EMS Curriculum Guide by The Elisabeth Morrow School

LOWER SCHOOL

EARLY CHILDHOOD

MIDDLE SCHOOL

The Elisabeth Morrow School CURRICULUM GUIDE

OUR MISSION The Elisabeth Morrow School pursues the highest educational standards in a supportive, creative environment. We challenge our studentsâ&#x20AC;&#x2122; intellects, promote academic excellence, encourage independent thinking and cultivate individual talents. Our dedicated, experienced faculty fosters moral growth and social responsibility. Within our diverse community, we value tradition, innovation and the joy of lifelong learning.

CONTENTS EARLY CHILDHOOD 5. 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 THE SCHOOL At The Elisabeth Morrow School, we are dedicated to educating children throughout all stages of childhood. We design our comprehensive curriculum to honor our students’ developmental needs and capabilities, regardless of their age. Our dedicated and experienced faculty and staff create a rich learning environment in which each child feels respected and known by many caring adults. Students understand that our school will challenge and support them in equal measure, helping them to achieve their goals and become their best selves every day. We do this by providing a superior academic foundation, with an abundance of art, music and physical activity at all grade levels. As importantly, we provide the character education necessary to nurture students’ moral well-being using the 4 C’s — courtesy, consideration, cooperation and compassion — as the guideposts that govern behavior in our community. An EMS classroom is a place where learning comes to life and textbooks are only the starting point for the robust acquisition of knowledge. Students at The Elisabeth Morrow School engage in experiential and integrated learning at every level, whether it is the planning, research and creativity involved in mounting a circus in kindergarten, a Colonial fair in elementary school or Greek Olympics in middle school. While involved in these large-scale interdisciplinary projects, students gain a deeper understanding of and engagement with the subject matter that they are studying, increase their capacity for creativity and collaboration and, most importantly, gain a lifelong love of learning. The goal of an EMS education is not merely preparation for success beyond our institution. We want our students to put what they learn to use, develop a deep sense of themselves as thinkers and individuals and discover passions that will become the underpinning of a successful life.

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 of true compassion.

OUR HISTORY Elisabeth Morrow, the daughter of Elizabeth Cutter Morrow and Dwight Morrow, financier and Ambassador to Mexico, was passionate about education. Upon completion of her education at Smith College and along with classmate Constance Chilton, she founded The Little School, located in a home on Linden Avenue in Englewood in 1930. In 1936, the school moved into its current site at 435 Lydecker Street in Englewood. Renamed for its founder in 1948, the school maintains a 14-acre campus that includes state-of-the-art technology and science labs, gymnasiums and libraries as well as an athletic field, nature trails, working gardens and playgrounds. 1

FAST FACTS

CURRICULUM OVERSIGHT The instructional administrators collectively ensure a positive and

THREE DIVISIONS

ACADEMIC DAY

challenging experience for each

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.

student, work with faculty, provide professional development and implement the curriculum. Head of School Aaron Cooper Middle School Head Paul Baly Lower School Head Beth Brennan Early Childhood Director 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 410 students 52% students of color

Kindergarten Monday – Friday

8:45 a.m. – 2:45 p.m.

OVERALL STUDENT-TOTEACHER RATIO

First & Second Grade Monday – Friday

8:00 a.m. – 3:00 p.m.

7:1

Third & Fourth Grade Monday – Friday

8:00 a.m. – 3:15 p.m.

Fifth & Sixth Grade Monday – Friday

8:00 a.m. – 3:00 p.m.

CLASS SIZE Threes 14 students with 2 teachers in each class Fours 16 students with 2 teachers in each class Kindergarten 18 students with 2 teachers in each class First – Fourth Grade 18 students 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)

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

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

CORE SUBJECTS English/Language Arts History/Social Studies Mathematics Science World Language (French, Latin, Spanish)

SPECIAL SUBJECTS

COMMUNITY BUILDING

MUSICAL PERFORMANCE GROUPS

EARLY CHILDHOOD Art (integrated in all subject areas) Gardening Library Movement (Physical Education) Music

All-School Buddy Program Assemblies (grade, division and all-school) Service projects in lower and middle school

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

LOWER SCHOOL Art Instrumental Music (third and fourth grade) Library Music Physical Education MIDDLE SCHOOL Advisory Instrumental Music Library Music Theory Performing Arts Physical Education and Health Visual Arts

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 Bernie, Port Murray, NJ Eighth Grade: • Greenkill Outdoor Education Center, Huguenot, NY • Washington, D.C.

FACILITIES 14-acre wooded campus Nature Trails Athletic Field 3 Libraries 3 Playgrounds 3 Science Labs 2 Art Studios 2 Computer Labs 2 Community Gardens 2 Gymnasiums 2 Music Studios

TECHNOLOGY • Technology integrated in all areas of curriculum • Access to iPads in kindergarten, first and second grade • Access to Mac laptops in third and fourth grade • Mac computers in all lower school classrooms and regular class time in computer lab for kindergarten through fourth grade • 1:1 Bring Your Own Laptop program throughout middle school and regular time in computer lab for technology classes or electives

MIDDLE SCHOOL Chamber Orchestra Chorus Concert Band Jazz Ensemble Morrow House Symphony Orchestra Rock Band Stomp Percussion Ensemble Superchamber Orchestra Superchamber Soloists

INTERSCHOLASTIC SPORTS SIXTH – EIGHTH GRADE Fall Sports: Boys and Girls Cross Country, Boys and Girls Soccer, Co-ed Flag Football, Girls Tennis, Girls Volleyball Winter Sports: Boys and Girls Basketball, Co-ed Ice Hockey Spring Sports: Boys Baseball, Boys Tennis, Boys and Girls Lacrosse, Girls Softball

CHILDCARE Daily from 7:30 a.m. until the start of the school day and from the end of the school day until 6 p.m. The library is available for older students and enrichment classes in many subjects are offered after school for lower school students. For updated curriculum information, go to www.elisabethmorrow.org.

EARLY CHILDHOOD

The early years of a student’s education are among the most crucial, because they set the stage for future success.The Elisabeth Morrow School educates its youngest students with an ageappropriate curriculum incorporating extensive literacy and mathematics activities as well as social studies, science, music, art and physical education. Not merely “pre” school, our programs for threeand four-year-olds open young children’s minds to learning possibilities every day.

Threes and Fours Active participation in meaningful and engaging experiences is the cornerstone of the early childhood program. In a developmentally appropriate and nurturing environment, children are challenged to develop their social-emotional, intellectual and physical abilities in rigorous, thoughtful and engaging ways. The comprehensive curriculum offers engaging and challenging hands-on activities in language arts (including reading, writing and oral expression), math, science, social studies, art, music, physical education and Spanish. Conflict resolution, problem-solving and communication are all developed and practiced following the tenets of Responsive Classroom, a research-based approach to education that promotes social-emotional competencies in children. Our early childhood program recognizes that all children will not develop at the same pace. It respects each child’s rate of growth and activities are adapted to the needs of each group. The transition to a school environment is guided by strong collaboration between families and the school, which includes frequent communication and parent education. Language Arts The language arts curriculum in our early childhood division helps students acquire literacy skills and a love of reading and literature. Through deep engagement with oral language, reading skills, writing skills, research skills, comprehension and self-expression, using a variety of media, students create a solid foundation to build on through their educational journey. • Increase vocabulary and language • Build phonological awareness • Develop letter recognition • Begin to learn reading skills: rhyming, syllabication, phoneme identification and deletion • Expand knowledge of print and print awareness • Develop the ability to write letters and words • Begin use of Handwriting Without Tears • Increase reading comprehension • Enhance listening skills Mathematics Students explore numbers, quantities, shapes and dimensions in their classroom experiences through

building, counting, combining and subtracting, experiencing basic mathematical concepts in concrete, hands-on ways. Students are encouraged to examine their environment mathematically by measuring, counting, grading, patterning and sequencing. • 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 and subtraction • Develop an understanding of the concept of multiplication through counting and adding sets • Develop an understanding of the concept of place value • Develop an understanding of division through sharing • Begin to learn basic geometric shapes and understand the relationship between various unit blocks • 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 calendars • Begin to understand sequencing and sorting • Experience spatial relationships, rotation and reversal of materials Science Our early childhood science program inspires wonder in the children as they closely observe the natural world around them on our campus, interact with animals and observe changes in states of matter. • Explore weight, shape, size, color and temperature • Formulate questions • Interact with environment • Examine and test observations • Explore air, water and the earth • Learn about life cycle • Learn to care for living things • Make predictions Social Studies Through a variety of themes, students’ sense of self and belonging are nurtured and explored. Children start to learn the basics of the 4 C’s. As their facility with language increases, students are given more autonomy to work through social conflicts while teachers empower them to resolve difficulties on their own using the tenets of Responsive Classroom. An All-School Buddy Program bonds early childhood students with elementary and middle school students and strengthens community ties. • Engage in cooperative and collaborative play • Participate in Morning Meeting • Develop positive social interaction and reading of social cues • Develop an understanding of individuality and the diversity of school community and larger world 5

