beeline - Catonsville Elementary

BEELINE
Catonsville Elementary School
March 2014
Linda Miller, Principal
Danalee Potter, Asst. Principal
Principal’s Corner
Congratulations to Michelle Carroll, our administrative assistant on her retirement!
We have appreciated her many contributions to the students, families and staff
of C.E.S. over the years. Mrs. Carroll will be greatly missed!
Congratulations to our Bucket Fillers of the Month for February: Katelyn B., Thomas
N., Fayadh R. and Bethlehem W.!
Congratulations to our third, fourth and fifth grade students for their hard work,
perseverance and efforts during our state testing!
Dates for your Calendar
3-14
17-18
4
5
9
11
13
17
18
19
24
25
26
27
28
MSA Testing Grades 3-4-5 Wear Your Colors CES!
MSA Make-Up Days
Yoga Club 3:30-4:30
Challenge 24 3:30-4:30
Daylight Savings Time-Turn Clocks Ahead
Yoga Club 3:30-4:30
PTA Peace a Pizza
PTA Meeting
Grade 4 Coffeehouse
Dr Seuss Celebration
Yoga
Challenge 24 3:30-4:30
PARCC Testing Gr 3 McGowan
Maryland Day
Yoga Club 3:30-4:30
Book Club 3:30-4:30
PARCC Testing Gr 3 McGowan
Author’s Visit
Reading and Math Night 6:30-8:00
3rd Quarter Ends 3 hour early dismissal
School Spirit Day
News from the Office…..
March
Maryland State Assessment
Beginning on March 5th until March 14th, our third, fourth and fifth grade students will be taking the MSA. During this time, it is important that students attend school each day on time. We know that are students are well
prepared and ready to show what they know! Our younger students can support our intermediate students by
wearing the designated spirit color each day:
Wednesday, March 5………………Green
Thursday, March 6…………………..Pink
Friday, March 7………………………Purple
Monday, March 10…………………Red
Tuesday, March 11…………………Yellow
Wednesday, March 12…………….Black
Thursday, March 13………………..Blue
Friday, March 14…………………..White
NOTE: Due to the inclement weather, grade 4 students will be taking the MSA reading test on Thursday, March 13th and Friday, March 14th.
Turn Clocks Ahead!
Just a reminder that we turn our clocks ahead on Sunday morning, March 9th for the beginning of daylight savings time. Please be sure to change your clocks so that students are on time for school on Monday!
Hop for Hopkins
Thanks to our students, families and teachers for making our Hop for Hopkins such a success! We were able to
raise over $1,200 for the Johns Hopkins Children’s Center! Many thanks to our staff for donating their time,
items for the raffle and snacks!
Bowling Fundraiser and Celebration!
Our fifth grade will once again be sponsoring a family bowling night on Friday, April 4 th. This is an opportunity for
families to enjoy and celebrate the end of our state testing. Proceeds will go towards the fifth grade end of year
field trip to St. Mary’s City.
system.
March 2014
Page 2
News from the Office (continued)…..
March
BCPS Website & Team BCPS Newsletter
The BCPS website (www.bcps.org) is full of information for parents, students and families. It is regularly updated
with exciting news and information about our school system. Information regarding school construction, the digital conversion and parent resources are available. In addition, sign up for the Team BCPS online newsletter
through the BCPS website. This will provide you with weekly updates of the exiting happenings around the school
Welcome to CES!
As a Professional Development School with Towson University, we’d like to extend a warm C.E.S. welcome to our
current interns: Ms. Neher working with Mrs. Stewart, Ms. Mazala working with Mrs. Elliott, Ms. Kennedy working
with Ms. Sacks, Ms. Price working with Ms. Ruszkowski and Ms. VanValkenburg working with Mrs. D. Cohen. We’d
also like to extend a welcome to Ms. Moulton, who is substituting for Mrs. DeLuca at this time and to Ms. Fauver,
who will be substituting for Mrs. Holmes.
