Curriculum Guide 2018 by The Elisabeth Morrow School

CURRICULUM GUIDE Early Childhood Lower School Middle School

OUR MISSION The Elisabeth Morrow Schoolâ&#x20AC;&#x2122;s shared purpose is to provide exemplary academics and character development in a diverse and inclusive childcentered community, inspiring students to become curious scholars, ethical leaders, and global citizens.

CONTENTS EARLY CHILDHOOD 4. Threes and Fours LOWER SCHOOL 8. Kindergarten 10. First Grade 12. Second Grade 14. Third Grade 16. Fourth Grade MIDDLE SCHOOL 20. Fifth Grade 22. Sixth Grade 26. Seventh Grade 28. Eighth Grade

ABOUT OUR SCHOOL The Elisabeth Morrow School, a coeducational threes through eighth grade school, was founded in 1930 as the “Little School” by Smith College classmates Elisabeth Morrow and Connie Chilton. In their quest to start a school for young children, these passionate educators traveled the world studying with pioneers such as Maria Montessori and John Dewey. According to Elisabeth, this new school would include a balance of “faith in the old education and trust in the new” in an environment of “individuals working toward a common purpose.” More than 85 years later, our school, on the site of the former Morrow family estate, occupies a beautiful 14-acre setting, which includes nature trails, a brook, and many forms of wildlife. We educate 430 students from over 50 different towns in Bergen, Hudson, and Union counties in New Jersey and Manhattan, the Bronx, and Rockland counties in New York. Our students speak over 20 home languages, mirroring the demography of the area in which our school is located. Dedicated to providing an exemplary academic program and a transformative student experience, our school offers cutting-edge programming in STEAM (science, technology, engineering, arts, and mathematics) while our humanities programs allow our students to explore themselves and the world around them through multiple perspectives. Our nationally renowned instrumental music program allows every third through sixth grade student to practice an orchestral instrument four times a week as part of the school day and results in a school in which every student is actively engaged in making music. Our commitment to social and emotional learning, as well as our emphasis on leadership and character education through our 4 C’s, ensures that students have a holistic and child-centered experience through their years at the school. We have recently completed a strategic planning process that will guide our priorities for the next five years. Underscoring all of the plan’s goals is our shared commitment to inspire students to become curious scholars, ethical leaders, and global citizens, and that begins with what occurs in the classroom. We invite you to explore the pages of this curriculum guide to better understand what we do and why we do it.

CORE VALUES

In a child-centered environment, EMS cares deeply about… • Academic Excellence • Character Development • Community • Diversity and Inclusion • Passion for Learning

THE 4 C’s The 4 C’s follow the stages of a child’s personal character development. The day begins with a simple act of courtesy: a handshake between a student and a teacher or administrator. This sets the tone for the consideration that will be shown in the classrooms, hallways, and playgrounds. As the child grows, courtesy and consideration make possible the cooperation necessary for advanced learning. And finally, a child who truly embraces courtesy, consideration, and cooperation becomes a young adult prepared to live a life of compassion.

Third Grade FAST FACTS CURRICULUM OVERSIGHT The instructional administrators

THREE DIVISIONS

ACADEMIC DAY

collectively ensure a positive

EARLY CHILDHOOD Threes, Fours

Threes Option 1 Option 2 Option 3

Monday–Friday Monday–Wednesday Thursday & Friday Monday–Friday

8:45 a.m.–11:30 a.m. 8:45 a.m.–2:00 p.m. 8:45 a.m.–11:30 a.m. 8:45 a.m.–2:00 p.m.

Fours Option 1 Option 2 Option 3

Monday–Wednesday Thursday & Friday Monday–Friday Monday–Friday

8:45 a.m.–2:00 p.m. 8:45 a.m.–11:30 a.m. 8:45 a.m.–2:00 p.m. 8:45 a.m.–3:15 p.m.

and challenging experience for each student, work with faculty, provide professional development, and implement the curriculum. Interim Head of School (2018–2019) Judith Fox, Ed.D. Middle School Head Paul Baly Lower School Head Beth Brennan Director of Early Childhood Programs Tricia Eickelberg Director of Curriculum and Secondary School Placement Michele Bower Director of Technology Sarah Rolle Director of Special Learning Services Allison Egert, Ed.D. CLASSROOM LOCATIONS Chilton House: Threes, fours and kindergarten Little School: First through fourth grades Morrow House: Fifth through eighth grades

LOWER SCHOOL Kindergarten–Fourth grade MIDDLE SCHOOL Fifth–Eighth grade

ENROLLMENT 430 students 56% students of color

Kindergarten Monday–Friday

8:45 a.m.–2:45 p.m.

First & Second Grade Monday–Friday

8:00 a.m.–3:00 p.m.

CLASS SIZE

Third & Fourth Grade Monday–Friday

8:00 a.m.–3:15 p.m.

Threes 12–14 students, with 2 teachers in each class

Fifth & Sixth Grade Monday–Friday

8:00 a.m.–3:00 p.m.

Fours 15–16 students, with 2 teachers in each class

Seventh & Eighth Grade Monday & Friday Tuesday–Thursday (includes sports practices)

OVERALL STUDENT-TOTEACHER RATIO 7:1

Kindergarten 16–18 students, with 2 teachers in each class First–Fourth Grade 16–18 students per homeroom, with 1 teacher in each class Fifth Grade 14–18 students per homeroom Sixth–Eighth Grade 8–9 students per advisory, average 15 students per class (departmentalized)

8:00 a.m.–3:00 p.m. 8:00 a.m.–4:00 p.m.

SUBJECTS EARLY CHILDHOOD Art Gardening Library Visits Literacy and Language Arts Mathematics Music Physical Education (Movement) Science Social Studies World Language (Spanish) LOWER SCHOOL Art Gardening (kindergarten, first, and second grade) General Music Instrumental Music (third and fourth grade) Language Arts Library Science and Media Studies Mathematics Physical Education and Health and Wellness Science Social Studies STEAM (integrated into all subject areas) World Language (Spanish) MIDDLE SCHOOL Advisory Electives English History Instrumental Music Leadership Symposium Library Mathematics Physical Education and Health and Wellness Science

Technology (instruction in fifth and sixth grades, integrated into all subject areas) Visual Arts World Language (Latin, Spanish)

FIELD TRIPS

Threes through eighth grade travel on day trips that support areas of study at each grade level.

OVERNIGHT TRIPS

Sixth Grade: Nature’s Classroom, Ivoryton, CT Seventh Grade: YMCA Camp, Claryville, NY Eighth Grade: Washington, D.C.

COMMUNITY BUILDING

All-School Buddy Program Assemblies (grade, division, and all-school) Service projects in lower and middle school G Day (Passion Projects and Service Work)

FACILITIES

14-Acre Wooded Campus Nature Trails Athletic Field 3 Libraries 3 Playgrounds 3 Science Labs 2 Art Studios 2 Technology/Makerspaces 2 Community Gardens 2 Gymnasiums 2 Music Studios Lower School Innovation Center, including Art Studio, Technology/ Makerspace, Reading Room, Community Space, and Science Lab Classroom Patios

TECHNOLOGY AND LIBRARY MEDIA

• iPads, laptops, and iMacs in lower school • 1:1 Bring Your Own Laptop program throughout middle school. iMacs in select locations • Makerspaces, labs, and library spaces in Little School and Morrow House. Library in Chilton House • Regular class time in the library and technology spaces for kindergarten through fifth grade • Age-appropriate robotic building blocks and robots in all divisions • Technology electives in middle school • Age-appropriate fiction and nonfiction texts and online resources available at all levels

MUSICAL PERFORMANCE GROUPS

INTERSCHOLASTIC SPORTS SIXTH–EIGHTH GRADE Fall Sports: Boys and Girls Cross Country, Coed Flag Football, Coed Soccer, Girls Tennis, Girls Volleyball Winter Sports: Boys and Girls Basketball Spring Sports: Boys and Girls Lacrosse, Boys Tennis CHILDCARE • Daily from 7:30 a.m. until start of school day; from end of school day until 6 p.m. • Enrichment classes for kindergarten through fifth grade • Parent-teacher conference day childcare • Spring Break Mini-Camp For updated curriculum information, visit www.elisabethmorrow.org.

LOWER SCHOOL Little School Band Little School Cello Ensemble Little School Percussion Ensemble Little School Symphony Orchestra Little School Violin Ensemble

MIDDLE SCHOOL A Cappella Chamber Orchestra EMS Voices Choral Ensemble Jazz Ensemble Morrow House Symphony Orchestra Rock Band Stage Band Stomp Percussion Ensemble Superchamber Orchestra Superchamber Soloists

Third Grade EARLY CHILDHOOD The early years of a student’s education are among the most crucial, because they set the stage for future success. The curriculum for Elisabeth Morrow School’s youngest students incorporates extensive literacy and mathematics activities as well as social studies, science, music, art, Spanish, and physical education. Our programs for threeand four-year-olds open young children’s naturally inquisitive minds to learning possibilities, encouraging their curiosity and creative growth, along with their language, cognitive, physical, social, and emotional growth. 4

Threes and Fours

Active participation in meaningful and engaging experiences is the cornerstone of the early childhood program. In an age-appropriate and nurturing environment, children develop their social-emotional, intellectual, language, and physical abilities in creative and thoughtful ways. Children are exposed to cross-curricular learning through purposeful play through hands-on experiences in an integrated center-based environment. Collaborative projects and open-ended activities encourage the development of critical thinking and problem-solving skills. Community building, communication skills, and conflict resolution are all developed and practiced following the tenets of Responsive Classroom, a research-based approach to education that promotes social-emotional competencies in children. Language Arts The language arts curriculum in our early childhood division allows students to acquire literacy skills and a love of reading through meaningful experiences with oral language, quality literature, comprehension, and self-expression. • Increase vocabulary and language • Enhance listening and communication skills • Build phonological awareness • Increase oral comprehension and expression: sequencing, story recall, and story elements • Begin reading development: rhyming, syllabication, phoneme identification, and deletion • Develop and increase letter recognition • Expand knowledge of print and print awareness • Develop the ability to write letters and words using elements of the Handwriting Without Tears curriculum • Strengthen phonemic awareness using elements of the Sounds In Motion curriculum

Mathematics Students explore basic mathematical concepts such as number sense, geometry and spatial sense, measurement and data, pattern, and algebraic thinking. By using high-quality manipulative materials in concrete and hands-on ways, students are encouraged to examine their environment mathematically by comparing, measuring, counting, grading, making patterns, sequencing, and problem solving. Additionally, teacher-guided activities engage the children in using mathematical thinking in their daily school experience. • Develop an understanding of numbers and quantity • Experience linear counting and one-to-one correspondence • Begin to recognize and create patterns • Develop an understanding of the concepts of addition, subtraction, and sets • Develop an understanding of the concept of place value • Develop an understanding of parts of a whole • Begin to learn basic geometric shapes • Develop an understanding of the relationship between various unit blocks • Experience spatial relationships, rotation, and reversal of materials • Begin to learn concepts of relativity and relationship: greater than, less than, equal to, and estimation • Relate mathematical concepts to everyday classroom experiences

• Use measurement techniques (measuring height, weight, distance) • Begin to understand sequencing, sorting, and graphing • Begin to experiment and innovate with design and construction Science Our early childhood science program inspires inquiry and wonder in the children. Students develop an understanding and appreciation for the natural and physical world around them on our campus and in our classrooms. • Explore weight, shape, size, color, and temperature • Formulate questions • Make hypotheses and predictions • Interact with and care for the environment • Learn to interact with and care for living things • Examine and test observations • Explore air, water, and the Earth • Use the five senses to learn about the world • Explore the concept of change (seasons, cooking, life cycle, physical self) • Explore form and function • Develop classification skills • Explore concepts of physics through age-appropriate materials such as ramps, slides, vehicles, and found objects • Begin to experiment and innovate with design and construction • Participate in the gardening program in the fall and spring

Threes andFours Fours Threes Third Grade and Social Studies In early childhood, social studies focuses on learning about self, others, and being a part of our community. It includes both social and emotional areas in child development. As individual members of their classroom community, as well as through guided instruction, students’ sense of self and belonging are nurtured and explored. In all classroom areas, students begin to identify and practice the basics of the 4 C’s. • Engage in cooperative and collaborative play • Participate in Morning Meeting

