EXPLORE OUR LOWER SCHOOL

Teachers support the 4-5s’ growing language arts skills by integrating literacy activities into their daily routines. In addition to daily read-alouds, students independently look at a variety of books every day. 4-5s participate in many listening exercises, along with the Sounds in Motion program, which helps them to differentiate letter names and distinguish sounds to build their phonemic awareness. During morning meetings, worktime discussions, and through daily morning messages, the 4-5s create necessary strategies for participating in thoughtful conversations. While the students are learning to converse effectively with classmates and teachers, they also develop essential skills including listening, formulating opinions, and responding to and appreciating others’ perspectives.  The 4-5s writing program draws on the students' excitement to express their thoughts on paper. Their ideas may be written phonetically or dictated, often with accompanying illustrations to help solidify the meaning of their writing. 4-5s work on their printed letters and strengthen their fine motor skills through the Learning Without Tears program. 

The 5-6s begin to view themselves as writers and readers as they explore oral and written language in meaningful and engaging ways. Through a variety of games, activities, and experiences, the children investigate letter names, letter sounds, and begin sight word vocabulary. They learn to listen, tell, and respond to a wide range of stories, and cultivate strategies for both decoding (reading) and encoding (writing) words. Discussions during meetings, explanations for their creations, story acting, and conversations about books they've read help enhance their oral skills. Formal and informal writing times offer children opportunities to express themselves in meaningful and varied ways. Weekly journaling and the class newspaper are used to develop emergent writing skills like leaving spaces between words, including beginning, middle, and ending sounds in words, and making text-to-speech connections. The 5-6s strengthen their fine motor skills and work on their printed letters. Teachers use Fundations, a structured literacy program grounded in the science of reading, to support instruction. Sounds in Motion builds students’ aptitude for reading and writing by connecting sounds with kinesthetic movements, helping students to differentiate letter names and sounds, rhyme, and break words into syllables.

The 6-7s work on reading and writing during specific language arts times, as well as throughout other subject areas during the day. They develop and use their reading and writing skills in meaningful ways during small guided reading groups, whole-group mini-lessons, and writing projects. The 6-7s learn many different strategies for decoding: phonetic analysis (including sounding out and spelling rules), context and picture clues, and sight vocabulary. As their reading skills grow, they also practice multiple reading comprehension skills, including retelling and summarizing the story, inferencing, sequencing, discriminating between fact and fiction, recognizing text features, utilizing prior knowledge of the subject matter, and making text-to-text, text-to-self, and text-to-world connections. 

The 6-7s practice writing daily in both “free writing” and structured writing units. Throughout the year, writing units include: writing about their own identities, a Farm Festival book, a collection of family gathering stories, an exploration of different kinds of writing (such as lists, how-tos, poetry, letters, and comics), an author study, and a bird research book. They also write about their personal experiences in a weekly journal. As they engage in these writing activities, the 6-7s practice organizing ideas, revising and editing, using punctuation, applying knowledge of spelling rules, and writing in lowercase letters.

The 7-8s language arts curriculum encourages students to make the connection between language and experience. Consequently, the essential skills of reading and writing are continually integrated into social studies. Through project-based writing work and creative writing, students explore and apply spelling, vocabulary usage, organization of ideas, and writing conventions such as the correct application of punctuation and capitalization. Language arts classes take the form of guided practice, small group experiences, and independent work. 7-8s students solidify their application of decoding strategies through sequential phonics and spelling lessons. At the end of the school year, students are expected to be able to independently decode multisyllabic and unfamiliar words, read and apply sight words, read aloud fluently, and continue building their stamina to read independently for an extended period of time. Comprehension skills and analysis of story structure are brought into focus through whole-group read-alouds, small-group reading sessions, and creative writing assignments. Additionally, the essential dialoguing skills of oral expression and listening to others are practiced during all language arts times. 

