ETON EDITION Vol. 35 No. 3
December 2012
From the Head of School
Developing an Informed Community Every school has its own unique culture. An important part of that culture includes the patterns of communication that emerge over time. Those patterns are developed by the ways in which students, parents, teachers, administration, and Trustees interact with each other every day and throughout the year. My personal belief is that great organizations operate at high levels of collaborative, proactive, and transparent communication. Schools, in particular, thrive with diplomatic, positive, and mindful communication that always puts the best interests of students first. In today’s world, the World Wide Web has become the dominant communication technology, and — for any organization — an effective website is indispensable. Different organizations, however, have different needs from a website. For an independent school, an effective website provides information to prospective parents in a visually appealing and useful manner. It also, however, serves a very important function by enhancing opportunities for parents to communicate with the school and to stay informed about their child’s education. A good website combined with an effective communications plan will help parents feel more involved and a part of (rather than apart from) the school community. Such a site would move us closer to one goal of our current Strategic Plan, “Enhance communication to develop an informed, proud and invested community of current and alumni parents and students.” Over the coming months, we will be vetting several different vendors who design and create websites for schools. There are several characteristics that will be essential in the option we choose. We will want our new site to provide good functionality, ease of use, personalization, and responsive design (work well on mobile devices as well as desktops and laptops). In terms of functionality, a good school website will allow parents to easily access the information, calendars, and media pertaining to their child(ren). It will provide teachers with
the ability to safely share classroom activities and student work using a variety of multi-media options. Finally, it will allow the school to build and maintain a closer community with better communication between parents, Eton, and the broader community. This process is an exciting one that will require time and resources, I expect, however, that the rewards will be very worthwhile. Stay tuned! Dr. Russell Smith, Head of School E-mail: russellsmith@etonschool.org
In This Issue Board Corner............................................................... 2 Eton Parent Council................................................... 2 Admission Event......................................................... 3 Check It Out................................................................ 3 Development Office................................................... 4 Annual Auction........................................................... 4 Grandparents and Grand Friends Day................... 5 Eton News..................................................................... 6 From the Library......................................................... 7 Student Activities....................................................... 8 Class News.................................................................. 10
Specialist News.......................................................... 13 Learning Specialist................................................... 18
From the Office......................................................... 19
Eton School Newsletter
Board Corner
Wishing You a Wonderful Winter Break and a Happy New Year !
Eton Board of Trustees
Eton Parent Council
An Open Invitation for You! All parents or guardians of Eton School students are automatically members of the Parent Council with voting ability and an open invitation to attend the meetings. It is a great way to learn more about what is going on at Eton School and to get involved with the Eton community.
The next Parent Council meeting is set for Wednesday, January 23, at 6:30 pm, in the Main Building. Mark your calendars and come along to meet other parents and the Parent Council committee. Free pizza and childcare is provided to make it easier for you to attend.
Paper Copy of Eton Edition Did you know that you could request a paper copy of the Eton Edition? E-mail jrauch@etonschool.org and indicate if you would like it mailed to your home or given to your student on the Monday following the Friday release of the regularly scheduled electronic version.
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VOL 35 NO. 3
Admission Event
Winter Open House: Visit Classes in Session Do you have Eton’s Winter Open House on your calendar yet? It is on Thursday, January 17, from 9:30–11:00 am. We scheduled it on a school day so that parents can visit classes in session and see children of all ages busy at work. The event starts promptly at 9:30 am in the Activity Room with a Welcome Presentation including short performances from students at each level. Guided tours of classrooms follow. The event concludes with a Q & A session for each level. The Open House is open to both current and perspective families. Eton families with children moving up to a new level/grade are strongly encouraged to take advantage of the open house. It is a great opportunity to learn more about the next program. Please pass the open house invitation on to any family, friends or co-workers who are exploring school
options. As you know, word of mouth from current families has always been our best marketing effort, so spread the word! Cherie Goetz, Admissions Director
Check It Out
Parenting Resources for You! Did you know that the Eton library serves the entire Eton Community and this includes parents/guardians? This means that parents/guardians can obtain a library card of their own and check out up to five books for a four-week period. This give you full access to the library’s books and resources. Moreover, the library has a special parenting section with books and periodicals on topics of interest. Here is a small glimpse into some of the books offered in the parenting section: The Hurried Child: Growing Up Too Fast Too Soon by David Elkind Explores the world of today’s children to find where and why the stress and pressure of growing up too fast occur. The Montessori Way: An Education for Life by Tim Seldin & Paul Epstein Ph.D. This in-depth, yet easy-to-read book explains Montessori education from the early years through to secondary school. Last Child in the Woods: Saving Our Children From Nature-Deficit Disorder by Richard Louv Directly links the lack of nature in the lives of today’s children to some disturbing childhood trends, such as rises in obesity, Attention Deficit DECEMBER 2012
Disorder, and depression, arguing that children’s obsession with the latest technology have led them to under appreciate nature. Reading Magic: Why Reading Aloud to Our Children Will Change Their Lives Forever by Mem Fox Explains why reading aloud to young children has such an impact on their ability to read and their entire lives. Again, this is just a small sampling of the books offered in the parent section. In addition to having a parent library, the Eton School website maintains a Family Education page full of resources. Here are couple of recommended online articles: “Teacher Influence Persists in Early Grades”
www.sciencedaily.com/releases/2011/07/110727121600.htm
“Preschool Children Who Can Pay Attention More Likely to Finish College: Early Reading and Math Not Predictive of College Completion”
www.sciencedaily.com/releases/2012/08/120806151405.htm
There are many more books, periodicals and resources, so stop by the library to take a look and also check out the Family Education pages on the website. ETON EDITION | 3
Development Office
Annual Fund: Your Help Needed! An enormous thank you to everyone who has contributed to the Annual Fund this year! We are steadily receiving gifts and are anticipating the additional funds that we will be recieving from company matching gifts from all of you who donated through your work. Thank you for thinking of Eton when participating in your giving program at your place of work. We have reached an approximate total of $27,500 with matching gifts and our goal is $100,000. Please join the 15% of our families and the 88% of our faculty and staff who have donated so far! We need *your* help to make this a successful campaign in supporting our children and their education. Your donations could help Pre-elementary classes bring in musicians or art educators that bring vibrant cultural
lessons to the students. It could go to the purchase of beautiful Montessori materials and project supplies. It can help support the lower Elementary in their studies by going on theme related field trips or bringing in a theater group to perform historical plays. In the Upper Level, the Annual Fund donations could go to the purchase of new science equipment, novel sets for literature circles or geography materials. Your gift could support the 7th and 8th grade with field trips such as the one they took recently to the Bellevue Martial Arts Academy to have a session of Tae‑Kwon‑Do. We love our amazing and passionate teachers at Eton! Your Annual Fund gifts also go towards professional development, giving teachers opportunities to attend workshops and trainings that enable them to continue to provide an inspired and progressive educational environment for our children. Remember to get your gift in by the end of December for tax purposes for this current year! EVERY GIFT MATTERS! If you have questions or want to help in any way, please contact me: mmaling@etonschool.org. Thank you for helping Eton be an awesome school for our children! Monica Maling, Development Director
Annual Auction
You are Invited! Invitations to the Eton Annual Auction on Saturday, February 9, at Glendale Country Club, went home with students on Thursday, December 8 and Friday December 9. If you would like us to mail an invitation to a friend, neighbor or relative, please submit their name and address to auction@etonschool.org. If you want to hand deliver invitations to your friends, let us know and we will make sure to get them to you. Please RSVP to let us know that you will be joining in for this fun event. You can RSVP using the online registration or you can use the RSVP mailer and envelope sent with the invitation. Do not delay! Take advantage of “early bird” ticket pricing at $75.00 per person if purchased by January 18. After this early bird date, the tickets are $90.00 per person if purchased by the RSVP deadline of February 4.
