It’s All Write

By Emily Fernback

When was the last time you authored a professional email, cover letter or employee performance review? Did you recently compose a summary report or proposal or business plan?

Writing is everywhere in our daily lives and certainly all around The Summit. Serving students from 18 months to Grade 12, Summit’s English Language Arts and Literature curriculum is vast and strives to ensure students are meeting the academic challenges at each level on their educational journey. This commitment to rigor is intentional, and it prepares our Leaders of Character for endeavors both at and beyond The Summit.

Building a Foundation in the Montessori School

The youngest Silver Knights learn critical language skills through lessons in the Montessori program where writing is taught before reading. Students are introduced to different concepts of communication and expression with hands-on practices. In toddler classrooms, students trace sandpaper letters as they sound out each one, which helps to stimulate both visual and muscular memory. Teachers and students also use a moveable alphabet -- letter cards they can hold in their hands and place in front of them -- to aid in word and sentence building, especially in kindergarten.

“E ven before they can physically write, children can compose,” says Linda Moeggenberg, Kindergarten teacher and Schilderink Faculty Chair for Distinguished Teaching. The moveable alphabet is a technique that allows students to work towards phonetic understanding of words and phrases while gradually improving spelling throughout the process.

I n their writing journals, kindergartners are given prompt ideas to follow and encouraged to write freely and creatively. A student may write facts about an animal or an experience they had, using inventive spelling and pictures to support, and their teachers guide them to use proper spacing, punctuation and capital letters.

B y the time they advance to first grade, students can read and write short stories.

Advancing Through the Lower School

In grades 1 through 4, students explore writing through different outlets. The general writing process in the first two years of the Lower School moves in a circular motion. Students begin with an idea: they plan and revise, work on their first draft, revise and edit, then the circle repeats. As reading and writing go handin-hand, there is an emphasis on phonics and reading fluency supported by two reading specialists.

I nitially, they work collaboratively in small groups. Students read aloud, share their reading and do interactive writing, which directly involves teachers in the process and helps introduce words that challenge the writers. As needed, teachers pull students aside for more personalized micro lessons which foster the growth of their individual skills.

Sherry Schneider ‘81, Summit Lifer and Grade 1 teacher, guides her students to enhance their work with colorful details. “We talk about ‘unfreezing’ people to make stories more interesting using descriptive words,” says Mrs. Schneider. “They are encouraged to tell stories in small steps with descriptive writing that helps add dimension to characters and settings.”

L ower School students write in various styles like opinions, personal accounts, informative pieces and narratives. Before the concept of thesis statements is introduced in advanced grades, Lower School writers use prewriting organizers to form their drafts. These organizers prompt them to begin with a topic, transition to supporting information, then circle back to the main topic as a closing.

I n Grade 3, students use a notebook to track what they read and record their thoughts and responses to the content they consume. As their reading levels advance, students start to write in new styles. By the time they enter fourth grade, students have a deeper understanding of specific subject content, and their unique voices start to shine through onto the papers.

Not all writing is done in language arts. For many years, Summit students have excelled in the Jerry Tollifson Art Criticism Open, a contest of the Ohio Art Education Association. For their essays evaluating designated works of art, Leo Lei (Grade 2) and Colin Kline (Grade 4) placed first in their divisions. See page 22 for more accolades.

The Power of the Middle School Pen

The Middle School writing program places increased importance on developing Leaders of Character through the use of language. Students in grades 5 through 8 write original poetry, narratives, expository pieces, and spend ample time on reflective writing.

Fifth-grade students begin the year by developing a well-written paragraph including a topic sentence and specific evidence. Students learn to incorporate

the steelWorKer

By Chelsea Beyerbach, Grade 4

The Steelworker was created by Kelly and Kyle Phelps in 2018. I see a tired, hardworking steelworker feeling underappreciated. I can tell that he feels this way because of the expression shown on his face. He looks as if nobody ever tells him how important steelworkers really are. The Steelworker was created by using clay and reclaimed pieces of metal and wood. The medium of this creation makes a difference because it creates the feeling that this was a real-life picture. The color of the background is important because the background creates the look of an American flag. Form is an essential element in this artwork because form creates the effect that the creation is real life, as if it really happened. This piece of art was created to honor the underappreciated steelworkers and the important work they did to build America. The expression on the man’s face looks weary and concerned about work he does every day and the instability of his job. I like this artwork because it makes people realize how important, special, and not thanked steelworkers really are. It makes people realize something important that most people overlook. I think the man does not enjoy being a steelworker because nobody ever tells him what an impact he has in the making of America. This artwork is important because it tells the story of all the factory workers the helped build our country but are unseen and underrecognized.

– Writing sample from Frances Keller’s fourth grade classroom data, direct quotations from literature and evidence from informational texts as support for their writing. As the year progresses, students develop notetaking and research skills to craft five-paragraph essays. In addition to expository writing pieces, students compose poems, argumentative writing and various creative writing pieces throughout the year.

Sixth graders lean more into essay writing as they develop higher level critical thinking and communication skills. Students are introduced to wider varieties of genres which strengthens their comprehension of different writing styles. They learn and practice inventive techniques for short stories, descriptive pieces and poetry.

