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The online and print forum promoting the development of children, families and the parents who care for them.

Happy Autumn! Learning Through Reading: Think Your (Older) Child Knows How to Read? How to Read Teach Your Child to Read Deeply

Children’s Privacy: Negotiating Privacy Gaining & Earning Trust Reader Contributions Community Calendar

Education Feature: Covenant Christian Academy

www.northshorefamilies.com

OCTOBER 2012


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Family & Friends

Fall Family Fun on the North Shore! by Suzanne Provencher, Publisher Growing up on the North Shore, Sundays were family day in our house. We’d start the morning at church, then head to visit our grandparents, then gather around the table for a proper family dinner. Often times, we’d stop at the Salem Willows for popcorn, a “flying horses” ride and a walk on the pier. But many of our Sundays were spent on family drives.

Route 22 was a favorite path and we’d play a game to see who would notice the next Route 22 sign – and then we’d yell “TWENTY-TWO!” – and then we’d search for the next one. We didn’t have DVD players and most cars had only AM radio, so we occupied ourselves and played “22” and the license plate state game and red car and many other games along our Sunday family drives. Our stops throughout the North Shore and beyond would often include visits to local farms and orchards to see the animals and to pick apples and other local fruits in season. We’d carefully select our Halloween pumpkins, get a big bottle of cold apple cider and some winter squashes and mums. We would drive to Cape Ann and walk around Bear

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Fall River to Mystic Seaport and Sturbridge Village, from the mountains to the rivers to the lakes to the seas, we explored and enjoyed our adventurous drives throughout the North Shore and New England. These are some of my fondest childhood memories.

Skin Neck in Rockport, stopping for penny candy that actually cost a penny before heading over to the “Paper House”, then continuing on to the granite quarry and that spectacular short hike with amazing views of the Atlantic. We would explore the North Shore region from corner to corner and then venture beyond to the mountains of New Hampshire to the beaches of southern Maine and Cape Cod. From Battle Ship Cove in

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Letter from the Editor

Think Your (Older) Child Knows How to Read? Think Again! by Michael F. Mascolo, PhD Of course my child can read! She learned to read in 2nd grade! Yes, of course she did. But back then, reading was about sounding out words. Yes, your child knows how to do that. But that’s only the beginning of reading. Reading skills develop and continue to develop as we encounter different and more sophisticated types of reading material. The simple fact is that most high school and even college students do not read at the level that they need to extract the meaning from much of what they encounter. That’s right: most. In 2009, by 12th grade, only 37 percent of American students scored as proficient or above in a national reading assessment. Seventy seven percent of students scored at the basic level. This means that 23 percent of students did not even reach the basic level. (Research shows that among 12th graders, writing skills are even poorer than reading skills. Research shows that by 12th grade, only 27% of students scored at the proficient level or above in writing skills. This is not surprising, since writing skills build upon reading skills.) Ineffective Reading It’s very tempting. Here is this reading before you. It is eight pages long. It contains words. These words are strung together into sentences.

North Shore Children & Families

www.northshorefamilies.com P.O. Box 150 Nahant, MA 01908-0150 781.584.4569 A publication of North Shore Ink, LLC © 2012. All rights reserved. Reproduction in full or in part without written permission of the publisher is prohibited.

Suzanne M. Provencher Publisher/Co-Founder/Managing Partner suzanne@northshorefamilies.com Michael F. Mascolo, PhD Editor/Co-Founder/Partner michael@northshorefamilies.com Designed by Group One Graphics Printed by Seacoast Media Group Please see our Calendar in this issue for our upcoming deadlines. Published and distributed monthly throughout the North Shore, 10x per year, and always online. All articles are written by Michael F. Mascolo, PhD unless otherwise credited. Information contained in NSC&F is provided for educational and entertainment purposes only. Individual readers are responsible for their use of any information provided. NSC&F is not liable or responsible for the effects of use of information contained in NSC&F. Established 2007.

The sentences are organized into paragraphs; the paragraphs into sections, and so forth. Surely, if I read all of the words in order, and understand all of these words, I will surely understand what this article has to tell me. And so, I start reading. I start reading on page one. I read each word in succession, from start to finish until I am done. If I don’t understand parts of it, I may go back and re-read those sections. My goal is take the knowledge that is contained in the reading, step by step, and get it into my head. This way of reading is shown in the top panel of the figure on this page. Yes, it is tempting to think of reading in this way. It is

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North Shore Children & Families

Learning Through Reading

Which Comes First – The Chicken or the Egg?

Terri’s Little Pumpkins How to Read Before You Read Teaching

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Your child has to read a chapter in her history book. Which comes first? Understanding the parts of the chapter (words, sentences, sections) – or understanding the whole of the chapter (the main point[s] of the chapter)? Most students are pretty clear on the answer to this question. How can you understand the whole of a chapter unless you first understand all of the parts? The answer, of course, is not so simple. The simple fact is, you can’t understand the parts of what you read unless you have some understanding of the whole. And you can’t understand the whole unless you have some understanding of the parts. Here is a simple illustration. What does the bolded word mean?

understand the whole. Getting an Initial Sense of the Whole When we are reading, it is possible and necessary to get a sense of the whole of what we are reading before we sit down and parse our way through an article, chapter or book. Good readers do this all the time, even without knowing it. How do we do it? It’s quite simple, of course. We simply engage in acts of selective scanning, questioning and connecting. Your child has brought home his history book. His assignment? Read the first chapter. What should he do first? Well, start reading. But there is some reading we should do before we start reading. We might call this prereading.

The woman went to the bank.

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If you are like many, you have probably conjured up an image of a woman interacting with a bank teller, perhaps making a financial deposit or withdrawal. But the term bank is ambiguous. It has many possible meanings: The woman went to the bank to withdraw some money. The woman went to the bank so she could steady her boat. It becomes clear that the word “bank” has meaning only if we understand it in the context of a larger whole. If we are reading about a financial transaction, we know that bank refers to a financial institution. If we are reading about an excursion down the rapids, we know that bank refers to the side of a river.

Imagine your child has brought home A Message of Ancient Days (HoughtonMifflin). How can we get a sense of the whole of this book before we read its parts carefully? The figure on the next page tells us how to selectively scan, question and connect. There is no single way to do this.