• Develop positive social interaction and reading of social cues • Develop an understanding of self and family • Develop an understanding of the diversity of the classroom, school community, and larger world • Develop an appreciation for the various customs and cultures in our community • Utilize conflict resolution strategies • Increase appropriate risk-taking • Enhance independence and self-help skills • Develop self-regulation and self-awareness in order to be available to learn

• Increase articulation and understanding of feelings of self and others • Gain understanding of logical consequences • Begin to foster connections with students in the lower and middle school through the All-School Assembly and Buddy Day programs World Language (Spanish) Children in the early childhood program begin to explore sounds and words in spoken Spanish as they engage in playful learning in classroom centers or during Morning Meeting. Building upon the natural curiosity and readiness of young children to embrace language

Early Childhood Special Subjects and Activities Arts (Visual and Performing) Students are introduced to a variety of performing and visual art genres, techniques, and media and encouraged to share thoughts or feelings about their own work or the work of others. They are exposed to a variety of materials and activities to foster process-based creative experiences. • Explore creative expression through a variety of twoand three-dimensional media, including painting, printmaking, drawing, sculpting, making patterns, and collages • Experiment with design, size, weight, symmetry, and balance through block building and other open-ended materials in the classroom • Engage in a variety of singing activities, including a weekly sing-along led by a music teacher • Explore basic elements of music such as beat, tempo, dynamics, and timbre • Explore different musical instruments and how to care for them

Evaluation and Grading In February and June, parents receive a detailed written evaluation of students’ progress in all subject areas. Families attend Bright Beginning conferences at the start of the school year and the November and March parent-teacher conferences. Teachers encourage open communication with families and are always available for additional conferences. Gardening Children explore our beautiful campus to learn about and actively engage in activities that support the concept of sustainability. In addition, they experience a variety of simple gardening activities in the fall and spring. • Plant and care for seasonal vegetables, flowers, and bulbs • Learn about respect for the Earth and the environment • Learn about the harvest Library Visits Children may visit the Chilton House library daily. This fosters a love of literature and a strong sense of

independence as they choose and care for books to bring to their classroom or home. Parents are invited to volunteer to read to the children throughout the year and cocoa parties with the librarian are a treasured EMS tradition. • Engage in puppet play • Tell stories with flannel board • Explore bookmaking • Enhance listening skills through story time • Introduce basic concepts of research and basic library skills • Learn to care for library materials Physical Education (Movement) Physical education focuses on students’ achievement of gross and fine motor control. Gross motor skills are strengthened though activities such as running, jumping, hopping, galloping, and skipping and physical manipulations such as throwing, kicking, and catching. Fine motor activities and materials increase students’ ability to use and coordinate the small muscles in the

acquisition, the teacher joins the class and balances immersion with introductory language lessons. At this age, this offers exposure to the language to all of the early childhood classes. • Begin to understand simple words and expressions through introductory context-driven units • Introduce essential vocabulary such as greetings, colors, family members, foods, and farm animals • Begin to develop appreciation for the Spanish language and culture

hands and wrists with dexterity. In addition to physical education classes and their playground time, students utilize patios attached to each classroom for motor play. • Develop locomotor skills • Develop upper and lower body • Gain small muscle strength and control Special Learning Services Within the classroom environment, the teachers are aware of the differing developmental needs of their students and adapt their teaching styles accordingly. When necessary, the Director of Special Learning Services will assist the teachers by observing students and making appropriate recommendations to faculty and parents.

Kindergarten LOWER SCHOOL The lower school builds upon the knowledge and habits of mind gained in students’ early years, increasingly challenging children to be active problem solvers, creative thinkers, and innovative learners. Small class sizes and experienced faculty ensure that learning is personalized to both challenge and support students, allowing them to achieve their greatest potential. We focus on building core academic skills while integrating multiple subject areas wherever appropriate. Our character education philosophy of the 4 C’s is reinforced in this division through service projects that capitalize on young students’ capacity for empathy and leadership.

Our kindergarten classrooms are in Chilton House, ensuring appropriate curricular continuity with our early childhood program. In addition to two head teachers who provide differentiated instruction in most subjects, students have access to learning specialists for small-group instruction in language arts as necessary. Students make use of the science lab in the Little School building and also use our 14-acre campus as a classroom for environmental science. Spanish, art, music, and physical education are also key components of the curriculum. Integrated technology, utilizing a wide range of tools, supports learning and creativity at all levels while students are introduced to basic design, programming, and computing practices. Field trips are offered to support the curriculum and students participate in weekly gatherings to strengthen community and character and build upon the 4 C’s. Language Arts Direct and indirect instruction as well as a print- and conversation-rich environment enhances kindergartners’ abilities to develop strong foundational reading skills. Teachers provide direct instruction with a multisensory approach to teaching reading that enhances phonemic awareness, phonics, word recognition, visual memory, and story comprehension. They explore language through stories, songs, games, dramatic play, and group discussions. Kindergarten students engage in independent and collaborative writing experiences during Writing Workshop throughout the week. Children practice proper pencil grip and letter formation through the Handwriting Without Tears curriculum. Presentation skills are also built through Morning Meeting, sharing time, and group discussions. • Recognize and recall uppercase and lowercase letters • Develop letter/sound association • Distinguish sound/symbol correspondence • Participate in phonemic awareness activities: rhyming, counting words, syllables, segmenting words, and blending words • Build meaningful sight word vocabulary • Identify parts of a book • Narrate a story • Make predictions • Sequence events • Identify elements of a story such as character, setting, and plot • Develop reading comprehension skills such as story-to-story connections and personal connections • Identify facts and ideas

• Engage in appropriate use of technology to enhance literacy • Develop public speaking skills • Use a proper pencil grip • Practice forming uppercase letters and introduction to forming lowercase letters • Use developmental spelling in written work • Express an idea to create a written story Mathematics Our program builds a solid foundation using Math In Focus®: Singapore Math® Program. A hands-on environment fosters exploration, inquiry, and experiential learning by engaging students in a variety of ways. Technology is used to develop computational thinking, reasoning, and logic. The use of simple robots offers students experiences in sequencing and estimation. • Use numbers to represent quantities up to 20 • Add and subtract to 10 • Use of ordinal and cardinal numbers • Compare and order sets of numbers • Develop measurement and comparison vocabulary for size, weight, height, and length • Understand big, little, small • Recognize and create patterns • Compose and decompose numbers • Introduce sequencing through basic programming • Sort and classify items • Read calendars • Identify and relate coin values (penny, nickel, dime, quarter) • Identify odd and even numbers

• Model addition and subtraction stories using symbols • Identify and name two and three-dimensional shapes Science In science, students explore the natural world both in the lower school science lab and outside on our campus. Students are engaged in measuring, counting, observing, and recording their experiences. Hands-on experiments, demonstrations, and design challenges enable students to build science skills and understanding of concepts. • Observe living organisms, including ladybugs, bean plants, mammals, and hatching, chicken eggs • Identify steps of various life cycles • Observe how organisms cope with seasonal changes • Connect basic astronomy topics like day and night and Earth’s seasons to living organisms • Explore forces acting on moving objects • Measure length and temperature using the metric system • Build with classroom materials within specific constraints of the design process Social Studies Students begin to develop a deeper understanding of their immediate community, including their friends and family, and what individuals contribute to a community through their differences and similarities. Students and their families are welcomed in the classroom to share their customs and traditions. By interacting appropriately and respectfully with classmates in cooperative groups, students develop skills to be productive and thoughtful citizens.

• Participate in special events, including Kindergarten Circus, Post Office, Flashlight Picnic, and Thanksgiving Feast World Language (Spanish) Spanish exposes kindergarten children to the sounds of the language and introduces beginning vocabulary through storytelling, songs and rhymes, puppets, and games. Children explore topics they already know and understand in their native language as they begin to develop listening and speaking skills. They engage in fun-filled activities to gain insights into the language and cultures of Spanish-speaking countries. • Interact using simple greetings and farewells • Develop awareness of distinctive sounds of the Spanish language • Count numbers one to 30 • Identify immediate family members and basic apparel • Name primary colors • Identify and label various farm and jungle animals • Recognize simple weather expressions • Use simple phrases to ask for food • Listen to and appreciate authentic songs • Celebrate holidays • Understand and follow basic commands and expressions of politeness such as “please” and “thank you” • Develop basic vocabulary that references kindergarten activities such as a zoo trip, circus, and post office

• Identify concepts of self, family, and community • Participate in service learning projects • Become familiar with research • Practice resolving conflict, compromising, and negotiating • Share holidays and traditions • Understand differences and similarities between people and cultures • Gain an understanding that each person is unique 9

First Grade First graders are developmentally able to tackle increasing academic challenge and their natural curiosity as learners allows them to engage in a multiplicity of literacy and numeracy experiences across the curriculum. Literature is taught daily through a combination of phonics and languagerich experiences. Daily writing experiences increase as students expand sentence structure and content and begin to focus on punctuation and spelling. Technology is woven into all subject areas as appropriate to augment learning and demonstrate knowledge, giving students the opportunity to create, design, and access information in new ways. English/Language Arts Students continue to be engaged in a balanced approach to literacy instruction. A multisensory reading approach emphasizing word accuracy and fluency along with the promotion of a literature-rich environment are important elements of the first grade language arts program. Participation in shared reading experiences facilitates vocabulary acquisition and models the appropriate use of language. Guided reading groups develop the comprehension skills necessary for students to enjoy, interpret, and compare a variety of literature genres as well as build stamina and fluency in reading. Students are introduced to the mechanics of writing sentences, supporting their ability to use writing as a tool for self-expression.

• Engage in daily reading instruction in small groups • Learn spelling rules and patterns • Develop decoding and word recognition skills and comprehension strategies • Develop an understanding of word and sentence structure • Develop phonemic awareness skills • Participate in group discussions of a text to promote critical thinking skills • Create written responses to literature using story webs, story maps, Venn diagrams, and other organizational devices • Develop research skills through categorization and asking questions • Enhance understanding of story structure by identifying problems and solutions and sequencing skills

• Develop public speaking skills through performances in plays, assemblies, and concerts • Hone handwriting skills through practice with lowercase letter formation and proper spacing • Practice oral and listening skills through formal and informal presentations Mathematics Through exploration, direct instruction, centers, and projects, students are given opportunities to develop their skills and understanding of basic math facts, place value, mental math, and geometry. Math vocabulary and literacy are acquired through practice with story and word problems. In addition, mathematics is woven throughout the STEAM curriculum, and technology is used to develop computational thinking, reasoning and logic. • Use concrete and pictorial models to create a set with a given number of objects (up to 100) • Count by 1’s, 2’s, 5’s, and 10’s forward and backward to 100 • Represent sharing equally and making equal groups • Group objects and numbers up to 100 in tens and ones • Use cardinal numbers up to 100 and ordinal numbers up to 10th • Use number bonds to represent number combinations • Compare and order whole numbers to 100 • Compare and order numbers using the terms more, fewer, greater than, less than, equal to, greatest, and least • Use place value models and place value charts to represent numbers to 100

• Express numbers to 100 in standard and word forms • Determine reasonableness of an answer by estimating and making predictions • Tell time to the hour and a half hour • Build upon calendar skills • Identify and relate coin values (penny, nickel, dime, quarter) • Count and make coin combinations • Add and subtract money • Create graphs, charts, and tables to organize data • Solve problems involving data • Develop geometry skills and vocabulary • Compose and decompose two-dimensional shapes • Understand relationships between the numbers and fact families • Write addition and subtraction number sentences • Apply and explain problem-solving processes • Share mathematical thinking • Solve real-world problems in context • Expand understanding of spatial reasoning, patterning, measurement, estimation, and prediction through experiences with block programming and robotics Science First graders continue to explore and observe the natural world in science class. This year, they connect their observations to bigger science concepts such as adaptations, properties of matter, and planetary exploration. Students are engaged in measuring, counting, observing, and recording their experiences. Hands-on activities, experiments, and design challenges enable students to build science skills and understanding of concepts. • Study plants, their parts, and the importance of pollination and seed dispersal • Identify adaptations that allow organisms to be more successful • Explore properties of matter using the five senses and scientific tools