The 8-9s work to enhance their reading skills in many ways. They explore genres and develop an appreciation for a variety of texts through independent reading both at home and school. During guided reading, students read, discuss, and analyze texts together in small groups. This time provides 8-9s with the opportunity to practice modeled comprehension skills in small group settings and helps them learn how to think more profoundly about books, elevating their enjoyment of reading. Students also explore nonfiction texts throughout many other areas of the curriculum, studying nonfiction text features and identifying key facts and main ideas. 

The 8-9s writing curriculum engages students in the writing process through a range of projects and activities. The personal narrative unit in the fall is followed by an expository writing unit in the winter. In this unit, which is integrated with their study of the Haudenosaunee in social studies, the 8-9s develop their non-fiction writing skills. They collect facts and take notes about the traditional lifestyle practices of the Haudenosaunee, and then organize them into a paragraph, complete with topic and concluding sentences. For the spring writing unit, the 8-9s write pourquoi tales, in which they create original stories about a New York State native mammal of their choice. This creative writing project is integrated with the study of the Lenape, as well as connections with science, art, and Spanish. Through writing both creative and expository pieces, the 8-9s hone their skills and develop their ability to respond attentively to the mechanics of writing, including third-grade conventions for punctuation and capitalization. They continue to develop their spelling skills through weekly spelling units. In differentiated spelling groups, students study spelling patterns and rules.

The 9-10s read and write in various areas across the curriculum each day. They focus on building their fluency and reading comprehension skills through both their daily independent reading and literature circles. They learn and practice specific reading skills, like summarizing and making inferences. The 9-10s engage with various comprehension tools, like the Notice and Note literary signposts, which help to foster a greater understanding of the features of texts and to aid close reading. Through class books and book clubs, the 9-10s develop skills in a variety of areas, including interpreting books by exploring vocabulary usage, creating and answering questions, leading each other in discussions, and utilizing their artistic expression.

During writing, the 9-10s are immersed in genre studies, which include personal narrative, historical fiction, persuasive writing, and poetry. Through their personal narratives, the 9-10s learn more about each other by reading about momentous occasions in the lives of their peers. The historical fiction unit is tied directly to their immigration study in social studies and provides an opportunity for the 9-10s to think creatively about the historical information presented. When writing persuasive letters, the 9-10s use details and evidence to support their arguments. In all the writing projects, the 9-10s look closely at word choice and work to add descriptive language to their pieces. The spelling and grammar program is designed to expand and reinforce students’ understanding and application of writing conventions and vocabulary.

Our LS math program includes a few components - conceptual understanding, problem-solving, procedural knowledge, and computational fluency.

Strategy instruction and the use of number talk builds computational fluency by improving mathematical accuracy, efficiency, and flexibility. Children learn different math strategies at each grade level, depending on their skills, which showcases the understanding that children’s mathematical thinking develops on a continuum.

MCS teachers ask students, How do you know? What strategy did you use? How will you record your thinking? They support students with a variety of tools (ex: counters, 10s rods, and other math manipulatives) and models (ex: numbers lines, 10s frames, arrays). Teachers ask open ended math questions that allow for differentiation. There are multiple entry points so that students with different learning styles and different skill levels can all access learning.

While our students are learning math, they are also developing skills that will serve them in other areas as well: developing a growth mindset, being a flexible thinker, and having efficient and effective problem-solving skills. These life skills extend beyond their work in math.

Throughout the year, the 4-5s use a variety of methods to solidify and reinforce their math skills. Charts and graphs are used to record survey questions such as: What floor do you live on? How many people are in your family? What transportation do you use to come to school?  Additionally, written math questions about daily attendance and counting the name sticks give students an early introduction to the concepts and written symbols of addition and subtraction, helping to solidify their one-to-one correspondence. The 4-5s practice how to write these math questions on the whiteboard each day. Pattern blocks and the monthly calendar are used to work on patterns, sequencing, and shapes. Students explore geometric concepts through work with manipulative materials, shape searches, and building in the block area. Learning how to measure objects in the classroom with unit blocks and Unifix cubes has become an integral part of number recognition and counting.