Our understanding of the whole gives meaning to our understanding of the parts. Our understanding of the parts must be organized in order to

We might begin, selectively of course, with the cover. What is the title of the book? A Message of Ancient Days. Hmmm...that’s interesting. Continued on page 6


North Shore Children & Families

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Which Comes First… Continued from page 4

A history book called A Message of Ancient Days. I get the ‘ancient days’ part, but what about this business of a ‘message’? What kind of message? What does history have to do with getting a message? Isn’t history a bunch of facts about the past? And besides, I’m a modern person. What could some old ancient person have to say to me? What possible message could I receive from long ago? I mean, there was no science or internet back then. These folks couldn’t be as smart as we are! Now, I’ve only (selectively) read the title. But by asking questions and attempting to connect one idea to the next, I’ve already learned something. Or at least I’ve set up my learning by asking questions to which I am going to seek answers. Having done so, I now begin my active quest: to answer the questions I’ve just asked myself. Where do I go next to answer my questions? Well, there’s no one place. But how about the back cover? That might help. So I turn to the back cover. But I am disappointed to find that it simply contains the title of the book. This is not helpful. Where should I go now? Again, there are many choices. Let’s scan the Table of Contents. Scanning the contents, I’m not terribly surprised. The book starts with Peoples of the World and Places and People. It’s just a bunch of old folks. It ends with the rise and fall of Rome. I’ll scan some of the chapters. Okay, they start off with little stories, and then seem to say something about the time in which the people lived. But where’s this message that I’m supposed to receive? And why do I have to learn this stuff? Where to now? Let’s look at some pictures. Pictures are always fun. And there are diagrams at the end. I look at the end. I see a timeline of events in 1500 B.C. Wow – 1500 B.C. How

did they even know what happened then? What were people like? Was that the Stone Age? (No, it’s not.) And look – a map of the world in 250 A.D. The world looks a lot like it does today. But there are not a lot of places on it. What’s this? Rome is all over Europe! What is that about? What else do I see? An index. It looks pretty extensive - and a glossary. Thank goodness! I still don’t know what this ‘message’ is, so I’ll thumb through a bit more. Oh, I remember this part from when I was thumbing through before. It says “Connections to the Past”. A ‘message’ from an ancient person is a kind of ‘connection to the past’. Maybe something in there will tell me about what the title means? Connections with the Past Evidence from the past shows that ancient people used many of the same kinds of objects we use today. In Egyptian tombs from 5,000 years ago, “chew sticks,” a primitive form of toothbrushes, have been found. Dolls with arms and legs that move have been discovered in Greek and Roman tombs


different from us. But this is saying that they are not so different. Is it possible that people from 5,000 years ago thought, feel and act like we do? And what is this stuff about ‘As we study the past, we learn about ourselves’? I’m not sure what I’ve learned about myself from knowing that old Egyptians used toothbrushes – except maybe I might be like they were. What else might I learn about myself from studying the Egyptians?

from about 2,200 years ago. And in Babylonia about 5,000 years ago, boys and girls were spinning tops. As you can see, the people of the past were like us in many ways. As we study the past, we learn about ourselves as well. Hmmm. As we study the past, we learn about ourselves as well. Hmmm…when I looked at the cover, I remember thinking, what can I learn from the ancients? They must be primitive, very

Without any formal reading, our hypothetical reader has gained a nontrivial sense of the whole of the book – even the main point of the book – that we study history to learn about ourselves. The reader now has a sense of the whole. It’s time to bring that forward into an understanding of the various parts of the book. Oh yeah. Which comes first – the chicken or the egg? Actually, neither one. Both are determined by a third process: Evolution.

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Learning Through Reading

Teach Your Child to Read Deeply Real reading is not just registering one word after another. Real reading is reading for comprehension. Real reading is deep reading. Deep reading is always a conversation between the parts and the whole of what we read. The most basic reading error that students make is that they fail to monitor their understanding of their reading. They often believe that somehow, if they read all of the words, the words will enter their heads and make some sort of an impression. The words will “add up” to what the student needs to know. This is a formula for disaster. It simply doesn’t work that way. To read deeply, it is necessary for students to continuously ask themselves two basic questions. For any given sentence, paragraph, section, article or book, it is necessary to ask: 1. Do I understand what I just read? 2. How does what I just read extend my understanding of the main point? The first question is about the parts of a given reading. Do I understand this particular sentence or paragraph? Do I understand the words? Do I understand its meaning? If, after reading a sentence, I find that I do not understand what I’ve read, I have to make a choice. What do I do? Do I go

back and re-read? Do I look up words that I don’t understand? Do I ask for help? Do I seek an external resource to help me understand? Do I write down what I don’t understand? Do I keep reading in the hope that I will understand? Should I ignore my lack of understanding for now (keeping in mind that I don’t understand what I’ve just read)? Finding the right answer is not entirely clear. We often think that when we read something, we are supposed to understand everything we read. But this is not so! Much of what we read we don’t immediately understand. We don’t understand until after we’ve read it; after we’ve talked about it with someone; or after weeks or even years after having finished the reading! So, monitoring our comprehension of our reading (that is, “Do I understand what I just read?”) is an active process. It requires that we make a judgment about what is necessary to understand right now, what can wait, and what we are simply not going to worry about. In this way, our comprehension is guided, in part, by our goals. Having assured ourselves that we have understood what we have just read, say, a sentence, our next task is to ask ourselves: “How does what I’ve just read extend the main point?” This is a critical question. This is a question Continued on page 10


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Education Feature Laying the Foundation: The Grammar School (Pre-K - 6)

A Distinctive Option for Pre-K-12 Private Schooling broadly and to write well. What’s more, the same modern trends have gone silent on the foundational issues of truth, virtue and character. Covenant Christian Academy offers something different — it offers Christian and Classical Education. What is Classical Education?

Are you looking for a distinctive schooling option for your children? How will you prepare them to live in our rapidly changing world? What knowledge, skills and characteristics will they need to engage our culture both locally and globally with timetested ideas and strong character?

Classical Education offers a contemporary expression and fresh take on the educational ideas born in the hallways of ancient Greece. This approach provides students with comprehensive instruction in the ideas and ideals that have helped shape Western Civilization. It is education with a soul that seeks to anchor students in truth and prepares them to excel with the broad foundation of a true liberal arts education.

The only private school on the North Shore with such a focus, our students are educated using the best curricula and methodologies available. Every These are not easy questions. And they are made harder by the trends in level of instruction at Covenant is intentional, sequential and education today that intentionally steer away from challenging students preparatory with a carefully crafted to master rich content and the ideas scope and sequence that challenges students to realize their full potential that have shaped our world while according to their developing learning to think critically, read capabilities.