From the Procurement Corner:
We are looking for interesting and unique auction donations and we can use your help to gather the items on our list! Whether you ask a contact you have at a great business, approach a business and ask for a donated
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experience/item or you purchase an experience and donate it, we really appreciate your help with procuring. We are looking for donations in the following broad categories: • Enriching and fun experiences for kids or families • Sporting and performance experiences for kids and/ or adults • Adult wine, chocolate, and culinary experiences • Travel and vacation experiences • Family-fun-at-home items that have body- or mindenriching aspects • Relaxing and rejuvenating experiences With the winter break ahead of us, now is a great time to start procuring items such as those listed. With your help, we will have an irresistible assortment for the live and silent auctions, and that success translates into a variety of enrichment experiences for our children. If you have any questions, please jot a quick note to the procurement team at: auction@etonschool.org. The procurement deadline for inclusion in the catalog is January 18. Thank you, and happy procuring! VOL 35 NO. 3
Grandparents and Grand Friends Day
Over 200 Guests Participate in Eton School’s Annual Grandparents and Grand Friends Day Every year around Thanksgiving time, Eton students invite their grandparents and/or grand friends to visit the school and to spend time with them in their classrooms. This year, over 200 guests from both local and faraway places, participated in this wonderful event. The Eton School Auction Committee once again greeted guests upon arrival and hosted the “Giving Tree” with “leaves” of wishes from each classroom that included maps, classroom experiences, sewing materials and much more. A heartfelt thank you goes out to Eton’s grandparents and grand friends who generously donated $1,176.00 worth of wishes and to all of our wonderful parent volunteers who greeted guests and encouraged participation. During the day, grandparents and grand Friends attended a presentation where they viewed a slide show of Eton students, watched selected classes performances of poetry or songs (some in Latin) and went on student
DECEMBER 2012
lead tours of the campus. While in the classroom, grandparents and grand friends shared in lessons, enjoyed a snack served by the students, and shared past school experiences with other guests. Once again, Eton School offered a keepsake photo opportunity for guests while on campus. These keepsake photos went home with students and if you did not receive your photo, please contact Mrs. Claudia Toner at 425-881-4230, ext. 19 or e-mail ctoner@etonschool.org. It was fun to overhear some of the guests’ comments as they roamed Eton’s campus. “Eton School is indeed a special place.” “The assembly and the children were darling.” “What a nice school tradition, today has been a wonderful experience.” “Such a loving and encouraging environment and I will always cherish the moments I spent in your school.” Claudia Toner, Community Relations
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Eton News
Eton’s Founder Receives Montessori Award The greater Montessori professional community recently honored Eton School’s founder, Patricia Feltin. She and her husband attended the Wisdom of the Elders ceremony in Alexandria, Virginia, which was sponsored by The Montessori Accreditation Council for Teacher Education (MACTE) and The International Association of Montessori Educators (IAME). Dr. Feltin was presented with a certificate “In recognition of her leadership throughout the Montessori community as an educator, writer and innovator.” Recipients of this award numbered 22 (fourteen in attendance) and come from Ireland, Italy, Brazil, China, Mexico, the UK and seven states. The honored group represents a variety of accomplishments from being university professors, authors, producers, composers, as well as training center directors and school founders.
Dr. Feltin (2nd from left in front row) poses with other award recipients.
Most of them, including Dr. Feltin, have served on significant boards and committees and have made presentations at national and international seminars and conferences. “It was a thrill to be among these esteemed colleagues, whom I’ve heard of or known over my years involved in Montessori education,” remarks Feltin. “Most laid the groundwork before me and it is because of their dedication and commitment that today we can see the widespread effects of their labors. There are Montessori schools all over the world and some of society’s most creative innovators give credit to their Montessori experience.”
New Communications Director The Strategic Plan finalized last year was the culmination of a year-long process that identified five core strategic issues. Two of these issues revolve around communication, and it soon became evident that Eton would benefit from the presence of a full‑time Communications Director. Over the last few months, we have been developing a job description to define the qualities we believe will best serve the needs of the school. I am thrilled to announce that Alice McNeer has agreed to take on the new position of Communications Director. Alice has been invaluable as our Librarian, and she is now looking forward to new challenges and responsibilities. Thankfully, Alice has also agreed to be closely involved in the hiring process for a new Librarian, and that person will have big shoes to fill. Alice brings several years of experience in publishing and graphic design, and she is, of course, very familiar with the culture of Eton.
