MARK’S CORNER
Dear CEE Community, One fall afternoon this year, I found myself reading carefully written advocacy letters from our second graders, on a topic of utmost importance: a request for a pet bunny for their classroom. The letters presented well-reasoned, persuasive arguments, including assurances of the students’ accountability for the potential pet. Children explained how they planned to “give it fresh water and feed it” daily. Some students made a connection to their Classroom Charter, stating how they “would make [the bunny] feel safe, grateful, happy, and loved,” just as they do with their human classmates each day. Reading thoughtful letters like these from our second graders helped me appreciate not only how articulate these students are, but also how much having the responsibility of a pet means to an excited group of 7- and 8-year-olds.