Quick Facts about CCA • 232 students in Pre-Kindergarten - Grade 12 • Student / Teacher ratio of 6:1 • Average Class size is 15 • Interscholastic Athletics for MS and HS students: 13 teams • Extensive Fine Arts programs: music, theater and studio art • Located 18 miles north of Boston, 1 mile off Route 1 • Students from 45 different communities in Eastern MA • Accredited by NEAS&C and ACSI • Founded in 1991

Our Classical curriculum provides continuity and coherence that builds our students’ education foundation with a framework of knowledge. Students are immersed in an inquirybased science curriculum, mastery driven math program, and a comprehensive literacy program, including Latin starting in 3rd Grade. Bible, Art, Music, and Physical Education add richness and context to the curriculum. Our qualified faculty use research-based instruction methods to tap the full potential in all of our young students. Shaping Critical Thinkers: The Schools of Logic and Rhetoric (7 – 12) By the 7th grade, students entering the Logic School intentionally expand their learning and develop the skills needed to order the knowledge acquired in the Grammar School with increasing depth and according to principles of sound reason. Beginning in 9th grade, students in the Rhetoric School learn to communicate persuasively, cultivating the ability to lead and inspire others towards truth and wisdom. The program prepares students to excel in college in every academic discipline with a special emphasis on mastery of the English language, broad exposure to classic literature, strong writing skills and working knowledge of Latin. The Fine Arts, Music, Theater, and Physical Education are equally essential parts of the Classical Education at CCA. Cultivating a Christian Worldview Our faculty provides students with rigorous instruction in every academic

DISCOVER COVENANT! Admissions Open House Tuesday, October 23rd 6-8PM discipline from a perspective that includes the reality of God, the convictions of Christian faith, and the value of belonging to a supportive community. Our distinctive approach provides a powerful, life-shaping education for mind, body and soul. No fads, no current trends—just rich, quality education that has stood the test of time. COME DISCOVER COVENANT— YOU’LL LIKE WHAT YOU SEE. The very best way to get a complete look at our Christian and Classical Program is at our all school fall Open House on Tuesday, October 23rd, from 6 pm to 8pm. Covenant Christian Academy 83 Pine Street West Peabody, MA 01960 ph: 978-535-7100 www.covenantchristianacademy.org The information contained in this education feature was submitted by Covenant Christian Academy, and published in partnership with North Shore Children & Families; www.northshorefamilies.com.


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Teach Your Child to Read Deeply Continued from page 8

not just about the part that I have just read, but about the whole of the reading. This question forces me to connect what I’ve just read to what I take to be the main point of the reading or section. By asking and answering this one question, we force ourselves to go beyond the information given. We are forced to articulate the main point of what we are reading, and to understand how each new piece of information extends and transforms that main point. The table below illustrates the process of asking questions about what we read. By asking how each sentence extends the meaning of the main point, the reader is not only able to make connections between parts and main points, but he is also able to “update” his conception of the main point of the piece. If we continue to do this, by the time we have completed a reading, we will have been engaged in a kind of conversational dance. We move forward, and then backward to check our understanding. We examine the parts, but then reflect on the parts to “update” our understanding of the whole. By the time we are done with the reading, our sense of the main point of the reading will have gone through a series of iterations. The final iteration (well, there never really is a final iteration; there’s always another iteration looming that follows re-reading, reflection or further discussion) will link the parts to the whole. The reader should be able to state the main point(s) that weave their way through the entire reading, and link these main points to particular details, sections or supporting ideas. This is the essence of deep reading.

TEXT

HOW DOES THIS EXTEND THE MAIN POINT?

Connections with the Past

The title of this section… it’s similar to the title of the book – A Message of Ancient Days. A connection with the past is like a message of ancient days.

Evidence from the past shows that ancient people used many of the same kinds of objects we use today.

If people used the same objects that we do, then we are connected to the past.

In Egyptian tombs from 5,000 years ago, This is an example of an object used in the past – 5000 years ago. That’s a long time. “chew sticks,” a primitive form of People must have been concerned about toothbrushes, have been found. their teeth. How did they know to brush their teeth without science? Dolls with arms and legs that move have Another example of a connection to the past. This one shows not only that kids been discovered in Greek and Roman played with toys like we do, but also that tombs from about 2,200 years ago. Greeks and Romans were capable of making complicated toys that move. And in Babylonia about 5,000 years ago, boys and girls were spinning tops…

A third example, again showing similarity and complexity. I wonder what the tops were made out of? I wonder how they made them?

As you can see, the people of the past were like us in many ways. As we study the past, we learn about ourselves as well.

This sums it up – people from the past were like us. If they are like us, then we can see ourselves in the past. Maybe we can learn about ourselves from the past? But I’m still not sure yet. I see that there may be messages from the past, but I’m still not so sure about what they are.


North Shore Children & Families

Children’s Privacy

Negotiating Privacy: Where Do You End and I Begin? Is your teen’s dresser off limits to you? Is her bedroom? How about his or her website history? Do you have the right to know where your teen is at night? Is it appropriate to know what he is doing – and with whom? Does a teen or child have an inherent right to privacy? Today, parents have a variety of means to monitor their children: cell phones, GPS, tracking internet history, and so forth. When and how should parents use these technologies? Privacy is an important value in our culture. Part of what it means to be an American is that we believe that we are able to carry out our personal lives without justifying ourselves to others (such as the government). To invade someone’s privacy is to violate his or her personhood. As children develop, the issue of privacy naturally arises. After all, a child is developing towards adulthood. When the child becomes a responsible adult, she will be entitled to all of the rights and privileges that come with being an adult. This includes privacy.

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Children and teens, of course, are not adults. En route to becoming an adult, it is reasonable to want to extend children and teens their own private spaces, consistent with their developmental level and needs. How much privacy are children entitled to at different ages and stages?

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Privacy: What Can I Claim as Legitimately “Me” or “Mine”? Well, let’s start by identifying what we mean by privacy. Privacy refers to the right to be free from the intrusion of others. To say that something is private means that we can keep it “separate from the rest”. Something is private when we are able to put boundaries around this; we can say, “this is mine; that is yours – you can’t cross that boundary without my permission”. Privacy is largely a question of what a person can claim as legitimately “me” or “mine”. We often think of privacy as if it were a natural part of being a person. We don’t want to tread on someone’s personhood. But when we are talking about raising children, it is precisely the child’s developing personhood that is at stake! Parents are in the business of helping children to define their personhood – who they are and who they will become. It would be a mistake to think of children and teens as “little adults”. Children are incomplete persons; they need their parents to help complete them – to help them move from the innocence of childhood to the responsibilities of adulthood. This is why the question of privacy is such a difficult one. We can err in two directions: we can be too intrusive and risk taking over that area of a child’s self that he or she can claim as legitimately hers, or we can be too laissez-faire, leaving the child alone to construct an internal world that she may not be ready or able to master by herself. It becomes even more difficult when a parent and child disagree about whether or not a child is ready to seize control over important aspects of life (e.g., risky behavior, choice of friends, internet usage, sexuality, etc.). The Privacy Test: Can My Child Be Trusted to Make this Choice Alone? One helpful way to approach the question of privacy is to think of it as a question of independent choice making. When should a parent grant a child the right to privacy over some aspect of his or her world? When the parent judges that the child is able to make responsible decisions about the issue on his or her own. In this way, granting privacy becomes a matter of trust. Because children are Continued on page 12

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make this choice alone? That is the question. Children must earn the right to privacy.

Negotiating Privacy

But that is not the only question. There’s another question that is equally important. Can your child trust you to help him or her make good decisions? Will you be there to provide an emotionally safe place for your children to develop? If you do, your child will learn to trust you enough to share private moments with you. Children do not simply have to earn their parents’ trust; parents must earn their children’s trust as well.