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Please join me in congratulating Alice on her new position. Dr. Russell Smith, Head of School
VOL 35 NO. 3
From the Library
That Book Again? Why Students Choose the Same Book or a Series Book from the Library Mrs. Alice McNeer That book again? Has this question ever crossed your mind when your child brings home either a book he or she has already read or a book from the same series? If you have, then you are not alone. This is a common thought and some parents have even stopped by the library to ask why their child keeps checking out the same book or a book from the same series. So why do they do this when there are so many books to choose from? First, it has to do with comfort and familiarity. When children pick out books they have already read or have at home, they do so because they already know the story and it is comfortable for them. With a picture book, knowing the story helps them identify what is going to happen and to “read/tell” the story on their own. Furthermore, they are familiar with the illustrations—there are no surprises for them. They start noticing more details in the illustrations when reading a book a second or third time and this adds to the text in reading and retelling. When a child already knows a book and reads it a second or third time, it shows they enjoy the story, and this promotes a love for literature and reading. Secondly, children choose the same book because reading a book a second or third time provides them with confidence in their reading ability and increases their enjoyment. Students in the pre-reading stage work at knowing the story by memory. When they read the story repeatedly, they often memorize some of the text and then they tell the story on their own using the memorized words. With beginning readers, they concentrate on the decoding process the first time they read the book so during subsequent readings they focus more on the story itself and less on decoding. In addition, during the second reading, they pick up details from the text that they missed during the initial reading and comprehension increases. Students at a more advanced reading level often choose a book they already read because they enjoyed it so much that they want to enjoy it again. They continue to identify more details with each reading and reading fluency increases along with their comprehension. What about books from a series? Reading books from a series allows for comfort, familiarity, and enjoyment while increasing both fluency and comprehension. When a student reads the first book in a series, he or she learns the basic story elements—the characters, the setting, and the plot line, which establishes a pattern for the next book. This makes the reading of the all the other books in a series easier and familiar. Furthermore, series books offer something for every level of reading. DECEMBER 2012
The first level of series books develops and uses the same characters in each one and only changes the settings. Examples of this type of book include the Frog and Toad series by Arnold Lobel, and the Henry and Mudge series by Cynthia Rylant. Examples of chapter books include The Magic Tree House series by Mary Pope Osborne, Jigsaw Jones Mystery by James Preller, Cam Jansen by David A. Adler, A to Z Mysteries by Ron Roy and The Time Warp Trio by Jon Scieszka. The advantage of this first level of series is that he or she can read the books in any order because each one is a new adventure for the same characters and the plot line follows a pattern. They are predictable and have a routine to them. These type of books are often called the training wheel books. They get the students interested in reading, increase the student’s reading and comprehension skills, and set the foundation for transitioning to more advanced books and series. The second and more advanced levels of series books follow a prescribed order for reading with each new book expanding and advancing the story. The student invests in the first book by learning the elements of the story (character, setting etc.) and then reads more from the series to build on this knowledge. Some series follow a character and the reader follows this character’s journey in each book. The end of one book sets the stage for the next one. A strong and well-known example is the Harry Potter series. Sometimes a series uses the setting and each new book in the series introduces new characters that expand the storyline. An example of this type is the Redwall series by Brian Jacques. At this advanced level, the students need to remember what happened in the previous book to understand the next book in the series. This level of series increases their reading and comprehension by testing their ability to recall details, understand new vocabulary, and in keeping track of characters as the series progresses. Reading the same book more than once, or reading books from the same series provides comfort and builds reading skills. The next time your child brings home a book he or she has already read ask yourself what they are getting out of it. Ask your child what they like about the book. If your child is hooked on a series, take time to read the first book in the series yourself. This provides a foundation for you to talk with your child about the series and helps you see what your child enjoys. Therefore, when your child brings home “that book again,” remember that when a child chooses to read a book he or she has read before, the enjoyment of reading increases and this in turn means their reading improves. Happy reading! ETON EDITION | 7
Student Activities
Montessori Moments—Your Child, Your Teacher For those of you who have already attended Montessori Moments in your child’s class, you saw your child in a different role, as your teacher. Such is the format for the special lower and pre-elementary event called Montessori Moments. In preparation for the event, children choose several activities to share with their parents. On the day of the event, they invite their parents to have a lesson on these activities. How exciting for them to switch roles and become the teachers! We all know that the best way to master a lesson is to teach it, but to teach it to your parents is even more fun! Each year we hear wonderful comments from parents about their visits. A first grade parent was amazed to see
how the trinomial cube introduced in pre-elementary was now being used to express algebraic equations in lower elementary. In another room, a 2nd grade student was explaining a chain depicting interplanetary distances to her father. The father requested a return visit to see the chain when the project is complete. In pre-elementary, a parent listened to her child read 3 letter phonetic words (pink reading) and was excited to see examples of future lesson with 4 letter phonetics words (blue reading) and the introduction to phonograms and non-phonetic words (green reading). We hope you enjoy this opportunity to share some special one-on-one time with your child. We know they certainly do!
Montessori Moments
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VOL 35 NO. 3
Student Activities
Room 6 Makes Connections by Helping the Community, Nature and Each Other Ms. Sadie Reitz Room 6 recently connected with our environment and our community. We visited Duthie Hill Park in Issaquah and met up with Cindy Young of King County Department of Natural Resources’ Native Plant Salvage Program. The students learned about the program and what it does to help protect native plants; the program removes native plants from construction sites in King County and houses and maintains them until they can be replanted at the sites or used for stream habitat restoration. The children learned about (or rather a better term here would be “reviewed”) some common native plant species in the Pacific Northwest. When Cindy asked what native plants and trees might possibly do to help protect salmon, most of the children’s hands flew up in the air and they were bursting with excitement to share what they knew about healthy salmon habitat. A few tidbits that they shared: “healthy trees near streams hold onto the soil so it doesn’t wash away in a rain storm,” “tall trees next to rivers give salmon shade because they like water that is cool and clear” “salmon need oxygen and trees breathe out oxygen and breathe in carbon dioxide.” Cindy was impressed to say the least! She remarked that the Room 6 students are smarter than high school students who have visited this site! After talking to Cindy about the program and the plants at the Duthie Hill nursery, we rolled up our sleeves (well actually, zipped up our jackets and pulled on their hoods; it was raining) and got to work. The children divided into three groups and began hauling out potted native plants from the potting staging area. Teamwork quickly took over as the children passed heavy plants to one another (while remembering to lift with their knees, not their DECEMBER 2012
backs), loaded up the wheel barrows and then guided the parent volunteers down the muddy walk ways to the capillary beds. These capillary beds will be home for the potted plans for the next growing season. Every single student in Room 6 handled a plant on this field trip. Many students handled quite a few plants. Every student saw how a little bit of hard work goes a long way. After an hour of challenging, muddy work outside, we realized it was time to go back to school. No one wanted to leave. Some comments from the children at this point: “This is the best field trip ever!” “I had so much fun today!” “Can we come back here and work outside again?!” Room 6 plans on working at the Duthie Hill Nursery with the Native Plant Salvage Program at least two more times this school year. It was a mild, drizzly November day but the children were as happy as they have ever been. They were using their hands to help each other and help nature. They were surrounded by lush hues of evergreen trees, spindly trunks of deciduous trees, earthy scents, and adults who care both about them and nature. It was definitely a field trip for the “whole child.” ETON EDITION | 9
Class News
Fourth Grade: Students Accomplish A Lot! Ms. Sonja Everson, Mrs. Tricia Wray and Dr. Susan Walker During the month of December, we participate in many Eton School traditions designed to build community. We will be escorting our preschool friends from Mezzo 1 to the Holiday Sing-Along. It is always fun to watch the 4th graders lead the preschoolers in some of their favorite songs. We are also introduced to an upper level tradition, Saturnalia—a Winter Solstice ritual. Both students and faculty participate in this popular festival that includes Roman traditions and an incredible feast intended to please the Gods and Goddesses. In language arts class, students wrote and created a presentation to share with the third graders about our fall trip to Islandwood. They enjoyed looking through the pictures from this amazing trip and recalling all the fun stories. They supported each other’s writing as they realized in writing about an experience for an audience that has never been to the place you are talking about. In addition, the students built PowerPoint slides to support their presentation. Fourth grade mathematicians are well on their way to becoming fraction experts. Students are adding, subtracting, and multiplying fractions, using prior concepts of Least Common Multiple and Greatest Common Factors to find common denominators and simplify fractions. Students recognize and utilize equivalent fractions, improper fractions and mixed numbers. Students continue to use the model drawing technique to solve word problems. See if you can solve this problem selected by one of the 4th graders: In a class, ¼ of the students like board games, 7/12 of the students like video games, and the remaining 4 students like card games. How many students are there in the class?