Kilometers for Kids
The 3rd annual Kids Helping Hopkins Kilometers for Kids will be held on Saturday, April 5 th from 7:15am
(registration begins) to 1:00pm. This is a 5K/2K course for families to run or walk. Registration is onsite or online
(www.helpmakemiracles.org/event/kilometersfor kids. Or, you can contact Rebecca Ednie at 443-506-6537 or
kidshelpinghopkins1@gmail.com. This is a fun-filled day for the whole family!
Baltimore’s Child Camp and Summer Programs Fair
Baltimore’s Child Camp and Summer Programs Fair will be held on Sunday, March 9 th from Noon until 3:00pm at
the Crowne Plaza in Timonium. Admission to the fair is free. This event showcases a variety of camps and summer programs for children, including those with special needs. Children’s entertainment is offered during the
fair. It is a great opportunity to talk with the exhibitors and obtain information for possibilities for your child
this summer.
March 2014
Page 3
Mrs. Potter’s Top 10 Reasons Why WE Are
Lucky to Have YOU as Part of Our Catonsville
Elementary School Community!
One thing you’ll learn about me this year is I LOVE anything and everything Irish: Lucky
Charms, Irish Castles, 4-leaf clovers, Irish music, the Irish rock group U2, and touring the
countryside of Ireland. Since March is the month that celebrates the luck of the Irish, I
thought it’d be a great time to tell everyone why WE feel lucky every day to have YOU as
part of our school community!
~
Mrs. Potter
1. Everyone cares about the students and is willing to do what’s best for them!
2. We have wonderful volunteers who are always willing to help out when needed!
3. Parents talk with the teachers regularly and know what’s going on in their
child’s classroom.
4. The students are great role-models for their peers.
5. Community members are involved in helping our school be successful in many
different ways.
6. The PTA works hard to raise money for our school and support the teachers
and students.
7. The students and parents do an excellent job raising money for people or organizations in need.
8. The school community has many wonderful substitute teachers who are ready
to come in at a moment’s notice.
9. Everyone pitches in to help keep our school environment clean and beautiful.
10. Parents work hard every day to support their children with
school work at home.
March 2014
Page 4
Pre-K Units of Study for March
Prekindergarten is rolling with fun and learning! Can you believe all of the snow we have had this year? Wow! The
children have had lots of fun snow experiences! When we are at school we are keeping on track with the curriculum so that we can get everything accomplished!
In Reading the children will be working on the following skills:
Identifying letter sounds for the letters, Bb, Hh, Nn, Ee, and Ww
Identifying all the letters of the alphabet
Identifying the initial sound in words
Blending two syllable and three syllable words together
Blending onsets and rimes for the ―at‖, ―ip‖ and ―an‖ words
Identifying sight words; are, in, is, on, the, and, he, and I
Using complete sentences to answer questions about stories
Using the text to answer questions pertaining to the story
Discussing senses and the related body parts
Drawing pictures and dictating sentences to show comprehension of literature
In Mathematics the children will be working on the following skills:
Understanding the concepts of whole parts, equal parts and parts that make a whole
Understanding equal groups
Comparing lengths of objects
Ordering objects by size
Measuring objects with non-standard measurement units
Understanding that we use coins and money to purchase items
Combining sets to get a total-initial addition concept
Separating sets to get a total-initial subtraction concept
Identifying numbers when shown randomly to 10
Counting objects in a set
Rote counting to 20 and beyond
In Writing the children will be working on the following skills:
Writing their names using the first letter as an uppercase letter and the rest in lowercase letters
Drawing pictures of objects beginning with a specific letter sound
Continuing to write the sounds heard in words
Using air writing and play dough to write letters and words
Important Dates
March 11th-Peace of Pizza Night Fundraiser
Check for ―Colors to Wear‖ all throughout the month of March
March 2014
Page 5
Kindergarten Units of Study for March
We are working hard at school and learning so much!
Phonics- We will continue working on associating the sounds to the letters of the alphabet. We will continue to work on identifying words that begin with the same letter sound and work on blending beginning and ending sounds. We will practice word
games that blend and segment words. Please continue working on sight words at home. We are seeing a lot of progress!
Shared Reading- We will be reading the big books, Move Over, Dan Goes Home, The Jigaree, and Grandpa Grandpa. We will
take picture walks to develop an understanding of the story and make predictions. Also, as we read the stories we will make
connections about the stories to our life experiences. We will retell stories by acting them out and becoming the characters.