Threes and Fours Early Childhood Special Subjects • Utilize conflict resolution strategies • Increase appropriate risk taking • Enhance independence and self-help skills • Develop self-regulation • Increase articulation and understanding of feelings of self and others • Gain understanding of logical consequences World Language (Spanish) Children in the fours begin to explore sounds and words in spoken Spanish through storytelling, songs and collaborative games. Building upon the natural curiosity and readiness of young children to embrace language acquisition, the program emphasizes listening as the key skill to be developed. • Begin to develop awareness of the sound system of the Spanish language as compared to native language • Begin to understand simple words and expressions through introductory context-driven units • Introduce essential vocabulary such as greetings, colors, family members and farm animals • Participate in collaborative learning experiences that foster creativity • Begin to develop appreciation for the Hispanic culture • Develop enthusiasm and love of learning a new language

Arts In the early childhood arts program, students will be introduced to a variety of performing and visual art genres, techniques and media, and will be encouraged to share thoughts or feelings about their own work or the work of others. Music is incorporated into the daily routine in every classroom, with songs, finger plays and movement activities. The basic elements of music, such as beat, tempo, dynamics and timbre, are taught in music class. Students have the opportunity to explore a variety of different musical instruments and learn how to care for them. Chilton House students participate in a weekly sing-along led by the music teacher. • Engage in a variety of singing activities • Explore basic elements of music • Explore creative expression through a variety of two- and three-dimensional media, including painting, printmaking, drawing, sculpting, patterning and collaging • Experiment with size, weight, symmetry and balance through block building

Gardening All early childhood classes explore our campus, looking for seasonal changes in the environment, as well as experience a variety of simple gardening activities. Library Children in the early childhood division have a developmentally appropriate library within Chilton House and the opportunity to visit the library daily. 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 • Begin understanding of research Physical Education (Movement) Physical education in early childhood focuses on students’ achievement of gross and fine motor control. Gross motor control includes balance and control such as running, jumping, hopping, galloping and skipping and physical manipulations such as throwing, kicking and catching. Fine motor

control activities and materials increase students’ ability to use and coordinate the small muscles in the 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. • Build, deliver, stack • Climb • Pedal • Develop locomotor skills • Develop upper and lower body • Gain small muscle strength and control Evaluation and Grading In February and June, a detailed written evaluation of students’ progress in all subject areas will be mailed to parents. In November and March, parents have individual conferences with their child’s teacher. Support The Director of Special Learning Services will assist the teachers by observing students and making appropriate recommendations to faculty and parents when necessary. Occupational or speech-language therapy might be recommended and incorporated into a child’s day in the early childhood division.

allows children from kindergarten to fourth grade to build upon the knowledge they have gained in their early years, therefore increasing academic

LOWER SCHOOL

The lower school

engagement. Small class sizes and experienced faculty ensure that learning is personalized to both challenge and support students, allowing them to achieve their greatest potential. Our character education philosophy of the 4 Câ&#x20AC;&#x2122;s is reinforced in this division through service projects that capitalize on young studentsâ&#x20AC;&#x2122; capacity for empathy and leadership.

Kindergarten 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 and mathematics 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 at all levels. Regular field trips are offered to support curriculum, and students gather for a weekly assembly to strengthen community and character and build upon the 4 C’s — courtesy, consideration, cooperation and compassion — that are keystone values of our school. Our elementary program follows the tenets of Responsive Classroom, a research-based approach to teaching that promotes academic and social-emotional competencies in children. Language Arts Direct and indirect instruction as well as a print- and conversation-rich environment enhances kindergartners’ ability to develop strong foundational reading skills. They explore language through stories, songs, games, cooking, dramatic play and group discussions. Teachers provide direct instruction with a multisensory approach to teaching reading that enhances phonemic awareness, phonics, word recognition, visual memory and story comprehension. 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 capital letters • Develop letter/sound association • Distinguish sound/symbol correspondence for beginning and ending consonants • Build meaningful sight word vocabulary • Identify parts of a book • Identify elements of a story such as setting and plot • Make predictions • Sequence events

• Participate in phonemic awareness activities: rhyming, counting words, syllables, segmenting words and blending words • Use developmental spelling in written work • Develop strong public speaking skills • Develop reading comprehension skills such as story-tostory connections and personal connections • Identify facts and ideas • Retell a story • Engage in appropriate use of technology to enhance literacy • Practice forming uppercase letters • Use a proper pencil grip • Express an idea to create a story Mathematics In kindergarten math, activities are woven throughout the curriculum to develop number sense. Technology is used to develop computational thinking, reasoning and logic. Students are encouraged to share their problem-solving strategies with the group. They begin to reason mathematically, compute with accuracy and understand that there are many ways to approach a problem. A hands-on environment fosters exploration, inquiry

and experiential learning by engaging students in many ways to approach and solve a problem. The use of simple robots offers children hands-on experiences in sequencing and estimation. • Recognize, write and work with numbers one to 20 • Use one-to-one correspondence to count to 20 • Count and order quantities by groups of twos, fives and 10s • Count to 100 • Develop measurement vocabulary such as short, long and tall • Develop an understanding of symmetry • Recognize and create patterns • Explore addition and subtraction by using manipulatives to solve problems • Introduce sequencing through basic programming • Develop estimation and graphing strategies • Sort and classify items by shape, size, color and common attributes • Develop spatial reasoning using robotics • Understand concepts and groupings of ones, 10s and 100s • Read calendars

Science The goal of kindergarten science education is to create a bond between students and the natural world. Students learn about the many animals in the lower school science lab and use the entire campus to study the environment. Opportunities to integrate elements of mathematics, environmental stewardship, technology and art are explored through innovative play experiences with basic programming and robotics. • Observe animals including habitat, camouflage and classification • Differentiate between fact and fiction • Build a scientific vocabulary • Show respect for the science lab animals and the natural world • Study seasons of the year and the cause and effect relationship they have on the environment • Become familiar with how food is grown and its importance to sustaining life Social Studies Within the theme of community, students begin to develop a deeper understanding of what structures need to be in place to have a productive community and what individuals bring 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. • Identify concepts of family, community and neighborhood • 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 • Participate in special events, including Kindergarten Circus, Post Office, Flashlight Picnic and Thanksgiving Feast World Language (Spanish) Spanish in kindergarten exposes 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 cultures of Spanish-speaking countries. • Interact using simple greetings and farewells • Develop awareness of distinctive sounds of the Spanish language • Recognize and count numbers one to 20 • Identify immediate family members • Name primary colors • Identify and label farm animals • Listen to and appreciate authentic songs • Celebrate holidays, including Halloween, Thanksgiving, Christmas and Hanukkah • Understand and follow basic commands and expressions of politeness such as “please” and “thank you” • Develop basic vocabulary that reference kindergarten activities such as a zoo trip, circus and post office