In health, the Skeletal System unit is coming to a close. Students built their own skeletons and they are able to name the major bones in the body using the scientific names! In science class this year, we have learned about our precious resource – water. Students studied the properties of water, its molecules and atoms, how it
On a recent field trip, Gina, Keeler, and Evan test water from the Cedar River to see how much dissolved oxygen is available for salmon.
provides habitat for salmon and they are learning about surface tension. Ask your child how insects can walk on water and how water can remain above the lid of a cup! In addition, we are starting our water experiments, in which students walk through the question, background information, hypothesis, materials, procedures, data collection, and conclusion phases of the scientific process in preparation for their own experiments for the spring science fair. Can you believe how much we have accomplished already? It is only December! Fourth grade sure is an exciting year!
Fifth Grade: Elections, Rules, Numbers and Mold, Oh My! Mr. Peter Kashevarof and Ms. Candace Davidson With almost one fourth of the school year behind them, the students have been working hard in all of their classes. The 2012 election provided an excellent platform for social studies. During the students’ term as fifth graders, they ran a four-point plan. They promised to learn about the Electoral College and the major political parties, and they kept their promise. On their watch, no one under the age of 12 was over-taxed with busy work. In this time of partisan politics, the students reached across the aisle to look fairly at the candidates and measures put to the voters in our fine state. Moreover,
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in the practice of active citizenship, they participated in a mock election held and tallied by Sam Reed, Washington’s Secretary of State. In language arts, some students may not enjoy following rules, but many certainly have enjoyed reading Rules, their class novel by Cynthia Lord. Catherine, the main character, is forced to juggle various facets of her life as they all come crashing together. She discovers what it means to be a sister, daughter, and friend—a classic self‑discovery journey. Having just finished reading the book, the students will work on a literary essay, and they VOL 35 NO. 3
Class News will go through a day without talking, giving them a small chance to “wear the shoes” of one of the characters. In math, the students are trying to see the whole picture of whole numbers, looking at the pattern of place value and identifying the actual values hidden behind numbers. They studied rounding, approximation and estimation, which despite their similar meanings, each have distinct uses. Powers of ten, order of operations and prime numbers are also on their mathematical dinner table. They are eating up all of this knowledge through class work, workbooks, and challenge activities. Science has been devoted to decomposers—fungi in particular. The students grew fungi, collected fungi, read about fungi, and took pictures of fungi; it is pretty much fungus among us all the time. During Halloween, the students used pumpkins for various activities, and they continue to learn from the pumpkins now as they gather fungi and mold while they decompose in front of them and under their microscopes. Pumpkins entered the curriculum again for Grandparents Day. The students made pumpkin bread, measuring, mixing, and baking it themselves; then, they all shared and ate the bread with our older, revered friends. While eating, stories were told, Jeopardy was played, and math games were calculated. Now with just a week left before winter break, the students wrap their minds around as much learning as they can before they unwrap presents and other family moments during the break. The fifth graders wish you a wonderful winter break and a happy New Year.
The Fungus Among Us Pictures of mold specimens taken with the new 5th grade microscope.
Sixth Grade: Busy Year as Students Create Poetry for Two Voices, Study Africa, Build Platonic Solids and More Mrs. Marjie Butler, Ms. Laura Moore and Dr. Susan Walker In language arts, sixth grade students finished their first whole class novel, The Giver. While reading the novel, we studied allusions, euphemisms, ambiguity, and the importance of memory, choice, love, family, and freedom. Students compared and contrasted their lives with the life of the main character and wrote beautiful poems: Poem for Two Voices. They are beginning their second writer’s workshop where they will be writing memoirs, study student and professionally written memoir models, and discuss the characteristics of strong, impactful memoirs as compared to not‑so‑effective memoirs. Students will brainstorm, plan, and draft their first memoirs, and writing up until the winter break. When we return, after polishing and presenting their writing, students will begin literature circles with multicultural novels and study character analysis. Africa is a geographically diverse continent and the students are exploring its geography along with learning about its ethnic diversity in social studies. The class DECEMBER 2012
created mind maps and then the students used these as a basis for completing maps containing political and geographical information of Africa. They also conducted their own research about the importance of education. They created a survey that examines how the level of education relates to satisfaction in life. Moreover, they discussed the role education plays in life and its impact on people. In math, the students are well into the pre-algebra curriculum, which is a transition between the Singapore Math that they studied in fifth grade and algebra, a course often completed in seventh grade. Their most recent unit of study is an integration of integer operations and rational numbers. Initially, this unit was very challenging to the class, so they worked with focus and energy to understand and master the concepts. Now we are working on a platonic solids project. They started constructing the solids out of toothpicks and gumdrops (one student completed a dodecahedron this way), and then became inspired by a ETON EDITION | 11
Class News Vi Hart video. Now they have moved on to constructing with balloons—pretty fun and challenging. The students finished the astrobiology unit in science before moving into an acid/base unit. During the astrobiology unit, they studied factors that are critical to life and researched the most likely candidate locations for life in the Solar System. They conducted a calorimetry lab, a second lab investigating the inverse Sixth graders taking notes with their Calorimetry Lab. square law
as it applies to light transmission, and used the Drake Equation to calculate the odds of life existing elsewhere in the Universe.
