Library and Free Choice

Fourth grade has been listening to the book Lucky Broken Girl by Ruth Behar during library time.  This is an intense story based on real experiences of the author. As a young girl new to the United States, Ruthie's biggest worries are getting out of what she terms the "dumb class," hopscotch and go-go boots. Things are looking up for Ruthie  when she tests into the "regular" class; Ruthie wins at hopscotch and she gets go go boots. But then, after a car crash that leaves Ruthie in a full body cast for over six months as her broken leg heals, Ruthie is stuck in bed to contemplate the world, her family and her own dreams.

The story is often intense as Ruthie deals with her new life and some of the harsher realities that happen around her, such as when her best friend's brother dies.  We spend time reflecting after each reading. We discuss how the world has changed since the time of the story, the 1960's, like safety windows in apartments and music. We also talk about how some things are still the same, such as how immigrants are sometimes treated.  Our conversations delves into the multiple layers of Ruthie's identity as a Jewish Cuban immigrant and how culture may or may not affect other aspects of her identity such as gender.

After our time together reading and discussing, students are given the opportunity to read, draw and sometimes play with magnatiles - a break from the intensity. This less structured time allows students the opportunity to digest some of the heavier topics in smaller groups if they so choose, or just do something completely different that is a break from the rigor and intensity of a school day.

God and Social Justice in Kindergarten

At AFS, our teachers are strongly committed to social justice work and inclusivity, and we recognize that this work begins in our classrooms. In school we work hard to create a classroom culture that is inclusive and supportive.  We work to ensure that the students feel safe, and that their voices are heard and respected.  

Recently in kindergarten, we observed the students having conversations about God.  We noticed that they had strong convictions about what they believe, and yet there was disagreement. This led us to engage in a group discussion about God and our many beliefs.  We prefaced this conversation with the idea that everyone is allowed to believe what they believe, and it is also very important that we do not tell others that their beliefs are wrong.

During the course of this conversation, students expressed a wide range of beliefs about God.  Every child was given the opportunity to share their beliefs, and all children were heard and respected as well as encouraged to listen respectfully.  This is one of the ways that we help build a diverse and inclusive community. AFS is a place where we help students be the best they can be for the purpose of making the world a better place for all.

Creative Math

What’s 2+2?

Of course, it’s 4.

All of us know that! It’s the simplest math equation other than to 1+1. But what if I asked you why 2+2=4? This question taps into the qualitative skill set.

This is the very question we are asking in 4th grade.

Now, we are not reading ancient mathematical texts or using Descartes as our read-aloud. We are working toward becoming qualitative, creative mathematical thinkers. The fourth graders create and solve problems for themselves by exploring different methods in a participative environment. The students take on examples of new concepts and attempt to explain how the problem was solved. They then apply what they’ve just learned to a new problem.

All this is done to ensure that students are able to think beyond the rudimentary problem solving to creative problem solving.

Our long division unit was an example of this. Students spent time discovering and choosing their favorite multiplication strategy. After spending time with it, they were then challenged to go home and use their knowledge to solve division problems. This activity pushed students to use what they know to solve what they did not know.

But this approach can go beyond the classroom. If you are helping your child out with their homework, you can ask them to explain the problem to you. Push them to think through the parts that they may struggle with articulating. When you are driving to school or sitting at the dinner table or driving to soccer practice, ask them to explain long division. Practice making up word problems using what you see going on around you (the people eating in the restaurant or in the car beside you) and have them solve it.

Make a game of it.

“Ricitos de oro y los tres osos” en el jardín de infancia / “Goldilocks and the Three Bears” in Kindergarten

In connection to their immense interest in storybooks, Cris’ and Katherine’s kindergarteners have been listening to various popular childhood fables during Spanish class. To start, we focused on the English fairy tale of  “Goldilocks and the Three Bears.” We read a few books on the same story but retold by different authors and compared the differences in each version.