First Grade First graders are ready for more advanced work and engage in a multiplicity of literacy and numeracy experiences across the curriculum. Literature is taught daily through a combination of phonics and language-rich 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 document their progress, communicate, collaborate, access information and create in new age-appropriate ways. English/Language Arts Language arts in first grade is literature-based as children continue learning to read and write. Participation in shared reading experiences promotes 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 performance such as 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 First grade students move through a balanced instructional approach designed to develop computational skills and procedures and conceptual thinking and problem-solving strategies. Through exploration, direct instruction, centers and projects, students are given opportunities to explore place value, compare and contrast

numbers and add and subtract them. Math vocabulary and literacy are developed through practice with word problems. Mathematical activities are woven throughout the curriculum, and technology is used to develop computational thinking, reasoning and logic. Activities with and without technology support developing computer science skills and offer hands-on experience to introduce logical thinking and reasoning. • Expand understanding of numeracy and computations • Explore concepts through math • Demonstrate an understanding of whole number place value (ones and 10s) • Identify and write numbers through 100 • Count and perform simple computations with coins • Develop proficiency and memorize basic addition and subtraction number facts for combinations up through 12 • Identify unit fractions (½, ⅓, ¼) • Determine reasonableness of an answer by estimating and making predictions • Tell time to the hour and half hour • Build upon calendar and patterning skills • Understand length, width and weight • Create graphs, charts and tables to organize data • Develop geometry skills and vocabulary • Expand understanding of spatial reasoning, patterning, measurement, estimation and prediction through experiences with block programming and robotics Science First graders continue their study of the natural world in science by asking and responding to who, what, when, where and why questions. Employing prior knowledge, experimentation and observation, students begin to unearth misconceptions and draw conclusions. Using their five senses, they pursue a deeper knowledge of plant and animal structures. Opportunities to integrate

elements of mathematics, environmental stewardship, technology and art are explored through innovative play experiences and guided inquiry in the science lab. • Develop investigation, observation, questioning and prediction skills • Study and experiment with the laws of physics in relation to form, function and the strength of structures • Experiment in a variety of areas of science • Collect and classify information • Compare and classify information using pictures, charts and hands-on experiences • Identify relationships in the natural world, including the structure and function of plants Social Studies Students in first grade begin to make meaningful connections between each other, their school and the world. Using their classroom as a model, they work together, solve problems and incorporate the 4 C’s of courtesy, consideration, cooperation and compassion into their everyday lives. • Further refine concepts of self, others, culture and community • Gain a deeper awareness of a variety of cultures • 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 • Apply independent social skills • Develop planning and organizational skills • Read and study biographies of historical figures • Develop speaking, listening and writing skills while interviewing school community members

• Participate in community service projects • Participate in special events, including Kidtown, a culminating project in which students design and create a community World Language (Spanish) Spanish in first grade reinforces and expands basic vocabulary that children already know in English and emphasizes the progression of listening and speaking skills. Students engage actively in the language through songs, repetition, games and conversations. They develop pronunciation naturally from exposure to authentic language sounds. Class celebrations and collaborative activities are used to deepen an understanding of Hispanic culture. • Interact using greetings, farewells and introductions • Count to 30 in Spanish • Identify and recite the days of the week • Develop basic vocabulary related to school materials, family and pets, clothing, 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 • Celebrate Mexican holidays Cinco de Mayo and La Navidad • Show awareness of cultures of people from Mexico

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, spelling and written expression and comprehension strategies. Technology is woven into all subject areas as appropriate to augment learning and demonstrate knowledge, giving students the opportunity to document their progress, communicate, collaborate, access information and create in new ways. English/Language Arts Second graders study a variety of genres, including biographies, poetry, nonfiction, fiction, folk and fairy tales. They read literature both independently and in guided reading groups, relating ideas and personal experiences to develop meaning. Students apply phonics and spelling rules to decode words while reinforcing their oral fluency and vocabulary development. By organizing and expressing their thoughts in a clear and concise manner, they learn to respond to literature in complete, well-constructed sentences. Manuscript and cursive writing are introduced and practiced using the Handwriting Without Tears method. They begin to publish their work using the standard writing process of drafting, editing, revising and publishing. • Engage in daily reading instruction in individual, small group and whole group read-aloud settings • Engage in direct spelling instruction • Hone decoding skills, fluency and comprehension strategies • Strengthen techniques used to create written responses to literature • Develop skills in creative and expository writing • Integrate conventions of writing • Practice grammar skills • Practice oral presentations in classroom setting and at school events

• Develop and practice research skills • Learn and practice cursive handwriting Mathematics Second grade students move through a balanced instructional approach designed to develop computational skills and procedures and conceptual thinking and problem-solving strategies. Mathematical thinking is expanded through concrete work with plane and solid geometric figures. Multiplication is introduced and students build models using fractions, which they then relate to division. They learn to measure length, width, perimeter and area and collect and organize data as well as tell time to the minute and add coins and make change. Geometry is explored through the concepts of quilt design. Activities with and without technology support developing computer science skills, and offer hands-on experiences to introduce logical thinking and reasoning. • Develop an understanding of place value to 1,000 • Master and memorize basic addition and subtraction facts through 18 using a variety of strategies • Use efficient and accurate paper-and-pencil procedures for computation of two-digit addition and subtraction • Practice two-digit addition and subtraction with and without regrouping • Practice and expand upon problem-solving, reasoning, graphing and deduction skills

• Develop an understanding of money using coins and bills • Recognize size, vertices and faces of shapes • Recognize non-unit fractions • Tell time to the hour, half hour and quarter hour • Explore the meanings of multiplication and division by modeling and discussing problems • Practice solving word problems using pictorial representations • Develop spatial reasoning, patterning, estimation and prediction through basic computer science experiences Science Students learn the interrelationship of scientific disciplines and the common attributes of scientists. They are introduced to chemistry as well as ecology, with a particular emphasis on the Hudson River and environmental science opportunities on our campus. Students discover how to read maps as a way to understand directionality, symbols and scale. Opportunities to integrate elements of mathematics, environmental stewardship, technology and art are explored through innovative play experiences and guided inquiry. Building and programming with robotics gives students opportunities to apply basic engineering practices to their study of science. • Collect and classify information • Develop an understanding of ecosystems • Explore components of spinning • Experiment with acids and bases and the pH scale • Create polymers like oobleck, slime and gak • Experiment with mixtures such as suspensions and solutions • Develop an understanding of surface tension • Study lithosphere, hydrosphere, biosphere and atmosphere

• Discuss the purpose of composting and how it helps our environment • Examine the parts of a plant • Study the life cycle of plants and vegetables • Participate in the creation and care of a vegetable garden from “seeds to salad” Social Studies The second grade social studies concentration on personal family and cultural history sparks students’ interest in their own lives, the lives of their ancestors and the world beyond their immediate community. Classes connect with students in another country via the Internet to share their understanding of American culture and learn about another culture. Students’ reading is focused on cultural stories, fiction and nonfiction while themebased projects foster research skills and multicultural awareness. • Further explore self, others, culture and community • Create personal narratives and timelines • Research family history • Research American culture • Develop an awareness of a variety of cultures • Study American folk art including quilting • Practice organizational skills • Practice presentation skills through a variety of projects • Participate in community service projects

• Use expressions of politeness such as “please,” “thank you” and “you’re welcome” • Use colors and size to describe jungle animals • 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 • Identify and match vocabulary visuals with words • Develop listening skills and pronunciation • Dramatize simple rhymes and poems • Memorize thematic songs • Demonstrate comprehension of questions related to stories by giving simple answers • Identify the location of various Spanish-speaking countries on map • Participate in communicative activities using content-related 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 oral language, 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

Third Grade Third grade students can work independently and consistently on the strategies and skills necessary for a more sophisticated understanding of their 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. Consistently, students report back to the larger group to share written work, research and discoveries. Technology is integrated into the curriculum in all areas as appropriate, giving students the opportunity to document their progress, communicate, collaborate, access information and create in new ways. 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 text, 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. Grammar and spelling are taught through direct instruction and guided practice. • Engage in daily reading instruction to enhance fluency, oral expression, reading comprehension, vocabulary and individual skill development • Practice correct spelling, grammar and mechanics in daily writing assignments • Practice cursive writing • Employ word processing software for written assignments • Understand how to use text to locate answers to questions • Use highlighting and note-taking to study text 14