We will continue to locate sight words throughout our stories. We will work on answering who, what where and when questions.
We are working on word families.
In all of the stories we will be working on understanding the story elements: characters, setting, problem and solution.
Small group instruction continues. The children are continuing in their Guided Reading Groups. They are proud of their accomplishments as they become readers!!
Mathematics- We will begin our math unit 5, Make a Shape, Build a Block. We will continue to work on identifying shapes in 2D and 3-D. The children will learn the names of the shapes and also the characteristics of them. They will be able to compare and contrast the different shapes. Some of the activities that the children will be working on are: finding the shapes in
the environment, making a class mural using the shapes to build pictures, using the Shapes Program on the computer to fill in
shapes to make a picture and to copy pictures using the correct shapes. They will use geoboards to make shapes. They will
look at the faces of the 3-D shapes and identify them accordingly. The children will become familiar with the names of the 3D forms.
1st Grade Units of Study for March
Math: Unit 6: Number Games and Crayon Puzzles: Addition, Subtraction and the Number System 3
Students work on composing numbers with two and three addends, and in a variety of contexts, they work with combinations
equal to 10 and explore relationships among those combinations. The addition and subtraction work of this unit continues to
focus on making sense of the operations of addition and subtractions, practicing adding and subtracting single-digit numbers,
and solving addition and subtraction story problems. There is a focus on naming and comparing different strategies used for
solving problems such as counting all, counting on or back, and using known-number combinations. Students also discuss how
different tools such as objects, the number line, and 100 charts can be used to model and solve problems.
Science: Unit 6: As the Weather Changes is a first grade unit designed to teach the basic concepts of the effect of the sun
on Earth’s weather.
Social Studies: In Unit 5 the students explore their relationship with the physical environment. They will identify landforms,
bodies of water, and natural resources and describe how these affect their lives. Students will follow the production process
from natural resource to product.
Health: Module 3: The students will identify rules and acceptable and unacceptable behaviors to determine how their decision
and actions have consequences for themselves and others. Students will recognize ways they can protect themselves and others from certain diseases to develop and apply basic hygiene and health practices. As well, students will identify the helpful
effects and good nutrition to recognize that personal health habits influence an individual’s well-being.
Reading: In the beginning of February we finished Unit 3: In this unit,‖ Changes over Time”, students explore folktales as
stories that have been passed down over time, recognize changes in nature, and changes over time. A Change over Time anchor
chart is created in the first week and added to throughout the unit. In Mid-February we started Unit 4: This unit, ―Animals
Everywhere,‖ begins with a continuation of the folktale genre from unit 3. During the first week of instruction students read
about the distinct features of two animals through the folktales, ―A Tale of a Tail” and ―How Bat Got Its Wings.‖ Students
use illustrations and details to describe the setting, characters, and major events. Students also compare and contrast the
adventures and experiences of two types of animal characters in stories using a Venn diagram. In addition, over the next few
weeks will feature a selection of informational texts of which students will:
~Explore the distinct features of different kinds of animals.
~Examine how animals work together in teams.
~Develop an understanding of how animals survive in nature.
~Learn about people who work with animals to train and preserve their habitats.
Additionally, students will identify the main topic and recall key details in order to deepen their level of comprehension. They
will use various text features to locate facts of information in texts, and use the illustrations and learn about people who work
with animals to train and preserve their habitats.
March 2014
Page 6
2nd Grade Units of Study for March
Reading: We will continue with Unit 3: Live and Learn. In this unit, students will read a variety of literary and informational texts related to the big idea, Live and Learn. Throughout the unit, students will examine how words
and phrases supply meaning to a text. They will use information from illustrations and words to demonstrate an
understanding of the text. Students will also describe how the organization and structure of a text contribute to
and enhance the meaning of the text as a whole.
Essential Questions:
 How do the interactions we have with the people, places, and things in our world affect us?
 What does the author want me to know or learn? How does thinking about the author’s purpose and message help me better understand the text?
 How does asking and answering questions (such as who, what, where, when, why, and how) demonstrate understanding of key details in a text?
