MUSEUMS

THIRD STREET By Nikka Gueler 4th Grade

Hello, readers. I am Nikka Gueler, a fourth grader at Third Street Elementary. I look forward to writing this column alongside Coco Min, who is in the fifth grade.

After a long year and a half of virtual learning, it’s wonderful to be back on campus with my fellow students, teachers and administrators. We are all back to in-person learning; however, everyone has to wear a mask and all students must take a weekly COVID test at school.

This year, Third Street Elementary is proud to launch its gifted magnet program for third to fifth grades. The program is open to any qualified student in LAUSD. In its first year, the program has already received many applicants. In addition to the new magnet program, Third Street Elementary continues to offer ETK (early transitional kinder), TK (transitional kinder) and KDLP (Korean dual immersion). The Korean dual immersion program at Third Street is especially popular, teaching in both English and Korean to students from kindergarten through fifth grade.

In addition to these great programs, students can look forward to participating in the science lab, tech lab, drama, music and dance. The after-school programs Kids Kor and Beyond The Bell include science, chess, volleyball, soccer, basketball, karate, yoga, ballet, and more.

The school is especially proud of its technology program, where kids are already learning to code on Apple computers, and its science lab, where they create experiments.

We are looking forward to a great school year with a lot of activities to come.

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HOLLYWOOD

SCHOOLHOUSE By Sienna Light 6th Grade

Hello, my name is Sienna Light. I am a 6th grader at Hollywood Schoolhouse, and 10 years have passed since I walked through the gates of the HSH preschool yard. I like to read new books, play numerous sports, and, most of all, I love to write. I am a proud animal lover, and have three dogs. I take charge, and I am a leader. I owe much of that to HSH.

Ever since I first came to this school, I learned that HSH’s main approach to learning is for students to become more academically strong, artistically proud, physically active and socially grounded. Hollywood Schoolhouse also makes sure that students and teachers always pro-

MARLBOROUGH SCHOOL By Avery Gough 10th Grade

The past month has been especially exciting for Marlborough students. We went back to campus on August 31. During our very first All-School Meeting of the year, the teachers choreographed and performed a dance in front of the whole school in order to get us excited for the upcoming school year. It was so much fun to see all of my friends, grade, and school once again, and school is finally feeling normal again.

Marlborough has begun its Community Days, which fall on either Wednesday or Friday; there will be six every semester. These Community Days include

PAGE ACADEMY By Amiely Rodriguez-Lopez 8th Grade

Page Academy has a long history and was founded in 1908. It’s hard to believe that we have already celebrated 113 years! I have attended Page Academy since I was two years old and I will be graduating middle school this year. When COVID-19 hit in March 2020 and all schools shut down, it resulted in Zoom classes becoming the new normal. The teachers helped us stay connected and positive durmote and carry out tasks with fearless curiosity and inspired learning. This means sharing our values and donating our time to communities in need.

As a 6th grader, I will be introduced to many new field trips and events. Even though COVID is continuing to threaten our country, I know that the HSH community will continue to carry out these activities with utmost safety. For example, we will always be socially distant indoors and outdoors, wearing a mask over our nose and mouth at all times and sanitizing/washing our hands constantly throughout the day. I am very excited to participate in all the surprises that the school will offer to me.

activities by grade or those with the entire school. For example, the last Community Day was divided by our class advisory and it was a writing seminar to help us compose our personal story in college apps.

Varsity and JV sports, including tennis and volleyball, which had their tryouts at the beginning of August, have begun regular practice. We have already had preseason games, and matches and games have already begun to fill up our weeks. The middle school’s White and Purple teams had their tryouts in the first few weeks of school, so they too can begin practice soon. For reference, the White team is the more novice and the Purple is more advanced.

In recent weeks we have celebrated Rosh Hashanah, Labor Day and Yom Kippur. We have also paid tribute to those who died twenty years ago on 9/11 and recognize their bravery and heroism.

ing that time, but the students still missed our on-campus activities, especially the ones our student council organized.