Continued from page 11

incomplete persons who are in need of guidance en route to becoming responsible adults, we cannot simply grant a child or teen “privacy” as a simple matter of course. A child can be granted the “right to privacy” when he or she is in a position to make responsible choices about the issue at hand, or when there is an emotional need to provide a physically or emotionally safe place to support a child’s development. In making judgments about children’s privacy, this is a simple question to ask, but not always simple to answer. It can, however, give parents a way to approach the problem of children’s privacy. In many cases, privacy is not something that can simply be assumed by the child. Instead, for many important issues, the right to privacy is something that must be earned by demonstrating the capacity for responsible action. In other situations, the right to privacy is something that a parent grants in order to provide children with emotional space that they need – whether they know it or not – to promote healthy development. We explore the question of children’s privacy further in the following article.

From Parental Monitoring to Children’s Privacy: Gaining and Earning Trust Granting privacy to children is a matter of trust. Can my child be trusted to

Let’s explore how we can put these ideas into practice. Privacy in Young Children Infants have little or no real need for privacy. There are many reasons for this. An infant’s internal world is highly limited; their “thoughts” and feelings are virtually always out in the open. They can’t conceal or hide their experiences. Further, because an infant is helpless and requires the care of others to survive, her life is fully exposed. The infant’s parents make a child’s choices for her. Children of parents who are sensitive to a child’s physical and emotional needs grow to trust their parents to be there for them during times of need. It is not until infants begin to develop a sense of self-awareness – around the middle of the second year of life – that the issue of privacy begins to come up at all. This is a time, for example, when many children are in the process of toilet training. Many children pass through the process of toilet training without any degree of self-consciousness. However, others may experience feelings of embarrassment or even shame during this process. Regardless of whether a child expresses her feelings nonverbally (e.g., looking away, running away) or verbally (e.g., saying “don’t look at me!”), most parents can see a child’s “request” as a “choice” that is within their capacity to make. Most parents will sense that such a child has an emotional need for a private and safe place in which she can develop this important skill. (Of course, the child’s privilege of choosing has limits. The child cannot, for example, be allowed to


make the choice to toilet train herself! That would be a formula for disaster! Instead, the parent grants the child a form of privacy that is within the range of the child’s capacity for responsible action.) After the age of 7 or 8, many parents begin to see a change in their children’s needs for privacy. While many children will continue to tell their parents anything and everything that happens during their day, other children become more reluctant to do so. Parents may find that the child who used to tell them everything is beginning to become more selective about what they say. For some children, this may have a basis in fear. As children get older, they gain a clearer sense of what parents approve and disapprove of; as a result, they may be unwilling to make disclosures to their parents that they think might upset their parents. More often, the desire to keep some things private comes from a growing sense of self-awareness – a growing sense of what is “me” or “mine”. Some children may begin to keep a diary of private events. Others may put up a “Do Not Enter” sign on their door. The 10-year-old who was happy to have you around when watching a movie might soon ask to be alone with friends during movie time. In these situations, when we ask, “Can my child be trusted to make these decisions alone?”, our answer will generally be “yes”. Sensitive parents recognize that children’s thoughts and feelings must be acknowledged and respected. Part of this process is providing children with the time and place where they can experience their own thoughts and feelings without having a parent hover over them. Further, the more a parent is able to acknowledge and respect a child’s thoughts and feelings, the more a child will come to trust the parent as someone with whom those thoughts and feelings can be shared. Negotiating Privacy in Pre-Teens and Adolescents Things get more complicated as children begin to approach puberty. As a teen’s desire for privacy increases, so do the opportunities for trouble. Although the teen years are a time during which teens seek to establish their

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own identity separate from others, they do not need their parents any less. In fact, they need their parents as much now as they ever have. And teens still want close relationships with their parents. If a parent has been a sensitive and guiding presence throughout a child’s development, there is no reason why this cannot and will not continue through adolescence. However, nobody ever said that it was going to be easy. But here is when the question, “Can my teen be trusted to make this decision alone?” becomes most important. During the adolescent years, there are ample opportunities for teens to get themselves into trouble (e.g., internet use, peer influences, drug and alcohol abuse, teenage sexuality, driving and so forth). As a result, the prudent course of action is to make privacy a privilege rather than a right. A parent who simply bestows privacy on his or her teen without conditions is most likely courting danger. A teen does not have the right to hide drugs in her room; to use internet pornography; to stay out late without permission or supervision; to speed on the highway; and so forth. Only after a teen has earned the trust of the parent by demonstrating that she is not using drugs can her room be regarded as a private place. Only as long as a teen can continue to demonstrate to a parent’s satisfaction that he is not abusing the internet can he be granted access to the computer alone. Only as long as a teen can demonstrate that he or she is making responsible choices in relationships can he or she be granted the trust that comes with being allowed to stay out at night. If and when the teen violates the parent’s trust, the right to privacy is also lost. But again, trusting relationships go two ways. A parent who provides consistent guidance and support for a child’s initiatives will be one who earns a child’s trust. Children of such parents are more likely to accept and even embrace the limits that their parents place upon them. They would not want to do anything to jeopardize the trust that has developed between them.

OPEN HOUSES: Oct. 9, 9-11:30am - Marblehead PreK Oct. 20, 9-11:30am - Beverly & Lynn Nov. 15, 6-8pm - Beverly & Lynn Nov. 27, 9-11:30am - Marblehead PreK


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North Shore Children & Families

Reader Contribution

Storytelling Isn’t Just for Campfires! we are on a car trip or sitting in the doctor’s office, it doesn’t take long for one of my lads to chime in with one of these phrases.

by Maggie van Galen “I’m bored!” “Are we there yet?” “How much longer is this going to take?” Sound familiar? As a mother of two active boys, it does to me! Whether

Today, it is too easy and tempting, wherever you are, to find an “electronic babysitter”, whether it’s the TV, PCs, iEverythings, Wiis and the like. Our family tries very hard to do as directed and “limit the amount of screen time”. We are not always successful. Now, confession time: As I write this, my kids are playing a video game! That being said, there are some great “old fashioned” ways to keep the

young ones busy, while having fun and maybe even learning something at the same time. Before becoming an author, I was a storyteller. And it’s still one my favorite things to do. By definition, storytelling is the conveying of events in words, images and sounds, using improvisation or embellishment. Stories have been shared in every culture for centuries. They are used as a means of entertainment, education, cultural preservation and to instill moral values. Storytelling isn’t just for campfires. On the contrary, it is a wonderful way to engage your children and get them to use their imagination. The added bonus is that kids secretly learn along

the way, too! It all started when I was a little girl. My father was an amazing raconteur and loved to introduce me to his characters, transporting me to the exotic locations of his stories. I found myself dreaming of faraway places and reenacting the stories. Convinced there were “little people” living in our heat vents, I talked to them and brought them useful tools (spools of thread, dental floss, etc.) to use in their “little homes”. My Barbies® even traveled to the places my dad would talk about. I almost couldn’t wait for car trips in the old Buick Riviera®! When my first son arrived, I told stories from the very beginning. As he grew up and his little brother came along, the stories where adapted to incorporate their interests. I still make up stories today and they can’t get enough.