• Discover how scientists use both senses and tools to explore our Solar System • Develop investigation, observation, questioning, and prediction skills • Measure length and temperature and record data • Engage in collaborative work during labs and the design process Social Studies Students in first grade begin to make meaningful connections between each other, their school, and their neighborhood. Using their classroom as a model, they work together, solve problems, and incorporate the 4 C’s into their everyday lives, learning how to be good community members. • Further refine concepts of culture and community • Gain a deeper awareness of diversity and traditions within a community • Understand the structure and function of a community • Begin to identify the rights and needs of others • Gain deeper knowledge of parts of the school and local community • Demonstrate respect for others in a community • Compare past and present communities • Apply independent social skills • Develop planning and organizational skills • Develop speaking, listening, and writing skills while interviewing school and neighborhood workers • Participate in community service projects • Participate in special events, including Kidtown, a culminating project in which students design and create a community, and the Apple Bake Sale

and collaborative activities are used to deepen an understanding of Hispanic cultures. • Interact using greetings, farewells, and introductions • Count to 40 in Spanish • Identify and recite the days of the week • Develop basic vocabulary related to school materials, family and pets, clothing and body parts, transportation, food, and shopping • Identify Spain, Mexico, and South America on a map • Role-play songs and rhymes from thematic units • Demonstrate comprehension of simple classroom commands • Ask and respond to simple questions using words and short phrases from vocabulary sets • Show awareness of cultures of people from Mexico • Celebrate Mexican holidays Cinco de Mayo and La Navidad

World Language (Spanish) Spanish in first grade emphasizes the progression of listening and speaking skills by reinforcing and expanding basic vocabulary that children already know in English. Students engage actively in the language through songs, repetition, games, and conversations. They develop pronunciation naturally from exposure to authentic language sounds. Class celebrations 11

Second Grade Second graders build on the skills they have acquired in first grade to become truly independent learners. Firmly cemented literacy and numeracy skills allow for more in-depth exploration of materials, including a more conceptual understanding of mathematics and the comprehension of sophisticated material in language arts. Small group instruction further solidifies successful decoding, fluency, comprehension, spelling, and written expression. Technology continues to be woven into all subject areas. Projects are augmented and enhanced with multimedia design, crafting, collaborating, and accessing resources beyond the classroom. English/Language Arts Continuing with a multisensory approach to reading instruction, second graders learn to apply phonic, syllabication, and spelling rules to decode words while reinforcing oral fluency and teaching vocabulary. Students study a variety of genres, including biographies, poetry, nonfiction, fiction, and folktales. They read literature both independently and in guided reading groups, relating ideas and personal experiences to develop meaning. Students learn to write complete, well-constructed sentences and learn how to organize and express their thoughts clearly and concisely. Cursive writing is taught and practiced using the Handwriting Without Tears method. Students begin to publish their work using the standard writing process of drafting, revising, editing, and publishing.

• Engage in daily reading instruction in individual, small-group, and whole-group read-aloud settings • Engage in direct spelling instruction • Improve decoding skills • Increase fluency • Develop comprehension strategies • Strengthen techniques used to create written responses to literature • Develop skills in creative, narrative, and expository writing • Integrate conventions of writing • Learn and practice grammatical forms • Practice oral presentations in classroom setting and at school events • Develop and practice research skills • Learn and practice cursive handwriting

Mathematics Through exploration, direct instruction, centers, and projects, students are given opportunities to develop their skills and understanding of basic math facts, place value, mental math, and geometry. Multiplication is introduced and students build models, which they then relate to division. Math vocabulary and literacy are acquired through practice with story and word problems. In addition, mathematics is woven throughout the STEAM curriculum. • Group objects and numbers up to 1,000 into hundreds, tens, and ones • Use place value models to create equivalent representations of numbers • Represent numbers to 1,000 on a number line • Count by multiples of ones, tens, and hundreds • Compare and order numbers to 1,000 • Use <,>, and = to compare whole numbers • Use base-ten models and place value charts to represent numbers to 1,000 • Use efficient and accurate paper-pencil procedures for computation of two-digit addition and subtraction • Compose and decompose multi-digit numbers • Connect geometric concepts with unit fractions– halves, thirds, and fourths • Develop foundations for understanding area • Understand the relationship between a fraction and a whole • Compare and order halves, thirds, and fourths using bar models • Count and make combinations with coins and bills • Model addition and subtraction with place value

• Recall addition and subtraction facts • Use different methods to develop fluency in adding and subtracting multi-digit numbers • Develop mental math competency • Solve multiplication and division fact problems • Multiply and divide with 2, 3, 4, 5, and 1 • Develop an understanding of money using coins and bills • Use metric and customary units to measure length, volume, weight, and mass • Use a.m. and p.m. and tell time to five minutes • Apply and explain problem-solving processes • Develop basic computer programming using LEGO® robotics Science Employing their developing skills, second graders become experts in several specific areas of scientific knowledge. Able to learn scientific terms and concepts, students apply these to their data and observations. They are more independent in the lab with experimenting, measuring, and recording. Students continue to practice their design skills, though the design challenges rely on science concepts learned through previous activities. • Learn about the structure and function of spiders and predator-prey relationships • Identify and classify rocks within the rock cycle and landforms on the Earth’s crust • Experiment with matter, physical and chemical change, and acid/base chemistry • Apply concepts of force and motion by building and programming LEGO® WeDos • Measure length, temperature, and mass and record data • Follow procedures in the lab • Engage in collaborative work during labs and the design process

Social Studies The second grade curriculum explores rural, suburban, and urban communities in the United States and examines community from a geographic and multicultural perspective. The focus is on students acquiring the knowledge and skills to think analytically about local, national, and global citizenship, community, and culture. • Compare rural, urban, and suburban communities • Investigate food, shelter, government, and geography of communities • Examine communities and the United States from a multicultural perspective • Understand the rights and responsibilities of citizenship • Read maps and globes • Sequence events • Practice organizational, presentation, and research skills

• Develop basic vocabulary related to self, family, places, and school • Use basic expressions to order food • Identify and match vocabulary visuals with words • Develop listening skills and pronunciation • Dramatize simple rhymes, poems, and thematic songs • Demonstrate comprehension of questions related to stories by giving simple answers • Identify the location of various Spanish-speaking countries on a map • Participate in communicative activities using contentrelated vocabulary • Celebrate traditional family holidays

World Language (Spanish) Spanish in second grade expands on communicative topics and activities to deepen understanding and comprehension of oral language. As students gain confidence in listening and speaking, reading and writing are introduced. Students engage in collaborative activities and holiday celebrations to stimulate cultural understanding and appreciation of Hispanic cultures. • Interact using greetings, farewells, and introductions of self, family, and friends • Use expressions of politeness such as “please,” “thank you,” and “you’re welcome” in common social interactions • Recognize the sounds and letters of the alphabet • Count numbers one to 50 • Identify and express colors and shapes, days of the week, and months of the year • Identify and categorize clothing according to season • Express personal information, including name, age, and birthday 13

Third Grade Third grade students can work independently and consistently on the strategies and skills necessary for a more sophisticated understanding of academic subjects. Individual lessons, small-group instruction, and whole-class groupings occur daily. Reading and writing are integral parts of all curricular studies, and instruction guides students to more inferential reading skills. Students’ written expression includes both expository and creative writing as well as factual writing related to research projects. Teachers introduce daily lessons to the entire class, and students practice the application of skills, individually or in small groups, with a teacher’s guidance. Students share written work, research, and discoveries with the larger group and rely on technology to support all areas of the curriculum. Activities include conducting research, collaborating with peers in real time, crafting sophisticated reports, designing and programming with professional programs, and engaging in opportunities to develop empathy and apply the 4 C’s in digital spaces. English/Language Arts In third grade, students move from learning to read to reading to learn and writing with intention. Students analyze, synthesize, and interpret fiction and nonfiction texts, with a focus on answering the questions of who, what, where, when, why, and how. They participate in a variety of writing experiences, including personal narratives, responses to literature, reflections, poetry, creative writing, and research. Graphic organizers, outlines, and notes are used to organize and construct individual and group writing assignments. Students publish their work using the writing process of drafting, revising, and editing. Students continue to develop and increase their knowledge of decoding words through word study and guided practice. Grammar and spelling are taught through direct instruction and guided practice.

• Engage in daily reading instruction to increase fluency, enhance oral expression, develop reading comprehension, and increase vocabulary • Engage in word study, including prefixes and suffixes • Practice correct spelling, grammar, and mechanics in daily writing assignments • Practice cursive writing • Employ word processing software for written assignments • Understand how to use texts to locate answers to questions • Use highlighting and note-taking during research activities

• Participate in writing projects related to the social studies curriculum, including Native American legends, Colonial letters, scripts, posters, journal entries, book reports, and digital presentations • Collaborate with classmates on projects • Engage in research projects on subjects such as the Lenape and other Native American groups, the colonies, and environmental issues • Employ visual literacy skills • Practice public speaking skills through presentations to peers and families Mathematics Students sharpen their problem-solving skills as they refine addition and subtraction skills and solidify their understanding and mastery of multiplication and division. Multiple strategies and algorithms are demonstrated, discussed, and applied in order to solve problems in preparation for algebra. In addition, mathematics is woven throughout the STEAM curriculum. • Represent numbers to 10,000 in different equivalent forms • Compare and order whole numbers to 10,000 • Use place value models to read, write, and represent numbers to 10,000 • Understand place value concepts through millions • Use different methods to develop fluency in adding and subtracting multi-digit numbers • Add and subtract whole numbers to 1,000

• Understand the meaning and uses of fractions • Compare fractions using models and number lines • Add and subtract like fractions • Multiply with 6, 7, 8, and 9 • Use addition and multiplication properties to multiply • Solve one-and-two-step multiplication and division problems • Analyze number and counting patterns • Develop mental math capacity • Apply knowledge of patterns and relationships to problem-solving • Identify lines, line angles, shapes, rays, and angles and how they relate to shapes and graphing • Develop coordinate readiness with tables and line graphs • Estimate and measure length, distance, and height in meters, centimeters, and kilometers • Determine volume and capacity of a container • Use geometry skills to determine area and perimeter • Collect, organize, and analyze data in graphs • Use technology to model, draw, and compute Science Third graders continue to develop expertise in science skills. Gaining mastery of scientific terms and concepts, students discuss and describe their data and observations in greater depth. Students relate their lab experiences to real-world applications such as compass navigation, weather reporting, and environmental issues. Students continue to develop independence in the lab as they experiment, measure, and record. Long-term, collaborative data collection is emphasized. Students continue to practice their design skills, incorporating both science and social studies concepts. • Explore states of matter and apply this to the water cycle • Investigate weather and weather patterns and build tools to gather weather data • Identify properties of magnets • Navigate using a compass • Develop an understanding of magnetism as it relates to electricity

• Explore the relationship of cause and effect of static electricity on various materials • Build and diagram open and closed electronic circuits • Use brook to explore how humans impact the environment • Measure length, temperature, and mass; record and graph data • Follow procedures in the lab and outside on campus • Engage in collaborative work for labs and the design process Social Studies Social studies in third grade explores how the environment affects the way people live. Students answer how and why people form beliefs in order to function in society while beginning to understand and appreciate what life was like before and during the Colonial period in what is now New Jersey. The focus of our Colonial studies highlights the experience of the diverse peoples involved in the early settlement of our country. Moving forward to the present day, the environment of New Jersey is also examined, with a focus on the importance of water and environmental responsibility. Integral to these studies are experiential trips to a recreated Lenape village at Waterloo Village, a Colonial farm and business at Philipsburg Manor, and a river excursion through the Meadowlands with the Hackensack Riverkeeper. • Appreciate the importance of cultural identity, practices, and oral history of various indigenous groups • Investigate how different cultures meet their needs with the resources available • Understand how people change their environments • Utilize prior knowledge to put historical information in context • Sequence historical events • Analyze and summarize information • Continue to develop and practice organizational skills • Employ research skills, including taking notes and citing sources • Use maps and images for information • Present findings to a variety of audiences using a variety of media