• Participate in writing projects related to the social studies curriculum, including Native American name stories and legends, Colonial letters, scripts, posters, journal entries, book reports and digital presentations • Collaborate with classmates on projects • Engage in research projects on subjects including the Lenape, European explorers, Colonial trades and environmental issues • Employ visual literacy skills • Practice public speaking skills through classroom presentations and assembly presentations to peers and parents Mathematics Students sharpen their ability to mentally calculate simple problems as they refine addition and subtraction skills with regrouping and learn multiplication and division facts. They are introduced to two-digit multiplication, division with remainders, proper and improper fractions and the relationship of fractions to time, division and measurement. Multiple strategies and algorithms are demonstrated, discussed and applied in order to solve problems, including making lists, charts, tables and drawings. Students have the opportunity to learn computer science skills, which includes experiences that develop age-appropriate reasoning and logic skills. Students develop creative problem-solving skills,

computational thinking and greater understanding of math concepts through innovative, integrated experiences that include, but are not limited to, the use of visual programming environments. • Demonstrate an understanding of whole number place value (to the hundred thousands) to compare and order numbers • Explore the extension of place value to money and decimals • Master fact families in addition, subtraction, multiplication and division • Compare and order fractions • Add and subtract fractions • Begin to recognize equivalent fractions • Tell time to the minute • Use a ruler to measure to the nearest ¼ inch • Use graphs and tables to organize information in order to solve problems • Identify lines, line segments, rays and angles and how they relate to shapes and graphing • Understand and use a variety of strategies to solve problems • Apply knowledge of patterns and relationships to problem-solving Science Third grade science focuses on the skills all scientists use: observing, classifying, sketching, hypothesizing, experimenting, collecting data and graphing. Students explore magnetism, static electricity and current electricity as well as design and build electric circuits. Opportunities to integrate elements of mathematics, environmental stewardship, technology and art are also explored through guided inquiry. • Hone observation and recording skills • Explore magnetism and lodestones • Identify north and south poles of a magnet

• Develop an understanding of magnetism as it relates to electricity • Develop a curiosity for how electricity and gears work • Study the structure of an atom, including electrons, protons and neutrons • Explore the relationship of cause and effect of static electricity on various materials • Study electromagnets and generators • Build electronic circuits: open and closed, parallel and series • Understand the use of natural resources in meeting human needs • Identify indigenous plants 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. 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 schoolhouse at the Newark Museum, a Colonial farm and business at Philipsburg Manor and a river excursion through the Meadowlands with the Hackensack Riverkeeper. Minecraft, a virtual environment, is used to augment the social studies curriculum as students experience what it is like to survive in a colony. • Investigate how different cultures meet their needs with the resources at hand • Understand how people change their environments • Utilize prior knowledge to put historical information in context • Sequence historical events • Analyze information

• 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 special events including a Lenape clan naming celebration, Colonial Day and Colonial Fair

• Gain deeper understanding of cultural traditions of Hispanic countries

World Language (Spanish) In third grade, students continue to build upon the vocabulary learned in earlier years and gain the ability to conduct 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 (TPR) activities to stimulate further language engagement through physical movement. • Interact using expanded greetings and introductions • Identify and describe vocabulary visuals • Develop simple writing through vocabulary exercises • Use adjectives to describe people and classroom objects • Describe common weather conditions • Use expressions with the verb tener (to have) to express basic personal needs • Use correct adjective/noun placement in simple descriptions • Recognize the use of gender in nouns and adjectives • Practice conversing in Spanish with classmates and through puppet shows • Locate various Spanish-speaking countries on map • Understand key facts of the Aztec culture and connections to Mexican history • Understand historic significance of Cinco de Mayo

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. Technology is integrated into the curriculum in all areas as appropriate, giving students the opportunity to document their progress, communicate, collaborate, access information and create in new ways. English/Language Arts Students continue to develop skills in clarifying word, sentence and paragraph meaning in addition to 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, scientific notation and mathematical word problems. Correct usage and mechanics are expected in their written work.

• Engage in daily reading instruction in whole class, small group, independent reading and through read-alouds • Develop more sophisticated decoding and fluency abilities in order to tackle more challenging texts from non-fiction and novels • Identify the structure of different texts such as stanzas and paragraphs • Identify the elements of a novel • Explore the use of literary devices and sensory language • Develop new vocabulary from 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 • Introduction to the parts of speech • Apply oral expression and listening skills in discussions and presentations such as class productions, divisional assemblies and all-school concerts Mathematics Fourth grade students can communicate mathematical thinking and compute with accuracy and speed. They are introduced to long division using divisors and perform simple computation with fractions with unlike denominators. Geometry study extends to rays, segments, lines, angles, congruent figures and construction of geometric patterns. Students use graphs and calculators to solve problems. Statistics is taught at this grade level, when students begin to recognize patterns and relationships in numbers up to one million. Expansion of problem-solving solutions includes the use of models, patterns, illustrations and tables. Children have the opportunity to learn computer science skills, which include experiences that develop age-appropriate reasoning and logic skills. Fourth graders develop greater understanding of math concepts through innovative, integrated play experiences that include the use of visual programming environments. • Demonstrate an understanding of whole number place value to the millions • Write numbers in standard, expanded and word form

• Use concrete and pictorial models to relate whole numbers, commonly used fractions and decimals to each other and to represent equivalent forms of the same number • Master addition and subtraction of four-digit numbers • Review and practice multiplication and division computations using algorithms: multiplication with two-digit multipliers and division of three-digit numbers by one-digit divisors • Add and subtract fractions with like and unlike denominators • Express fractions in simplest form • Calculate elapsed time • Count money and make change • Build an understanding of geometry terms • Use formulas to find perimeter, area and volume • Hone skills in measurement, time, logic and strategy • Practice estimation and prediction • Recognize patterns and relationships in mathematical settings Science Fourth grade science students study the ecology of the temperate deciduous forest. They explore the invertebrates, plants and birds on campus. An emphasis is placed on learning how scientists work and developing an understanding of fieldwork, lab work and field guides. The primary objective of the science curriculum is to encourage environmental responsibility, intense curiosity, creativity, objectivity and determination. Opportunities to integrate elements of mathematics, environmental stewardship, technology and art are also explored through innovative play experiences and guided inquiry. • Study New Jersey flora and fauna • Study invertebrates • Research invertebrates of the temperate deciduous forest  • Study trees, birds and endangered species

• Discuss and understand ecological responsibilities of humans • Develop an understanding of cause and effect • Participate in scientific inquiry and independent investigation and hone oral presentation skills • Record data using pictures, charts and graphs Social Studies In social studies, fourth graders begin to think and reason in more abstract ways within their studies of Ancient Egypt, immigration, 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 Newark Museum, the Metropolitan Museum of Art, the Lower East Side Tenement Museum, Ellis Island and the Thomas Edison National Historical Park. • Develop an understanding of archaeology and archaeological methods • Read and create historical timelines • Examine and appreciate an ancient culture and its religious beliefs • Compare life under a government led by a pharaoh to the U.S. government • Identify the architectural feats of pyramids and monuments • Evaluate hieroglyphics by comparing it to our own systems of written communication • Recognize the U.S. as a nation built and populated by immigrants • Compare and contrast regions of the U.S. • Summarize reasons that various groups immigrated to New Jersey and the U.S., both voluntarily and involuntarily

• Identify patterns of major waves of immigration in U.S. history • Develop an understanding of the immigrant experience • Label U.S. states, regions, rivers and mountains 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 World Language (Spanish) In fourth grade, students continue to work on 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 (TPR) 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 • Study Mexican Independence Day

• Count one to 100 • Tell time to the hour and every five minutes • Describe seasons and common weather conditions • Write and speak in complete sentences about self and others using adjectives and forms of the verb ser (to be) • Describe family and parts of the house using forms of the verb tener (to have) • Use vocabulary for food and clothing in shopping situations • Speak about likes and dislikes in school subjects and extracurricular activities • Ask and respond to simple questions in Spanish related to self, basic personal needs, daily activities, home and school schedules • List countries that speak Spanish and locate them on the map • Understand key facts about Mayan civilization and connection to Mexican history • Use technology to communicate with Spanish-speaking students from other elementary schools • Recognize important cultural symbols and traditions of various Hispanic countries • Celebrate traditional family fiestas of Spanish-speaking countries

Lower School Special Subjects Library The lower school library program fosters a lifelong love of reading and fine literature and enables students to conduct research on a variety of subjects. • Understand organization of library • Participate in book discussions • Retrieve information from print and online sources • Evaluate text for reading level, accuracy and appropriateness for task

Music Students experience music through a combination of the Kodaly, Orff and Dalcroze techniques at an ageappropriate 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.

