Lessons in independence

Marisa O’Neil

Like it does for many people, the day in Kristina Tons’ first-grade

class at Newport Coast Elementary starts with a weather report.

“There was fog,” class meteorologist Michael Jolas, 7, announces.

“And drizzle,” a listener in the class adds.

Once the report is in, Tons gives the OK for the work day to begin

with what she calls “Center Time.” The students file over to a

schedule of work centers like “Word Work,” “Poems” and “Independent

Reading” to find out where to start the day.

Each student promptly finds his or her own space -- some alone and

others in small groups -- for Center Time, which Tons explains allows

them to learn and work independently and improve their reading

skills.

At one station, a group of four children root through a small box

of lettered blocks that connect to make words. A desperate search for

a “t” to complete “cat” ensues.

“Look at this word!” 7-year-old Derek Sweet exclaims, holding up a

group of blocks he finds that read: “KIQGX.”

“That’s not a word,” 6-year old Max Kline says skeptically as he

looks up from a nearby desk, where he carefully practices writing the

letter’s.

In another part of the classroom, Tons sits with 6-year-old Trey

Fortmuller as he reads from a book. After the story, he answers all

her reading comprehension questions correctly, earning himself a

reading sticker.

Across the room, six-year-old Winston Chan places interchangeable

cards with names and physical attributes of the students in plastic

pockets on a board to complete a poem about a classmate.

“My name is Alexander, you see,” Tons reads after heading over for

a peek. “Hazel are my eyes. Blond is my hair. I’m 6 years old, just

the right size. I’m very happy to be me!”

Meanwhile, Derek and Max have decided to settle their vocabulary

differences with a game of chess. The boys get out a board and

carefully set up the pieces.

Max makes the first move, bringing a pawn forward. Derek moves one

of his pawns forward, jumping Max’s and taking the piece.

“You can’t get me,” Max scolds. “You cheated. You can only go

diagonally.”

At another station, students use colored markers and bound paper

to create books that they will read to the class. Later, the students

work together on another book that Tons will compile and “publish” by

having it bound for the class.

“School is cool,” Tons reads aloud as she writes on the board once

Center Time finishes and the children return to their seats. “I like

to ... what do we like to do in school?”

“Play,” one child volunteers.

“We play at recess, not in Room 7,” Tons corrects. “I want you to

tell me something you like to do in the classroom.”

“I like to read,” another student offers.

“Very good,” Tons says, approvingly. “I like that answer.”

* IN THE CLASSROOM is a weekly feature in which Daily Pilot

education writer Marisa O’Neil visits a campus in the Newport-Mesa

area and writes about her experience.