Seventh and Eighth Grades: Connected Learning with Shakespeare, Sailing and More Mrs. Marjie Butler, Ms. Laura Moore and Dr. Susan Walker Seventh and eighth graders have been pouring over Much Ado about Nothing by William Shakespeare, as they get a jump‑start on preparations for their spring performance. We are translating old English into modern English, learning about prose and poetry, unusual word order, and archaic word usage as they try to understand the incomprehensible language. They are doing well and beginning to make sense of the antics of the characters and decipher the drama that occurred in these sixteenth century relationships! Following the reading of the play, the students will learn about Shakespearean sonnets and try their hand at writing. Concurrently, students are reading an almost weekly nonfiction article, practicing their reading comprehension skills and learning how to comb the information for evidence to support and refute statements. They are also writing weekly essays designed to practice writing thesis statements and incorporating evidence to support their positions. We have read some fascinating articles about brain research, physics theory and antibiotic use! In math, the students are divided into algebra and geometry and they like the variety this structure brings to class! The classes have worked through the first few units of each level including solving equations using inverse operations, graphing linear equations and families of graphs, writing formal proofs and proving lines parallel. It is a lively class, full of discussion and sometimes argument. During class, students often work problems together using the classroom whiteboards, individual whiteboards, or basic paper and pencil. We are very fortunate to have Ms. Davidson and Mrs. Zender to work with them in the classroom.
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Students are beginning to work on art and design projects now in addition to their ‘normal’ assignments. One group is constructing a table-sized geodesic dome inspired by the study of Buckminster Fuller. Another group is creating designs inspired by artist Vi Hart, in her ‘Doodling in Math Class’ video series. These videos offer awe-inspiring whirlwind demonstrations of math‑art connections and are worth checking out at vihart.com. After returning from our Salish Sea Expeditions class trip, the class decided to research the causes and consequences of ocean acidification. On the trip, they learned that this problem is harming the oyster farms in Puget Sound. Their study integrates chemistry with an issue critical to our local ecosystem. We are also learning about orca in captivity (thanks to help from Ms. Reitz) and we are deciding which orca to adopt from the Whale Museum. As we finish Seventh and eighth grade class on the sailboat during their annual Sea Salish Expeditions. this unit of study in science, each student is choosing a science or engineering project to study and research as part of an independent study project. VOL 35 NO. 3
The students just finished one unit in our World Religions curriculum. While examining the timeline of Semitic religions with its birthplace in the Middle East, the students looked at the similarities and differences of these religions. The students are gaining an appreciation of world history, the culture of major world religions and how religions have shaped much of the framework of
history. Christianity is the current unit of study. Students are learning how Christianity began along with the historical events that to this day remain important in this religion. In addition, students are relating what they learned in Latin class with the Roman Empire that ruled in and around the Mediterranean, particularly in the area known as Palestine.
Latin: Connections and Conventions
Specialist News
Mrs. Ellen Gatton November and December always bring much anticipation and excitement. The Una Voce Chorus (Grades 6,7,8) held their annual concert and dessert social at Unity on December 13. It was an enchanting evening and we heartily thank all who attended to help make this event truly memorable. We gratefully acknowledge the Fundraising Committee for their support of this much looked-forward-to event. Una Voce also entertained our visiting grandparents and friends on Grandparents and Grand Friends Day.
Saturnalia, a festive Eton School tradition commemorating the Roman holiday that celebrated a plentiful harvest and the return of the sun after the winter solstice, will occur on December 21, the Friday before winter break and happily, the actual winter solstice. Latin students dress in togas and participate in a Roman banquet replete with “slaves,� their good-natured teachers and principal, who serve and entertain them. Sacrifices made, appease the gods for another year guaranteeing the re-emergence of the sun, another plentiful harvest and a healthy new year. I want to sincerely thank all families providing delicious foods, drinks, and accessories for our banquet. Kudos once again to the Fundraising Committee for helping procure funds for the purchase of many of our Latin activities and to the parents and families who contribute to the Eton School Fundraiser. MAXIMAS GRATIAS TIBI AGIMUS! DECEMBER 2012
Junior Classical League (JCL) Convention information packets, registration and volunteer chaperone forms go home for fifth, sixth, seventh, and eighth grade students, just after winter break. The convention this year takes place April 27, 28 and 29 at Warm Beach Convention Center in Stanwood, Washington. Mark your calendars for this much looked forward to event and please note the registration deadline on the cover page of the packet! Students have begun oratory preparation and are writing modern myths. Many already have plans for their art project. Eton School provides JCL membership to all members of the fifth, sixth, seventh and eighth grades. Thank you Eton School! Fourth graders continue with the Greek alphabet and can fluently identify most of their body in Latin, along with an amazing number of English derivatives. We are reading the Perseus myth and discussing the differences we find after watching the classic version of Clash of the Titans, our Saturnalia movie. Fifth graders are becoming expert at conjugating the verb, to be, and delving into the difference between feminine and masculine as well as singular and plural Latin nouns and verbs. We are deep into our reading of the Iliad and discussing the age-old questions of love, betrayal, fairness and war. The Jason myth is our focus for Saturnalia as we watch the classic Jason and the Argonauts. Sixth graders have perfected the first and second declension and the conjugation of present tense verbs. They are absorbing Latin like a sponge and will soon be reading and discussing stories in Latin. As we watch the television version of the Odyssey for Saturnalia, we are comparing and contrasting the movie with the epic, as we know it. Seventh and eighth grade Advanced Latin students are very comfortable reading, writing and discussing Latin stories. Daily they thrill me with their competence and ability to converse in Latin. All Latin students are writing modern myths, are deep into the Greek alphabet and English derivatives from Greek words. They are rendering some beautiful pencil drawings of Ionic and Corinthian architecture, memorizing a Latin passage for dramatization, and preparing to take four national exams in the spring. IO SATURNALIA et Felicem Annum Novem! ETON EDITION | 13
Specialist News
Upper Level Physical Education: Hand On PE! Mr. Kevin Gilfillan Upper Level PE classes have just finished their first try with the Presidential Fitness Challenge for 2012-2013. Pull-ups, push-ups, v-sit flexibility, sit-ups, shuttle run, and of course the ever daunting 1 mile run, were practiced for three months in preparation of the big week. Everyone did well and effort was not in short supply. I am always amazed at how Eton kids, truly rally and support each other in their quest to improve on the previous year’s scores. It must be something in the drinking fountains. Sports for the quarter were basketball and ultimate Frisbee. We are now transitioning to field hockey and soccer. Hopefully we can get a few nice days during winter so we can enjoy the field and all the games we play. New games this year include Castles and Battleship. The seventh and eighth graders, Mrs. Williams and I are trying our hand at martial arts. Bellevue Martial Arts Academy is hosting us for a series of three lessons focused on integrity, respect, self-control, perseverance,
and indomitable spirit. Our first class was an amazing hour and a half! Master Hufana led us through kicking and punching drills as well as a lecture on inner strength, self‑defense and the history of Tae‑Kwon‑Do. At the end of the day, a few students were picked to break boards with their hands. Everyone succeeded! I cannot wait to see what is next!