 How does describing how characters in a story respond to major events and challenges demonstrate comprehension of literary texts?
 How does using information gained from the illustrations and words in a print or digital text demonstrate
understanding of its characters, setting, or plot?
Math: We will begin Unit 4: Data Analysis. In this unit, students will sort, represent, and interpret data involving
measurement; show data by completing line plots and graphs; tell time to the hour and half-hour; and solve problems involving money using dollar bills, quarters, dimes, nickels, and pennies.
Essential Questions:
 How are numbers represented?
 What are efficient ways to count?
 What are the properties of whole numbers?
 How do mathematical operations relate to each other?
 What are flexible, effective, and efficient methods of computation?
 What are efficient strategies to represent and solve word problems involving addition and subtraction?
 What are units of measurement for time and money and how are they used?
 What do good problem solvers do?
 How are graphs used?
 What are attributes of two-dimensional shapes?
Social Studies: We will study Unit 2: Economics in the Community. The students will learn to identify and classify economic wants for goods and services, and explain how limited natural, capital, and human resources require
people to make choices. We will also learn community services that are provided by the government and give examples of specialized work that people do in the community.
Science: Students will study Unit 3: Bee an Engineer. In this unit students will explore and discuss the field of
agricultural engineering, the role of insects in the natural system of pollination, and the technologies of hand pollination.
Additional News: We are continuing Book-It this month so please make sure your child is reading each night and
recording it on the calendar. They should read for 20 minutes a night in order help work on word and sentence
fluency.
**Please remember to send in absence notes the day following the absence with your child’s homeroom
teacher’s name on it.**
March 2014
Page 7
3rd Grade Units of Study for March
Reading/Language Arts: Students will continue their study of fables, folktales, and myths. Students will examine characteristics
of these genres of text. Additionally, students will compare similarities and differences between texts. We will continue to focus
on including evidence based terms in written responses. Please continue to encourage your child to use these terms (for instance, for
example, according to the text, the author said, on page ___ it said, from my reading I know…).
Math: Students will work on Unit 7: Geometry and Measurement. We will focus on identifying characteristics of solid and 2dimensional figures, lines and angles, polygons, quadrilaterals, and composite figures, symmetry, area and perimeter. In addition, students will work on Unit 8: Division Concepts and Facts. We will focus on representing division as sharing and grouping, solving division
story problems, and relating division and multiplication as inverse operations. Students should continue to practice their multiplication facts nightly. Students can also be working on the First in Math website.
Science: Moving Mountains: During this unit students will understand the basic concepts of landforms, both above and below water,
and water features as they relate to weathering and erosion.
Star Search: Students will study the characteristics of stars, including the sun. They will learn about the following vocabulary
words: asteroid, constellation, dwarf planet, comet, galaxy, nebula, light year, planet, plutoid, star cluster, sunspot, and solar system.
Social Studies: Unit 3: Where People Start Communities. Students will explore the reasons that people decide to start communities
in various place, types of landforms, human-made features and geographic characteristics.
4th Grade Units of Study for March
Math: Unit 7: Geometry and Measurement. The following skills are the ―big ideas‖ that are developed in this unit:
 Students describe, construct, and analyze the attributes of geometric solids.
 Students identify and classify types of lines and angles.
 Students identify and classify polygons.
 Students describe the motion of congruent figures by identifying types of transformations.
 Students identify lines of symmetry in two-dimensional shapes.
 Students calculate the perimeter of two-dimensional
GT Math: Unit 6: Fraction Concepts. Students will:
 represent fractions and mixed numbers using various models.
 compare fractions by reasoning about their size relative to benchmarks.
 compare fractions by reasoning about both the size of parts and the number of parts.
 recognize and generate equivalent fractions.
 understand that equivalent fractions represent the same quantity and can be represented by the same point on a number
line.
Unit 7: Fraction Operations. Students will:
 represent fractions and mixed numbers using various models.
 estimate sums and differences of fractions by reasoning about fraction quantities.
 interpret real-life mathematical contexts to add and subtract fractions with unlike denominators.
 add and subtract fractions, including fractions greater than one, using various models and strategies.