Now that we are back at school in-person, we were able to hold our student council elections once again this September. It’s amazing to hear all the fresh ideas that the student council members are discussing! The excitement is flowing through the halls and has really uplifted the students as well as encouraged optimism within the student body. I look forward to giving you updates throughout the year, and wish you a safe and Happy Halloween!

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OCTOBER IS DYSLEXIA AWARENESS MONTH: What you should know about dyslexia; it can be helped

By Helen Hartung “We now know that dyslexia is a very common problem, affecting one out of every five children — 10 million in America alone.” So states Dr. Sally Shaywitz, co-director of the Yale Center for Dyslexia & Creativity, in her best-selling book, “Overcoming Dyslexia,” now in its second edition. Dr. Shaywitz has reached this conclusion after many years of research and testing along with her husband and co-director, Dr. Bennett Shaywitz, and colleagues at the Yale Center. In fact, it was the work of Dr. and Dr. Shaywitz that prompted Congress to declare each October “National Dyslexia Awareness Month” beginning in 2015. So October is the perfect time to learn more about dyslexia. Dr. Shaywitz, a pediatrician, began to learn about the subject in 1978. Not much was understood about this problem then, so, in 1983, the Shaywitzes and their Yale colleagues began a study of 445 kindergarteners from 24 randomly-selected Connecticut public schools. The boys and girls who began the study have been regularly monitored over the years, and this longitudinal study has provided a wealth of information on dyslexia and its long-term effects. The central finding of their years of research is that children with dyslexia and other language-based learning differences can be helped. Early intervention is key, especially since undiagnosed children can suffer years of needless struggle and experience shame. So what should a parent or teacher of a young child look for? Early indicators First, dyslexia is not simply reversing letters, reading “dog” instead of “god,” for example. The condition can be genetic, and it has nothing to do with intelligence. In fact, often dyslexics are blessed with remarkable creativity and entrepreneurial drive. For example, Albert Einstein, Steven Spielberg, Richard Branson, Charles Schwab, Jennifer Aniston and Henry Winkler are among many well-known people who have thrived despite — or because of — their dyslexia. Some indicators in early childhood might be if a child is late learning to talk or has difficulty pronouncing or rhyming

words. The child may omit or misread little words and have trouble decoding longer words. In later childhood, the dyslexic may struggle with handwriting, spelling or copying words; have a poor sense of time; or appear inattentive or even “lazy.” Some children may even be perceived as stupid, or be bullied, and begin to act out in their deep frustration.

Early intervention But it’s not only parents who may not understand the source of their child’s issues. Many teachers are not well- informed about dyslexia and how to help. For that reason, the Shaywitz Dyslexia Screen, a user-friendly tool for K-3 students, was created to help teachers easily and quickly diagnose children with suspected learning differences. Because early intervention can be a lifesaver, Dr. Shaywitz is a passionate supporter of specialized schools, including a local one, Park Century School (PCS) in Culver City. (Many local neighborhood children have attended PCS over its 50-year history.) Dr. Shaywitz serves on the board of PCS and particularly admires its commitment to providing each child with the specific, individualized instruction needed. As Head of School Judith Fuller told Dr. Shaywitz, “For me,

YALE UNIVERSITY’S Dr. Sally Shaywitz is the physician whose studies provide the basic framework for the 21st-century understanding of dyslexia. early identification and early intervention is the key to success and the key to turning around an entire generation of children at risk. ... If you catch them before they fall, they will succeed.”

To learn more about dyslexia, the screening test and Dr. Shaywitz’s work, go to dyslexia.yale.edu. Her informative book, “Overcoming Dyslexia” (Alfred A. Knopf and Vintage Books, 2020), is widely available. To learn more about Park Century School, visit: parkcenturyschool.org.

Helen Hartung, Windsor Square, has been a Park Century parent and serves on the school’s board of trustees.

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