First, we read Scholastic’s adaptation, “Ricitos de Oro y los tres osos / Goldilocks and the Three Bears,” by Maria Espluga. Then, we read other English and Spanish versions written and/or illustrated by Candice Ramson, Marta Mata, and Kate Clynes. 

The last one we read was the hilarious edition with a lively bilingual twist by Susan Middleton Elya titled, “Rubia and the Three Osos.” In this fresh take of the story, Elya’s narrative includes Spanish words into the English which helped the students use context to determine its meaning.

After the readings, we participated in different fun activities such as worksheets and movement to help us learn the repetitive vocabulary in the story; grande (big), mediano (medium), pequeño (small), dura (hard), suave (soft), caliente (hot), frío (cold), and perfecto (just right, perfect). A favorite game that was enjoyed by all was that of Simón dice… (Simon says…) where the students followed Simón’s request to demonstrate grande by standing tall, mediano by bending slightly at the knees o pequeño by squatting. ¡Divertido! The children had so much fun! So much so that it was requested over and over again.

To culminate the study, the kindergarteners were invited to sculpt a character from the story, Ricitos or one of the three bears. Using white Model Magic®, each student crafted their favorite and then gave it some color using markers. Our next piece will be for each student to write her or his own version of Ricitos de oro y los tres osos. After comparing and contrasting the various adaptions introduced, each kindergarten will get the chance to give the story their very own twist. The narrative will be in English but the repetitive words that we practiced in Spanish will be included in their tale. Stay tuned!

Partnering in Our Learning and Growth

 Third graders have been having a wonderful time with our partners in Early Childhood classrooms.  Each of the upper grades in the Lower School partners with a younger class and becomes their "buddies" over the course of the year.  This year, our class has connected with the Cardinals class, and every minute has been a true delight!  Third graders take their responsibilities as the older partner seriously and love explaining projects, showing their partners how to do new things, working together in fun activities, and playing together during our get-togethers.

It's been a joy to watch third graders remember their own experience in Early Childhood and be able to make connections to when they were younger.  Third graders are also often surprised by how much their junior partners know and can already do!  Often, as we work together, there are shouts and exclamations of "Wow!  That's amazing!  I couldn't do that when I was their age!"  It's important for third graders to learn how to guide their younger partners.  In class, we talk about how to help them and also give them room to try things on their own.

This year, I've been in awe of how nurturing third graders have been and how invested they are in helping their Cardinal buddies grow.  They have been magnificent guides for Meeting For Worship and in the different times we've gotten together.  We've also spent class time preparing different activities and also helping each other think about how to care for our partners. So far this year, we've played, done several art projects, had recess, read books, eaten lunch, shared stories, and many other things together.  We're really excited to continue to get to know our partners and have lots of fun together this year!

Third Graders Touch a Cow Heart!

This Thursday third graders had a very special opportunity to learn from fellow third graders' parents. We visited Stella's mom, Kristina, in her Upper School biology classroom and learned about the heart from Radha's parents Subha and Luv. Students learned about different parts of the heart and how the heart works in the body while getting up close to a real cow heart. 

Many students chose to put on gloves, touch the heart and even pick it up! Students were fascinated by the size and shape of the heart, the strength of its different muscles, and its variations in color. Students asked fantastic questions about the heart and about the brain too!

Mummies in the Morning and Research in Second Grade

In small book groups, students are reading and discussing Magic Tree House Mummies in the Morning and Magic Tree House Fact Tracker Mummies and Pyramids. The reading of historical fiction in small groups as part of our Egypt studies has helped to prepare students to understand the structure of this genre. Also, as a class they have been exploring and listening to books read aloud about Ancient Egypt.

As we begin reading Mummies in the Morning, students are able to find and discuss the character traits of Jack and Annie. They are able to chart how the actions and thoughts of the characters develop as they read the book. For example in the beginning of the book, Jack is cautious and worried, and he is a child who loves to read and learn. The students are able to find the text that supports their ideas. At the same time that we are following the characters and the plot of the story, students are learning a lot of information and vocabulary about Ancient Egypt. They are demonstrating their knowledge during discussion and as they sketch, fill in charts and write.