Reading: We will finish Unit 3 which addresses literature standards that focus on the structure of poetry, drama, and prose. Students will build their understanding of theme, character, and setting across multiple texts, including the use of our new Wonders
materials.
Science: As a Matter of Fact! A CSI Chemistry Unit. This unit is designed to give students opportunities to be engaged in handsion, minds-on investigations. These investigations involve chemistry concepts including states of matter, conservation of matter,
acids and bases, and pH. At the end of the unit, students are challenged to use their new knowledge to solve an ongoing mystery!
Health: Personal Fitness and Environmental Safety. This unit is designed to let students identify components of healthy nutrition
and fitness in order to determine their benefits as an individual. Students are also identifying the benefits and components of good
posture and exercise. During this unit students will also recognize hazards in the environment and explain personal and community
response to hazards.
Social Studies: Unit 3: Age of Encounters. Students will study the voyages of a variety of European explorers from the 1400s
through the 1600s, and understand how their voyages shaped our understanding of the world at that time. They will explore the
motivations for exploration of a variety of empires, as well how each of these empires interacted with the native people that they
encountered in the New World.
Important: Students will rotate through classes during the weeks of MSA to gain exposure to various types of poetry. They will
have the opportunity to show their outstanding speaking and listening skills by reading one of their original poems for the parents
and guardians in an open house ―Coffee House‖ poetry reading that will take place on the morning of Monday, March 17. Save the
date!!! More information will be sent home shortly.
March 2014
Page 8
5th Grade Units of Study for March
Reading: Mrs. Lattea and Mrs. Ruszkowski
Unit 3 will be focusing on reading non fictional texts centered on the concept of ―social movement‖. The students
will be using materials from the new Wonders anthology to support the BCPS curriculum. The following essential
questions focused around objectives that are going to be taught throughout this unit.
Essential Questions:
What can people do to transform their world?
How does a narrator’s or speaker’s point of view influence how events are described?
How do a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem?
 How does the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of
events, ideas, concepts, or information in two or more texts compare?
Language: All of the fifth grade classes will be working on grammar skills. We will use the writing process in order to write an argument defending a historical fiction book.



Math: Mrs. Lattea, Mrs. Holmes, Ms. Ruszkowski (green group)
~ Unit 6 - Fractions and Operations
Essential Questions




How can the context of a problem determine which models are most appropriate to represent given quan
tities? How do multiple representations of fractions and mixed numbers facilitate understanding and com
munication of mathematical ideas?
How are fractions related to division?
How can you use equivalence to explain how the number and size of the parts in fractions differ even
though the fractions themselves represent the same amount?
Why is it important to consider the whole when comparing and ordering fractions and mixed numbers?
Ms. Ruszkowski (Blue group) :
~Unit 8 – Measurement Skills:
 Measuring using the customary and metric system
 Converting measurements
~ Unit 9 – Algebra and Rational Numbers
 Solving algebraic expressions
 Identifying rational and irrational numbers
Science: Ms. Ruszkowski: Greening the School Yard. In this unit, students will learn about recycling, preserving
fossil fuels and promoting our school as a green school.
Mrs. Stuthmann: May the Force Be With You: This is our physics unit. Students will develop an understanding of
the concepts of forces and motion. They will conduct investigations to learn the relationship of motion to speed,
distance, direction and time.
Social Studies
Mrs. Lattea will be working on the Unit 3: Government Unit. In this unit we will be focusing on: What is a government? The Great Compromise, Branches of government, A close look at
the Constitution.
MSA: 5th Grade Reading dates are March 5-6 and Math is March 11-12.
March 2014
Page 9
Music Units of Study for March
Spring Concert
Who: All 5th Graders
When: Monday, May 12th, 7:00 p.m.
Where: CES Gym
Kindergarten: Students will explore music with thin and thick textures and will demonstrate their knowledge of the new music vocabulary word ―accompaniment.‖
1st Grade: Students will identify, discover, and perform La, a new solfege pitch aurally and on the staff.
2nd Grade: Students will discover, identify, and perform a new rhythm, the whole note.