5-6s are immersed in mathematical processes throughout the day, whether during morning meeting times, a specific math lesson, or math centers. Everyday math examples are predicting the next pattern square on the calendar or exploring measurement by comparing their height to the height of a block building. 5-6s key skills include: one-to-one correspondence; identifying numerals through 20; rote counting through 100; sorting and classifying materials; and identifying, creating, and extending patterns. The 5-6s are also refining their number sense (the patterns and relationships between numbers), which lays the foundation for formal addition and subtraction. Continued work with unit blocks is also an integral part of the math curriculum as students experiment with shape, space, beginning fraction work, measurement, depth, height, and the concept of more than/less than.

The 6-7s study of mathematics has three primary goals: to develop a strong understanding of math concepts, to develop mathematical skills, and to apply these concepts and skills to real-life situations. Students are asked to use their math skills while conducting their attendance job, studying the neighborhood, running a school post office, setting up snack, and making and interpreting graphs. During math periods students practice how to be problem-solvers, to explain the methods they have used, and to choose the most efficient method for solving a problem. A large portion of the 6-7s’ year is spent concentrating on the concepts of addition and subtraction, solidifying their facts to 20 for instant recall, and recognizing “doubles facts.” The 6-7s investigate many other mathematical topics including patterns, place value, estimation, money math, and geometry.

7-8s

The 7-8s math program further develops the children’s abstract thinking, logical reasoning, pattern recognition, and problem-solving skills. Opportunities are provided to help students see and experience how math is used in everyday life and to communicate with others about their work. The 7-8s mathematics curriculum touches on solidifying number facts, exploring place value of 2- and 3-digit numbers and how it can be used to support addition and subtraction, and examining properties and relationships of geometric shapes. 7-8s apply measurement skills and tell time on both a digital and analog clock. The 7-8s also collect data through surveys, and create and analyze the information on simple graphs. Through games, discussion, and guided exploration with concrete models, students are expected to develop, discuss, and apply a range of accurate and systematic methods to add and subtract multi-digit whole numbers. 

In the 8-9s math program, many new concepts are introduced. Students are asked to think conceptually about the numbers and problems before deciding on a strategy. They are tasked with choosing efficient and effective strategies in their computation. 8-9s discuss their mathematical thinking and share their problem-solving skills in small and whole groups. The 8-9s work through a thorough review of place value and learn a plethora of addition and subtraction strategies including the standard algorithm to solve multi-digit addition and subtraction problems. The 8-9s sharpen their money math skills, including making change and calculating the values of bills and coins, in preparation for running La Tienda. La Tienda, the school store, provides a hands-on learning experience during which students apply their knowledge of money math, place value, addition, and subtraction. The 8-9s also build a foundational understanding of multiplication and division. This begins with discussing multiplication and division in terms of equal groups. From there, students build their fluency and problem-solving strategies through the use of manipulatives, picture problems, array work, games, and memorization. Across all units of the math curriculum, students practice using math-specific language to explain their strategies verbally, and also show their thinking using numbers, pictures, words, and diagrams.  

The 9-10s math curriculum builds on the skills and concepts introduced in previous years. The year begins with a multiplication study through which the 9-10s learn new concepts and vocabulary, including factors and multiples, as well as prime, composite, and square numbers. 9-10s then review triple digit addition and subtraction, strengthening their computation skills and understanding of place value. The goals of the division unit are to build the 9-10s’ abilities to solve division equations, identify different types of division problems, and decide what to do with the remainders depending on the context of the problem. The focus is not only on computation and problem-solving skills, but also on the ability to explain one’s thinking. Regular challenge problems extend the classwork and encourage the 9-10s to approach math work from multiple angles.