Lower School Special Subjects and Activities Second graders participate in Musical Explorers and third and fourth grade students participate in the LinkUP! program, both at Carnegie Hall. Students in LinkUP! participate both from the audience as well as onstage with a professional orchestra. Students begin recorder in the third grade, focusing on basic note reading as well as proper breathing techniques. • Explore world music • Gain knowledge of orchestra 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, 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 Instrumental Music Instrumental music is part of the curriculum starting in third grade. The program includes lesson-based instruction, ensemble work and a full symphony orchestra experience. Instrumental classes are offered on strings, brass, woodwinds and percussion. Students also study the rudiments of music theory, sight-reading, composition and notation through the recorder and computer-based music programs. Physical Education The physical education program promotes sport skills, movement skills and rhythmic skills, while improving cardiovascular endurance, flexibility, muscle strength and endurance, brain function, focus and body composition. 18

• Practice safety, sportsmanship, cooperation and conflict resolution

• Develop spatial awareness • Enhance locomotor skills • Increase ball handling skills • Learn sport-specific skills • Learn dance skills/counting beats • Participate in afterschool intramural sports (fourth grade) Visual Arts Students make art in a variety of media. Art projects are often interdisciplinary in nature, frequently enhancing other curricular areas. • Build observational skills • Develop fine motor skills and technical skills needed to use materials in the art studio • Explore self-portraits, collaging, community painting and sculpting • Quilt as part of a study on family and community • Learn weaving, candle making and pottery as part of a study on Colonial crafts • Learn color mixing, watercolors and pastels • Study influential artists 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. Students generally have several long-term assignments per year • Fourth grade: 30 minutes of independent reading per night, with homework in core subjects. Students generally have several long-term assignments per year

Evaluation and Grading In December and June, a detailed written evaluation of students’ progress in all subjects will be mailed to parents. In October and March, parents have individual conferences with their child’s teacher. Standardized Testing In third and fourth grade, students take the CTP 4. This standardized test published by the Educational Records Bureau (ERB) is designed to provide instructionally useful information about student performance and as a benchmark for curricular assessment. Results are shared with families. “Challenge by Choice” Activities Students are offered the opportunity to participate in academic competitions in areas such as math, spelling or geography. Support 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, social and emotional functioning. A trained reading specialist and learning specialist provides services to students. EMS provides evidence-based direct instruction and push-in practice in order to remediate and help children learn effectively and efficiently. Differentiated instruction fosters a commitment to understanding students’ learning styles and accommodating learning differences. Character Education/Service Learning In recognition of the 4 C’s and the importance of character education at The Elisabeth Morrow School, each lower school class performs acts of community service. Examples have included bake sales to benefit the Special Olympics, holiday concerts for senior citizens and food drives. The fourth grade organizes and performs in a talent show, and selects a cause to which to donate the proceeds.

are encouraged to be partners in guiding their own education. In addition to core academic subjects (including, for many students, two

MIDDLE SCHOOL

Middle school students

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 explore leadership opportunities that prepare them for rigorous secondary school experiences. 19

Fifth Grade 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 the sixth grade. Students continue with a homeroom teacher who provides instruction in language arts and social studies. They travel as a homeroom class to science, art, music, Spanish, physical education, technology and library. In math, students are grouped based on performance criteria. Technology is integrated into the curriculum in all areas as appropriate and all students participate in a Bring Your Own Laptop program. Optional afterschool 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 text. 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 and 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.

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.

• Reinforce comprehension, prediction, comparing and contrasting • Introduce and reinforce use of literary terms and figurative language • Reinforce inferential thinking by analyzing themes and symbols found in literature • Reinforce writing paragraphs with topic sentences, supporting details and conclusions • Introduce the research process • Introduce writing creatively with use of texts as starting point • Introduce outlining • Enhance correct grammar, usage and mechanics • Introduce two-column note-taking • Literature may include The Fingertips of Duncan Doyle; Toliver’s Secret; Fever 1793; and Streams to the River, River to the Sea

• Explain the formation of the 13 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 United States government • Trace the drafting of the Constitution and the Bill of Rights • 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 • Special projects include research projects on the Revolutionary War and Westward Expansion

Mathematics Students in fifth grade will strengthen their computational skills, develop strategies to solve problems, recognize patterns and communicate effectively. Fifth grade students comprehend the relationship between fractions, decimals and percentages and use number sense to determine reasonableness of answers. Students will also study basic geometry. Students are expected to understand and use a wide variety of problem-solving strategies. 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 place value system • Work with whole numbers to billions • Work with decimals and fractions • Understand order of operations • Simplify expressions • Use mental math to expedite problem-solving • Apply the commutative, associative and distributive properties • Identify and use compatible numbers • Write equations and solve multi-step problems • Understand and solve using exponents: exponential notation, expanded form, standard form • Write equations to solve problems with multiplication • Divide whole numbers, fractions and decimals • Apply measurement to solve problems • Explore the basics of geometry and polygons Science (Environmental Science) In fifth grade, students explore environmental science using the school’s campus as a classroom. Students gain an understanding of ecological relationships, connections to underlying physical science concepts and the importance of data collection and analysis. • Identify and classify living organisms • Find and explain evidence of conservation of mass and energy transfer

• Document water cycle and change of state • Explore stream ecology and water chemistry • Document seasonal changes and investigate why we have seasons • Ask testable questions and design experiments to answer these questions • Use technology for long-term data collection, organization, analysis and sharing • Use evidence to draw conclusions World Language (Spanish) In fifth grade, students study vocabulary topics and key language structures in more depth to reinforce oral, written and reading skills. Students gain more confidence in conversational skills and study culture within the context of vocabulary topics and connections to other disciplines while expanding understanding of Hispanic cultures and people. • Interact using greetings and various classroom expressions • Develop pronunciation and listening skills • Answer questions orally and in writing about self, the weather, calendar and seasons • Study nouns, adjectives and definite and indefinite articles • Develop sentence structures observing basic agreement rules and punctuation • Use adjectives to describe self, personality traits and nationalities • Talk about school subjects/vocabulary of the classroom and schedules • Describe family relationships, types of dwellings and rooms of the house • Develop conjugation patterns of common verbs in present tense • Answer questions about ownership using possessive adjectives • Use level-appropriate cultural readings to engage in cultural discussions • 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, art and music in heterogeneous groups comprised of students from each advisory. In math, students are grouped based on performance criteria. Students continue to study Spanish as their world language, and an honors-level Spanish class is available.Technology is integrated into the curriculum in all areas as appropriate and 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 creation stories from around the world, 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 the text • Identify underlying themes and make connections between past and present • Identify and evaluate heroic traits and compare and contrast to today’s heroes • Review literary terms and figurative language • Create outlines for paragraphs and essays • Construct solid paragraphs and begin to write fiveparagraph essays with teacher-directed structure and guidance • Quote text to support generalizations • Expand working vocabulary • Write creatively using the texts as starting points • Employ correct grammar, usage and mechanics 22

• Practice good material and time management • Practice paraphrasing and summarizing 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 (Foundations of Democracy) Sixth graders explore the history, geography and development of classical civilizations in the Mediterranean region, including the Minoans, Mycenaeans, Greeks, Persians and Romans, and the development of Europe in the Middle Ages. Information is presented in text (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 St. John the Divine support the curriculum. • Comprehend, paraphrase and summarize information • Compare and contrast ancient civilizations, classical Greek city-states and social classes in the Middle Ages • Begin to evaluate and analyze information • Quote text to support generalizations • Identify and evaluate supporting evidence by quoting the text • Identify underlying themes and make connections between past and present • Deepen understanding of causality

• Make inferences • Organize historical topics and themes according to era or civilization • Develop a working knowledge of geographic terms • Identify people and places in the news • Practice good material and time management • 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 math, 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. Multiple problem-solving strategies are explored. 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 ratio and proportion • Analyze and apply statistical and probability approaches • Solve for area and volume • Apply complex percent calculations • Explore geometry, including points, lines, planes, triangles, polygons and circles • Develop an understanding of the metric system • Compare and order integers • Solve complex problems with decimals and fractions • Solve one- and two-step equations including properties, order of operations, exponents, algebraic expressions, factors, multiples, prime numbers and divisibility