3rd Grade: Students will continue to earn their ―karate‖ belts through mastering the rhythm and pitches of songs on the recorder.
4th Grade: Students will move to, analyze, and identify characteristics and instruments of jazz music.
5th Grade: Students will identify characteristics of and perform African music and on African instruments.
Instrumental Music Units of Study for March
4th Grade Exploratory: We will finish exploring the Trumpet and be able to perform notes C, D, E, F, and G
using basic proper playing techniques by performing Hot Cross Buns. We will also be able to demonstrate our
knowledge of Brass Family Instruments. Students will then be able to start exploring the Clarinet and be
able to assemble a Clarinet Mouthpiece and produce a tone.
5th Grade Instrumental: Students will explore two and three part songs to be able to continue working
with Harmony in Band. We will continue rehearsing bi-weekly in order to perform ensemble music as well as prepare for our
Spring Concert on Monday, May 12th, 2014. In Strings we will work with G string notes and be able to perform the G Major
scale as well as identifying Low 2. Students will also continue to prepare for the Catonsville Middle School and Arbutus Middle
School Side-by-Side concerts which will take place on Thursday April 24th, 2014 and Tuesday April 29th, 2014. Information will
be distributed in early March. Baltimore County has recently released its Summer Instrumental Music Camp Information. Information regarding the camp will be sent home at the end of March.
Art Units of Study for March
Kindergarten: The students will be working on the art element of texture with an end project of a tissue paper
relief flower modeled after Georgia O’Keefe.
First Grade: The students will be creating a cartoon like sea creature of their choice with an emphasis on design
and character.
Second Grade: The students will begin a ceramic sculpture unit with a ―Where the Wild Things Are‖ theme, accenting imaginary animals.
Third Grade: The students will be creating a painting of a sunset of their choice, working on blending warm colors.
Fourth Grade: After completion of their moon lit paintings, the students will begin working on miniature bird baths
made out of red clay.
Fifth Grade: The students are still working on completing their ceramic banks.
March is Youth Art Month. Please take a day out of your weekend and visit one our wonderful museums. They are basically free with the exception of The Visionary Arts Museum.
Congratulations to Ben C., Bethlehem W. and Zoe R. Their works will be on a special display at The Walters Art Museum.
Physical Education Units of Study for March
Throughout the month of March, students will practice rope jumping skills in preparation for the Jump
Rope For Heart. The information for the Jump Rope For Heart event will be released by March 17th.
Thank you for your support!
March 2014
Page 10
Library Units of Study for March
Author Visit….March 27th: Timothy Young will be spending the day at CES
and then coming back that evening to sign books during Reading/Math night. Each child will
receive an order form for preordering signed copies of his books. His web site is
http://www.ihatepicturebooks.com/author.html.
Take a look at the Black-Eyed Susan website: maslmd.org/about-bes/
1st grade is reading Black-Eyed Susan books and getting ready to vote
2nd grade is working on book reviews, and learning how to use an active slate to control the computer.
3rd grade is working on book talks for the second graders.
4th grade is researching some wild and crazy animals for their trading cards.
5th grade is creating pop-up books to go with their tall tales.
As always, feel free to visit the library at any time, or send me an email if you have any questions.
rkaufman2@bcps.org
A Note from the School Nurse
Frequently Asked Questions:
Q: How do I call the school nurse directly?
A: Lisa Beck may be reached at 410-887-1079. Her email is: lbeck2@bcps.org
Q: How should I send in medications for my child?
A: Medication MUST NOT be sent to school with your child. Parents must bring medications to the school with
written instructions from your child’s health care provider, signed by parent.
Q: Can I send cough drops to school with my child?
A: There is no need to send cough drops if you signed a Consent for Administration of Discretionary Medication
form. This form allows the nurse to dispense acetaminophen (Tylenol), cough drops, antacid tablets (Tums), diphenhydramine (Benadryl) and ibuprofen (Motrin for >12 yrs/menses).
Q: Can I send/bring food to school for my child’s class to share?
A:In an effort to prevent lethal food allergy reactions, no outside food is allowed in the building for sharing. Acceptable party favors include: erasers, pencils, stickers, jewelry, toys and non-edible items.
