April 10, ACS Art Show at the YMI Cultural Center from 4:00-6:00
  • Monday, April 11, 2nd grade performs at the Orange Peel at 9:15
  • Saturday, April 16, Claxton Grounds Workday
  • Saturday, April 16, ACSF Celebration of Champions at Crown Plaza
  • Monday, April 18, Class Pictures and Individual Student Pictures
  • Monday, April 18, Last Day of After School Arts-Spring Session
  • Tuesday, April 19, Whole Child Forum at Central Office 5:15 until 6:15
  • Thursday, April 28, Family Voices/Community Outreach at the Grant Center 5:30-7:00
  • Fri., April 29, Claxton Play: The Nifty Fifties 6:00 pm
  • Sat., April 30, Claxton Play: The Nifty Fifties 6:00 pm

  • Sun., May 1, Claxton Play: The Nifty Fifties 1:30 am

  • Monday, May 2, through Friday, May 6, Teacher Appreciation Week
  • Saturday, May 14, 5K for the Boys Running Group
  • Thursday, May 19, Potluck of Learning & Community Drum Circle from 5:30-8:00
  • Friday, May 20, Spring Book Fair begins
  • Monday, May 23, Asheville City Schools Foundation Fellows Grants are due
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Dance Performance: Fables

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What We are Learning

Reading: We focusing on reading a variety of poems and identifying rhyme, rhythm, alliteration, and meaning.

  • Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Writing: We currently writing poetry, but we will transition into nonfiction writing about life cycles in a few weeks.

    Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Fundations: We will begin Unit 14 on Monday. We are focusing on double vowel syllable

  • RF.2.3 Know and apply grade -level phonics and word analysis skills in decoding.

  • RF.2.3. Decode words with common prefixes and suffixes.

  • RF.2.3. Distinguish long and short vowels when reading regularly spelled one syllable words.

Math: We are focusing on measurement.

  • CCSS.MATH.CONTENT.2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
  • CCSS.MATH.CONTENT.2.MD.A.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
  • CCSS.MATH.CONTENT.2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters.
  • CCSS.MATH.CONTENT.2.MD.A.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

Science: We are focusing on the life cycles of plants and animals.

  • 2.L.1 Understand animal life cycles.

  • 2.L.2 Remember that organisms differ from or are similar to their parents based on the characteristics of the organism

Social Studies: We are starting a unit on economic concepts culminating in a student-led classroom "town" with various good and services for sale.

  • 2.E.1 Understand basic economic concepts.


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