Science (Earth Science) Sixth grade science focuses on understanding the Earth and its dynamic processes. Lab safety, proper use of lab equipment and the scientific method are stressed, with most units including hands-on and inquiry-based activities. Students develop the skills of observation, inference, measurement, accurate recording of data and forming conclusions. • Understand interactions between parts of the Earth system • Investigate plate tectonics and its relationship to geological processes • Investigate the causes and effects of earthquakes • Investigate the causes and effects of volcanoes • Investigate rocks and minerals • Compare renewable and non-renewable resources • Describe the water cycle and understand weather patterns • Investigate causes, effects and prevention of climate change • Explore key concepts in astronomy World Language (Spanish) Sixth grade Spanish builds on the four language skills of listening, speaking, reading and writing. Students concentrate on expanding conversational patterns and reinforcing grammatical structures through reading, writing, role-playing and cooperative learning. Students advance in conversational skills and study culture within the context of vocabulary topics and connections to other disciplines while expanding understanding of Hispanic culture and people. • 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 World Language – Honors Level Language students will have the opportunity to take Honors Spanish in sixth grade starting in the 2014–2015 school year. The program is designed to advance learners’ outcomes 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 fifth grade and teacher recommendation, and a high level of performance must be maintained to remain at the honors level. This level will continue to be offered in seventh and eighth grade in subsequent years. • 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 • Extend use of Spanish outside the classroom through special assignments • Use supplemental reading to connect learning to other disciplines • Investigate, compare and contrast aspects of Hispanic and U.S. culture

Fifth and Sixth Grade Special Subjects and Activities Advisory Advisory forms the heart of the middle school program. In a middle school environment, where students assume increasing personal responsibility and independence, it is important to have adult advocates at school looking after students’ best interests. Students are introduced to advisory in homeroom groups in fifth grade. Beginning in sixth grade, advisory groups are composed of about eight students. All students begin each day in their advisories. In addition, during one long period during the week, students meet in advisory and develop organizational skills, self-advocacy, team building, character education, peer relations and community service. Advisors maintain consistent contact with parents and collaborate with them as partners. Advisors facilitate parent-teacher conferences and manage the progress report process, including writing a cover letter summarizing students’ strengths and challenges as well as observations regarding social interactions. In seventh and eighth grade, students lead the advisor-parent conference. Additionally, eighth grade advisors assist students in managing the secondary school application process. Assembly Each Friday, all Morrow House students and teachers gather for assembly. Students come to school dressed in business attire (“Assembly Dress”) to bring a sense of importance to the event. At assembly, students share successes, solidify community values and celebrate our students’ many talents. Assemblies are student centered and frequently involve student performance, 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. Adventure Week In September, fifth grade students go on single-day trips to the United States Military Academy at West Point and other local educational sites. Sixth grade students go on a two-day overnight trip to Nature’s Classroom in 24

Ivoryton, CT, to complement both their science and their history study. Instrumental Music and Music Theory Children in fifth and sixth grade have the opportunity to study orchestral instruments in lesson groups, sectionals and large ensembles. Fifth and sixth graders who play wind instruments and percussion begin their ensemble experience in the concert band. Fifth and sixth grade string players begin their large ensemble experience in the orchestra and the Superchamber orchestra. The students will experience age-appropriate Western art music as well as jazz, rock and music by contemporary composers. They also sing in a gradelevel chorus. Those students who do not choose to play an instrument have the opportunity to compose and study the literature and materials of music, which include music theory, ear training, music history and sight-singing. Chorus All fifth and sixth grade students perform in the chorus. Students learn about tone, voice inflection and two-part harmony. The chorus performs at both the Holiday Concert and the Festival of the Arts as well as periodically at other school events both on and off campus. Fifth and Sixth Grade Musicals Fifth grade students perform a musical each school year. The content and themes exhibit their understanding of the foundation of our government. All fifth grade students perform in the musical. Sixth grade students have the option to participate in a musical each year. Visual Arts Fifth graders learn about colors, design, balance, proportion, abstract and critical thinking, using lines to create texture and positive and negative space. There is an emphasis on manipulating art materials in new and unexpected ways.

Projects include: • Self-portraits • Abstract art • Scrimshaw • Silhouettes • Masks In connection with the sixth grade humanities curriculum, students are introduced to Ancient Greek and medieval styles, including lettering, symbols, mosaics and stained glass. Eye/hand coordination, visual perception, small motor coordination, creative thinking, problem-solving and time management skills are used in every project. Projects include: • Greek lettering • Greek mosaics • Medieval banner • Stained glass Physical Education In fifth and sixth grade physical education, students grow and develop physically, cognitively and socially to the fullest of their abilities. Movement skills, athletic techniques and health-related fitness are taught using a variety of activities, with a focus on group participation, teamwork and sportsmanship throughout every task and challenge. Students are tested at least twice a year to evaluate their individual fitness level in the form of stamina, strength, endurance, aerobic capacity and flexibility. Sixth grade students also have the option to participate on interscholastic athletics teams with seventh and eighth grade students. Students also engage in health education, where they develop an understanding and perspectives on human reproduction, healthy decision-making and relationships. The school engages Planned Parenthood to lead these sessions and students are grouped by gender and in mixed classes to provide the optimal context for learning.

For several days each year, students learn about substance abuse through an organization called Freedom from Chemical Dependency. They gain a deep understanding of the science of addictive substances, role-play scenarios where they may come into contact with addictive substances and receive a firsthand account of the consequences from a recovering substance abuser. Library Students learn the Morrow House Library Research Process, instructing them on the proper way to locate and cite trustworthy, subject-specific print and electronic sources — including databases — for their individual research. They learn to develop multiple search strategies to solve information problems and meet their informational needs. With a continued focus on independent reading, they develop a love of literature and grow to become efficient, effective and ethical researchers. 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 design, create, and test theories using multiple software and hardware tools, with the ultimate goal being the ability to navigate, adapt and be successful in a rapidly changing world. Activities include using various multimedia tools, 3D modeling, designing games, programming and image editing. Electives Students have opportunities to explore their interests and passions through our fifth and sixth grade electives program. Electives are offered on a semester basis and fall into one of four categories: fine arts, performing arts, technology and community service. While electives change each semester based on student interest and resources available, examples of electives include the following: improvisational acting, robotics, game making, drawing and painting, newspaper and community outreach.

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 Google Apps for Education as its main platform, allowing students to communicate, collaborate, access information and submit their work. “Challenge by Choice” Activities Some middle school students choose to compete in academic competitions in areas such as writing, math and art. The school makes a variety of these opportunities available to students throughout the 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. Homework is updated on the learning portal daily, and students can access a test and major assessments calendar for planning purposes. 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 and two hours total per evening in seventh and eighth grade. Evaluation and Grading In January and June, detailed reports of students’ progress in all subject areas are sent to parents. 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 October and March, parents meet with teachers 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.

Standardized Testing In fifth and sixth grade, students take the CTP 4, which is a standardized test published by the Educational Records Bureau (ERB) designed to provide instructionally useful information about student performance in the key areas of school achievement and as a benchmark for curricular assessment. Results are shared with families. Support As children develop throughout their middle school years, the level and kind of support services vary according to student needs and individual schedules. As in the lower school, differentiated instruction is facilitated through discussion, assessment and planning with the Director of Special Learning Services. Recommendations and accommodations are made on an as-needed basis. Students who require consistent and frequent curriculum-based support meet with a 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. Character Education/Service Learning In recognition of the 4 C’s and the importance of character education at The Elisabeth Morrow School, each middle school class commits to a yearly service endeavor. Examples have included weekly trips to local elementary schools to read to students, knitting dolls for orphaned children and collecting food and assembling snack packs for a social service agency. Students frequently suggest and execute their own service projects. In recent years, individual students have conceptualized and led initiatives to collect food and donations for Hurricane Sandy relief and organize a book drive for teachers serving underprivileged communities.