For entering 2014-15 school year, Pre K students who are 24-59 months old are required to have at least
one pneumococcal vaccine( Prevnar/PVC7), and at least one haemophilus influenza b vaccine( Hib) given after
age 1. http://phpa.dhmh.maryland.gov/OIDEOR/IMMUN/Shared%20Documents/VaccineRequirements_School-Year_2014-2015.pdf
Notes from the Reading Specialist
Celebrate Dr. Seuss on March 17th: On March 17th we are having a school wide celebration of Dr. Seuss’ birthday. Students can come to school dressed as their favorite character from a Dr. Seuss Story and bring the book
to share. We will have special announcements and activities as well as a time to DROP EVERYTHING AND READ!
Family Reading and Math Night is March 27th: Please come join us on March 27th from 6:30
to 8:00 to participate in family Math and Reading Night. Timothy Young, a children’s author will
be with us to share his books and talk about writing and illustrating. We will also have Karma
Dogs, Jeopardy, Reading Idol, Math Games, Making Geometric Shapes , Flying Paper Airplanes
and much more!!
March 2014
Page 11
CHOOSING THE BEST SUMMER CAMP
By: Deborah S Cohen, Ed.D. Inclusion
Summer camp is more than just learning to shoot an arrow or paddle a canoe. It’s an opportunity for children to learn responsibilities and how to get along in a community setting and become independent, away from Mom and Dad. According to
the American Camp Association, the U.S. camping industry had revenues of $15 billion in 2012, and about 11 million kids visit
camps on an annual basis. Even the Obama girls, Malia and Sasha, are seasoned summer campers, sending a message to parents that the first
couple sees great value in providing a regular camp experience for their daughters.
Choosing a camp that’s best for their child can be a difficult decision for many parents. It comes down to knowing your options. Some camps
have very structured programs and others are more flexible with their daily activities. Some programs promote competition and rivalry among
camp teams, while others encourage cooperative learning. Some camps are better for first-time campers, and others offer more wilderness
and adventure-type activities for the veteran camper. Parents need to look for camps that fit their child’s personality and interests to determine where he/she might fit best.
Additionally, parents should look for a camp that’s accredited by the American Camping Association (ACA), which is similar to Good
Housekeeping’s seal of approval.
A child's maturity and personality are two things to consider when choosing a summer camp. Some local camps operate during the
day only, while sleepover camps (also called resident camps) may be miles from home. First-time young campers might want to start with a day
camp that features short sessions. Church camps and some sports camps, for example, may operate for only 3 or 4 hours a day.
For day camps or residential camps, parents entrust their child to camp personnel for hours or weeks at a time. What does a parent need to
know before sending a child to camp? Here are some questions to consider:





How many kids normally attend the camp during a session? (Some kids adjust well to large crowds while others prefer smaller groups.)
Is there a disciplined structure for activities and events, or are children free to choose what they'd like to do?
Is it a co-ed camp or single gender?
What featured camp activities will suit the child's interests?
Is the camp a fixed location or is it a travel camp? (Older mature teens, for example, may travel through several states to visit historical sites, or they may perform some activity (sports, music, etc.) within a certain region of the U.S.)

How much roughing it will the child do if it's a wilderness camp? Do the kids sleep in tents or cabins? Do the children cook over a campfire with supervision or is there a canteen (dining hall)?

If the camp focuses on mental activities, such as the arts, drama, math, languages, etc., are there recreational or social activities offered too, for a well-balanced camping experience?


Does the child need to wear a specific uniform that will be an added expense?





What is the camper to counselor ratio?
Does the child need any special equipment or supplies such as a sleeping bag, laptop or formal wear for a recital, to attend the camp?
Safety is a priority for parents and camp administrators. No child plans to get hurt while he attends camp, but accidents do happen
even under the best of circumstances. Accidents are not just limited to wilderness camping.
In many cases, a parent must show evidence of the child's most recent tetanus shot. Sports and cheerleading camps may require the child to
undergo a complete physical before he or she will be accepted. Below are some of the camp safety questions a parent might have.
Who will be supervising the child? Are all activities (particularly swimming) supervised by a competent and/or certified adult?