• Participate in community service projects • Participate in a social studies share for families World Language (Spanish) In third grade, students continue to build upon the vocabulary learned in earlier years and gain the ability to engage in simple conversations. They work on all four areas of language acquisition: listening, speaking, reading, and writing. Active participation through collaborative work is stressed in this learning phase to support effective progression of speaking skills. Children participate in various Total Physical Response activities to stimulate further language engagement through physical movement. • Interact using expanded greetings and introductions • Develop thematic vocabulary units related to self, family, school, animals, wellbeing, and holiday celebrations • Identify and describe vocabulary visuals • Develop simple writing through vocabulary exercises • Use adjectives to describe self, people, animals, and objects from vocabulary units • Describe common weather conditions • Use expressions with verbs ser and estar (to be) and tener (to have) to express location, characteristics, and basic personal needs • Use verbs comprar (to shop) and ir (to go) in expressions related to shopping and ordering food at a restaurant • Recognize the use of grammatical gender in nouns and adjectives • Practice conversing in Spanish with classmates and through puppet shows • Locate various Spanish-speaking countries on a map • Understand key facts of the Aztec culture and connections to Mexican history • Understand historical significance of Cinco de Mayo • Gain deeper understanding of cultural traditions of Hispanic countries 15

Fourth Grade Fourth graders are at the end of their elementary school lives at The Elisabeth Morrow School and thus ready to take on their roles as leaders in the Little School. A challenging curriculum ensures that they will be ready for the demands of middle school in all areas, including research, computation, and writing skills. Daily reading instruction includes factual and inferential reading skills and written responses to literature. Students engage in complex uses of technology and continue to develop good digital citizenship. The uses of technology include an emphasis on social media literacy, research and design skills, media production, app or game development, as well as personalized technology learning goals. These areas continue to offer opportunities to develop empathy and apply the 4 C’s in digital spaces. English/Language Arts Students continue to develop skills in clarifying word, sentence, and paragraph meaning as well as polishing more sophisticated vocabulary and grammar skills. They make predictions, state opinions, summarize, develop an understanding of cause and effect, recognize figurative language, and draw conclusions. Literature studies include a variety of genres: nonfiction, novels, legends, newspapers, magazines, poetry, plays, and biographies. Fourth graders practice their writing through a variety of assignments and activities: personal journals, research, poetry, dramatic scripts, essays, expository writing, interviews, friendly letters, and mathematical word problems. Correct usage and mechanics are expected in their written work.

• Engage in daily reading instruction in whole-class, smallgroup, independent reading, and read-aloud settings • Develop more sophisticated decoding and fluency abilities in order to tackle challenging texts in nonfiction and novels • Identify the structure of different texts such as stanzas, paragraphs, essays, and reports • Identify the elements of a novel • Explore the use of literary devices and sensory language • Develop new vocabulary from literature content area, nonfiction reading, and literature • Understand nonfiction text supports: headings, indices, captions, and maps • Practice citing sources in a bibliography

• Develop writing skills, including how to vary sentence structure • Engage in various writing genres, including journals, research-based writing, creative, and expository writing • Master and apply grammar and composition skills • Create introductions and conclusions for written work • Introduce parts of speech • Apply oral expression and listening skills in class discussions and presentations, including oral reports, division, and all-school assemblies Mathematics Students communicate mathematical thinking and compute with accuracy and speed. Statistics is taught at this grade level, when students begin to recognize patterns and relationships in numbers. Expansion of problem-solving strategies includes the use of models, patterns, illustrations, and tables. Multiple strategies and algorithms are demonstrated, discussed, and applied in order to solve problems in preparation for algebra. In addition, mathematics is woven throughout the STEAM curriculum. • Express numbers to 100,000 in standard, expanded, and word forms • Convert among mixed numbers and improper fractions • Model decimals using tenths and hundredths • Read, write, compare, and order decimals • Develop fluency in multiplying multi-digit numbers • Divide by a 1-digit number with a remainder

• Solve problems with addition and subtraction of decimals • Round and estimate with decimals • Find greatest common factor and least common multiple • Write and solve multi-step word problems • Increase understanding of geometry • Develop coordinate readiness with tables and graphs • Solve problems involving perimeter • Construct line plots, stem-and-leaf plots, tables, and line graphs • Find mean, median, mode, and range of a data set • Solve problems involving multiplication, division, fraction concepts, data analysis, and measurement • Use technology to develop reasoning and logic skills Science In their culminating year of lower school science, fourth graders draw on previously learned skills and knowledge. Students continue to relate their lab experiences to real-world applications such as invasive species removal, space exploration, and human health. Students are given the opportunity to develop their own methods of investigating a topic and encouraged to use mathematical patterns to draw conclusions. Students continue to practice their design challenge skills, incorporating science and engineering concepts. • Identify and map the native and invasive species on our campus • Compare the EMS campus to habitats depicted at the American Museum of Natural History • Classify species by kingdom and role in the food chain • Investigate force, motion, and gravity using toy cars and model rockets • Apply Solar System knowledge to design a space mission • Investigate structure and function relationships in human body systems through lab investigations and models • Explore the importance of healthy choice to body systems

• Investigate the mathematical relationship between force, distance, and work that allows simple machines to help humans do tasks • Measure length, temperature, force, and mass; record and graph data • Follow procedures in the lab and outside • Engage in collaborative work during labs and the design process

• Develop an understanding of the immigrant experience • Label states, regions, and major landforms during mapping exercises • Learn about New Jersey’s geography, resources, and economy • Study New Jersey history and government • Continue to develop and practice organizational skills • Participate in community service projects

Social Studies In social studies, fourth graders begin to think and reason in more abstract ways within their studies of immigration, Ancient Egypt, geography, and New Jersey. Students further develop their research skills — locating information, taking notes, organizing data, and paraphrasing — while learning to appreciate other cultures. They study how cultures change and adapt when people of different traditions settle together. Geography and map skills are reinforced. Students share their research experiences through written reports, art projects, and oral and multimedia presentations. This curriculum is supported by various field trips to the Metropolitan Museum of Art, the Lower East Side Tenement Museum, Ellis Island, and Thomas Edison National Historical Park.

World Language (Spanish) In fourth grade, students further advance their skills in all four areas of Spanish language acquisition: listening, speaking, reading, and writing. Vocabulary development and key language structures, such as gender differentiation and plurality, are emphasized at this grade level. Conversational skills are practiced through paired and group tasks, Total Physical Response activities, skits, and book exercises. Students become more insightful about the language and its culture and demonstrate readiness to embark on new language experiences in the middle school years.

• Interact using common greetings, introductions, and polite expressions • Count from one to 100 • Understand the international date format to discuss the calendar and important dates • Tell time to the hour and every five minutes • Describe seasons and coordinating weather conditions • Describe personal characteristics using adjectives and forms of the verb ser (to be) • Write and speak in complete sentences about self, school subjects, classes, and classmates • Describe family and parts of the house using forms of the verb tener (to have) • Ask and respond to simple questions in Spanish relating to self, basic personal needs and preferences, daily activities, home, and school schedules • Understand key facts about Mayan civilization • Discuss traditional family celebrations in Spanishspeaking countries and the United States

• Develop an understanding of archaeology and archaeological methods • Read and create historical timelines • Examine and appreciate an ancient culture and its religious beliefs • Identify the architectural feats of pyramids and monuments • Recognize the United States as a nation built and populated by immigrants • Compare and contrast regions of the United States • Examine immigration in a changing world: identity, citizenship, and belonging • Summarize reasons that various groups immigrated to New Jersey and the United States, both voluntarily and involuntarily • Identify patterns of major waves of immigration, historic and current, in U.S. history 17

Lower School Special Subjects and Activities “Challenge by Choice” Activities Students are offered the opportunity to participate in academic competitions in areas such as mathematics, spelling, or geography. Character Education/Service Learning In recognition of the 4 C’s and the importance of inspiring leadership through responsible action, we build service learning opportunities into each grade level’s curriculum, allowing everyone an opportunity to develop empathy, leadership, responsibility, and citizenship. Examples have included bake sales to benefit the Special Olympics, holiday concerts for senior citizens, and food drives for a local food bank. Further, students are encouraged to develop their own “Passion Projects” to raise awareness for a cause they feel strongly about and educate the community through presentations, fundraisers, and writing campaigns. CORE Social-emotional learning (SEL) program continues to be an essential part in our school culture. Direct instruction of SEL skills occurs in weekly CORE classes led by our school counselor, divisional leaders, Director of Special Learning Services, school nurses, and our faculty and staff. In CORE, students begin to recognize their emotions and apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve goals, show empathy to others, and develop the skills and habits of mind to maintain positive relationships and make responsible decisions. Evaluation and Grading In February and June, a detailed written evaluation of students’ progress in all subject areas will be available to parents online. In November and March, parents have individual conferences with their child’s teacher. At the start of the school year, faculty conduct Bright Beginning conferences with families to gain a deeper understanding of their students.

Gardening Students in kindergarten through second grade learn about nature and gardening through hands-on experiences. They study the biodiversity of our 14-acre campus in a way that integrates our curriculum. Students work in the garden to plan, prepare, plant, and harvest vegetables and flowers that are specifically grown to connect to areas of study at their grade level. Homework The purpose of homework is to reinforce skills and teach the importance of organization and preparation. Starting in third grade, student homework assignments are generally available online. • Kindergarten: Daily reading with parent • First grade: 15 minutes of independent reading per night, with homework in core subjects beginning in October • Second grade: 20 minutes of independent reading per night, with homework in core subjects • Third grade: 20 minutes of independent reading per night, with homework in core subjects and several long-term assignments per year • Fourth grade: 30 minutes of independent reading per night, with homework in core subjects and several long-term assignments per year Instrumental Music Instrumental music is part of the curriculum starting in third grade. The program includes group lesson instruction four times per week, ensemble work, and a full symphony orchestra experience. Instrumental classes are offered in strings, brass, woodwinds, and percussion. Students study the rudiments of music theory, sightreading, and notation through their lesson programs. Students have the opportunity to perform in several ensembles, including the Little School Concert Band, the Little School Percussion Ensemble, the Cello Ensemble, and the Violin Ensemble. All of these ensembles work separately at the beginning of the semester. They come together at the end of each semester in a culminating performance as The Little School Symphony.

Library Science and Media Studies The lower school library science and media studies program provides a robust interdisciplinary curriculum that challenges and encourages students. Topics of study connect with and support regular classroom units and STEAM topics. • Foster efficient and effective online and print research • Understand organization of information and how to access it • Identify relevant and reputable information resources • Create independent readers through age-appropriate materials • Expose students to a wide variety of genres and informational texts • Nurture a lifelong love of independent reading Music Students experience music through a combination of the Kodály, Orff, and Dalcroze techniques at an age-appropriate level. The music curriculum is designed to foster a love of music, introduce musical skills, and develop performance skills, with a focus on singing and vocal technique, eurythmics and creative movement, and vocal and instrumental improvisation. Orff instruments, such as drums and metallophones, are used for accompaniment and to internalize rhythm. Second graders participate in Musical Explorers at Carnegie Hall. • • • • • • • • • • • • •

Gain knowledge of orchestral instruments Study music history and prominent composers Analyze musical excerpts Follow a “listening map” Sing in head voice and chest voice Explore music theory Sight-read basic melodies and simple scores Write on a music staff: notes and time signatures Learn music terminology: dynamics, tempo, timbre, and instrumentation Sing with others and alone Practice creative dance and movement Explore improvisation techniques Perform with confidence

Physical Education The physical education program promotes physical literacy, a healthy lifestyle through fitness, movement skills, sport skills, and rhythmic activities. The focus is to improve cardiovascular endurance, flexibility, muscular strength, muscular endurance, and brain function. The program includes a learning readiness program in third grade, structured recess in third and fourth grade, and health classes in fourth grade. • Practice sportsmanship, cooperation, conflict resolution, and safety • Increase spatial awareness • Enhance locomotor skills • Develop ball handling skills • Learn sport-specific skills • Learn aerobic and rhythmic dance skills • Promote the enjoyment of lifetime fitness and being physically active • Incorporate brain exercises (juggling, cross-lateral exercises) to improve concentration and focus Special Learning Services The Director of Special Learning Services, along with classroom teachers, the school psychologist, and division head, helps identify students in need of support. Areas of assessment include academic, language, and social and emotional functioning. A trained reading specialist and/or learning specialist provide services to students. EMS initiated an innovative multisensory reading program called Step Ahead, for students in first through fourth grade, in which students receive evidence-based direct instruction to learn how to read accurately and fluently. Differentiated instruction in all grades fosters a commitment to understanding students’ learning styles and accommodating learning differences. Standardized Testing In third and fourth grade, students take the Educational Records Bureau’s CTP 4, which provides student performance information as well as curricular assessment. Results are shared with families.