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, math, science and language (some students take two languages). Technology is integrated into the curriculum in all areas as appropriate and all students participate in a Bring Your Own Laptop program. Students also participate in an extended overnight Adventure Week field trip. English In seventh grade, students continue to increase their capacity to understand and appreciate enduring literature. This course focuses on developing skills and strategies for interpreting and analyzing complex literary texts and exhibiting those skills through drafting and publishing written literary analysis as well as classroom discussion. Students are expected to write using proper English grammar, usage and mechanics, with a sophisticated vocabulary. • Master basic reading comprehension skills of restating, summarizing, listing and predicting • Identify and evaluate supporting evidence by quoting the text • Read with specific focus or lens such as theme and genre, etc. • Identify and analyze effectiveness of literary and rhetorical devices • Conference with teacher and employ feedback in writing process • Employ analytical focus to written work • Analyze grammar and parse sentences • Use Greek and Latin roots to identify unfamiliar words • Literature may include The Pearl; Of Mice and Men; Fahrenheit 451; The Strange Case of Dr. Jekyll and Mr. Hyde; and A Midsummer Night’s Dream

History (Identities and Change in Asia and the Middle East) Seventh grade students investigate the history, politics, cultures, religions and languages of Asia. One of the most critical and complex regions of the world, students study East Asia, South/Southwest Asia and Central Asia (often referred to as the Middle East) to develop an understanding of the region’s importance in world politics and to gain an awareness of the interconnectedness of the world. Continued focus on the research process and writing through an in-depth paper on an Asian country’s political position within the region 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) In Pre-Algebra, a strong emphasis is placed on word problems to accompany each topic as students begin to translate sentences into variable expressions, equations and inequalities. Students learn how to solve and graph these equations and inequalities using the laws of mathematics as well as how to perform operations with negative numbers and fractions. 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. • Perform operations with negative numbers and fractions • Work with monomials • Evaluate the quality and problem-solving approach of others’ work • Explore a variety of problem-solving techniques • Solve equations and inequalities with rational numbers including both positive and negative fractions and decimals • 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 • Learn functions including graphing equations and inequalities Science (Physical Science) Seventh grade science focuses on principles of chemistry and physics, and using them to explain aspects of students’ 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 World Language (French, 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, French and Latin Exams each March and exhibit their deep cultural understandings in a World Language assembly. French In seventh grade French, students continue to develop oral and written communication, gain cultural competence and sensitivity about francophone countries and French-speaking people in our community and around the world. Students are given the opportunity to use French within and beyond the classroom, participating in immersion learning experiences such as trips and holiday celebrations. • Express understanding of written passages and discussions • Communicate in interactions such as travel, commerce, various sports, leisure activities and asking for directions

• Express personal preferences, likes and dislikes, needs and feelings in situational contexts • Recognize and apply grammatical structures such as comparative and demonstrative adjectives, regular and irregular verbs in present and past tense and interrogative and negative constructions • Use proper grammar, spelling and vocabulary in interpersonal and presentational communication • Understand francophone culture and compare and contrast with U.S. culture Latin In seventh grade Latin, students develop their reading skills while learning about Roman culture. Students will read Latin from the very start — learning about the Romans in general, particularly the daily life of a family in Pompeii, as well as the entertainment, education, politics and religion of the people in Italy, Britain and Egypt in the first century C.E. • Comprehend, translate, summarize 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 • Develop and expand Latin vocabulary and English derivatives • Identify and categorize nouns in the first three declensions • Recognize and translate the nominative, dative, accusative and ablative cases • Recognize and translate the present, imperfect and perfect tenses • Identify, categorize and translate the four major conjugations of verbs and their complements — volo, nolo and possum — that take an infinitive • Recognize and translate first- and second-person personal pronouns • Translate positive, comparative and superlative adjectives and recognize their role in noun-adjective agreement

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. Students are given the opportunity to use Spanish within and beyond the classroom, participating in immersion learning experiences such as trips and holiday celebrations. • Express understanding of written passages and discussions • Communicate in interactions such as food, commerce, various sports, leisure activities, health and well-being and medical situations • 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 negative constructions • Use proper grammar, spelling and vocabulary in interpersonal and presentational communication • Understand Hispanic culture and compare and contrast with U.S. culture

Grade 6

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, math, science and one or two world languages. Technology is integrated into the curriculum in all areas as appropriate and all students participate in a Bring Your Own Laptop program. Students also participate in Decisions, a signature EMS program that helps students navigate the secondary school admissions process. English/Language Arts Students in eighth grade expand on their understanding of and appreciation for enduring literature and deepen their skills and strategies for interpreting and analyzing complex literary texts. They study poetry, short stories and essays, and integrating with themes explored in history, 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 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 text • Analyze effectiveness of literary and rhetorical devices • Evaluate supporting evidence by quoting from text • Identify key interpretive passages in literary texts • Identify Greek and Latin roots of unfamiliar words • Conference with teacher and implement feedback in writing process • Master five-paragraph essay and expand beyond that structure • Master analytical/argumentative focus in written work • Analyze grammatical structure of text and parse sentences

• Literature may include The Diary of a Young Girl; Narrative of the Life of Frederick Douglass; To Kill a Mockingbird; selections from The Norton Anthology of Poetry; Romeo and Juliet; and Frankenstein • Special projects include a personal narrative/memoir essay, poetry explication and literary synthesis essay 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 that 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, the Civil Rights Movement and current events. Students read and explore significant New York Times articles each day. Eighth graders study major political events like the State of the Union Address and election cycles and analyze them through class discussion and written responses. • Understand historical perspective 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 Mathematics (Algebra 1, Introduction to Algebra 1) Students in eighth grade are grouped based on performance criteria in order to provide challenge for those at all levels of understanding and to emphasize mastery of material. They study a rigorous Algebra 1 curriculum. Advanced groups complete quadratics, polynomials and rational equations. • Evaluate expressions, equations and functions • Solve, graph and write linear equations • Understand systems of equations and inequalities • Understand exponents and exponential functions • Understand polynomials and factoring • Look for patterns in data and generalize from specific examples • Apply a formula • Make a deductive argument • Analyze errors

Science (Biology) Science in eighth grade builds on students’ study of chemistry in seventh grade. Students apply their chemistry knowledge and skills in the lab to studying how molecules work inside of cells and how cells in turn enable living organisms to function. Connections will also be made to underlying physical science concepts such as conservation of mass and energy transfer.

have the ability to enter French II in secondary school upon successful completion of this course.

• Investigate the “stuff of life” — macromolecules and cells • Observe and document cells with microscopes • Explore the relationship between structure and function • Compare plants and animals • Learn how DNA results in genetic diversity • Make and document observations • Ask testable questions and design experiments to answer these questions • Collect quantitative data and measuring • Use technology for long-term data collection, organization, analysis and sharing • Use evidence to draw conclusions

• Express understanding of passages and conversations • Communicate in interactions related to French art and music, leisure activities, commerce, travel, weather, health and well-being and food and dining experiences • Continue to develop more sophisticated reading, writing and vocabulary skills • Recognize and apply grammatical concepts such as regular and irregular verbs in present, past and imperfect tense, demonstrative adjectives, direct and indirect object pronouns, commands, comparatives and superlatives, reflexive verbs, the passive voice and the future tense • Use proper grammar, spelling and vocabulary in interpersonal and presentational communication • Master key language agreement rules • Gain greater understanding of French culture and holidays • Participate in immersion experiences outside the classroom

World Language (French, Latin, Spanish) The study of language becomes more complex and rigorous in the culminating year of middle school. Students may continue with one or two languages in eighth grade, studying French or Spanish in addition to Latin, or Latin alone. Eighth grade students participate in the National Spanish, French and Latin Exams each March and exhibit their deep cultural understandings in a World Language assembly.

Latin The readings and cultural studies in eighth grade Latin are based on army life, commerce, religion, racial strife and political scheming in the Roman provinces of Egypt and Britain. The course further develops and refines reading skills begun in seventh grade. Students develop and gain a greater command of vocabulary, derivatives and grammar. Upon successful completion of this course, students are expected to be able to place into Latin II in secondary school.

