1. Message from Joe Algrant, US Principal
  2. PEP Talk: Deirdre O’Malley, Psy. D., D-E Upper School Psychologist
  3. The History of the Lower School Valentine’s Day Concert
  4. Bringing the American Revolution to Life
  5. Looking ahead to 2020-2021: Academic Scheduling Begins
  6. PA presents LS Skate Day 2020
  7. Live at the Bulldog Lounge: Bulldog Bash is May 2, 2020
  8. Learn Boldly with us!
  9. Third Grade Experts Write About What They Know
  10. Author Peter Ackerman Visits the Lower School
  11. Checking in with the LS Learning Specialists
  12. Fourth Grade Research Project: Experts in the Making
  13. Our Community: Second Graders Tour Englewood, NJ
  14. Introducing Modesto to Spanish Classes, Grades 3-5
  15. College Counseling Office (CCO) Update
  16. Greetings From Jonathan Davis, MS Principal
  17. Artfully Practicing Perseverance through Exploration
  18. All About our Expert First Grade Readers and Writers
  19. AfterCare and Enrichment (ACE)
  20. Middle School Enrichment (MSE)
  21. D-E Lower School Spooktacular
  22. Trick or Treat!
  23. “Purple Playground”
  24. Frost Valley
  25. Back-To-School Night
  26. NEW: D-E 360° presents Middle School Enrichment (MSE)!
  27. Introductions
  28. Welcome to the 2019 – 2020 school year
  29. Summer Connections 2019
  30. Make your summer sizzle: Moulin Rouge! On Broadway
  31. D-E 360° View – Summer Notes Edition 7/26/2019
  32. D-E 360° View – Summer Notes Edition 7/19/2019
  33. D-E 360° View – Summer Notes Edition 7/12/2019
  34. Nurse’s Office Update
  35. D-E 360° View – Summer Notes Edition 7/3/2019
  36. Eileen Feikens Appointed Dean of College Counseling
  37. D-E 360° View – Summer Notes Edition 6/28/2019
  38. Rock Out the Summer
  39. Second Grade Garden Store
  40. Village Project Construction Update – June 2019
  41. Summer Connections Countdown
  42. Discoveries & Adventures Open Doors to New Worlds
  43. Summer “Immersives” Provide Deep Dive Learning
  44. D-E 360° View: Summer Notes Edition
  45. Missing Health Forms?!
  46. An Alumni Profile: Aaron Dworkin ’93 
  47. Embracing Diversity
  48. Alumni Challenge: THANK YOU
  49. Class of 2018 “Gifts” New Patio
  50. Motherhood My Way: Becoming a Single Mother By Choice
  51. The Waiting Game: Finding Purpose in the Midst of Your Storms
  52. Cracked Open
  53. The Donald J. Trump Presidential Twitter Library
  54. “Feeling the Vibes”
  55. Seasonal Scenes
  56. Dwight-Englewood Honors
  57. League, County, & State Honors
  58. Winter Sports Highlights
  59. Faculty Endeavors
  60. LIVE at D-E
  61. David & Lisa Fall Play
  62. Swartley Series Showcases Alumni and Visiting Artists
  63. Appreciating the Arts
  64. String Society 2018
  65. STEM Institute 2018
  66. “LEARNING BOLDLY” with D-E 360° Summer Connections
  67. Legacy Families 2018-2019
  68. A Glorious Evening at Gloria Crest
  69. Bulldog Classic 2018 Highlights
  70. Reunion 2018
  72. Isabelle Pappas ’20
  73. Caroline Lee ’20
  74. Kenneth Yan ’19
  75. Lilly Trentacosta ’23
  76. Cameron Janssens ’19
  77. Riley Levine ’20
  78. Adia Guthrie ’21
  79. Allison “Ally” Raphael ’21
  80. Madison Gagnon ’19
  81. Linda Chen ’19
  82. Ryan Rodgers ’19
  83. Jordan McKoy ’19
  84. About the Village Project
  85. Middle School Construction: September 2018 – March 2019
  86. The Village Project: Middle School Building Construction Update (Beam Signing and Installation 4/12/2019)
  88. A Message from “Dr. D.”
  89. Join Us in July! Moulin Rouge on Broadway
  90. 2019-20 Volunteer Opportunities: Sign-Up Today!
  91. Exam and End-of-Year Schedule
  92. From Joe Algrant, US Principal
  93. “Resetting Your Parenting Patterns: a Workshop to Help Re-Build Healthy Parent/Child Relationships”
  94. Message from Jonathan Davis, MS Principal
  95. Change in the College Office
  96. Orientation to the Sixth Grade
  98. MLK Day: Food Drive (Still!) Underway
  99. “Tech Dependence: Turned On / Tuned Out” Feb. 21 Parent Ed. Evening Event with John Kriger
  100. Winter 2019 (date TBD): PA welcomes John Kriger, best-selling author, “Tuned On and Tuned Out”
  101. “PEP” Evening Event on Resilience/Self-Reliance
  102. Timothy Shoemaker, Substance Abuse Educator: Thursday, Jan. 17, 2019
  103. Deborah Roffman Workshop Follow-Ups
  104. Commencement 2018
  105. Spirit Week 2017
  106. Jamming in the City
  107. Fifth Graders Explore “The Best Part of Me”
  108. Students Attend National Diversity Conference
  109. Lower Schoolers Explore the Story of the Hudson River and Their Role as Earth’s Stewards
  110. Middle School Explores “Humans of D-E”
  111. Grade 9 “Identity” Seminar
  112. D-E Marks MLK Day 2018
  113. Upper School Fall Teams Summary
  114. Middle School Fall Teams Summary
  115. Early Winter Athletics Team Standouts
  116. D-E Green/Sustainability Programs
  117. Chess Masters at Play with D-E 360° ACE (Aftercare & Enrichment)
  118. String Society Welcomes Project Trio to Summer 2018 Program
  119. Arts Highlights Winter 2017
  120. Swartley Gallery Welcomes Artists Springer, Stein, and D-E Alumna Giancarlo ’10
  121. Romeo and Juliet: A Shakespeare Classic Set in Hajjar STEM Center
  122. Artistic Faculty Endeavors
  123. Myrna B. Sherman Gym Dedication
  124. ESB ’65
  125. Alumni and Community Happenings
  126. The Mapmaker’s Daughter
  127. Big Impact: Insights & Stories from America’s Non-Profit Leaders
  128. Danger Signs! Contraindications and Proper Applications of Spinal Manipulation
  129. Experiences of Women of Color in an Elite US Public School
  130. African American History Day by Day: A Reference Guide to Events
  131. African American-Latino Relations in the 21st Century
  132. Night Vision
  133. War Against War: The American Fight for Peace, 1914-1918
  134. The Empire’s Ghost: A Novel
  135. Feminist Judgments: Rewritten Opinions of the United States Supreme Court
  136. Namaste Mumbai
  137. A Concise Guide to Mastering the Medical School Interview
  138. Appetites: A Cookbook
  139. JFK and the Reagan Revolution: A Secret History of American Prosperity
  140. Neuroradiology: The Requisites, 4th Edition
  141. Class
  142. The Happy Cook: 125 Recipes for Eating Every Day Like It’s the Weekend
  143. Round Trip (Music CD)
  144. Diamonds in the Dirt (Music CD)
  145. Sunday Bolero (Music CD)
  146. Local Glories: Opera Houses on Main Street, Where Art and Community Meet
  147. Leave this Song Behind: Teen Poetry at its Best
  148. Drop the Act, It’s Exhausting!
  149. Black Rainbow
  150. The Short Side of Paradise – A Memoir
  151. Blood in the Lake
  152. Live from Crush Palace (Music CD)
  153. Blood in the Cane Field
  154. Star of David
  155. Family (Music CD)
  156. Ozone Journal
  157. Vise and Shadow: Essays on the Lyric Imagination, Poetry, Art and Culture
  158. The Brooklyn Cowgirl Rides Again (Music CD)
  159. Dwight-Englewood School: Celebrating Our Story
  160. Freeing the Light Within: A Guide to Radiance Practice
  161. Relish: An Adventure in Food Style, and Everyday Fun
  162. There Was a Little Girl: The Real Story of My Mother and Me
  163. Crush Songs
  164. Push Dick’s Button: A Conversation on Skating from a Good Part of the Last Century–and a Little Tomfoolery
  165. I Love Those Earrings: A Popular History from Ancient to Modern
  166. Put It In Perspective: A Teen’s Guide to Sanity
  167. Bookends: Stories Of Love, Loss, And Renewal
  168. Quiet: The Power of Introverts in a World That Can’t Stop Talking

