GBC JLS/NAKAYOSHI PRESCHOOL SCHOOL NEWSLETTER

2nd term 2022

Notes
fromNakayoshi
Preschool	  Notes
from
Nakayoshi
Preschool	  	  	  You must stay home until:•At least 5 days have passed the day your initial
positive test was taken and•You have a negative viral COVID-19 test collectedon day 5 or later-OR•
You must stay home for 10 days after your initial
positive test was taken
Day 0 is the day your positive test was taken. Day 1 is thefirst full day after your positive test was taken.

According to the lunisolar calendar, it’s spring now;
however, it’s still a bit cold sometimes. Our children greet
cheerfully and have fun playing outside, undaunted by thecold.
Summarized below are the guidelines of the Los Angeles
County Department of Public Health as of February 1
regarding the COVID-19 correspondence.
Everyone with COVID-19 must isolate for at least 5 days.
How long you have to isolate depends on whether you havesymptoms and if you get a negative follow-up viral test on
day 5 or later. If you test on day 5 or later, it is better touse an antigen test because NAAT/PCR tests can stay
positive even after you are no longer infectious.

Ending isolation: If you are exposed to someone withCOVID-19
Stay home for at least 5 days, after your last contact witha person who has COVID-19.
•Test on Day 5.
•Quarantine can end after Day 5 only if symptoms
are not present and a COVID-19 viral testcollected on Day 5 or later is negative.
•If a test is not done on Day 5 or later, andsymptoms are not present, quarantine can end
after Day 10.
Day 0 is the day of your last contact with the infectedperson. Day 1 is the first full day after your last exposure.

Ending isolation: if you have symptoms and test positive
for COVID-19 of if your doctor thinks that you have
COVID-19
You must stay home until:•
At least 5 days have passed since your symptoms
first started and•You have a negative viral COVID-19 test collectedon day 5 or later and•You have not had a fever for at least 24 hours and•Your symptoms are improving-ORYou must stay home until:•At least 10 days have passed since your symptoms
first started and•You have not had a fever for at least 24 hours and•Your symptoms are improving
Day 0 is your first day of symptoms. Day 1 is the first full
day after your symptoms developed.

Ending isolation: Domestic and International Travel
After travel, get a viral COVID-19 test 3-5 days after you
return to California. You should quarantine for 5 days andmonitor for symptoms for 10 days post travel.

Thank you very much for your Oseibo donation.
Your name ishttp://gbcjls.org/jls/news-letter/on the News Letter of Japanese Language School.

Ending isolation: if you test positive for COVID-19 andyou never develop symptoms	  	  1	  Let’s ask the teachers how your child has been doingin class?

children take turns reading the Karuta. I believe that thechildren will learn more words by not only taking cards but
also reading.

Penguin Class
Our children straighten up their back and greet theteachers in loud voices saying “Sensei, Ohayougozaimasu!”
In our December Christmas video, they were a little
nervous about singing and dancing; however, now they sing
loudly and dance energetically after having lots of practice.
In outside time, they say, “Ready, set, go!” and practice
jumping high and far. They also enjoy the playgroundequipment and the feeling of sand with bare feet in thesandbox, which we restarted last month. The children also
enjoy playing tail tag. They run so as not to be tagged withthe tail. We added the “Cutting paper using scissors” toour curriculum.

Melon ClassWe are happy to see our cheerful children again after thewinter break. We feel and see their growth.
We showed the Japanese New Year play such as “Kendama(a Japanese Juggling toy)”, “Tako (a kite)”, “Hagoita (abattledore)”, “Fukuwarai (like the tail on the donkey)”, and“Karuta”, and we talked to the children about them. Thenthey made kites by painting and drawing a picture. We
hope that they learn Japanese culture through our plays.
Although many children tended to play independently at thebeginning of the new school year, they now interact morewith each other. They care for friends using words withthe teacher’s assistance although they sometimes haveconflict between friends.

Risu Class
The New Year has come, and our children’s cheerful voices
are back. They became good at conversation in Japanesesuch as “Issho ni asobo (Let’s play together)” or “Kashite(Please lend me)”. They also can now convey their feelings
to friends.
They call out their names to each other, play together withtoys, laugh together, and share in each other’s joys. Somechildren show a picture book to the teacher and ask,
“Which do you like, Teacher?”. In playing Legos, somechildren build the same thing that others do and laugh at
each other. Furthermore, they tear down their creation tobuild more unique things.
In terms of their preschool life, they became good at using
scissors and drawing pictures with crayons. They can now
eat their least favorite food. What they can do bythemselves has increased. When they are able to do it bythemselves, they come to the teacher and say, “I did it!
Look!”
We encourage the children not to give up and to try theirbest with everything they do. Then we share the joy of
their accomplishments.

Bara Class
We feel that our cheerful children have grown up after thewinter break. They must have had a fulfilling time with
their family.
Regarding the relationship between friends, we are happy
to see them caring for each other, helping each other, andcreating something together.
Bara children love to play dodgeball called “Korokoro Ball” inthe morning and afternoon every day. They throw a ball or
avoid it while thinking, and they wait their turn but
sometimes compete for it. Although they sometimes may
get upset and cry, they enjoy playing it in a great many
dramas.
In terms of learning, we can see their rapid growth inwriting Hiragara letters and numbers, and reproducing
pictures. They get used to writing letters and numbers,
and they are enthusiastic about practicing them.
We encourage them to listen to others, understand them,follow instructions, and improve concentration.
Sumire Class
Our children were full of words when the New Year started
because they wanted to talk to the teacher and friends
about their winter break. Although I sometimes add words
or phrases when they talk in Japanese, I am happy about
their growth.
I think that this time is a transition from conveying their
feelings to explaining things. I also assist the children in
selecting words when they talk about the feelings of others.
While at home, I encourage you to talk to your child inJapanese if possible.
In the morning, I will continue a teacher-structure program
and teach them about learning (concentrating on thecapacity to listen). In the afternoon, it will be a childcentered program. They will draw pictures, do Origami andcrafts, and so on. I would like them to enjoy a free choicetime to strengthen their initiative and creativity.	  	  	  	  	  	  	  	  Banana ClassThe children remembered their seats and friends’ names
although they did not see each other during the winterbreak. They were so glad to see each other again. Thenthey talked to the teacher eagerly about their wintervacation and Christmas time.
In January, we enjoyed the New Year’s play and felt theNew Year’s atmosphere. In our class, Karuta (a traditionalJapanese playing card game) is popular now. We put thepicture cards on the table such as “Ichigo (a strawberry)”,“Hasami (scissors)”, and “Ringo (an apple)”, and then thechildren take the card after the teacher say those words.
They were confused with new words at the beginning;
however, after they often played it, they learned evendifficult words such as “Chikatetsu (a subway)”, “Makura (apillow)”, and “Nagagutsu (rain boots)”.
Recently, the	  2