STEAM Students use their prior knowledge, content, and skills to learn and contextualize science, technology, engineering, arts, and mathematics STEAM lessons and projects. Students make connections within the STEAM disciplines and core subject areas, learn to work collaboratively with one another, help solve real-world problems, and actively participate in the engineering design process. Lessons and projects are aligned to connect to areas of study at their grade level. The overall goal of these processes and lessons is to enrich each student’s understanding of their local environment, and encourage compassion and creativity to make the wider world a better place. A typical STEAM project could include these elements: Science: Understand a spider’s life cycle and the predator-prey relationship Technology: Program a virtualized predator-prey relationship in their environment Engineering: Brainstorm and make the predator-prey relationship for the exhibit by participating in the design thinking process Visual Arts: Create symmetrical spider webs using radial line art and concentric circles and adding various watercolor techniques Mathematics: Complete spider mathematical problems Library Science: Research information and facts about certain spiders This curriculum culminates in a Spider Museum showcase that enables a community learning activity with students, faculty, and families.

interdisciplinary in nature, enhancing the learning process in other curricular areas. • Develop and strengthen fine motor skills and technical skills needed to use materials in the art studio • Build observational skills • Experience the creation process • Communicate ideas visually • Utilize art tools and materials safely • Learn to select subject matter, symbols, and ideas for personal and cultural expression • Develop a visual arts vocabulary and gain confidence in discussing art • Learn how media, techniques, and processes are used to create works of art • Create artwork in two-and three-dimensional media • Promote creativity, innovation, critical thinking, and problem-solving skills • Explore a variety of art materials, tools, and techniques • Identify and use the elements of art and principles of design • Observe and respond to works of art from various cultures and different time periods • Identify and make connections to a variety of artworks, artists, and cultures • Engage collaboratively in experimentation with materials • Collaborate and investigate multiple approaches to an art or design problem

Visual Arts The lower school visual arts curriculum helps to promote visual awareness, foster creative expression, and develop imaginative thinking. The program is designed to introduce students to a variety of art media, techniques, and processes. The curriculum incorporates the elements of art and the principles of design. Art projects are often 19

Third Grade Fifth Grade MIDDLE SCHOOL

• Enhance correct grammar, usage, and mechanics • Introduce the research process • Outlining and two-column note-taking • Literature may include The Fingertips of Duncan Dorfman, Toliver’s Secret, Fever 1793, and Streams to the River, River to the Sea

Middle school students are encouraged to be partners in guiding their own education. In addition to academic subjects (including, for many students, two languages), children choose electives to explore areas of particular interest. In middle school, students play on sports teams, explore their creativity through music, drama, or visual arts, and engage in various leadership opportunities that prepare them for rigorous secondary school experiences.

As the first year of middle school, fifth grade is structured to provide a bridge between our lower school and our departmentalized middle school program, which starts in sixth grade. Students have a homeroom teacher who provides instruction in language arts and history and travel as a homeroom class to science, art, music, Spanish, physical education, technology, and library. In mathematics, students are grouped based on performance criteria. Students continue to experience technology as it is integrated throughout the middle school. This helps them develop empathy and apply the 4 C’s and good citizenship in online spaces. Students explore creating multimedia, 3D design, coding and game creation, robotics,and emerging technologies such as augmented and virtual reality. All students participate in a Bring Your Own Laptop program. Optional after-school sports are available in an intramural program. English/Language Arts Students deepen their analysis of literature and engage in book discussions that allow them to support their ideas with examples from the texts. In writing, they are expected to compose effective, well-constructed paragraphs and essays, with an emphasis on proper form, grammar, usage, mechanics, style, and sophisticated vocabulary. Study skills are reinforced with the introduction of two-column note-taking, time management, and test-taking strategies. Working in conjunction with the focus of study in history, students engage in research projects on the Revolutionary War and Westward Expansion.

• Reinforce comprehension, prediction, comparing, and contrasting through the use of fiction and nonfiction texts • Introduce and reinforce use of literary terms and figurative language • Reinforce inferential thinking by analyzing themes and symbols found in literature • Develop new vocabulary • Reinforce writing paragraphs with topic sentences, supporting details, and conclusions • Develop writing through different genres: descriptive, expository, narrative, and poetry

History In fifth grade, students gain a working knowledge of the historical narrative of the United States, from the Colonial era through the Revolution, continuing through the Constitution, Bill of Rights, and Westward Expansion. Students explore current events, which continues throughout middle school. In order to be able to make informed decisions about the fundamental rights of American citizens, students develop the ability to comprehend how the history of the United States helped shape the current government. Trips and projects support the units of study. • Explain the formation of the Thirteen Colonies • Discuss African enslavement by Europeans • Recognize the European struggle for control of America • Identify causes of the American Revolution • Demonstrate an understanding of the formation of the U.S. government • Trace the drafting of the Constitution and the Bill of Rights and develop awareness of the effect of these documents on the current government • Determine the impact of Westward Expansion, with a focus on the Lewis and Clark Expedition • Research projects include the Revolutionary War and Westward Expansion

Mathematics Fifth grade is a year of transition. As students enter Middle School, they will continue with the Math in Focus® program. They will strengthen their computational skills and further develop problem solving strategies. Conceptual understanding, procedural skills, fluency, and application will be addressed with equal intensity. Fifth grade students comprehend the relationship between fractions, decimals, and percentages and use number sense to determine reasonableness of answers. Students will understand how to work with lines, angles, and two-dimensional shapes. Fifth graders will apply problem-solving strategies and explore concepts more deeply and justify reasoning. Students are grouped based on performance criteria in order to provide challenge and support for those at all levels of understanding and to emphasize mastery of material. • Understand place value system, expanded form, standard form, and exponential notation • Perform operations with decimals and fractions • Understand how to convert decimals to fractions • Add and subtract unlike fraction and mixed numbers • Solve word problems by adding, subtracting, multiplying, and dividing fractions. • Simplify numerical expressions, including grouping symbols • Use mental math to estimate sums, differences, products, and quotients • Identify, describe, and extend numeric patterns involving all operations • Apply the commutative, associative, and distributive properties to computation • Write and simplify numerical expression • Understand equality and inequality • Identify and use compatible numbers • Write equations and solve multi-step problems • Understand and solve using exponents • Translate word problems into mathematical symbols • Graph ordered pairs and equations from tables of values

• Understand how to work with angles on a straight line. • Understand how to work with angles at a point. • Explore the foundations of geometry and polygons • Apply the properties of right, isosceles, and equilateral triangles. • Use measurement conversions of length, weight/mass, and capacity/volume in solving real-world problems • Build skills in multiplication; division; fraction concepts, decimals; geometry data analysis, and measurement through problem solving. • Use various strategies to solve real-world problems • Further investigate mathematical ideas by completing critical thinking skills activities. Science In fifth grade, students investigate the questions “How does the EMS campus change over the school year?” and “What causes these changes?” Using both qualitative and quantitative data collection, students document longterm changes in a particular spot on campus and explore connections to underlying physical science concepts. Students engage in the engineering design process through a collaborative bird feeder design challenge, in which they plan, build, test, and optimize feeders to hang outside their classroom. • Measure using the metric system both in and out of the classroom • Use technology for long-term data collection, organization, analysis, and sharing • Use evidence to draw conclusions • Set measurable design goals and collect data to determine if goals are met • Work collaboratively with peers in a variety of activities, including discussions and lab investigations • Document and investigate water cycle and change of state • Grow, cross-pollinate, and harvest Wisconsin Fast Plants to practice measurement and data collection skills • Investigate energy transfer both in the lab and on campus

• Document seasonal changes, learn about our Solar System, and investigate why we have seasons • Read and discuss relevant science articles World Language (Spanish) In fifth grade, students begin the four-year sequence of the middle school Spanish program. Language instruction emphasizes communication, integrating interpretive, interpersonal, and presentational skills. The curriculum facilitates incremental learning of vocabulary topics and key language structures to reinforce and build on the skills acquired in fourth grade. Students gain more confidence in reading, writing, and speaking while expanding understanding of Hispanic cultures and people. • Interact using greetings and various classroom expressions • Develop pronunciation, reading, writing, and listening skills • Respond to questions orally and in writing about familiar topics • Answer questions and exchange information about school subjects, classroom routines, schedules, family structure, types of dwellings, and rooms of the house • Use adjectives to describe self, others, personality traits, and nationalities • Study nouns, adjectives, definite and indefinite articles, and possessive adjectives • Develop sentence structure observing spelling, basic agreement rules, and punctuation • Develop and apply conjugation patterns of common verbs in present tense • Use level-appropriate cultural readings to engage in cultural discussions and connect to other disciplines • Research, compare, and share facts about Hispanic countries, people, and cultures

Sixth Grade Sixth grade follows a departmentalized middle school model. Students meet in small advisory groups and travel to history, English, science, technology, music, and art in heterogeneous groups. In mathematics, students are grouped based on performance criteria. Most students continue to study Spanish as their world language, and an advanced-level Spanish class is available. Students continue to experience technology as it is integrated throughout the middle school. This helps them develop empathy and apply the 4 C’s and good citizenship in online spaces. Students explore creating multimedia, 3D design, coding and game creation, robotics, and emerging technologies such as augmented and virtual reality. All students participate in a Bring Your Own Laptop program. Sixth graders have the option of joining interscholastic sports teams in addition to physical education classes. English/Language Arts The sixth grade English program integrates literature and social studies, with students reading Greek mythology, epic poetry, and Greek tragedies, with an emphasis on literal comprehension and an introduction to critical analysis. Connections to medieval times are made through historical novels, primary source documents, and excerpts from medieval literature. Using classic short stories and poetry, students further develop their inferential skills, review literary terms, and note figurative language. They are taught to express and develop ideas creatively within the specific forms of expository, persuasive, narrative, and descriptive writing.

• Identify and evaluate supporting evidence by quoting texts • Identify underlying themes and make connections between past and present • Create outlines for paragraphs and essays • Practice paraphrasing and summarizing skills • Construct solid paragraphs and begin to write fiveparagraph essays with teacher-directed structure and guidance • Expand working vocabulary • Employ correct grammar, usage, and mechanics • Write creatively using the texts as starting points • Review literary terms and figurative language • Practice good material and time management skills • Literature may include Heroes, Gods and Monsters of the Greek Myths, Dateline: Troy, The Adventures

of Ulysses, Catherine, Called Birdy, A Proud Taste for Scarlet and Miniver, Crispin, Beowulf, and The Canterbury Tales History (Ancient Greece, Ancient Rome, and the European Middle Ages) Sixth graders explore the history and development of ancient civilizations in the Mediterranean region, including the Minoans, Mycenaeans, Greeks, and Romans, as well as the history and development of Europe in the Middle Ages. Information is presented in texts (primary and secondary sources), maps, graphs, art, and music. Students continue to study current events. Field trips to the Metropolitan Museum of Art, The Cloisters, and the Cathedral of Saint John the Divine support the curriculum. • Comprehend, paraphrase, and summarize information • Begin to evaluate and analyze information • Identify and evaluate supporting evidence • Make inferences • Deepen understanding of causality • Quote text to support generalizations • Compare and contrast ancient civilizations • Organize historical topics and themes according to era or civilization • Identify underlying themes and make connections between past and present • Identify people and places in the news