Fourth and Fifth Grade Spanish: Language and Culture Ms. Concepcion Miranda-Perez The fourth and fifth graders learn the Spanish language and culture through different approaches. Spanish poetry and music are key elements. Students are immersed spontaneously in the target language as they recite short verses about nature and seasonal celebrations. They practice singing Spanish songs full of rhythm like “Paco Peco”, “El Tambor”, ” “America baila”, “Cielito lindo”, “Clavelitos” “El baile de las manos” and “La arana picua.” These songs are very popular with the students. The fourth graders learned the Spanish alphabet and other key elements such as articles, adjectives, nouns and verbs. They are now capable of spelling in Spanish as well as beginning to read and write small paragraphs. They are learning various personal projects like “Yo”(About me), “El otono”(The Fall season) and “Mi nombre en maya” (My name in Mayan), where they combine their own creativity with the new vocabulary in order to represent a familiar concept. The fifth graders are becoming more familiar with the different grammar structures of Spanish through their reading, listening and comprehension activities using short dialogues and stories. Understanding the meaning of various ‘action verbs’ in the present tense applied specifically to a practical situation is a the key focus in engaging the students in learning Spanish in a real way. At this level, the students present unique personal
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projects such as “Mi nombre” (My name),”Mi programa semanal ”(My weekly schedule) and “Mi calendario azteca” (My Aztec calendar). Both of these groups of students are improving their verbal skills in Spanish by learning and praciting how to introduce themselves and their families. They are describing the weather or their favorite season and telling what they do during the week. They are also practicing their verbal skills when they interact with their peers during group activities and games. During these acitivities and games, all communication takes place in the target language. The cultural approach is another important element of the Spanish program. Students learn about the unique cultural seasonal celebrations in the Spanish speaking world. They are more knowledgeable about Pre‑Columbian civilizations including the Aztecs, Mayans and Incas, as well as Columbus’ journey and his link to The Age of Exploration. They learned about Mexico’s Dia de los Muertos and Our Lady of Guadalupe The end goal is to motivate the student through different approaches so that learning Spanish is a fun and unique. In addition, it provides solid experiences, which enable the students to connect with the Spanish language and culture in order to develop and appreciate a wider vision of the world around him or her. VOL 35 NO. 3
Specialist News
Fourth and Fifth Grade Art: Physical Proportions Ms. Margery Lamden The inspiration for our latest fourth grade art project came from a unit of study in science class. What a perfect time to continue their exploration on the human body and proportion. When asked what proportion means, one student said, “ I think it’s like fractions, the relationship of one part to another.” What a great connection! I brought a life size plastic skeleton to class and pointed out ways to “see” proportion as well as observing the elbow and knee joints. We discussed how Leonardo da Vinci was the first artist to study and draw the physical proportion of the human body. I demonstrated techniques of scoring parts of the clay together, and ways to create texture. I gave all the students modeling clay and explained that they were going to sculpt their own statue of a person. After a lot of focus and enthusiasm, the sculptures were completed. These skillful and well thought out “works of art” are good examples of making connections between the arts and other academic disciplines. Recently, the fifth graders brought home a wire sculpture of a face. These sculptures were inspired by Alexander Calder’s whimsical and skillful wire art. As we focused on his faces made of wire, the students saw
Sculpture by 4th grader Antonio Yang.
how all the faces looked like they were formed by the use of angles, curved, or straight lines. I demonstrated different techniques and ways to bend, wrap, and connect wire tightly together. The students were eager to start creating a face. After applying new techniques and hard work, they completed their sculptures. I hope you enjoy these expressive and skillful works of art. I continue to be amazed with our student’s creativity and I am looking forward to our next lesson.
Lower Elementary, Sixth, Seventh and Eighth Grade Art: Visual Arts and Techniques Mr. Clay Blankenship Right out of the gate, the lower elementary visual arts have been on a roll. We have been examining everything pertaining to circles beginning with the sun, followed by the space needle and then hot air
Sixth grade students rolled ink on their relief sculptures to print block on paper.
DECEMBER 2012
balloons. The closeness of a circle is determined by the size and how much overlapping occurs in the project. They discussed how a circle occupies space. A circle that is turned and no longer appears symmetrical in space is called an ellipse. A circle that becomes round and occupies three-dimensional space is called a sphere. So many variables can affect the use of a circle with the most important part of understanding how circles make connections so that the wheels on the bus always continue to go round and round. From the beginning, the students have segued into very stylistic artwork. This year’s 6th, 7th, and 8th grade offers the first full cycle of students to complete both elementary and upper school level art with me. I am very excited to see the level of comfort with each student toward visual arts and the myriad of techniques involved. The projects ranged from portraits and animal forms to adventures. Class projects are under way as well. The next round of projects includes specialized studio projects. We have a lot of fun projects ahead of us. ETON EDITION | 15
Specialist News
Lower Elementary and Pre-elementary French: Songs and Stories Assist in Learning a Language Ms. Parisa Behzad-Pour
Bonjour. Once more, I am thankful for the chance I have been given to be part of the Eton teaching team and to teach your children French again. We started classes in lower by introducing some major tourist attractions in France. We also covered some cultural similarities and differences between two countries. Getting to know how school systems differ from United States was very interesting. As the students came to know that a first grader in France means someone who is graduating from high school! Greetings and expanding basic vocabulary soon followed. Songs still play an important part in achieving our goals. They not only introduce words, but they also encourage the children to sing along and make our learning journey more appealing and interesting. The students in the lower elementary have received their textbook which is theirs after completion at the end of school year. Sometimes they are assigned to do some pages from these books as well as some handouts for French homework. We have been learning about the fall season. This included reporting on the weather and learning about the clothes to wear. Using these themes to guide the children to construct simple sentences in French has been a goal. Games such as Bingo, crosswords and word search are an important part of
our curriculum to keep them interested and developing a positive attitude towards French language. Our most recent theme is the Christmas holidays. This seasonal theme gives the students opportunities to expand not only their vocabulary, but to also do some crafts such as making bookmarks in French. The pre-elementary students are also learning words related to the seasons, weather and clothing. At this level, flash cards and a variety of matching games are used. The children enjoyed a farm animal theme accompanied with a song that reviews saying numbers in French. Total Physical Response (TPR) activities, storytelling and book reading almost guarantee success in learning the target language in the most natural way. Children love to sing along with nounours (the little bear poppet) or follow the directions and commands given by Curious George. I am looking forward to a year full of success with fun. I have been noticing very talented and enthusiastic language learners in Room 5 and 6 in lower elementary and Mezzo 1, 2 and 3 in pre-elementary. Now that end of first quarter is fast approaching, I am ready to greet my new language learners in Mezzo 4 and Mezzo A. I am sure they will make you and me proud. Joyeux Noel et Bonne année.