These are some of my tips for storytelling: • Have your children be the main characters. • Give them funny names that incorporate your child’s name. • Keep them short or tell your stories in “chapters”, so you can continue at another time (the return trip, perhaps). • Convey your stories in different accents. Si! You heard me correctly. Don your best Spanish accent and tell your daughter the story of Betty the Burro that comes to your back yard for a visit! • Get your kids involved in making up the story by telling the story sentence-for-sentence or paragraph-for-paragraph. You can start out and then have them come up with the next sentence or paragraph.

• Use stuffed animals to do the talking. (My nine year old still asks me to do this almost every night!) Having trouble coming up with ideas? Stories are everywhere, I promise! Take some time to look, listen, smell and taste what’s around you. There are characters waiting for a story at every corner. Make up stories about what your kids are doing or interested in at the moment. For example, my boys are

North Shore Children & Families both really into Tech Decks® (the little finger skateboards) right now. So I made up a story about my kids shrinking down in size so they could actually ride their boards and go into the skate parks they’ve built. People-watching is another great place to start. Let’s say you see a person riding a bike. You can create a story about a purple alligator named Ally, who is riding a polka-dotted bike that can go on water, land and through the air. Now where is she going? Use your imagination and you’ll be amazed at where you and your kids end up. When your creative juices aren’t flowing, here are some of the things I keep in the reserve “bag of tricks”: • Have them make up a story for you. • Take your child’s favorite book and have them act it out, perhaps in full costume!

15

• Turn on the music and have a “dance off”. • Remember Mad Libs®? Well they are still around and as funny as ever. • Have your kids make a comic strip with illustrations. Story-time at the library is always a sure winner for kids of all ages – and it’s free! Our local library has loads of great events for the older kids too (Lego® night, teen book club, social events, etc.). You might even squeeze in a minute or two of browsing for your own book. Storytelling is a fun, creative and inexpensive way to keep you children occupied, at least for a little while. So even if there is no campfire, keep the flames of imagination burning and tell a story! Maggie van Galen is a local mom, storyteller & author of children’s books. She lives on the North Shore with her husband and two boys.


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North Shore Children & Families

Reader Contribution

Where is the Service in Customer Service? if I told you what I was looking for, you would attempt to describe their location, encouraging me to go back to menswear and try again, unassisted by a salesperson. I reluctantly showed you the advertisement, and you proceeded, as I knew you would, to point across the store to the area in menswear where such shirts are displayed. I responded by asking you again if you could call a salesperson to menswear. Now it was your turn to hesitate. Didn’t you just tell me where to find the shirts? Why in heaven’s name am I still standing in front of you? Is there something wrong with my hearing? Were your directions impossible to understand?

by Alicia Diozzi, North Shore parent I don’t think you heard me right. Or maybe you did? I did not ask for directions, I asked for a salesperson. I did not want to be given a description of where the item is, I wanted a person to bring me to the item. Am I being old fashioned? Your nametag indicates that you have been working at this major retailer for seven years. In seven years, what kind of training has management given you? How has assisting customers for seven years made you more intuitive? Has it? I walked up to your register after wandering for a while in menswear as I was unable to find a specific item featured in your weekly page a sales associate to menswear to sale circular. I asked you if you could help me locate the shirts I was

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looking for. You asked me about the shirts, and I hesitated. I predicted that

No, register clerk. Apparently MY directions were the puzzling ones.


I asked you for a salesperson, and you offered me another chance to do better on my own, to continue to search through menswear and perhaps once again fail to find what I was looking for. I know you thought you were being helpful. I know that you know where the shirts are. But your response makes me curious. Is this how you were trained when you got the job? Is this what this store wants its employees to do? To point across the store, or to SHOW the customer where the item is? Pointing across the store puts the customer at risk of failing to find items. Is that OK? Are you trained to pretend that you care? Ultimately, my persistence paid off. You did page another employee to menswear. Thank you. I headed back to that department, and was met by another member of staff. This person tapped the shirts that I was looking for with her forefinger, turned, and walked away. No “Are you looking for a certain color?” or “Are you looking for a certain size?” I would have fainted at “These ties go well with the shirts you are looking

at” or “I don’t know if you are aware that belts are buy one, get one half off.” I would have had a stroke if I’d heard any feint at conversation, caring, or (gasp) salesmanship. Salespeople, in some kind of fantasy world that I must have invented from watching “Are you Being Served?” reruns, are supposed to make sales. They are supposed to wait on the customer. They ask about preferences, make suggestions, show you the fitting room, and yes, even upsell. That is part of the job, at least in my view. This store was pretty quiet on the morning that I was shopping. The register clerk and the salesperson (I use that term loosely) both seemed to have no time to assist me. What in the name of humanity was so pressing that they had to dismiss me so quickly to get back and do? What folding, restocking or counter wiping task was beckoning so urgently that the salesperson had only time to tap the shirts with her finger before vanishing?

North Shore Children & Families

October is 27

Where then, is the service in customer service?

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18 North Shore Children & Families

Family & Friends Continued from page 2

Letter from the Editor Continued from page 3

both tempting and deeply wrong. Why is this common approach to reading so ineffective? It is because reading is not simply a process of understanding words or linking one word to the next. Reading requires the active and effortful attempt to organize what we read. When we’re reading, we have to find ways to see the forest through the trees. It’s not enough that we read and register only one part after another (the words, the sentences); instead, we have to continuously reflect on how the parts relate to the emerging and evolving main point (whole) of what we read. To do this, we have to continuously seek out the organizing principle, the main point, the theme, the overarching thesis of whatever we read. Real Reading Real reading is reading for

comprehension. It’s not just registering one word after another. Real reading is a kind of conversation that a reader has with the text. It’s a conversation not only between the reader and the text, but between the parts of a reading and the whole of a reading. This way of reading is shown in the bottom panel of the figure on page 3. To really comprehend a reading, the reader must have some evolving sense of the main point of the whole piece. The reader then uses the main point to structure his or her understanding of each part of the reading. As the reader reads on, the parts of the reading will change his or her conception of the main point. The reader’s updated conception of the main point will guide further reading of the parts. And the process continues. It’s like a back and forth conversation between the parts of the reading and the whole of a reading. We explore more about how this can be accomplished in this issue.