Scientific observation has its own special place in the 4-5s’ classroom. Students are learning to examine and investigate the constant and exciting changes of the physical world around them. This is accomplished primarily through our weekly visits to Central Park where students engage in both teacher-directed explorations, as well as independent play-based interactions with the natural world.  As students see the seasons change outside, they also experience change and growth in the classroom. In the fall, they witness the metamorphosis of the monarch caterpillar becoming a butterfly. Later in the spring, the 4-5s incubate duck eggs to experience the wonder of nature as the ducklings hatch and grow. Caring for, watching, and nurturing plants and animals in their classroom are important parts of the 4-5s science curriculum. Students are continually learning how to be scientists, as they ask questions about what they observe and note the changes that occur around them all the time.

The 5-6s’ science curriculum encourages students to notice and begin to document the changes in the natural world around them. Students engage in hands-on investigations and nature play in the green spaces in our neighborhood. In our courtyard garden on the 4th floor of the school building, students tend to plants, utilize various gardening tools, and learn about the composting process by contributing their own food scraps to be composted. This creates myriad opportunities for science jobs and the practice of care for our school community. Students investigate the different parts of plants and monitor how our plants are growing and changing over time. In the winter, the curriculum turns to physical science, investigating simple machines such as ramps, levers, and pulleys. In the spring, students plant seeds indoors in our Growlab and, when they are ready, they transplant them outside.

The 6-7s' science curriculum challenges students to investigate, observe, record, and share their findings, as well as complete their first research project for their bird study. They begin the year by working on skills of observation and notation, learning how to make a scientific drawing and to write descriptive sentences. Students study insects in the classroom and natural spaces in our school’s neighborhood and document the complete metamorphosis of the monarch butterfly. In the winter, the 6-7s turn to physical science and experiment with objects that sink and float. In the spring, they learn about the physical and behavioral characteristics of birds, hatch chicks in the classroom, and birdwatch in Central Park. 

The 6-7s engage in scientific discussions, where they share their observations and raise questions that lead to further investigation. Central Park, the school’s courtyard, and other natural spaces in the community are all a part of our laboratory. Students return to specific locations throughout the school year, which allow them to become connected to a place and notice all the minute changes that occur throughout the year in nature.

The 7-8s’ science curriculum focuses on the interconnectedness of living things and activates students as environmentalists. Classes make weekly trips to Central Park, a place where students can formally extend their scientific learning, as well as informally make a close bond with the natural world. In the fall, 7-8s utilize the park to study the lives of trees. During the winter, they move into the classroom and investigate the decomposition process. Students work with and care for various decomposers, such as pill bugs, worms, and millipedes. They inoculate logs with mushroom spores and cook with what they harvest. Outdoors, students hunt for fungi, search for insects in rotting logs, and observe natural decay firsthand.

In the spring, students explore human habitats through electrical circuits, learning about energy and its cycles and consumption. 7-8s then return to using Central Park as a classroom, and engage in a sustainability project facilitated through Imaginative Inquiry.

8-9s

The  8-9s’ science curriculum shifts students’ focus to systems and interdependence in nature. Students investigate human relationships to, and their impact on, the environment. 8-9s complete their second research project for their mammal study. The science curriculum complements the social studies unit about Indigenous Peoples of the U.S. They learn about the ecology of the Eastern woodlands, including how the Manhattan landscape looked before the arrival of Europeans. Students spend time building shelters in Central Park, as well as at the Farm. 

The 8-9s explore different ecosystems, habitats, and food webs while following the flight of the monarch butterfly from Canada to Mexico. Through integrated collaboration with Spanish, art, and science, students dive into the science, environmental impact, beauty, and lore of these butterflies. Next, 8-9s learn about animal classification and begin their large mammal study which is also integrated into social studies, Spanish, and art. 

In the spring, the 8-9s return to their study of ecology, this time focusing on waterways, river ecology, and topography. They learn about interdependent relationships in our local waterways, including those local to NYC city.

The 9-10s science program introduces students to experimental design and engages them in their first year-long citizen science project. Students continue to construct understanding of scientific concepts through discovery and problem solving during hands-on experimentation with light, sound, the human body, and simple machines. Students will further their understanding of the scientific process by asking questions, designing experiments, making predictions, and recording and analyzing data to come up with logical conclusions. During this process, the 9-10s will delve into drawing detailed diagrams, creating models, and writing and talking about their scientific thinking in a group, as well as individually.