• Practice good material and time management skills • Apply all writing skills learned in English class • Projects include a research paper comparing life in Athens and Sparta, a Roman history museum project, and a medieval pilgrimage viewbook Mathematics In sixth grade, the Math in Focus® curriculum continues as students practice skills and operations with whole numbers, decimals, and fractions. More advanced concepts are developed in number theory such as writing, interpreting, and using expressions and equations. Students begin to work with rational numbers. Sixth graders will employ a wide variety of problem solving strategies and further investigate mathematical ideas by completing critical thinking skills activities and projects. Basic algebraic ideas are introduced in preparation for Pre-Algebra. Students are grouped based on performance criteria in order to provide challenge for those at all levels of understanding and to emphasize mastery of material. • Understand the systems of integers and rational number • Apply roots and exponents to integers • Compare and order integers and rational numbers • Apply place-value concepts in standard algorithms • Convert between decimals, fractions, and percents • Divide whole numbers and mixed numbers by fractions • Multiply and divide into and by decimals • Understand concept of ratio and equivalent ratios • Understand ratio and proportion • Construct and analyze tables of quantities in equivalent ratios and use equations to describe the relationship • Use, write, and interpret conventions of algebraic notation, including order of operations • Analyze and apply statistical models and graphs, and perform probability experiments • Solve for area and volume • Apply complex percent calculations • Explore properties of plane and space figures • Develop an understanding of the metric system

• Solve complex problems and simplify expressions with decimals, fractions, and integers • Solve multi-step linear equations and problems • Collect and summarize distributions of data • Find the mean, median, range, and interquartile range of a given set of data • Master number theory concepts such as properties, factors, multiples, prime numbers, prime factorization, and divisibility Science In sixth grade science, students investigate the Earth as part of the Solar System, its geology, its atmosphere, and its energy resources. Lab safety, proper use of lab equipment, and the scientific method are stressed, with all units including hands-on and inquiry-based activities. Students develop the skills of observation, inference, measurement, accurate recording of data, and forming conclusions. Students engage in the engineering design process when they design, build, test, and optimize wind turbine blades, with the goal of maximizing electric output. • Measure using the metric system • Use technology for data collection, organization, analysis, and sharing • Use evidence to draw conclusions • Observe and document the moon over the course of a month • Model how Earth’s movement and position produce day and night, seasons, and phases of the moon • Investigate plate tectonics and its relationship to geological processes, including volcanoes • Explore how underlying physical science concepts, including gravity, density, heat transfer, and energy impact the dynamic processes of our planet • Compare renewable and non-renewable energy resources • Investigate causes, effects, and prevention of climate change • Work collaboratively with peers in a variety of activities, including discussions and lab investigations

World Language (Spanish) Sixth grade Spanish builds on the four language skills of listening, speaking, reading, and writing. Students concentrate on expanding vocabulary topics and grammatical structures integrating interpersonal, interpretive, and presentational skills. Through communicative task-based assignments, students advance in conversational skills and study culture within the context of vocabulary topics while developing insights into the relationship between language and culture.

• Expand knowledge of vocabulary topics for increased competency • Refine pronunciation, reading, and writing ability • Study grammatical concepts in more depth • Develop proficiency in comprehension and oral expression

• Develop comprehension and speaking skills • Communicate in interactions such as classroom routines, school life, meals at home and at a restaurant, team sports, and sporting events • Expand use of expressions of likes and dislikes in questions and answers • Recognize and apply grammatical concepts that include regular and irregular verb conjugations, contractions, expressions with the infinitive, prepositions, nounadjective agreement, subject-verb agreement, introduction to irregular verbs, and stem-changing verbs in present tense • Develop sentence structure observing spelling, punctuation, word order, and grammar • Use level-appropriate readings to gain cultural understanding and access to other disciplines • Research profiles of famous Hispanics to enrich cultural understanding • Discuss language and culture through comparisons with English Spanish–Advanced Level Language students will have the opportunity to take Advanced Spanish beginning in sixth grade. The program is designed to advance learners’ outcomes in the four skills of listening, reading, writing, and speaking while developing deeper connections to language and culture. Placement will be determined by academic performance in fifth grade and teacher recommendation, and a high level of performance must be maintained to remain at the advanced level in seventh grade. 23

Fifth and Sixth Grade Special Subjects and Activities Adventure Week In September, fifth grade students go on day trips to the United States Military Academy at West Point and other local educational sites, while sixth grade students go on a two-day overnight trip to Nature’s Classroom in Ivoryton, CT.

Character Education/Service Learning Each middle school class commits to a yearly service endeavor. Students frequently suggest and execute their own service projects. In recent years, students have conceptualized and led initiatives in support of local and international causes.

Advisory Advisory forms the heart of our departmentalized middle school program, which begins in sixth grade. While fifth graders maintain the familiar homeroom model from Lower School, sixth grade students start their day in advisory groups composed of about eight students. During one long period each week, students meet in advisory to further bond as a group, and develop organizational and self-advocacy skills. Advisors collaborate closely with subject teachers and families and facilitate parent-teacher conferences and manage the progress report process.

Electives Students have opportunities to explore their interests and passions through our fifth and sixth grade electives program. While electives change each semester based on student interest and resources available, examples of electives include the following: improvisational acting, robotics, coding, game making, drawing and painting, newspaper, and community outreach.

Assembly Each Friday, all Morrow House students and teachers gather for Assembly. Students wear business attire (“Assembly Dress”) to bring a sense of importance to the event. Assemblies are student-centered and frequently involve student performances, a presentation of curriculum, or a celebration of student success. Periodically, the entire school meets in an All-School Assembly in order to unite the community. Bring Your Own Laptop Program Middle school students bring their own laptops to school every day and use them as a key academic tool. The school uses G Suite for Education as its main productivity platform. “Challenge by Choice” Activities Some middle school students choose to compete in academic competitions in areas such as writing, mathematics, and art. The school makes a variety of these opportunities available to students throughout the year.

Evaluation and Grading In January and June, families receive detailed reports of students’ progress in all subject areas. These reports include general course guidelines, individual skills assessments via a standards checkbox, and an individual written narrative about each student’s performance. Sixth, seventh, and eighth grade students also receive a letter grade for all academic subjects. Fifth grade students do not receive letter grades. In November and March, parents meet with advisors (homeroom teachers in fifth grade) in conferences to learn about their child’s performance and progress. In seventh and eighth grade, students lead their own conferences. The student-led conference structure allows students to be directly accountable for reflecting on and communicating their own progress and can be an active part of developing strategies and setting goals for themselves. Families may also meet with advisors (homeroom teachers in fifth grade) for an intake conference at the start of the school year. Fifth and Sixth Grade Musical Theater Fifth and sixth grade students can perform in a musical theater elective. Students learn how to read and analyze a script and use stage direction, blocking, and choreography. The performance includes lighting, sound, costumes, and sets. The class culminates in a fully-staged performance for classmates, family, and friends.

Homework The purpose of homework is to reinforce skills taught in school. It teaches students the importance of organization and preparation, especially for long-term projects. Approximate amount of homework varies by grade level, course load, and individual student work habits; however, teachers aim for one hour to 90 minutes total per evening in fifth and sixth grade. Library Media Within the library media program, students continue to improve upon their information literacy skills as they learn to use the Morrow House Research Process. They hone their skills to locate trustworthy, subject-specific print and electronic sources for their individual research. Students learn the importance of citing their work and following MLA guidelines. Learning note-taking skills helps students discern relevant information that pertains to their research topics. As these skills are developed using varied library resources, students grow to become efficient, effective, and ethical researchers. With a continued focus on independent reading, they continue to develop a love of literature. Music Children in fifth and sixth grade are in the EMS Voices Choral Ensemble. Students learn about tone, voice inflection, and two- and three-part harmony. The group performs at both the Winter Arts Festival and the Festival of the Arts as well as community outreach concerts. These students also study orchestral instruments in lesson groups, sectionals, and large ensembles. Fifth and sixth graders begin their large ensemble experience in the orchestra. The students experience age-appropriate arrangements of classical music as well as jazz, rock, and music by contemporary composers. They also have an opportunity to perform in the Superchamber Orchestra, the Stage Band, the Jazz Ensemble, and the Rock Band.

Physical Education In fifth and sixth grade, movement skills, athletic techniques, and fitness are taught using a variety of activities, with a focus on group participation, teamwork, and sportsmanship. Students are tested at least twice a year to evaluate their individual fitness level. Sixth grade students may also join interscholastic sports teams with seventh and eighth grade students. Students also study healthy relationships and human sexuality through classes led by the school nurse. Counselors from Freedom from Chemical Dependency teach students about substance abuse.

Technology Using a vast array of tools and resources, fifth and sixth grade technology classes focus on key technology skills, digital literacy, and online safety. Students explore, design, and create, using multiple software and hardware tools, with the ultimate goal being the ability to navigate, adapt, and be successful in a rapidly changing world. Visual Arts Fifth and sixth graders choose subjects of interest such as drawing, painting, collage, printmaking, photography, and sculpture, to develop aesthetic, analytic, and social

skills. Through the study of artists and movements from around the world, students gain different perspectives of cultures and history. The exploration of a variety of mediums and techniques builds studentsâ&#x20AC;&#x2122; visual language and encourages imaginative capacities. Projects are designed in conjunction with other subjects such as science, technology, and the humanities. Fifth grade projects have included printmaking, photography, watercolor painting, and collage, and sixth grade projects have included self-portrait painting, poster and website design, and woodshop sculpture.

Special Learning Services In middle school, differentiated instruction is facilitated through discussion, assessment, and planning with the Director of Special Learning Services and the learning specialists. Recommendations and accommodations are made and implemented as needed. Fifth and sixth graders who require additional literacy support attend an alternative English class. The learning specialist helps the classroom teachers integrate recommendations and accommodations into course curriculum. Students who require consistent and frequent curriculum-based support meet with the learning specialist for specific class periods. A reduced student-to-teacher ratio for children who have difficulty with executive functioning or require minimal support is available during guided study and other study hall times with classroom teachers and the learning specialist. Standardized Testing In fifth and sixth grade, students take the Educational Records Bureauâ&#x20AC;&#x2122;s CTP 4, which provides student performance information as well as curricular assessment. Results are shared with families.

Seventh Grade Students in seventh grade study a rich, challenging academic curriculum that is enhanced by experiences in visual and performing arts and sports. In addition to their class responsibilities, students choose from a variety of electives in technology, visual arts, performing arts, and service learning. Students take five or six academic classes: English, history, mathematics, science, and world language (some students take two languages). Students continue to experience technology as it is integrated throughout the middle school. This helps them develop empathy and apply the 4 C’s and good citizenship in online spaces. Students explore creating multimedia, 3D design, coding and game creation, robotics, and emerging technologies such as augmented and virtual reality. All students participate in a Bring Your Own Laptop program. Seventh graders have the option of joining interscholastic sports teams in addition to physical education classes. English/Language Arts In seventh grade, students continue to increase their capacity to understand and appreciate literature. Students question complex literary texts, articulating their factual and interpretive understanding in both Socratic discussions and the drafting of literary analysis papers. Seventh grade students continue to craft literary essays, focusing on argumentation skills and the conventions of formal writing. Additionally, seventh grade students undertake a rigorous grammar and vocabulary curriculum.