S eventh grade students begin the year focusing on a strong five-sentence paragraph that incorporates varied sentences and a variety of grammatical techniques. Throughout the year, students write several formal pieces including argumentative essays, analytical essays, fictional stories and poetry. Students are expected to research using academic databases and include MLA citations and bibliographies. All formal writing assignments go through a detailed writing process of drafting, revising, editing and publishing.

E ighth grade students re-examine the five-paragraph essay in their first semester and then move to embrace the literary analysis essays that help prepare them for the Upper School curriculum. Before the end of eighth grade, students compose four literary analysis essays and a full MLA research paper.

The sequence of the Grade 8 literature, poetry and writing curriculum follows the thematic path of justice which includes self-respect, respect for others, empathy and inclusion. For example, at the start of the year the class discusses a poem about self-respect and identity entitled “Where I’m From” by George Ella Lyon. Each student then authors a poem in that style.

E ighth grade English language arts teacher and Schilderink Faculty Chair for Distinguished Teaching Rosie Sansalone says her goal as a teacher is for her students to “use the English language effectively in order to be upstanders for justice.” Their capstone project, “Hear My Story, Be My Voice,” is a collection of stories about real people and their experiences with injustice. It begs the question, “What are you going to do with this burden of knowledge?” and encourages students to use the power of their words to enact change.

Th is year, students had the opportunity to learn from Summit alumna, author and empathy advocate, Mary Knight ‘71 (see page 4) whose book, “Saving Wonder,” the students read at the start of the year. Ms. Knight discussed her journey as a writer and how teachers at The Summit inspired her to think and

Our alien has green skin. She has two legs and two arms and one head. Her name is Cheetobug. She is five years old. She likes to play soccer. Saturn and Neptune are her friends. She goes to school at The Summit. She goes to Florida for vacation. She eats apples and oranges. She has two dogs and three cats. She lives in Key West. She wears an Earth shirt and pants.

– Writing sample from Linda Moeggenberg’s kindergarten classroom composed by Leah Yarnell and Chloe Riegle

“Where i’m From”

By Beatrice Nery, Grade 8

I am from statues

From paintings of a city unchanged

I am from the roses and hydrangeas

And the lightning struck tree

I am from magazines and French crepes

And music drifting from the piano

I am from “Walk Fluffy” and “Feed the cat!”

I am from make-believe worlds

From stories believed with whole hearts

Games of magic and fantasy

Of princesses and knights and wizards

Myths of forgotten kingdoms

I am from the lands of my ancestors

I am from my father’s family in Brazil

To my mother’s in Turkey

Different worlds I visit

As if in a dream

On the shelves sit albums of my life

Pictures taken and remembered

A monument to history

Those golden days of childhood

I am from those lost times

Memories treasured forever.

– Writing sample from Rosie Sansalone’s eighth grade classroom write creatively. She told the students, “Be kind to each other. That would be enough. But I’ll go one step deeper, and that is being kind to yourself. When we start with our own self-respect and caring about ourselves, that extends outward.” Ms. Knight emphasized that empathy is the core of justice. With her inspiration, students worked to incorporate an empathetic tone into their written work throughout the year.

Those in grades 7 and 8 with a special interest and aptitude for writing can join Power of the Pen, a creative writing club that meets weekly. Coached by sixth grade language arts teacher and Schilderink Faculty Chair for Distinguished Teaching Brendan McEachern, Power of the Pen gives writers an outlet and an opportunity to socialize with others who share their interests. They can also enter writing competitions at the regional, state and national level. This year, three students in Grade 7 qualified for the state Power of the Pen contest and will compete in May: Kiersten Diaz, Ben Hofmann, and Avery Northern.

Writing Rigor in the Upper School

The writing program is appropriately rigorous throughout all divisions, and the Upper School program is no exception. While students have significant opportunities to write creatively in the form of poems, journals and short fictional stories, there is strategic emphasis on essays and research papers; the Upper School requires research papers across a number of departments besides English, including history and religion. This versatility in writing assignments prepares students for the future, both collegiate and otherwise.

E nglish courses start strongly in the Upper School during the ninthgrade year. As freshmen, students are reacquainted with research papers and guided to keep improving in their analytical craft. In the first semester of the school year, teacher Amanda Schultz has students take part in a “gallery walk.” Students interview family and friends about how major world events have affected them. Then they create posters to tell these stories with the power of their words and associated imagery.

A s they progress through Upper School classes, including honors and advanced placement courses, students continue to develop the technical and analytical skills that allow them to produce higher level written works. A 2021 survey of young alumni revealed that 92% felt their writing abilities were “well above” or “above” average compared to their collegiate peers. The benchmark for our peer schools is 86%. Students are encouraged to enter their work in local, state and national contests. This year, two Upper School students won Gold Keys in the Scholastic Writing Awards program: Rimel Kamran ’23 for a poem titled “Preserving Culture and Identity” and Elena Stone ’25 for her critical essay, “I Will Never be Quiet, I Promise.” Kaitlyn Rassi ‘26 placed first in the high school division of the Jerry Tollifson Art Criticism Open. Kyle Lauckner ‘24 won second place in an essay contest sponsored by the local chapter of Sons of the American Revolution. Several seniors in the Schiff Family Science Research Institute have had their research papers published in scientific journals over the years.

“My goal is for students to leave my class and this school with confidence in their writing ability,” says Upper School English teacher Gail Rosero ‘82. “I want them to know that they can tackle any future writing assignment because they built a strong foundation at The Summit.”