Students begin the year with a focus on light and sound, and they learn to manipulate both in order to see how their qualities can be changed. Using their powers of observation, they look at ways that light and sound function in our everyday world, both natural and built. This leads into the study of the human body. Through models, dissecting, and close observation, 9-10s will explore the various systems that keep our bodies functioning and healthy. In keeping with the theme of systems, the 9-10s move into simple machines and how humans use them to multiply the efficiency of the work we do. At key points through the year, students learn how to collect data pertaining to street trees' seasonal changes, submitting their data to an online citizen science site to help inform scientists about larger seasonal trends happening with NYC trees. 

4-5s: Ourselves and Our Homes

Social studies is the centerpiece of the 4-5s curriculum. There are three main studies throughout the year - the Animal Study, the Baby Study, and Home Visits. Children are supported to observe, ask questions, and learn about themselves and others. The animal and baby studies are in-depth studies that help the students learn what is needed to take care of something in order for it to grow. As the 4-5s continue to build upon their growing social relationships, the spring Home Visit Study begins, which allows students to expand their understanding of the world from a very personal perspective. As they strategically visit each other’s homes, the 4-5s learn more about each other and how they are alike and different, which is the basis for all current and future diversity, equity, and justice work. Acting as social scientists, they examine their neighborhoods, geography, and types of transportation in New York City through their travels. Children learn about the importance of stories - how to tell their own story and how to listen to the stories of others.

5-6s: Our School and Our Community

The central study in the 5-6s is the School Study. After continuing to learn about themselves and their classroom community, students branch out to study their school and begin to understand their role as a member of a larger community. Students take trips around the school and interview community members about how they do their jobs. Disciplines are integrated as children count the number of stairs in the building, write the story of how lunch makes its way to the classroom, and map shared spaces. Their understandings are then reflected and recreated in their classroom through mapping, art projects, writing assignments, and verbal conversation. Students role-play, tell stories, participate in building activities, and have reflective discussions to strengthen and practice their social and emotional skills. The goal is to learn about the interconnectedness of various jobs and to learn more about the people who help our school function as a community. 

6-7s: Communities of Workers and Our School’s Neighborhood

Six and seven-year-olds are ready and eager to investigate the world around them. The social studies program focuses on how communities of workers provide services and share responsibilities. Throughout the year, this study includes writing, discussions, literature, and art projects. The 6-7s take impressionistic walks and go on field trips to further explore and understand the essential workers in the neighborhood community and NYC. The 6-7s participate in discussions and projects to show their understanding of concepts and, ultimately, put their knowledge into use as they run a school post office and create a bird museum.

7-8s: Our Families and Our City

The 7-8s’ social studies curriculum aims to develop skills in inquiry and research through the Family Study and the New York City Study. These happen concurrently and begin through the gathering of information through first-hand experience in the classroom, from students’ homes, and in the larger NYC community. The studies extend this knowledge by challenging the students to investigate recent history and explore experiences beyond their own daily lives. As students reflect upon their perspectives and gain exposure to multiple perspectives through classroom dialogue and activity, students are expected to seek out and draw connections between ideas, experiences, and facts. Throughout the year, children express their discoveries about themselves and the world around them through dialogue, writing, dramatic play, and art, and countless trips around NYC.

8-9s: History of the Land: Indigenous People and New Amsterdam

The 8-9s social studies program delves into a study of history, separate from the history of the students’ own families. In the fall, students use maps to explore the geography of New York City and New York State. This leads into the study of the Indigenous people of New York, specifically the Haudenosaunee. The 8-9s start with a discussion of the elements that make up a culture, as well as a discussion about human beings’ wants and needs. Students then dive into learning about how the Haudenosaunee lived long ago. They look closely at how the environment shaped their daily lives and cultural practices long ago, and how Native peoples are living today. This hands-on study enables the 8-9s to see the diversity among Native American cultures and to appreciate the significance of living on Indigenous land.