• Continue to refine reading comprehension skills by learning to investigate texts with factual, interpretive, and evaluative questions • Respond to readings with specific focus or lens such as theme and genre • Support claims in response to interpretive reading by offering textual evidence • Identify and analyze effectiveness of literary and rhetorical devices • Write with analytical focus and support thesis-driven writing with textual evidence • Analyze grammatical structure and parse sentences • Expand vocabulary in both oral and written expression • Cultivate fluent, rigorous, and joyful independent reading habits • Literature may include Fahrenheit 451, The House on Mango Street, and The Tempest, as well as selected short stories and poetry

History (Identities and Change in Asia and the Middle East) Seventh grade students investigate the history, politics, cultures, and religions of Asia. One of the most critical and complex areas of the world, students study East Asia, South Asia, Southeast Asia, Southwest Asia, and Central Asia to develop an understanding of each region’s importance in world politics. Continued focus on the research process and writing through an analytical paper on a controversial 20th-century political leader in Asia furthers students’ ability to locate, discriminate, and apply varied sources of information. • Identify location, physical characteristics, land use, climate, and natural resources • Examine how natural resources determine a country’s wealth and status in the world economic system, determining its political influence • Analyze political and economic systems • Compare and contrast communism and capitalism • Examine the role of tradition and history in shaping the region • Investigate the main tenets of the major religions • Appraise the role of European colonization within the region • Explore the causes and effects of conflicts within the region • Evaluate the region’s critical importance to world politics • Discuss current events to promote informed citizenship and to raise awareness of global issues

Mathematics (Pre-Algebra and Algebra I) In seventh grade, a strong emphasis is placed on word problems to accompany each topic as students continue to translate sentences into equations and inequalities. Students also learn how to solve and graph these equations and inequalities. Students are grouped based on performance criteria in order to provide challenge and support for those at all levels of understanding and to emphasize mastery of material. • Perform operations with monomials and polynomials • Explore a variety of problem-solving techniques individually and collaboratively • Solve equations and inequalities with rational numbers • Gain mastery of rates, ratios, and proportions • Understand similarity, scale drawings, and probability • Solve problems that include direct and inverse variation • Explore various geometry topics, including Pythagorean theorem, area, volume, and surface area • Introduce the concept of functions • Develop proficiency in coordinate geometry, including graphing equations and inequalities Science In seventh grade, students investigate the principles of chemistry and physics and use them to explain aspects of their everyday lives. Lab safety, proper use of lab equipment, and the scientific method are stressed, as all units include hands-on or inquiry-based activities. The skills of observation, inference, measurement, accurate recording of data, and making conclusions are further developed. • Design controlled experiments to answer testable questions • Investigate physical and chemical properties of matter and states of matter • Investigate the periodic table, its organization and use • Explore how atomic structure determines the physical and chemical properties of elements and the compounds they form • Investigate atomic bonding and practice balancing chemical equations

• Identify, compare, and contrast physical and chemical changes in matter • Investigate and perform chemical reactions • Investigate waves and the electromagnetic spectrum and their modern uses • Work collaboratively with peers in a variety of activities, including discussions and lab investigations World Language (Latin, Spanish) There are two language tracks beginning in seventh grade. Students have the option to focus on the study of only one language or to take two languages concurrently. Seventh grade students participate in the National Spanish and Latin Exams and exhibit their deep cultural understandings in a culminating year-end project. Latin In seventh grade, students begin the study of Latin vocabulary and grammar as preparation for reading literature in Latin and as a means to understanding the structure of language. Students establish fluency in Latin texts and study Roman history and culture, focusing on family and daily life in first-century Pompeii. Throughout their readings, students will examine the impact of slavery and farming in Roman Britain and the romanization and resistance in Imperial Rome. They will also study Roman names and major gods and goddesses and gain insights into cultural topics such as the role of the father in the Roman family. The study of grammar introduces forms and uses of the five cases in first, second, and third declension, as well as the four conjugations of verbs and their infinitives in both present and the imperfect tense. • Develop and expand Latin vocabulary and English derivatives • Pronounce Latin vocabulary accurately and fluently • Identify and decline nouns in the nominative, genitive, dative, accusative, and ablative cases of the first three declensions

• Analyze the role of the nominative, genitive, dative, accusative, ablative, and vocative cases through diagramming of sentences • Analyze grammatical agreement of nouns and adjectives in a sentence • Introduce uses of the ablative case without a preposition • Introduce the four major conjugations of verbs and the complements—volo, nolo, and possum—that take an infinitive • Develop and reinforce irregular verbs in the present and imperfect tense • Translate Latin passages accurately into standard English • Comprehend, translate, and evaluate Latin stories through the history and culture of the ancient Roman world Spanish In seventh grade Spanish, students build upon their sixth grade Spanish knowledge as they develop oral and written communication and promote cultural competence and sensitivity about Hispanic countries and Spanish-speaking people in our community and around the world. The course introduces new vocabulary topics, along with supporting grammar, integrating social expression and culture. Students write more complex sentences, enhancing their ability to communicate and perceive language expression more accurately. • Express understanding of written passages and discussions • Communicate in interactions such as various sports, health and wellbeing, medical situations, leisure activities, and social celebrations • Express personal preferences, likes and dislikes, needs, and feelings in situational contexts • Recognize and apply grammatical structures such as regular and irregular verbs in present and preterite tense, stem-changing verbs, direct and indirect object pronouns, and affirmative and negative constructions

• Use proper grammar, spelling, and vocabulary in interpersonal and presentational communication • Investigate, compare ,and contrast customs and traditions of Hispanic American culture Spanish–Advanced Level In seventh grade, Advanced Spanish progresses at an accelerated pace, allowing students to investigate additional material in language and culture. Students continue to advance in the four skills of listening, reading, writing, and speaking while developing deeper connections to Hispanic cultures. Placement will be determined by academic performance in sixth grade and teacher recommendation, and a high level of performance must be maintained to remain at the advanced level in eighth grade. • Expand knowledge of vocabulary topics • Evaluate and apply grammatical concepts • Advance proficiency in listening comprehension and writing • Engage in common language situations through task-based activities • Refine pronunciation and spelling • Extend use of Spanish outside the classroom through special assignments • Access authentic materials to connect learning to other disciplines • Study and discuss selections from Hispanic literature • Investigate, compare, and contrast aspects of Hispanic cultures

Eighth Grade Students in their culminating year at The Elisabeth Morrow School study a rich, challenging academic curriculum that is enhanced by experiences in the visual and performing arts and sports. Students take five or six academic classes: English, history, mathematics, science, and one or two world languages. Students continue to experience technology as it is integrated throughout the middle school. This helps them develop empathy and apply the 4 C’s and good citizenship in online spaces. Students explore creating multimedia, 3D design, coding and game creation, robotics, and emerging technologies such as augmented and virtual reality. Students also participate in the Leadership Symposium, a signature EMS program that helps students navigate the secondary school admissions process and reflect on and build their own capacity as leaders. American History (The Civil War to the Civil Rights Movement) Eighth grade students explore historical perspectives, analyze the importance of who is telling the story, and develop an interest in and awareness of politics and current events. They recognize and explain multiple points of view and incorporate them into their discussions. Topics of study include civics and the foundations of government, Supreme Court cases, the Civil War, Reconstruction, immigration and urbanization, the Gilded Age, the Progressive Era, and the Civil Rights Movement. Students study major political events and analyze them.

• Understand historical perspectives and the importance of who is writing the history • Explore use of tools beyond textbooks to interpret the past • Understand how the relationship between conflict and change impacts the ideas of tolerance, pluralism, human dignity, equality, and justice in the context of American history • Explore civics and the foundations of government • Master analytical skills, including contextualizing the present in light of the past and weighing conflicting interpretation of events • Employ research skills, including formulating and supporting a thesis, note-taking, and evaluating the credibility of sources • Engage in robust discussion and analysis of current events • Evaluate how civic and political participation of the citizenry ensures democracy

• Texts include primary historical sources and major news sources for current events • Special projects include a research paper on a topic about the Civil Rights Movement that allows students to analyze how social activism, legal struggle, and legislation during that time promoted change English/Language Arts Students in eighth grade expand their understanding of and appreciation for enduring literature and deepen their interpretation and analysis of complex literary texts. They study poetry, short stories, and essays. They expand their understanding of the Civil War and slavery with their reading of Narrative of the Life of Frederick Douglass and a subsequent personal narrative. They also draw parallels between both the American Civil Rights Movement and current events through a close reading of To Kill a Mockingbird. • Engage in Socratic discussion of literature • Recognize theme and interpretive content in literary texts • Further develop active reading skills by consistently questioning and interacting with texts • Support claims in response to interpretive reading by offering textual evidence • Analyze and evaluate techniques in short rhetorical passages of text • Master analytical/argumentative focus in written work • Synthesize multiple literary texts, interpreting and evaluating relationships among them

• Expand beyond the structure of the traditional fiveparagraph essay • Literature may include Narrative of the Life of Frederick Douglass, A Raisin in the Sun, To Kill a Mockingbird and Romeo and Juliet, as well as short stories and poetry Mathematics (Introduction to Algebra, Algebra I and Geometry) Students in eighth grade are grouped based on performance criteria in order to provide challenge and support for those at all levels of understanding and to emphasize mastery of material. They study a rigorous Algebra I or Geometry curriculum. • Evaluate numerical and algebraic expressions • Solve, graph, and write linear, absolute value, and polynomial equations • Understand and solve systems of equations and inequalities • Transform literal equations • Understand exponents and exponential functions • Master operations with polynomials and fundamental factoring techniques • Develop formal proof-writing skills, including logic • Apply a formula • Make a deductive argument • Analyze errors Science In eighth grade, students apply their knowledge of chemistry gained in seventh grade to the living world and explore fundamental laws of physics. They investigate the big question: “What is life?” Starting small, students learn about cells and the molecules. They explore and apply the relationships between force and motion and investigate big life processes, including heredity and evolution. Using this foundation, students learn about human body systems. Students research a particular human disease or syndrome of their choice. • Observe and document plant and animal cells with microscopes • Explore the relationship between structure and function

• Investigate force and motion and apply this knowledge to the engineering design process • Identify and explain patterns of inheritance • Investigate human evolution at the American Museum of Natural History’s Sackler Educational Laboratory • Design experimental procedures to answer testable questions • Collect both quantitative and qualitative data • Use technology for data collection, organization, analysis, and sharing • Use evidence to draw conclusions • Read, understand, and present current biology articles and make specific connections to concepts studied in class • Work collaboratively with peers in a variety of activities, including discussions and lab investigations World Language (Latin, Spanish) The study of language becomes more complex and rigorous in the culminating year of middle school. Students will continue their study of either one or two languages in eighth grade, studying Spanish in addition to Latin, or Latin alone. Eighth grade students participate in the National Spanish and Latin Exams and exhibit their deep cultural understandings in a culminating cultural project. Latin Eighth grade coursework further develops and refines reading skills begun in seventh grade. Students develop and gain a greater command of vocabulary, derivatives, and grammar. The readings and cultural studies focus on Rome and Northern Europe, aqueducts, Roman engineering, and impressions of Rome. In grammar, students reinforce the forms and uses of the five cases in first, second, and third declension, as well as the four conjugations of verbs and their infinitives in both present and the imperfect tense. Students learn the fourth and fifth declension to end their study of nouns and the perfect, future, pluperfect, and future perfect tenses to end their study of verbs. Upon successful completion of the course, students are expected to be able to place into Latin II in secondary school.

• Develop and expand Latin vocabulary and English derivatives • Recognize the parts of speech of Latin words • Explicate and understand composition of subordinate clauses within compound sentences • Reinforce application of the first three declensions • Introduce the fourth and fifth declensions • Introduce and develop personal pronouns ego, tu, and se in all five noun cases • Develop and reinforce increased facility in using the present, imperfect, perfect, pluperfect, future, and future perfect tenses • Develop the uses of the ablative case without a preposition • Translate Latin passages accurately into standard English • Comprehend, translate, and evaluate Latin stories through the history and culture of the ancient Roman world • Discuss and argue the cultural relevance of Roman culture and history Spanish The goal of the Spanish curriculum in eighth grade is to reinforce and refine linguistic and cultural proficiency. Students enhance written and oral communication as they continue to acquire more sophisticated vocabulary and supporting grammar within the context of culture. Emphasis is placed on writing more complex sentences at paragraph level while extending reading, listening, and speaking skills. Students complete at minimum the equivalent of the Spanish I curriculum and are expected to be able to place into Spanish II in secondary school upon successful completion of this course. • Express understanding of passages and conversations • Communicate in interactions related to Hispanic art and music, vacation and travel, commerce and technology, food and dining experiences, celebrations, and holidays

• Recognize and apply grammatical concepts such as regular and irregular verbs in present, preterite, and imperfect tense, present progressive, reflexive verbs, and informal commands • Master key language agreement rules • Continue to practice speaking skills, leading to social participation with native Spanish speakers locally and globally • Participate in immersion experiences outside the classroom • Access and evaluate authentic texts to discuss current events, culture, and interdisciplinary topics Spanish—Advanced Level In eighth grade, Advanced Spanish continues to progress at an accelerated pace, with the goal of refining students’ listening, reading, writing, and speaking skills while developing deeper connections to Hispanic cultures. Conversation is emphasized, aiming to stimulate spontaneous speech in common language scenarios. Students are encouraged to express opinions orally and in writing about appropriately chosen current events from local and international news. Placement will be determined by academic performance in seventh grade and teacher recommendation. The more intensive approach to language acquisition facilitates higher placement expectations in secondary school. • Expand usage of vocabulary topics • Extend application of grammatical functions • Advance proficiency in listening comprehension and oral expression • Extend use of Spanish outside the classroom through special assignments • Access authentic materials to connect learning to current events and other disciplines • Research, write about, and discuss historical events and contributions of prominent Hispanic figures • Investigate, compare, and contrast aspects of Hispanic cultures

Third Grade

Seventh and Eighth Grade Special Subjects and Activities

Adventure Week Seventh and eighth grade students participate in overnight outdoor education experiences. Seventh grade students travel to a YMCA camp, where they engage in a variety of team-building activities. Eighth graders begin preparing for their final year at EMS at a retreat with their advisors. Advisory Students start their day in advisory groups composed of about eight students. During one long period during the week, students meet in advisory to further bond as a group, and develop organizational and self-advocacy skills. Advisors collaborate closely with subject teachers and families, facilitate parent-teacher conferences, and manage the progress report process. Assembly Each Friday, all Morrow House students and teachers gather for Assembly. Students wear business attire (“Assembly Dress”) to bring a sense of importance to the event. Assemblies are student-centered and frequently involve student performances, a presentation of curriculum, or a celebration of student success. Periodically, the entire school meets in an All-School Assembly in order to unite the community. Athletics (Physical Education) Students in seventh and eighth grade fulfill their physical education expectation through interscholastic athletics and/or the intramural program. All students participate in at least one team sport per year. In addition to team sports, offerings include Pilates, yoga, biking, fencing, Squash, and intramurals. Students also receive health education, provided by the school nurse, to develop an understanding of human reproduction, healthy decision-making, and relationships. For several days each year, students learn about substance abuse through an organization called Freedom from Chemical Dependency.