below to help you get started. But before you head out, check online first for discounts and coupons at the places and areas you’ll be visiting. 25 Inexpensive or Free Fall Family Fun Ideas! 1. Take a family drive (it’s almost foliage season!) – with no DVDs! Enjoy conversation and drive games like the ones I mentioned or make up your own, and engage all family members while you enjoy the changing colors of the season. 2. Pack a picnic lunch as part of your drive to a destination like a park or beach. The beach in fall is great fun, with no high parking fees and fewer crowds – and the sand still makes great castles! 3. Buy a kite and string and head to the closest open field. 4. Buy a big bottle of bubbles and some fun bubble wands and head to the beach or backyard. 5. Take the train or subway to Boston

and walk around Faneuil Hall and the city. 6. Walk down Beacon Street or Commonwealth Avenue and the surrounding historic areas in Boston and look up! Look up and you will see all sorts of gargoyles and figures and faces and building “frosting” – things you never notice when looking straight ahead or driving by. 7. Visit the local zoo, museum or aquarium. Many have free or discount days, so check online first. 8. Share a rainy fall afternoon indoors with good old-fashioned board games or a huge jigsaw puzzle that the entire family can work on together. 9. If your backyard permits, enjoy a campfire and make S’mores! Tell scary stories and sing old camp songs (you know you remember some!) around the camp fire. Tell your kids what your childhood was like. 10. Have a family yard or house clean up day – and make it fun! Grab an old pair of jeans and an old flannel shirt and while you are raking the leaves, make a scarecrow! And before the leaves are put into those big paper bags, make a huge pile to jump in first! 11. Enjoy a family hike or bike ride along one of the many safe trails throughout the region. 12. Look for unique birds at Plum Island in Newburyport, then head to southern coastal New Hampshire and Maine to look for deer, moose, seals and more wildlife. 13. Go on a whale watch and see if you can find whales or sharks.

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14. Take advantage of one of the many open houses that appear in this issue, and explore the options for your children at area independent schools. These are all free, and many offer fun activities for the little ones while parents learn about the school. 15. Spend a clear night gazing at the stars! Look online (or borrow a book from the library) for the constellations that are appearing in our fall night skies and see if you


North Shore Children & Families

can find them. Invest in an inexpensive telescope to get a closer look. 16. Go to the airport, a big one or a small one – and watch the planes take off and land. Discuss the places that you and your family would like to visit. 17. Collect seashells and beach glass, then make holiday decorations and inexpensive yet thoughtful gifts for family and friends. 18. Start an indoor garden with flowers or herbs and enjoy the greenery throughout the winter. 19. Visit one of the area cornfield mazes or sunflower mazes and get lost in the outdoors. 20. Help older kids plan ways they can help neighbors and make some pocket money for holiday gifts or expenses by offering babysitting, mother’s helper, fall yard clean up or winter snow removal services. 21. Visit a relative or friend that you have been meaning to see. If you don’t add this to your schedule, time will continue to pass by until you make it happen. 22. Share a few hours making homemade costumes for Halloween (and clear out some old clutter, too!). Gather old clothes, old makeup, old sheets, old jewelry – along with some glue and glitter and markers – and create your own costumes this year. 23. After apple picking at the local

farm, make pies and apple crisps together – from scratch! 24. Get your family involved in a local charity and sacrifice an hour or two each month to help other local people in need, while teaching your children an important lesson. You can also volunteer to help your elderly neighbors this fall and winter, by shoveling or perhaps making an extra plate at dinner to take over to share with them? 25. Consider inviting another child along on your family adventures from time to time. There are many local children, including some we may know, who are less fortunate and would truly benefit from joining in your family’s fun. Most of these suggestions will bring you and your family closer together, many will make you feel really good – and several are free or very inexpensive. And some not only unite your family, they also provide an invaluable learning experience: how to care about and for others, as well as ourselves. It just takes a few hours and occasionally a tank of gas a week. There are no good excuses not to try – and no one is that busy that they can’t find a few hours to spend with those they love most, especially while having so much fun! I hope that you and your family enjoy some family fun this autumn on the North Shore! Until Next Time ~ Suzanne

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20 North Shore Children & Families

Community Calendar To Submit to our Community Calendar: Please visit us at www.northshorefamilies.com and submit your listings directly through our website. From our Home Page – click on Calendar – then click on Submit in the upper right corner and our form will open for you to complete and submit your listings. While we will make every attempt to post all appropriate listings in our Community Calendar, space is limited – and priority will be given to those events that are free and family-friendly – and those submitted by our advertising partners & sponsors. Calendar listings are generally due by the 15th of each month prior and must be submitted through our website. If you need to guarantee that your listing will be posted – please contact Suzanne to advertise. See our current Calendar for our upcoming issue deadlines.

$25 off your first month of lessons or free registration – at DeAngelis School of Music and Dance, Haverhill. See ad with coupons on page 8; offers expire 10/15/12. www.dsrocks.com FREE phone consultation with JLC Advocacy – Special Education Consultant & Advocate. Jody Crowther helps parents navigate the IEP process for children with special education needs. Call 781.334.4363; see ad on page 18! SIGN UP TODAY:

To advertise, please contact Suzanne at suzanne@northshorefamilies.com or 781.584.4569.

For complete listing accuracy, we recommend that you call ahead or check the websites listed. Featured listings do not constitute an endorsement from this publisher and we encourage our readers to always do their own research.

Personalized poems as gifts, clever verses for invitations, speeches, toasts, roasts and poignant eulogies. See ad on page 21! SAVE NOW:

October is the Month for Awareness of: Breast Cancer, Domestic Violence, Lupus, Diabetes UNIQUE GIFT IDEA/WORDS FOR SPECIAL OCCASIONS: Personalized Poems & Prose by Suzanne – the perfect words to enhance any special occasion.

50% off initial registration fee (new registrations only) at Next Generation Children’s Centers, with locations in Beverly & Andover. See ad on page 17! www.ngccenters.com $200 Off – limited time offer! Pay for College Without Going Broke, Clear View Wealth Advisors can help you & your family! See ad on page 2; free download at CollegeCashPro.com.

Parent & Child Program, Fall 2012 Registration is Open! Call 978.927.1936; for parents/caregivers with children ages 10 months – 3.5 years (in Sept.). At Cape Ann Waldorf School, Moraine Farm, Rte. 97, Beverly. “Morning Glory” & “Bachelor’s Button” classes feature a community of parents and children enjoying play, bread making, circle games, snack and conversation. Space is limited so call to register today! www.capeannwaldorf.org SoccerTots at Danvers Indoor Sports, a fun & engaging physical development program using games & activities based around soccer. For girls &

boys 18 months to 6 years; see ad on page 18. www.aztecsoccer.com/TOTS_NSCF FUN & FITNESS/BIRTHDAY PARTIES: Check out the new and improved Roller World Skating Center, route 1, Saugus! Newly added kids’ bowling alleys, public skating, pro shop, birthday & school parties and more! See ad on page 17! www.roller-world.com Host your child’s next birthday party at Boston Ballet School, Marblehead! See North Shore Party Planner ad on page 20! The Little Gym, Danvers & Woburn – a great place to host your little ones next birthday! See North Shore Party Planner ad on page 20! GET TICKETS NOW: Brookwood School’s 4 to 14 Speaker Series: Parenting Elementary School Kids, featuring award-winning journalist & best-selling author Ashley Merryman on Oct. 9 at 7pm; $10 per person ($15 for 2-event series), limited seating available. See ad on page 7. www.brookwood.edu

NOVEMBER ISSUE DEADLINES!