Through the social studies curriculum, the 8-9s are growing to understand and appreciate many cultures, to see similarities and differences, and to understand how history looks different depending on who is telling the story. 

The 9-10s explore the experiences of the many people who have come to the United States, from both historical and contemporary perspectives. They record oral histories of both citizens and immigrants in process. The experiences that they share with us will deepen the 9-10s' understanding of the issues involved in immigration. Why do people leave their homes? Why do they come to the United States? Is it always by choice? How do they get here? What do they expect and what do they find? Do they choose to become naturalized citizens, why or why not? How do they balance the cultures of their home countries with their new lives? What is the history of immigration in the United States? 

Later in the year, students compare the experiences of voluntary immigrants to those of enslaved Africans. What were the experiences of enslaved Africans in New York? How did they work to maintain their home cultures while enslaved? In what ways have newcomers to the United States influenced the culture of their descendants today? 

Students also explore New York City as a place with a rich history of immigration, as well as a city where new immigrants arrive each day. They investigate the language, music, food, and other customs that reveal the cultures of people who have immigrated here. 9-10s students visit Ellis Island, the Lower East Side Tenement Museum, the Eldridge Street Synagogue, the Museum of Chinese in America, and the African Burial Ground. Throughout the curriculum, field trips, library research, interviews, dramatizations, and weekly discussions of current events enrich their learning. Current events provide the 9- 10s with opportunities to share articles of interest to them and lead discussions with their peers.

4-5s

Songs and games from around the Spanish-speaking world, greetings, days of the week, numbers 1 - 20, colors, shapes, likes and dislikes, foods at MCS, emotions, the human body, MCS Farm animals.

5-6s

Songs and games from around the Spanish-speaking world, greetings, days of the week, numbers 1 - 30, colors, shapes, likes and dislikes, foods at MCS, emotions connected to the 5-6s Brain House Study, the human body, MCS Farm animals.

6-7s

Jobs to run our classroom, stories related to Latinx communities and experiences, likes and dislikes of food and students' interests, weather, comic book reading buddies collaboration with the 9-10s, essential jobs and places of a city in conjunction with the 6-7s Neighborhood Study, parts of the body in conjunction with the 6-7s Bird Study.

7-8s

Birthdays and las mañanitas, the diversity of family units in our community, celebrations of afrolatinidad, animals of El Bosque Nacional El Yunque de Puerto Rico, clothing, weather, Barrios de Nueva York in conjunction with the 7-8s New York City study, describing our identities and the diversity that makes our MCS community.

8-9s

Extended family and ancestors study in conjunction with our Día de Muertos study, geography of Mexico and Central America, traditional clothing, carnival, and currencies of Central America, connections to our MCS Farm Animals, parts of the body and northeastern habitats in conjunction with the 8-9s Mammal Study.

9-10s

School subjects and free time activities, telling time, school supplies, holiday songs and the history and influence of colonialism across South America and the Spanish-speaking world, geography of South America, seasons of northern/southern hemispheres, indigenous and traditional clothing of South America, activism through art and arpillera study of Chile.

Our librarian curates the collection thoughtfully to reflect the diversity of our students, teachers & staff, and families, as well as the changing world around us. A resource for the entire community, the librarian works together and collaborates with classroom teachers and other specialists to explore and better understand the many social, cultural, and academic differences and commonalities that exist in our community.

It is the vision of the library to offer every student and community member the opportunity to see themselves and others through the “mirrors and windows and sliding glass doors” of books, as well as to give access to information that reflects and celebrates a myriad of perspectives, individuals, and groups. It is crucial to our students as they grow into active global citizens that they engage in a broader understanding of the world.

In the 8-9s and 9-10s PE classes, students work on developing their overall coordination levels and physical conditioning. This is done with the use of individual skill practice sessions, which can lead to games in soccer, hockey, basketball, Newcomb, kickball, and handball.