Dear Lower School Families,

Life on the Second Floor:

30 QUADS and a UNIT BLOCK

Yesterday I stepped out of my office to find 3 kindergartners with their teacher lining up unit blocks (the long quadruple units or quads) end to end down the center of the hallway. Students were intent on estimating how many more would be needed to reach the full length. They looked, conferred, and ran back to their classroom for additional blocks. Finally, only a small space remained between the tip of the last block and the end of the hall. Ks put their heads together and decided a small single unit block was needed – and, indeed, they were correct. The next step was to count – and re-count - the number of blocks. It was "30 quads + 1 unit block". Ks then discussed how best to record this finding – do we write 30 + 1 on paper clipped to clipboards, or on papers taped to the blocks themselves? Practicality won out, recordings – including drawings of the "30 + 1" blocks - were recorded on sheets of paper and shared with classmates. Children spoke in mathematical language, using comparisons such as: longer than, too many, not enough, halfway, almost. They estimated and counted, and tomorrow their classmates will repeat the exercise with double, then single unit blocks and these sums will be compared. Personalized measurement, as this is called in textbooks, allows students to have meaningful experiences with measurement before tackling yards, feet and inches.

FOURTH GRADE, 1907

This same day another line formed - all 38 Fourth Graders lined up silently outside a classroom waiting to be guided into long rows of chairs. Their teachers, dressed in turn of the 20th century garb, maintained stern and disapproving airs as they admonished them to sit with their backs "straight as rulers". They first led the Pledge of Allegiance, then instructed these students, many of them immigrants, to copy several times, "Boys and girls have perfect penmanship." Fourth Graders learned breathing exercises and received lessons in hygiene including, among other things, the advice that girls’ hair should be parted in the center and collected in a bun. They were called to stand, hands behind their backs, and recite the Emma Lazarus poem, The New Colossus – which they did to perfection. This you-are-there moment contributed to students’ appreciation of the Immigrant child.

Afterward, reflecting back on the experience, students said:
"The teachers back then only looked at the bad stuff, not the good."
"It was hard because we had to be so precise."
"It was really boring writing something over and over again."
"It was scary to see everyone with their backs straight up and down."
"The teachers were very strict, pushy, and they wanted everything to
be perfect."
"If I were really 12 in a class of nine year olds, I would feel embarrassed."
"I was trying to do everything right. It was hard not to talk at all."
"It was very hard pressure and serious stress."
"Doing this felt like I was actually a kid in 4th Grade in 1907.
"It was a good old once-in-a-lifetime thing."

LREI’s Lower School students have many such opportunities to construct models of meaning that inform and instruct, connect and clarify, as they explain the world and the learner’s place in it.

Elaine

This Week's Attachments:

Luise and Dave and Michelle's Kindergarten

Third Grade Math Letter

This Week's Announcements:

Afterschool:
February 2nd is a First Friday in Afterschool!
Join us for an afternoon of drumming, dancing and singing in the Auditorium this Friday from 4:15-5:15 with Haitian drum master, Galston Jean-Baptiste. Every child will have the opportunity to play a drum in this dynamic and interactive workshop.
Galston Jean-Baptiste, known as "Bonga" in Haitian Creole, has been performing and studying traditional Haitian drum, dance and song since the age of seven. Known for his extensive repertoire of Afro-Haitian rhythms, Bonga is also one of the few expert craftsmen outside of Haiti who continues to build drums and musical instruments using centuries-old techniques.
Parents and caregivers are welcome to attend this Friday's workshop. Please call the Afterschool office with any questions or to register your child at 212-477-5316, extension 239.

Parent Spanish Workshop: ¡Bienvenidos a Todos! Julie Sterling and Delia Hernandez invite you to attend a Spanish workshop for parents on Wednesday, February 7th at 8:45 in the Cafeteria. Join us to learn about our Spanish program and to engage in some activities en español!

Bringing the Conversation Home: Shared Meeting-Adoption, LS POCOC and LGSA Committees:
There will be a meeting Thursday, Feb. 15th, 8:45-9:45 in the Sixth Avenue Cafeteria sponsored by Adoption Committee, LS POCOC, and LGSA. Information, conversation, and help with those questions kids ask about topics that may be unfamiliar, difficult, or without a ready answer - from topics in the curriculum to comments made to our children in class, on the playground, or on playdates... All parents welcome. Facilitated by Sharon Dupree, Director of Diversity and Community.


In the Upcoming Weeks...

2/7- Spanish Parent Workshop, 8:45AM, Sixth Avenue Cafeteria

2/8- Gwen and Thomas' Class Publishing Party, Big Room- 8:45AM

2/14-2/16- Fourth Grade ERB Testing

2/15- Bringing the Conversation Home, 8:45AM

2/19-2/20- School Closed for Presidents' Weekend

2/21- Families Assembly (students only), 9AM

2/22- Parent Rep Meeting, 8:45AM (New Date!)