L OW E R S C H O O L

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LOWER SCHOOL QUICK FACTS

Established: 2006

Affiliation: Independent Day School

Accreditation: Middle States Association

Location: Bridgehampton, New York

Motto: Know Thyself in Order to Serve

Lower School Grades: Pre-Nursery–Grade 6

Additional Grades: 7–12, PG

Calendar: Three terms

Academic Hours: 8:00am–3:00pm Kindergarten–Grade 6

9:00am–1:00pm Nursery and Pre-Kindergarten

9:00am–12:00pm Pre-Nursery

Number of Faculty: 20 full-time, 9 part-time

Core Values:CooperationCourageGratitudeIntegrityMindfulnessRespectResponsibility

Website: www.ross.org

Ross School was founded in loving memory of Steven J. Ross.

The Ross School admits students of any race, color, national and ethnic origin to all therights, privileges, programs, and activities generally accorded or made available to studentsat the school. It does not discriminate on the basis of race, color, national and ethnic originin administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school-administered programs.

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3 OVERVIEW

4 CURRICULUM

5 EARLY CHILDHOOD PROGRAM

8 ELEMENTARY PROGRAM

18 ADDITIONAL PROGRAMS

20 CAMPUS

21 QUICK LINKS

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Overview

Ross Lower School provides a safe and inspiring environment where children learn aboutthemselves and the world around them. The Ross Lower School curriculum is based onopen-ended, developmentally appropriate experiences that provoke and challenge thethought processes of the child.

Ross Lower School is situated on a serene, rural campus that comprises play areas, a smallfarm, gardens, an open field, and several buildings. The environment is nurturing and attractive, allowing students and teachers to engage in meaningful work and play. Ross teachers actively listen to students and respond authentically by providing meaningful stimulifor individual and collaborative explorations. The supportive relationships between studentsand teachers serve as the foundation for the Lower School academic program.

The curricular program in the Lower School focuses on building a solid base of knowledge andskills that will serve students well throughout their educational experience. At the beginningof the cultural history spiral, students study creation myths around the world; patterns andcycles; and natural, human, and social systems. Through integrated studies in art, music,theater, wellness, world languages and literature, mathematics, and science, children furtherconnect with the subject matter. This multidisciplinary approach helps to foster students’ critical thinking and active problem-solving abilities.

Reading and writing workshops begin with the youngest students and provide the structure,tools, and support necessary for children to successfully read and comprehend literature andinformation, form ideas and hypotheses, find their inner voice, and effectively express theirviews through the written and spoken word. Through a balanced literacy approach, the reading and writing program provides a carefully constructed scaffold that allows students to expand their knowledge and skills in the areas of reading, writing, listening, and speaking.

The Ross balanced mathematics approach encompasses all of the necessary componentsthat are needed to create successful mathematicians: conceptual problem solving, reasoningand proof, communication, math vocabulary, number study, and integrated projects.Beginning in kindergarten, students are introduced to the following units of study: numbersense and operation, measurement, data analysis and probability, geometry, algebra, andlogical reasoning. Within each of these units, students work through learning experiencesthat develop their conceptual understanding of the subject matter and activities that helpfacilitate mastery of the fundamental skills. The mathematics curriculum is designed to incor-porate best practices from several exemplary programs, such as the use of the Japanesesoroban, a style of abacus used for mathematical operations.

With a solid academic foundation and a grounded understanding of self and one’s place in the world, Ross Lower School students are prepared for an enriching and dynamic educational path.

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CurriculumCultural history is at the core of the Ross School curriculum, interwoven with and incorporatedin all the other disciplines—mathematics, science, world languages and literature, visual arts,performing arts, media studies and technology, and physical education/wellness—in a rich tapestry.

Ross uses cultural history as a lens to examine other domains. The curriculum becomes anascending spiral of historical events plotted chronologically, from prehistory to the future,with the student educationally situated in the center of this expanding form. Such a pivotingvantage point allows multiple simultaneous and comparative views of the past and present.It also encourages students to consider local and national events—both past and present—inthe context of world history.

12th Grade1948 to Present

Evolution of Consciousness: Globalization and the Dynamics

of Cultural Transformation

10th Grade1688 to 1851

Revolution and the Rise of the Individual

8th Grade800 to 1416

The Climax of Hierarchical Civilizations

6th Grade1450 BCE to 356 BCE

Prophecy and Cultural Transformation

4th Grade10,000 BCE to 3500 BCE

Social Systems, Early Settlements, and Agriculture

2nd GradeSystems

KindergartenCreation, Elemental Forces,

and Symbols

11th Grade1851 to 1948Global Economic Consolidationand Visionary Revolts

9th Grade1416 to 1688Emergence of the Modern Perspective

7th Grade356 BCE to 800 CEWorld Empires and Universal Religions

5th Grade3500 BCE to 1450 BCEThe Rise of Riverine Civilizations

3rd GradeThe Evolution of Life on Earth

1st GradePatterns and Cycles

Pre-KindergartenOrigins of Awareness

Science

Mathematics

Wellness

World Languagesand Literature

Cultural History

Performing Arts

Visual ArtsMedia Studies andTechnology

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Early Childhood Program Pre-Nursery, Nursery, Pre-Kindergarten

In the Ross School Early Childhood program, teachers and students continually work togetherto construct knowledge as they interact with their environment to develop understanding.Through social interactions with both teachers and peers, children learn the necessary skillsof negotiation and compromise required for small-group work. Within this atmosphere ofrespect and acceptance, each child is encouraged to become a reflective thinker and story-teller. Through art, music, movement, theater, cooking, and play, students discover the worldaround them and their place in it.