The North Shore Party Planner

If you need ad production assistance Ad Space Closes Wed., Oct. 17

To advertise, please contact suzanne@northshorefamilies.com.

If you do not need ad production assistance Ad Space Closes Noon, Fri., Oct. 19 Nov. Calendar Listings Due By October 23 Please submit your listings directly through our website.

To secure your ad space:

suzanne@ northshorefamilies.com

781.584.4569

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Speeches, Toasts & Roasts

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• Birthdays,

One Range Road, Nahant

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Clever, Custom Verses for Your Invitations & Thank You Notes

For Events

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Have an Awesome Birthday Bash at The Little Gym! · Private party – clean, safe, beautiful facility all to yourselves. · Instructor led – great age-appropriate games and activities.

Celebrate your birthday with Boston Ballet! Parties for up to 30 children include a ballet class, dress up station, craft activity and more! Birthdayparty@bostonballet.org

· Stress-free for The Little Gym of Danvers parents…we take 978.777.7977 care of EVERYTHING! www.tlgdanversma.com Call for details.

The Little Gym of Woburn 781.933.3388 • www.tlgwoburnma.com

Birthday Party on Roller Skates! Roller World, Saugus 781.233.9507 Party Line

BOOST Your PARTY Business HERE!


The Art & Honor of Teaching Fundraiser Auction, Oct. 11, 6-9pm, at Prince Pizzeria/Giggles Comedy Club, route 1, Saugus. Tix are $30pp, available at www.playitforwardgc.org.

SATURDAYS: Starting in November! Free monthly Enrichment Saturday Programs for 3-7 year olds at The Phoenix School, Salem. Call for details & to sign up: 978.741.0870.

Jethro Tull’s Ian Anderson, Oct. 3; Jose Luis Perales, Oct. 21; Roger Hodgson, the legendary voice of Supertramp, Nov. 4; The Imperial Acrobats of China, Nov. 11; Get the LED Out!, Nov. 16; Kenny Rogers, Dec. 22. At Lynn Auditorium: www.lynnauditorium.com.

OCTOBER 1 – 28: Online Auction to benefit The Phoenix School, Salem. Visit www.biddingforgood.com – search for “Phoenix School” after 10/1/12. OCTOBER 5:

Toad the Wet Sprocket, Oct. 11; Comedian Bob Marley, Oct. 26; Roots of Creation Halloween Show, Oct. 31; The Neighborhoods and Robin Lane, Nov. 3; The Fools, Nov. 24. At Blue Ocean Music Hall, Salisbury. www.blueoceanhall.com

World Teachers’ Day OCTOBER 6:

FRIDAYS: Stargazing at the Gilliland Observatory, free, every Friday 8:3010pm, weather permitting; at Museum of Science, Boston. Call 617.589.0267 – updated every Fri. at 5:30pm, with info. about that night’s observing session. www.mos.org

North Shore Children & Families OCTOBER 9:

Saugus. Tix are $30pp, available at www.playitforwardgc.org.

Fire Prevention Day Brookwood School’s 4 to 14 Speaker Series: Parenting Elementary School Kids, featuring award-winning journalist & best-selling author Ashley Merryman at 7pm; $10 per person ($15 for 2-event series), limited seating available. See ad on page 7. www.brookwood.edu Open House at North Shore Christian School, Marblehead/PreK, 9-11:30am. www.nschristian.org

Merrimack Valley Special Needs Resource Fair, 11am-3pm, at Merrimack College’s Sakowich Center, 315 Turnpike St., No. Andover. Free admission; exhibitors include medical & therapeutic services, educational supports, assistive technology, social skills programs, financial planning & more! http://merrimackspecialneedsresourcefair. eventbrite.com/

OCTOBER 10:

OCTOBER 8:

The Art & Honor of Teaching Fundraiser Auction, 6-9pm, at Prince Pizzeria/Giggles Comedy Club, route 1,

Columbus Day

21

Museum Enrichment Series for Adults at Lynn Museum, 2nd Wed. of each month at noon (10/10), through Dec.; free for adults. Bring your lunch – features guest speakers, authors, films, discussions & more. Call 781.581.6200 to reserve your space; coffee & soft drinks provided. www.lynnmuseum.org OCTOBER 11:

OCTOBER 13: Open House at Tower School, Marblehead, 9:30-11:30am. www.towerschool.org Open House at Boston Ballet School’s North Shore Studio! See ad on back cover! OCTOBER 14: Fall Open House at Austin Preparatory School, Reading, 11am3pm. www.austinprepschool.org OCTOBER 17 (NOON):

AD DEADLINE: If you need to advertise in our NOVEMBER issue, and if you need our ad production assistance, please confirm your ad size and submit your ad materials by NOON TODAY! You can see our display ad rates, sizes, available discounts & more at www.northshorefamilies.com or contact suzanne@northshorefamilies.com. Continued on page 22

Wish you could give the person who has everything something they don't have?

Personalized Poems & Prose by Suzanne The perfect gift to enhance any special occasion. Clever verses for your invitations and thank you notes. Speeches, toasts and roasts. Birthdays • Graduations • Showers Weddings • Anniversaries • Births • Retirements • Holidays All Special Occasions

Life Celebrations

specializing in poignant, personalized eulogies – available in prose and in verse. Celebrate your loved one's life and share their story. Your guests will leave with smiles, fond memories and lots to talk about.

781.584.4569

or suzanne@northshorefamilies.com Samples available.

North Shore Children & Families is available for free each month at over 450 familyfrequented locations throughout the North Shore! See page 3 for details.

Attention Advertisers: Ask us about our … … “Try Us!” program for new advertisers … Annual advertising frequency programs … The Annual Planner for Schools program … The North Shore Party Planner program … Annual Summer Camps & Programs Showcase series … Service Directory Target your message to North Shore parents. We’ve got the North Shore covered!

2012 PUBLISHING SCHEDULE Issue

Ad Space Deadline

Ads Due

November Winter (Dec./Jan.) February 2013

Fri., Oct. 19 Fri., Nov. 16 Fri., Jan 18

Tues., Oct. 23 Tues., Nov. 20 Tues., Jan. 22

To explore your advertising options or to secure your space, please contact Suzanne at 781.584.4569 or suzanne@northshorefamilies.com. To learn more, please visit www.northshorefamilies.com.


22 North Shore Children & Families Open House at North Shore Community Calendar Continued from page 21

OCTOBER 18: Open House at Clark School, Danvers, 9-10:30am. www.clarkschool.com OCTOBER 19 (NOON):

AD DEADLINE: FINAL Advertising Space Reservation DEADLINE at NOON for ALL ADS in our NOVEMBER issue! To advertise, contact suzanne@northshorefamilies.com! If you need our ad production assistance, please confirm your ad size and submit your ad materials by Wed., October 17 at noon! You can see our regular display ad rates, sizes, available discounts & more at www.northshorefamilies.com. OCTOBER 20: Open House at Boston Ballet School’s Boston Studio! See ad on back cover!