Bring Your Own Laptop Program All middle school students bring their own laptops to school every day and use them as a key academic tool. The school uses G Suite for Education as its main platform.

“Challenge by Choice” Activities Some middle school students choose to compete in academic competitions in areas such as writing, mathematics, and art. The school makes a variety of these opportunities available to students throughout the year. Character Education/Service Learning Each middle school class commits to a yearly service endeavor. Students frequently suggest and execute their own service projects. In recent years, students have conceptualized and led initiatives in support of local and international causes. Electives Technology-specific, visual and performing arts, and service-learning classes are taught through the elective offerings in seventh and eighth grade. Students will take two, three, or four electives each semester, depending on the frequency of the electives they choose. Students are expected to complete at least one elective in the visual or performing arts, technology, and service learning category over the course of their seventh and eighth grade years. While electives change each semester based on student interest and resources available, examples of electives include the following: the seventh/eighth grade musical, creative writing, robotics, coding, and community outreach. Evaluation and Grading In January and June, families receive detailed reports of students’ progress in all subject areas. These reports include general course guidelines, individual skills assessments via a standards checkbox, and an individual written narrative about each student’s performance. Seventh and eighth grade students also receive a letter grade for all academic subjects. In November and March, parents meet with advisors in conferences to learn about their child’s performance and progress. In seventh and eighth grade, students lead their own conferences. The student-led conference structure allows students to be directly accountable for reflecting on and communicating their own progress and can be an active part of developing strategies and setting goals for themselves. Families may also meet with advisors for an intake conference at the start of the school year.

Homework The purpose of homework is to reinforce skills taught in school. It teaches students the importance of organization and preparation, especially for long-term projects. Approximate amount of homework varies by grade level, course load, and individual student work habits; however, teachers aim for two hours total per evening in seventh and eighth grade. Leadership Symposium This class helps students discover their strengths and develop the confidence, competence, and connectedness needed to become leaders in all aspects of their lives. Students use a discussion protocol called Open Session which allows them to share both concerns and celebrations and seek advice from one another in a supportive environment. Library Media Students continue to apply research skills that are part of the Morrow House Research Process. By evaluating online resources, utilizing subject-specific print sources, and honing note-taking skills, students recognize relevant information to support their research projects. They continue to develop sophisticated search strategies and review MLA bibliographic format and copyright guidelines in order to avoid plagiarism. Our robust collection, always available, continues to encourage students to explore a variety of literature. Music Students in seventh and eighth grade study music through the development of their artistic passions. As an elective-based program, students explore the subject as active participants in the creative process. Students have the opportunity to sing in an a cappella group or large chorus. Students also perform in the orchestra, the advanced chamber orchestra called Superchamber, the Jazz Ensemble, and the Rock Band. Through the study of Western art music and contemporary music, students also integrate music theory and music history into their studies while developing a deep connection to the middle school’s music community. These experiences enable them to understand the significance of personal expression through ensemble music performance.

Secondary School Placement The process begins in the spring of seventh grade with an orientation for parents and evening panel discussions with former EMS parents and directors of admissions. The school also hosts a Secondary School Fair, with representatives of over 40 day and boarding schools, and students participate in regular meetings that focus on the process. Students are assigned individual mentors to prepare them for interviews and families work one-on-one with the Director of Secondary School Placement to ensure that they are selecting best fit schools. Test prep is offered at school in the fall of eighth grade as are both the Secondary School Admission Test (SSAT) and the Independent School Entrance Exam (ISEE). Seventh and Eighth Grade Musical/Play Seventh and eighth grade students can choose to perform in a musical as part of the electives program, drawn from standard Broadway Junior literature. Students learn how to read and analyze a script and use stage direction, blocking, and choreography. The performance includes lighting, sound, costumes, and sets. The class culminates in a fullystaged performance for classmates, family, and friends.

Seventh and Eighth Grade Performance Groups All seventh and eighth grade students are expected to perform at both the Winter Arts Festival in December and the Festival of the Arts in May. Students may choose to be members of one or several of the different performance offerings. Performance groups include the Orchestra, the Concert Band, the Jazz Ensemble, the Rock Band, A Cappella, and Stomp.

The learning specialist helps the classroom teachers integrate recommendations and accommodations into course curriculum. Students who require consistent and frequent curriculum-based support meet with the learning specialist for specific class periods. A reduced student-to-teacher ratio for children who have difficulty with executive functioning or require minimal support is available during guided study and other study hall times with classroom teachers and the learning specialist.

Standardized Testing In seventh and eighth grade, students take the Educational Records Bureauâ&#x20AC;&#x2122;s CTP 4, which provides student performance information as well as curricular assessment. Results are shared with families. Special Learning Services In middle school, differentiated instruction is facilitated through discussion, assessment, and planning with the Director of Special Learning Services and learning specialists. Recommendations and accommodations are made and implemented as needed. 31

Traditions Activity Day: A tradition for more than 25 years, this on-campus event gives first through fourth graders an opportunity for fun and fitness outdoors.

while at EMS, and that they grow in unique and beautiful directions when they leave.

Adventure Week: At the beginning of the school year, middle school students take part in “Challenge by Choice” outdoor educational experiences. Fifth grade students take day trips as well as familiarize themselves with the Morrow House building, while sixth, seventh, and eighth grade students travel overnight to explore the outdoors.

Assembly: Little School (first through fourth grade) and Morrow House (fifth through eighth grade) meet weekly in Assembly to share successes, solidify community values, and celebrate students’ talents. Middle school students wear business attire “Assembly Dress” in acknowledgment of the importance of the event. Periodically, the entire school meets in an All-School Assembly in order to unite the community.

Apple Bake Sale: This Little School Special Olympics fundraiser was started in the 1990s by beloved teacher Grace Muller to bring awareness to students with special needs.

Book Fair: This is a multi-day event for all grade levels that includes presentations by visiting authors, a café, and other activities, and allows families to purchase books for themselves and to donate to our libraries.

Apple Tree Song: All students learn the school song and sing it together at assemblies and other celebrations. The song unifies students, faculty, and alumni and promotes the ideal that our students develop strong roots

Buddy Day: Throughout the year, students from different grade levels meet as buddies to engage in activities.

Older students serve as mentors to their younger buddies, while younger students enjoy the opportunity to share their enthusiasm. Chilton House Sing-Along: Weekly Sing-Alongs have been part of the Chilton House experience for many years and are one of the first community-building experiences for our youngest students. Cocoa Party: Susan Graham, one of the first kindergarten teachers hired when the school opened its doors in 1930, began the Cocoa Party tradition. The Chilton House librarian invites small groups of students from each of the classrooms to a party in the library. The table is set with a china tea set, cloth napkins, tablecloth, special snacks, and, of course, hot cocoa. For each of their years in Chilton House, students listen to a story, have a quiet conversation, and enjoy their special time together. Concert for the Chicks and Little School Violin Parade: A tradition for more than 20 years, this concert captures the interdisciplinary nature of an EMS education. Originally started as a way for young students to combat self-consciousness by practicing the violin for chicks that are part of their science studies, it is now a performance for friends and family that alumni remember for years to come. EMS Gives Back: This event welcomes the larger community to EMS for fun activities and an opportunity to give back through a food drive. Fall Festival: This event welcomes families back to campus with fun and games for all ages. Festival of the Arts: The final major middle school performance of the school year includes a student art show, poetry reading, and music by bands, orchestras, ensembles, and choral groups. Field Day: Field Day is a coveted tradition for EMS middle school students, during which they demonstrate athletic skills and sportsmanship, develop solidarity among their peers, and have fun.

Founder’s Day Carnival: The Middle School Student Council sponsors a fundraising carnival in honor of the school’s founder, Elisabeth Morrow.

collecting, sorting, stamping, and delivering mail in the building and throughout the school. Along with hands-on experience, the students visit the Englewood Post Office.

music about the beloved Beatrix Potter character into what has now become a first grade cross-curricular study and exciting performance for families and students alike.

Greek Olympics: Sixth grade students write original myths, perform Greek tragedies, and participate in sports of the ancient Olympics and other activities as the culmination of their study of ancient Greece.

Maker Day: At this yearly celebration of innovation and creativity, EMS invites the community to join our students in curiosity, entrepreneurship, and family bonding through design, exploration, and craft.

Playdowns: Culminating musical performances by instrument, these concerts include the Cello Rock Down, the Violin and Viola Playdown, and the Superband Concert.

Handshake: Each day, all students are greeted with a handshake from a school administrator or teacher. The handshake signifies the notion that each student is unique and known by caring adults in school, and that each day has purpose.

Mary Hawkins Fair: Using simple ideas and materials, children in the early childhood division transform a playground into a fun-filled carnival. The event is named after a long-tenured EMS teacher who was a passionate advocate for the importance of play in children’s lives.

Handshake Up: At the conclusion of the year-end Little School concert, fourth graders say goodbye to Lower School and are welcomed to middle school by shaking the hand of the Head of School and Lower and Middle School Heads.

Medieval Day: Sixth grade students dress, eat, dance, sing, and perform to cap their study of medieval Europe.

International Food Festival: Held biennially this event celebrates our families and their cultural heritages and traditions through food. Kindergarten Circus: Started in 1934, the Kindergarten Circus is a culminating, developmentally appropriate rite of passage for the kindergartners as they say farewell to Chilton House. The students choose their roles, develop their acts, and collaborate. Alumni remember their roles in the Circus for years to come. Kindergarten Flashlight Picnic: This event is a way of welcoming the parents and the students to participate collectively in the EMS Book Fair. Families are invited to eat picnic style in the kindergarten classrooms, after which students use flashlights to illuminate the pathways up to the Peter Lawrence Gymkhana, where the annual Book Fair is held. Kindergarten Post Office: Set up in the hallways of Chilton House during February, the Post Office allows children to bring a real-world profession to life by

Peter Rabbit Assembly: The Peter Rabbit Assembly started in the 1970s with a former teacher who integrated

Waffle House: Several times per year, middle school students display their talents to their peers in this open mic after-school event in the style of a “coffeehouse” performance. Watermelon Picnic: The Picnic is an end-of-the-year celebration for students in Chilton House. The children gather together with the entire building to celebrate their achievements and enjoy this delicious summer treat. Winter Musical Concerts: These concerts, in both Morrow House and Little School, are held before Winter Break and celebrate holidays throughout the world.

The Elisabeth Morrow School 435 Lydecker Street, Englewood, NJ 07631 201.568.5566 x7212