Lower Elementary and Pre-elementary Japanese: Learning with Activities and Writing Ms. Yuko Azemoto The students call me Azemoto sensei (teacher). This is my second year teaching Japanese at Eton school. I am from Japan and now happily live in the Seattle area. Seattle is a great city to live in because there are many worldwide restaurants and markets to visit. I can cook, eat and buy any Japanese stuff if I want. However I have one thing I could not get. It is Ofuro. When winter comes, I really miss Ofuro. Ofuro is a hot Japanese-style bath. We pour hot water in the bus tub, which is a deep soaking bathtub like a hot tub. It is not only cleans, but also warms, relaxes and soaks away the stress of the day. However I must say, there are very few stresses in teaching Japanese here at Eton School. I was so happy to see many familiar faces from last year and new fresh students in each classroom. Many children still remember some Japanese words and seem very excited to learn more. This past fall semester, I taught in the pre-elementary classes of Mezzo 4 and Mezzo A, and in Room 1 for
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lower elementary. The lessons begin by greeting each other with a bow, and saying, “Konnichiwa.” In Japan, we show respect to each other by bowing and greetings. I would like children to begin to integrate Japanese language and culture spontaneously. Greetings and introducing Japan were themes presented in September. October’s was fall and physical exercise while November’s was traditional Japanese play and games. Throughout the year, the students will be learning about Japanese culture, the alphabet (AIUEO), colors, numbers, shapes, animals, parts of body and all kinds of foods. Children have ample chances to share, make discoveries and learn concepts by working with materials. One of my favorite teaching strategies is role‑playing. We act out situations such as introductions, parent and child conversations, and the interactions between customers and clerks at a store. Children like to play and they are absorbing new vocabulary smoothly VOL 35 NO. 3
Specialist News and without any hesitation. In addition, the lower elementary students are beginning to learn to write and read Japanese characters (Hiragana). It is a challenge, but they are all wonderful students and learn very quickly!
This winter term along with continuing in Room 1, I am teaching the pre-elementary classes of Mezzo 1, Mezzo B and Mezzo C. I hope to inspire and encourage their learning Japanese with fun activities.
Lower Elementary and Pre-elementary Spanish: Colors, Culture and More Ms. Enid Mendez Flores Hola amigos “Me llamo es Senora Mendez” (my name is Ms. Mendez) and this is my first year teaching in the pre-elementary and lower elementary classes at Eton School. In our Spanish classes in Mezzo B and Mezzo C, we have had a lot of fun reviewing the colors, learning the parts of the body and reporting the weather. Ask your child why he or she may particularly like talking about “la lluvia” (the rain). We know how to answer the questions ¿Como estas? (How are you?) ¿Como te llamas? (What’s your name?) ¿ Como te sientes? (How do you feel?) Of course we used the magic words “por favor” (please) and “gracias” (thank you). During the last couple of weeks, we played “el Mercado” (the market) and enjoyed feeding the monster fruit with “frutas” while we learn those names in Spanish. The winter term has just started so now Spanish is in the pre-elementary classes of Mezzo 2 and Mezzo 3. At the beginning of November lower elementary, we read the book “Juanita y Rosita” that explained the Mexican tradition of “El Dia de los Muertos” (The Day
of the Dead). This a day when the Mexicans honor and show their love to those who have passed away. The children loved the book and enjoyed making a skull mask. The students have conversation in Spanish to greet each other. The kids can ask and answer simple questions like: ¿Como estas? Muy bien. ¿Como te sientes? Estoy feliz/ tengo hambre. ¿Donde vives? Yo vivo en…. Te gusta …? Si/no me gusta. They know the body parts and how to describe them in Spanish: “Tengo pelo largo, orejas pequeñas y ojos verdes (I have long hair, small ears and green eyes). Now they are learning food vocabulary and getting ready to explore another Mexican tradition “las posadas y las piñatas”. During class, the students sing many songs with familiar tunes. So “padres” (parents), if you would the lyrics for the Spanish songs, please ask your child’s classroom teacher for a copy. You will have a lot of fun too and may learn some Spanish. Felices fiestas y prospero año 2013 (Happy holidays and happy 2013)!
Music: Traditions and Music Bring Us Together Mrs. Mary Springer This time of year is full of traditions and our annual holiday sing-along, brings the school community together to enjoy each other as we make music together. I look forward to continuing this school tradition on Thursday, December 20. The pre-elementary students have been studying the melodic patterns of mi, re and do in many of their folk song games. As the holidays approach, the children will use the instruments to accompany several of the holiday songs. A holiday favorite is a choral adaptation of the March of the Toy Soldiers from the Nutcracker Suite. In addition to learning the words, the children have an opportunity to dramatize the song as they become mice and toy soldiers. You will hear lovely strains of this enduring masterwork. Along with this work, the children have been learning some simple folk dances working with partners. DECEMBER 2012
The lower elementary students are learning some delightful folk dances in celebration of the holidays. The folk dances are a wonderful way to explore musical form, rhythm and melody. They began working with the barred instruments (xylophone and metalophones) and they will be using them for some of the songs we will be singing at the sing-along. They also studied various musical forms and they are extending that exploration with some of the music from the Nutcracker Suite. Earlier in the fall, the students listened to the story of the Firebird and studied the form and melodic structure of the Finale from the Firebird Suite by Igor Stravinsky. The lower elementary will continue their work with this lovely music when they come back after the holidays. The Fourth grade students received their order forms and the recorders and books are on order. There is a hope of having them before winter break. Once the ETON EDITION | 17
Specialist News students have the recorders and books, they will be able to take them home to practice once the school receives reimbursement. In preparation for their work with recorder, they studied standard notation and rhythm studies. The fourth graders continue with folk songs and ballads (including songs by Woody Guthrie) as well as other historical songs. The fifth grade students are having a great time with our ukuleles! You may have heard in a number of news reports that the ukulele is a very popular instrument these days. The students learned the fingerings for C and G7 with learning F for the I, IV and V7 chords. There is hope that they will be able to play Jingle Bells for our holiday sing along. They are also learning the chords for Wavin’ Flag, from the Soccer World Championship. If you are looking for a good musical gift for the holidays, consider purchasing a ukulele. They are quite inexpensive and many students have already purchased them. The fifth grade students shared the song Fifty Nifty United States at the Grandparents day celebration and yes, they know all the 50 states in alphabetical order! The students in 6th – 8th grade are preparing for their choral concert. Una Voce Ensemble is the name of the Eton Chorus. This name reflects the nature of choral music and each year I feel honored to be a part of this experience with these students. I am amazed at their musical skills and talent. They learned four new songs for our concert this year. Because they are so familiar with the text in Latin, they deliver the songs with clarity and musicality. Some of the new songs added include a
lovely song called Hallelujah from the movie Shrek. They have also learned the song Wavin’ Flag, and accompany themselves with drums, rhythm instruments and guitar. The students have formed an exceptional choir this year. I am so fortunate to have this opportunity to work with the students and Mrs. Gatton.