How are counselors (leaders, supervisors) chosen for the job and did those persons undergo a background check and drug testing?
Does the child have any allergies that might present a problem? Consider food allergies, wilderness plants, animals, and so forth.
Does the camp have suitable safe gear (biking helmets, life jackets, and so forth) and do the supervisors enforce the safety rules and
use of safety equipment?


Will there be someone on site at all times who is qualified or certified in CPR and basic first aid?
Does the registration packet include a medical card? Is there a written explanation of the protocol that will be followed in case a child
becomes ill or is injured and requires advanced medical attention?

Is there a quick and convenient way parents can communicate with camp staff should an emergency arise?
There are many concerns to address when choosing a summer camp. A child who is involved in selecting a camp that focuses on his or
her interests has a greater chance of benefiting from the experience. A child's age isn't always a reliable factor when making a summer camp
choice; some teens get quite homesick when sent away for a few weeks to a residential camp. Parents can rest easier if they know ahead of
time who will tend to the child in the event of illness or injury.
Kids can gain a great learning and socializing experience from going to camp. Some children return to the same camp year after year,
but parents still need to check out the camping plan before allowing a child to attend. The best way to choose a summer camp for a young person of any age is to do a lot of homework and give a lot of thought ahead of time to find the perfect camp/camper match.
Don't wait too long to sign your kids up for summer camp — the best ones fill up early. Line up your camp by the end of March to
ensure you get the one you and your child really want. Also, engage your child in the selection and build a savings budget over the course of
the year to help pay for it. Your child will appreciate it, and your family budget will be better for it, too The bottom line is comfort for you
and comfort for your child. You want your children to have a camp experience that gives memories that last a lifetime.
March 2014
Page 12
4th Annual
Saturday, April 5, 2014 Oregon Ridge Park
7:15 a.m. – 1 p.m. 13401 Beaver Dam Road Cockeysville, MD 21030
5K/2K/1K
Sponsored by
A community day to support the Johns Hopkins Children’s Center through a Kids Helping Hopkins event!
Register online at www.kilometersforkids.com
Or complete the form below for each person and mail to Johns Hopkins Children’s Center.
Name________________________________________
Birth Date_______________________________
Address______________________________________
_____________________________________________
Participating in (circle one):
City______________________State_____Zip________
5K Run 5K Walk 2K Run 2K Walk
Email_________________________________________
1K Fun Run
Phone________________________________________
Please charge my credit card (circle one): VISA MasterCard Discover Amex
Registration donation: Card #__________________________________________
_____ $15 per Student includes T-Shirt
Exp Date________________________________________
_____ $25 per Adult includes T-Shirt
Name on Card____________________________________
T-Shirt Size (circle one):
Signature________________________________________
Child: S M L Adult: S M L XL XXL
Billing Address____________________________________
________________________________________________
_____ Extra T-Shirts at $10 each (indicate size above)
Mail registration/donation to:
_______ TOTAL
Johns Hopkins Children’s Center 100 N. Charles Street, Suite 200 Baltimore, MD 21201
Please make checks payable to Johns Hopkins Children’s Center.
CONSENT AND WAIVER
In consideration of the furtherance of Johns Hopkins Children’s Center’s purposes, objectives and work and in consideration of your permitting me
to participate in a fundraiser on behalf of myself, my parents, my heirs, executors, administrators and assigns, I or we hereby waive and release
any and all rights and claims for damage which I or we may incur against you, the municipalities through which I travel, as well as any other person or organization connected with the event, their heirs, executors, administrators, successors and assigns for any and all injuries which I or my
child may suffer while taking part in the Kids Helping Hopkins Kilometers for Kids 5K/2K/1K event or as a result thereof.
Adult/Parent and/or Guardian Signature (18 years old or older) ____________________________________________
Phone____________________________________ Alternate Phone_______________________________
Contact: Rebecca Ednie 443-506-6537 or kidshelpinghopkins1@gmail.com
“This organization and its materials are not affiliated with, sponsored by, or endorsed by BCPS, the Superintendent, or this Baltimore County public
school or office
March 2014
Page 13