Friday Folders are decorated with the Seabury logo and will be coming home with your student every Friday. They’ll contain work from throughout the week, in addition to notes from the parent booster club, flyers and other important information. This week they’ll contain free tickets to the Puyallup Fair, and school pictures order forms, among other important items. Please initial to indicate receipt and send back with your student every Monday.

Help SENG (Supporting Emotional Needs of the Gifted) help families!

Vote here daily.

Math instruction this week included topics such as working with positive and negative numbers, the order of operations, and algebraic properties. It’s been a great start to the year!

We started Science instruction this week with an experiment designed to get students thinking logically. The experiment involves students working with about a dozen white powders and developing a flow chart to identify them. Students will start by conducting tests on known powders before working to ID mystery powders and mixtures. This week, the students did some background research to learn a little bit about what they’d be working with, then started in on the tests and building the flow chart.

Language Arts: We have launched full swing into Writer’s Workshop and students are experimenting with different ways to start and create stories. Some students have found pre-writing strategies to be helpful while others are happy to sit down with a blank piece of paper or computer screen and start writing. Today we began conferences to determine the author’s plan, talk about strengths and areas for improvement.

In the “nitty gritty” time of Language arts, we’ve been focusing on commonly misspelled words and sentence structure.

Integrated Studies: We’ve launched our study of comparative religion and students have already created mini-movies on Windows movie maker with Adam based on their concepts on the origins of religion. We’ve begun focusing on Islam by reading about the prophet Mohammed. Students are learning note taking skills as we discuss the tenants and other important facets of the religion.

Next Tuesday, Sept. 14, we’ll have the opportunity to visit the Islamic Center of Tacoma where we’ll meet with a member for questions and answers and have the honor of watching a prayer. Students should dress modestly in clothing that is slightly more formal than everyday on Tuesday.

French: Your child has a new name! Seabury students (except the Bear Cubs) chose French names that stay with them for the remainder of the school year. New students and the younger children may not be able to tell you their names just yet. They are still working on recognizing them.

Students receive French names so that they learn new words and sounds. They need to be able to pronounce names of French-speaking people.

Note that even though some names are spelled the same in English and French, the pronunciations are quite different. In French pronunciation, word stress is on the last syllable and final consonants are usually silent. The letters ‘i’ and ‘y’ are usually pronounced like a long ‘e’ and English has no sound like the French ‘u’. An ‘h’ at the beginning of a word is always silent and a ‘th’ has only the sound of ‘t.’

For those of you who wonder why the French name of a child may not be the equivalent or related to the English name:

When English-speaking people visit a French speaking country, Francophones pronounce names as closely as they can to the English, which usually come out with a French accent. In turn, English speakers try to pronounce French names as best they can. This is not easy (or impossible) if the name is one they have not encountered or learned. As I explain to the children, we are learning new words, which is why each year I ask them to select a name that they have not had before or that they do not know.

When the equivalent French name is very close to an English name, such as Michelle, I ask that the children with those names to not select the same name. This is because the pronunciations in the two languages are so close, the distinction is difficult to hear or make. Since the children are used to using the English pronunciation for those particular students, the tendency is use the English pronunciation. If other students choose those names, the tendency to mispronounce is much less.

Sometimes a child’s name, such as David or Christopher, has an equivalent that is different enough in French so that there will not be confusion. Then a child is allowed to select that name, but only for that year.

This year, thanks to the additions made by Léa Tulasne, our new teacher for the Bearcubs, Superstars and Sharks ( one of the 2 classes for the latter), we have some names borrowed from other languages because they are currently popular in France.

Please ask if you have any more questions about names.

SB – Thibaut

EC – Raphaël

KC – Estelle

DD – Simon

PE – Bruno

JF – Nestor

WF – Victor

EK – Lise

GM – Nicolas

DM – Balthazar

NM – Nathan

DM – Barnabé

LN – Amélie

CP – Xavier

AS – Anthony

SS – Miguel

HS – Boris

JT – Tanguy

WT – Matthias

LW – Thierry-Henri

JY – Iphigénie

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About Halley (Griffin) Knigge

Storyteller and adventurer with a focus on new and social media. Ten years of award-winning writing and editing experience, eight years working professionally to share compelling stories through brand journalism, three years as an airline spokesperson, two years as a Tacoma Arts Commissioner and 30+ years of learning something new every day.

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