My plans for the month of December include a production of Miracle on 34th Street; A Live Radio Play, which is prepared by my theater company in West Seattle. It is a wonderful story and an interesting theatrical piece as it is a live radio play. If you are interested in coming to see the production, you can look at our website for more information: www.twelfthnightproductions.org. The production runs through December 16. Have a happy and musical holiday!
Learning Specialist
Reading Aloud to Kids of All Ages It is a truism that parents should read to their little ones. After all, they cannot read for themselves yet, and so much happens when parents and children cuddle up and read together—fun, vocabulary growth, absorbing the language of books, learning to “read” illustrations, seeing themselves in books, increased academic success. All of this builds a child’s motivation to want to read and lays the foundation for success with print. But at what age is a child too old to read with parents? When they begin to decode? When they begin to read chapter books? There is a growing body of research that shows that reading aloud to older children, even into middle and high school also produces benefits. Look at the list of benefits for little children: • fun • vocabulary growth • absorbing the language of books
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• • • •
learning to “read” illustrations seeing themselves in books motivation to read increased academic success
Research shows that all these benefits occur for middle schoolers and high schoolers as well, when adults enjoy reading aloud to them. As winter approaches, the days shorten and the temperatures drop, include family reading time in your evenings together. Cuddle up with a good book—one that is just beyond your child’s reading level, one that touches on family interests, one that you loved when you were young. Share the joy of reading with those you love most of all. Diana Butler, Learning Specialist
VOL 35 NO. 3
From the Office Tuition Payments for 2012-2013 School Year
School Closers and Early Dismissals
Eton School Calendar December 2012 – January 2013
The tenth tuition payment was due at the beginning of December. The eleventh tuition payment is due January 1, 2013 with the twelfth and final tuition payment due February 1, 2013. Eton School’s installment plan for tuition payments for the 2012-2013 school year began immediately with enrollment documents. Many parents elected to pre-pay the entire amount or signed up for ACH automatic withdrawal from their checking accounts in order to receive a 2% discount. The installment plan is set up for 12 payments (March through the following February) to ease the family budget. If you selected the ACH method, your payments debit on the first, but no later than the fifth of each month. There is a second ACH run for parents needing the debit to occur mid-month (by request). These transactions debit on the eighteenth of the month, but no later the twenty-third of each month. If you are a family that joined late, you received a different fee schedule. If you have questions or need to refresh your understanding, please call Cindy Mattix at 425-881-4230, ext. 66 or e-mail cmattix@etonschool.org. She is happy to assist you with any questions you may have. Please remember that Eton School does not send home billings and that payment is due the first of each month. If not received before the fifth, Eton’s Business Office assesses a $20 late fee.
Winter Break: December 24, 2012 through January 4, 2013 Winter Break falls between Monday, December 24 and Friday, January 4. Both School and Clubhouse (childcare) are closed. School resumes on Monday, January 7.
December 24–January 04 Winter Break School and Clubhouse Closed
Checks Payable to Eton School Please write all checks to “Eton School.” If your child’s last name is different than the name printed on the check, please note your child/ children’s name on your check in the memo portion. Please write separate checks for tuition and clubhouse. DECEMBER 2012
Early Dismissal: January 18 Teacher In-service for Progress Report preparation. Clubhouse open. School Closed and Clubhouse Open: January 21 Martin Luther King Jr. Day Observed
Eton Clubhouse (Childcare) Clubhouse Procedure When picking your child up from Clubhouse in the afternoon, please remember to sign the student out on the hard copy paper sheet AND clock them out using the PIN pad. Clubhouse Schedule and Registration January 21, 2013, Monday Martin Luther King Jr. Day School closed, Clubhouse open Clubhouse is open at both Mezzo and Main Buildings. The Main building opens at 7:30 am with Mezzo opening at 8:30 am. Any pre-elementary students arriving before 8:30 am are escorted to Mezzo clubhouse when it opens. Registration is available online from January 8- 18, 2013.
Contact Change Notification Please be sure to notify the Main Office with any changes to your mailing address, telephone number, and/or e-mail address. We want to ensure that you receive all of our correspondence.
January 07 Return to School January 09 National Geographic Bee Upper Level: Grades 4th–8th January 17 Winter Open House Current and New Families Presentation at 9:30 am in the Main building activity room January 18 Early Dismissal: Teacher Inservice All Levels Clubhouse Open January 21 Martin Luther King Jr. Day School Closed, Clubhouse Open All Levels January 23 Parent Council Meeting 6:30 pm For more information, visit Eton’s online 2012-2013 School Calendar.
Guest Wireless Now Available Eton School now has a wireless guest network in all buildings. Access information can be found posted in the Library, Mezzo Lunchroom, Casa IV and the Veladare building. For further assistance while at Eton, Mrs. Blackketter is available to assist you.
ETON EDITION | 19
Vol. 35 No. 3
December 2012
Save the Dates (See inside for more information)
Winter Open House
Thursday, January 17
Annual Auction
Saturday, February 09
Parent Council Meeting
ETON SCHOOL 2701 Bellevue-Redmond Road Bellevue, WA 98008-2253 425.881.4230 | www.etonschool.org
Wednesday, January 23