Learning to Read and Write

Sophia Dorner, Learning Specialist Preschool 3-Grade 2

In the Lower School, preparation for learning to read
and write to communicate thoughts begins in Preschool 4. The Preschool 4 team
and I plan together during the summer, reflecting on the previous school year
before brainstorming for the upcoming school year. We discuss how to enrich the
literacy program which merges components from Sounds in Motion, Handwriting
Without Tears
and FunDations, a component of Wilson Reading
. Students begin to learn the letter-sound-word association for the
letters in the English alphabet, differentiating between vowels and consonants.
They are taught how to segment sounds and blend them together to read as well
as write known and unknown words. There is an emphasis on pencil grip,
directionality when reading and writing, and 1:1 correspondence when reading.
An introduction to syllabication and compound words adds a kinesthetic dynamic
to the lessons. Lastly, in preparation for the Words Their Way word
study program used in kindergarten through fifth grade, students practice
sorting pictures according to their initial sound. The process of learning to
read and write confidently continues in kindergarten, first and second grade
with the complexity of the skills mentioned above growing with the learners
using Teachers College’s Units of Study in Reading and Writing, by Lucy
Calkins. The collaboration with the kindergarten, first and second grade team
of teachers includes planning, reflection and a merging of our different
research-based literacy programs, as well.