French Eighth grade French focuses on the acquisition of linguistic and cultural proficiency in the target language, allowing students to communicate in written and oral form and engage and collaborate with other people in the francophone community, at home and globally. Students will gain an increasing awareness of the diverse culture of francophone countries. The expectation is that they will

• Comprehend, translate, summarize and evaluate Latin stories through the history and culture of the Ancient Roman world • Discuss and argue about the cultural relevance of Roman history and culture • Develop and expand Latin vocabulary and English derivatives • Identify and categorize nouns in all five declensions

• Recognize and translate the nominative, genitive, dative, accusative, ablative and vocative cases as well as the present, perfect, imperfect and pluperfect tenses • Recognize and translate present and perfect passive participles as well as deponents • Begin the study of the perfect, imperfect and pluperfect subjunctive Spanish The goal of the Spanish curriculum in eighth grade is to refine linguistic and cultural proficiency, allowing students to enhance written and oral communication in the target language. Additionally, students are exposed to the diverse culture of various Spanish-speaking countries, with the hope that they may engage and collaborate with other people in a Spanish-speaking community, locally and globally. Students complete at minimum the equivalent of the Spanish I curriculum and are expected to be able to place into Spanish II or beyond in secondary school upon successful completion of this course. • Express understanding of passages and conversations • Communicate in interactions related to Hispanic art and music, celebrations, travel, commerce and technology and food and dining experiences • Access and evaluate information in Spanish about other disciplines • Continue to develop more sophisticated reading, writing and vocabulary skills • Recognize and apply grammatical concepts such as regular and irregular verbs in present, preterite and imperfect tense, present progressive, demonstrative adjectives, direct and indirect object pronouns, comparatives and superlatives, reflexive verbs, the passive voice, commands and the future tense • 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

Third Grade Seventh and Eighth Grade Special Subjects and Activities Advisory Advisory forms the heart of the middle school program. In a middle school environment, where students assume increasing personal responsibility and independence, it is important to have adult advocates at school looking after students’ best interests. Students are introduced to advisory in homeroom groups in fifth grade. Beginning in sixth grade, advisory groups are composed of about eight students. All students begin each day in their advisories. In addition, during one long period during the week, students meet in advisory and develop organization, self-advocacy, team building, character education, peer relations and community service.

and low ropes, team-building activities, canoeing, orienteering and adventure-related activities. Eighth grade students go to Camp Greenkill in Huguenot, NY, where they go white water rafting and participate in a multi-stage adventure race.

Advisors maintain consistent contact with parents and collaborate with them as partners. Advisors facilitate parent-teacher conferences and manage the progress report process, including writing a cover letter summarizing students’ strengths and challenges as well as observations regarding social interactions. In seventh and eighth grade, students lead the advisor-parent conference. Additionally, eighth grade advisors assist students in managing the secondary school application process.

Ensemble Instrumental 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 a chorus as well as perform in the large orchestra (which frequently represents more than three-quarters of the middle school student body), 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.

Assembly Each Friday, all Morrow House students and teachers gather for assembly. Students come to school dressed in business attire (“Assembly Dress”) to bring a sense of importance to the event. At assembly, students share successes, solidify community values and celebrate our students’ many talents. Assemblies are student centered and frequently involve student performance, a presentation of curriculum or a celebration of student success. Periodically, the entire school community meets in an All-School Assembly in order to unite the community. Adventure Week Seventh and eighth grade students take part in two-day “challenge-by-choice,” overnight outdoor education experiences. Seventh grade students travel to Camp Bernie in Port Murray, NJ, where they engage in high 30

Seventh and Eighth Grade Performance Groups All seventh and eighth grade students are expected to perform at both the Holiday Concert 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 ensemble instrumental music offerings, chorus and Stomp.

Seventh and Eighth Grade Chorus Chorus in the middle school is designed to expose students to a variety of singing techniques and styles. From folk songs to musicals to choral works, students sing repertoire that is appropriate for middle school voices. More emphasis is placed on singing songs with two-, three- and four-part harmonies. In addition, students work on musicianship through blending tone and focus on phrasing and breathing.

Stomp Stomp students study, practice and perform music through rhythm using everyday household objects. A variety of rhythmic styles are introduced and utilized, along with observation of how each pattern functions when combined with other instruments and performers. Electives Technology-specific classes, visual and performing arts and service-learning classes are taught through the elective offerings in seventh and eighth grade. Students are provided with choices so that they may pursue their passions and interests deeply. Electives meet for one full hour on four days of a six-day schedule rotation. Students will take two, three or four different electives each semester, depending on whether their chosen electives meet once or twice per six-day rotation. Electives are offered on a semester basis and fall into one of four categories: fine arts, performing arts, technology and community service. Students are expected to complete at least one elective in each 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, chorus, Stomp, play/musical writing, Poetry Out Loud, creative writing, robotics, coding, drawing and painting, ceramics, art portfolio creation (for competitions or for secondary school applications), newspaper, yearbook and community outreach. Seventh and Eighth Grade Musical/Play Eighth grade students who choose the play/musical writing elective or the seventh/eighth grade musical elective take part in the production of the seventh/eighth grade production. In the fall semester, eighth grade students write an original script, and in the spring, the cast of the production prepares and performs it both in school and for the larger community at an evening performance.

Library Students apply a formal research process introduced in previous grades, utilizing subject-specific print and electronic resources and proper bibliographic citations. They utilize various search strategies relevant to class assignments, review evaluation criteria for selecting appropriate sources and review correct MLA bibliographic formats and plagiarism and copyright guidelines. 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 with many students playing multiple seasons. In addition to team sports such as flag football, tennis, soccer, basketball, hockey and lacrosse, physical education offerings include Pilates, yoga and intramurals. Students also engage in health education, where they develop an understanding and perspectives on human reproduction, healthy decision-making and relationships. The school engages Planned Parenthood to lead these sessions and students are grouped by gender and in mixed classes to provide the optimal context for learning. For several days each year, students learn about substance abuse through an organization called Freedom from Chemical Dependency. They gain a deep understanding of the science of addictive substances, role-play real-life scenarios where they may come into contact with addictive substances and receive a firsthand account of the consequences from a recovering substance abuser. 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 Google Apps for Education as its main platform, allowing students to communicate, collaborate, access information and submit their work. “Challenge by Choice” Activities Some middle school students choose to compete in academic competitions in areas such as writing, math,

and art. The school makes a variety of these opportunities available to students throughout the year.

seventh, and eighth grade students also receive a letter grade for all academic subjects.

Secondary School Placement The highly personalized placement process begins in the spring of seventh grade with an orientation for parents. The school also hosts a Secondary School Fair with representatives of over 40 day and boarding schools present, and students participate in Decisions regular meetings that focus on the application process, and how students should evaluate schools. Test prep is offered at school in the fall of eighth grade and both the Secondary School Admission Test (SSAT) and the Independent School Entrance Exam (ISEE) are offered at school for students’ comfort and convenience.

In October and March, parents meet with teachers 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.

Standardized Testing Requirements In seventh and eighth grade, students take the CTP 4, which is a standardized test published by the Educational Records Bureau (ERB). It is designed to provide instructionally useful information about student performance in the key areas of school achievement and as a benchmark for curricular assessment. Results are shared with families. 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. Homework is updated on the learning portal daily, and students can access a test and major assessments calendar for planning purposes. 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. Evaluation and Grading In January and June, detailed reports of students’ progress in all subject areas are sent to parents. These reports include general course guidelines, individual skills assessments via a standards check box, and an individual written narrative about each student’s performance. Sixth,

Support As children develop throughout their middle school years, the level and kind of support services vary according to student needs and individual schedules. As in the Lower School, differentiated instruction is facilitated through discussion, assessment and planning with the Director of Special Learning Services. Recommendations and accommodations are made on an as-needed basis. Students who require consistent and frequent curriculum-based support meet with a 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. Character Education/Service Learning In recognition of the 4 C’s and the importance of character education at The Elisabeth Morrow School, each middle school class commits to a yearly service endeavor. Examples have included weekly trips to local elementary schools to read to students, knitting dolls for orphaned children and collecting food and assembling snack packs for a social service agency. Students frequently suggest and execute their own service projects. In recent years, individual students have conceptualized and led initiatives to collect food and donations for Hurricane Sandy relief and organize a book drive for teachers serving underprivileged communities. 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. 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 on three-day, two-night trips 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’ many talents. Middle school students wear business attire “Assembly Dress” in acknowledgment of the importance of the event. Periodically, the entire school meets in an AllSchool 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. 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 while at EMS, and that they grow in unique and beautiful directions when they leave. Buddies: Approximately once a month, 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. 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: 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. Festival of the Arts: The final major 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. 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. 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: The event is a way of welcoming the parents and the students to participate collectively as a community 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 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 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. Little School Holiday Program: The Holiday Program, a musical celebration of holidays throughout the world, is held every year before winter break. 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. Morrow House Holiday Concert: This concert, held before winter break, celebrates holidays throughout the world. Peter Rabbit Assembly: The Peter Rabbit Assembly started in the 1970s with a former teacher who integrated 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. 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 our youngest students experience. Violin Playdown: The only concert involving every violin student at The Elisabeth Morrow School, the Playdown builds with each piece played by more violinists, and ends with a finale where the eighth graders partner with the beginners. 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.

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