Christian School, Beverly & Lynn Campuses, 9-11:30am. www.nschristian.org

OCTOBER 28: Open House at Malden Catholic High School, Malden. www.maldencatholic.org OCTOBER 31:

OCTOBER 21:

Happy Halloween!

Open House at Cohen Hillel Academy, Marblehead, 1-3pm. www.cohenhillel.org

NOVEMBER 3:

OCTOBER 23: Community Calendar listings’ DEADLINE at NOON for our NOVEMBER issue! Please submit your listings for November events directly through our website (see beg. of this Calendar for details).

“Citizen Science” Sustainability Fair, 10am-2pm at Brookwood School, Manchester. Free & open to the public; featuring educational projects, innovations in science & technology, local farms, sustainable crafts, MIT demonstrations & student displays. Snacks & lunch available for purchase. See ad on page 19!

Open House at Shore Country Day School, Beverly. www.shoreschool.org NOVEMBER 15: Open House at Tower School, Marblehead, 9-10:30am. www.towerschool.org Registration deadline for Fall Entrance Exam at Austin Preparatory School, Reading. Register online at www.austinprepschool.org; test date is Nov. 17. See ad on page 11. Open House at Glen Urquhart School, Beverly, 9-11am. www.gus.org Open House at North Shore Christian School, Beverly & Lynn Campuses, 6-8pm. www.nschristian.org

Annual Used Toy Fair, 9am-1pm, free for all ages; at Topsfield Fairgrounds. Proceeds support Community Giving Tree’s mission to provide baby gear & clothing to North Shore families in need. www.communitygivingtree.org

NOVEMBER 17:

Open House at The Phoenix School, Salem, 8am-8:30am. www.phoenixschool.org

NOVEMBER 4:

NOVEMBER 18:

Open House at The Pike School, Andover, 1-3pm. www.pikeschool.org

Open House at Glen Urquhart School, Beverly 2-4pm. www.gus.org

OCTOBER 27:

NOVEMBER 14:

NOVEMBER 27:

Open House at Boston Ballet School’s Newton Studio! See ad on back cover!

Open House at Tower School, Marblehead, 6:30-8pm. www.towerschool.org

Open House at North Shore Christian School, Marblehead/PreK, 9-11:30am. www.nschristian.org

Open House at Covenant Christian Academy, West Peabody, 6-8pm. www.covenantchristianacademy.org Open House at Waring School, Beverly. www.waringschool.org

Fall Entrance Exam at Austin Preparatory School, Reading, 8:30am (must register by Nov. 15; register online). See ad on page 11. www.austinprepschool.org

Help upport SHS Music! You can help support Salem (MA) High School music & drama programs by placing an ad or greeting in this year's program! Ads can be for personal or business use; business card ($50) to full pages ($500) available. Greetings can be from a Friend ($10/name only), Supporter ($15/name only; incl. memb. in Music Boosters), Sponsor ($20/name or 1 line) or Patron ($30/name or 2 lines). Your message, greeting or business offerings in the Concert Series Program Book will reach many local performance attendees throughout the school year - while helping to support SHS music & drama programs. To place an ad or greeting - and to help support the SHS music & drama programs this year - please email michellemcswiggin@clear.net or call 978.979.3389 for more information.

Your support is greatly appreciated! Support Your North Shore School Support All North Shore Schools!

DEADLINE IS NOVEMBER 1st!

This message is brought to you by friends and former SHS graduates (and music & drama department students) of Salem (MA) High School and in partnership with this publication, North Shore Children & Families. NSC&F wishes SHS music & drama departments and all North Shore schools the very best this year!


Service Directory

North Shore Children & Families

23

CHILDCARE

FUN & FITNESS

SCHOOLS

SCHOOLS

Miss Wendy’s Childcare Salem 978.745.6728

Roller World Skating Center Saugus 781.231.1111 www.roller-world.com

Covenant Christian Academy West Peabody 978.535.7100 www.covenantchristianacademy.org

Shore Country Day School Beverly 978.927.1700 www.shoreschool.org

Glen Urquhart School Beverly 978.927.1064 www.gus.org

Tower School Marblehead 781.631.5800 www.towerschool.org

Harborlight-Stoneridge Montessori School Beverly 978.927.0700 www.harborlightmontessori.org

Waring School Beverly 978.927.8793 www.waringschool.org

North Shore Christian School Beverly, Lynn, Marblehead 781.599.2040/Lynn 978.921.2888/Beverly www.nschristian.org

SPECIAL ED. ADVOCACY

Terri’s Little Pumpkins Winthrop, Medford, Chelsea, Revere (Squire Rd. & Point of Pines) 617.846.2645 www.terrislittlepumpkins.com COLLEGE SAVINGS PLANS Clear View Wealth Advisors, LLC Several North Shore locations 978.388.0020 www.collegecashpro.com

GIFTS/SPECIAL OCCASIONS Personalized Poems & Prose by Suzanne Speeches, eulogies, gifts, verses for invitations, etc. See ad on page 21! IT SERVICES/COMPUTER HELP Prime IT Solutions Serving the North Shore 978.666.4906

DANCE INSTRUCTION Boston Ballet School/NS Studio Marblehead 781.456.6333 www.bostonballet.org/school EARLY EDUCATION Beverly Children’s Learning Center Beverly • 978.927.1269 www.bclckids.org Next Generation Children’s Centers Locations include Andover & Beverly 866.711.NGCC www.ngccenters.com ENTERTAINMENT North Shore Music Theatre Beverly 978.232.7200 www.nsmt.org

MUSIC & DANCE INSTR. DeAngelis School of Music and Dance Haverhill 978.374.5262 www.dsrocks.com See ad on page 8! SCHOOLS Austin Preparatory School Reading 781.944.4900 www.austinprepschool.org Brookwood School Manchester 978.526.4500 www.brookwood.edu

FUN & FITNESS

Cape Ann Waldorf School Beverly 978.927.1936 www.capeannwaldorf.org

Aztec Soccer/SoccerTots at Danvers Indoor Sports www.aztecsoccer.com/TOTS_NSCF See ad on page 18!

Clark School Danvers 978.777.4699 www.clarkschool.com

The Little Gym Danvers and Woburn www.tlgdanversma.com www.tlgwoburnma.com

Cohen Hillel Academy Marblehead 781.639.2880 www.cohenhillel.org

The Phoenix School Salem 978.741.0870 www.phoenixschool.org The Pike School Andover 978.475.1197 www.pikeschool.org Plumfield Academy Danvers 978.304.0273 www.plumfieldacademy.org

JLC Advocacy Lynnfield 781.334.4363 See ad on page 18!

It’s Open House Season! Check out the ads & calendar in this issue for an Open House near you! To advertise your upcoming Open House, contact Suzanne by Oct. 17 to advertise in our November issue!

To advertise, contact Suzanne today! suzanne@northshore families.com November issue ad space reservation deadline is Oct. 17!


NSCF October 2012  

NSCF October 2012