How to Support Literacy Development Outside of School:

  1. Encourage
    your child to speak a lot! Orally formulating sounds strengthens the
    development of the muscles in the mouth which is necessary for hearing sounds
    in words-a precursor to reading and writing.
  2. Talk
    about the environmental print you see as you travel daily, asking your child
    questions about letters, sounds and words associated with what you see.
  3. Share
    reading and writing times to model the importance of these skills.
  4. Play
    traditional board games such as Boggle (Boggle Jr.), Scrabble (Scrabble Jr.),
    Bananagrams, Word Grid, Concentration and/or completing puzzles. These family
    moments build endurance and focus necessary for successful reading and writing.
  5. Have
    your child assist you with labeling your house using words written in the
    languages spoken at home to provide a visual connection to the languages. Index
    cards work perfectly for this task.

When in doubt, ask me! I am here as a resource to support you and your child’s development and welcome the partnership. Have a great school year.

What Have our 3-5th
Grade Readers and Writers Been up to Lately?

Ashley Gray, Lower School Learning Specialist for Grades 3-5

On the upper floor of
the Lower School, 3-5th grade classrooms are currently wrapping up their Units
of Study in Informational Reading and Writing.  During the course of this
unit, students are taught to examine the ways in which writers of non-fiction
organize their writing and entice readers to dive-in to the text. In turn,
students take their careful observations and try them out in their own
writing.  Each child picks an area of expertise (in 3rd grade) or a topic
that they would like to become experts in (in 4th and 5th grade) and researches
it in order to create informational books, essays and visual presentations to
showcase their learning.  The
informational writing projects look different in each grade, but the process of
researching, thinking critically about and organizing information, is similar
across classrooms and grades.

Over the course of this
unit, it is my pleasure to work with students in each classroom as they talk,
research, organize and write about a great variety of topics including favorite
hobbies, science, famous people and historical events.  During this unit,
the energy in each room is palpable and student engagement is extremely high.
By the time they finish this unit, students have developed many important
skills required for informational reading and writing. With this strong
foundation in place, students are poised to become effective, lifelong
consumers of informational books, magazines and online articles.

Exploring Low-Floor, High-Ceiling Math Tasks

Cecily Gottling, Lower School Math Specialist

Part of my job as the Lower School Math Specialist is to help students maximize their learning and to help teachers improve their instruction and implement our mathematics curriculum effectively. At Dwight-Englewood, we believe that problem solving is the heart of mathematics and that every child—with hard work and good teaching—can unravel challenging problems. These goals have coalesced recently as 3rd, 4th and 5th graders dig into what Jo Boaler of Stanford University calls “low-floor, high-ceiling” math tasks. These types of problems are accessible to learners at multiple levels but are also rich enough to provoke deep learning. After a summer workshop at Mt. Holyoke College, our teachers have been bringing these challenging problems to their students. Here’s a closer look at a 3rd grade example.

When the 3rd graders returned to school in
January, Ms. Sussmann and Mrs. Goldberg showed them a 30-second video clip of a
table in the shape of a Swiss cross. At the table a teacher slowly removed
square tiles from a big bag and began to cover one small part of the table with
20-25 tiles. That brief montage spurred a lengthy discussion of the children’s
observations about large numbers, right angles, polygons, fractions, area, and
perimeter. In just the first 20 minutes the activity served a powerful
long-lasting purpose—building connections between what may sometimes seem like
isolated ideas.

The children had a myriad of questions which when carefully linked together eventually led to them to pose two problems they wanted to solve: How many tiles would it take to cover the whole table? How many tiles would go around the outside of the table? Problem-posing is a powerful way to fully engage students in their own mathematics learning. The satisfaction gained from answering your own question is so much greater than dutifully finding an answer to a question a teacher has asked.

How deep did the children’s discussion dive? Part of
the discussion revolved around the one child’s observation that a section of
the table represented 1/5 of the area and that if they could find that part,
they could find the whole area. After an excursion in a different direction,
the children eventually returned to this idea in the context of perimeter,
noting that the perimeter of the same section of the table would only represent
¼ of the perimeter because the fifth section of the table was in the
interior. Taking the time to observe the situation in detail, the class had, in
effect, already begun to work out a potential solution path without any direct
help from an adult.

After posing the problem and identifying the
information they would need to solve the problem, the children got together
with a partner and began to work out a solution. Here the teacher’s role was to
ask clarifying questions, suggest strategies, and to remind the students to draw
diagrams and write equations so that their solution methods would be clearly
communicated. The quality of the student solutions was extremely high. The
children numbered their steps, labeled their units, used V-formation to
evaluate complex expressions, and re-contextualized
their calculations into answer sentences. These critical skills help students
to think with clarity and to argue the logic of their “proof”.

This problem was given to the 3rd graders
right before they began their study of large number multiplication and provided
a wealth of information about what the children already knew about the topic.
In the children’s solutions the teachers saw many examples of quantitative
reasoning about large numbers which would help them to craft meaningful lessons
connecting the students’ existing understanding of large number multiplication
to a more formal and efficient algorithm.

These open-ended problem-solving sessions have proved
to be an invaluable vein of learning for teachers and students alike. Teachers
have mined them for information about student thinking and skill level and
deepened their own understanding of how concepts such as area and perimeter are
intertwined. Students are discovering in themselves a collaborative community
of mathematicians capable of asking and answering interesting questions.

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