Early Childhood Integrated StudiesUsing a thematic approach to learning that foreshadows units from the K–6 cultural history curriculum, classes explore various areas of interest. This exploration is extended through literature,art, music, mathematics, movement, field experiences, and science. Throughout their day, studentscollaborate as learners and engage in problem solving. Integrated projects develop from the initialexplorations and help students to share their knowledge in a variety of ways. Students mightcreate a three-dimensional replica of the Lower School farm that represents scientific observation,art, mapping, and measuring.

Scientific experiences are integrated into daily activities and supported by the Lower School science teachers. This enables Ross Early Childhood students to begin to develop the skills ofcommunication, observation, estimation, measurement, cause and effect, investigation, andevaluation. Students explore elements of the natural world through field experiences at schooland in the larger community. They are also introduced to the scientific method as they ask questions,guess answers, and gather information to check guesses. Scientific tools, such as magnifyinglenses and measuring devices, further enhance students’ role as budding scientists.

Early Childhood LibraryA weekly visit to the school library exposes students to a diverse selection of developmentallyappropriate literature, finger-plays, and songs that are thematically linked to classroom explorations.Interactive read-aloud activities play an important role in developing and reinforcing early literacyskills, vocabulary development, and a lifelong love of reading. Tactile experiences, like handlingbooks, engage students in the discovery of literature and visual literacy. Pre-kindergarten studentslearn to take care of library resources by checking out books to keep in their classroom. Booksare available for every student at Ross School; the library provides an Early Childhood FamilyCheck-Out program.

Early Childhood Life SkillsThroughout the Early Childhood program, students at Ross School experience a safe, nurturingenvironment, one that facilitates a smooth, comfortable transition from home to school andallows for the introduction of those life skills that are essential at a young age. Social andemotional skill building is one of the most important elements in the Early Childhood program.Students learn to be open to new experiences and willing to take risks. Teachers introduce,encourage, and support the practice of sharing, taking turns, and cooperative play. They facilitatesocial development as children move from parallel play to interaction with classmates. Studentsbegin to use language to communicate thoughts, ideas, and needs with teachers and classmates.They explore and appreciate similarities and differences between and among one another anddevelop relationships with older students through our Buddy program. The Ross Core Valuesare introduced and practiced beginning with our youngest students.

EARLY CHILDHOODTHEMES

Early Childhood themesare interdisciplinary andchild-centered. Samplethemes are listed below.

Pre-NurseryFall on the FarmSeasonal ChangesI Am Special

NurseryHarvestSun, Moon, and StarsWeather

Pre-KindergartenOceans and SeashoresTreesThe RelationshipBetween Animals andHumans

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Early Childhood Language ArtsStudents in the Ross Early Childhood program experience a variety of activities that supportlistening skills and oral language development while increasing vocabulary. Teachers modeland encourage students’ use of language for communication and introduce students to newwords by way of shared experiences as well as through stories, poetry, and songs. Listeningto stories read aloud fosters a love of literature and helps develop students’ awareness thatspoken language is related to a system of written symbols.

In pre-nursery, students develop their receptive language while participating in whole-grouplanguage explorations. Poems, chants, songs, and shared stories are used to invite studentsinto the process of language building. Pre-nursery students also practice their listening andspeaking skills by participating in literature explorations and small-group integrated studies.

In nursery, students expand their receptive and expressive language skills and become familiarwith the concept of reading as they focus on “good reader strategies.” Language explorationsbecome more structured as students participate in sound-building activities, word games, andpurposeful “writing explorations.” Name recognition, days of the week, months of the year,and discrete letter sounds are introduced in a joyful and relaxed manner, so that each studentcan find an entry point. As students begin to write, they are encouraged to establish a conventional pencil grip through small-muscle work and direct instruction. Letter shapes are also introduced as children develop a sense of the written word.

In pre-kindergarten, writing activities are further expanded to include the more practical applications of language use. Pre-kindergarten students are encouraged to “write” storiesthrough drawings and dictation to teachers in the weekly Writer’s Workshop. Students practiceactivities to reinforce and support specific skills such as writing in journals, listening, andexploring writing centers.

Early Childhood MathematicsThe Ross Early Childhood program introduces students to math concepts through hands-onexperiences using a variety of manipulative materials. Pre-nursery students are encouraged todevelop their number sense as they participate in open-ended mathematical explorations.Counting out loud, sorting, sequencing, and patterning are all ways in which pre-nursery studentsenter into a shared math dialogue. Block building helps students develop an awareness ofspatial relationships, balance, and symmetry.

Nursery students practice counting using one-to-one correspondence and also develop numberrecognition through a variety of hands-on math activities. They examine shapes, size relationships,and other characteristics and practice sorting according to various attributes such as size,shape, and color. They learn to recognize, predict, create, and duplicate simple patterns andlook at relationships among discrete items.

In pre-kindergarten, students expand their number sense through more structured mathexplorations, learning a multitude of math concepts using a variety of age-appropriate materials.Scales, rulers, number lines, and manipulatives facilitate the development of counting and estimating skills. Students also learn to create and interpret simple graphs.

Early Childhood Visual ArtsStudents in the Early Childhood program explore the arts on a daily basis, including weekly lessons with an art specialist. They are regular visitors to the “atelier,” an art studio specificallydesigned for the needs of the school’s youngest students, where they work with paint, paper,clay, fabric, wood, and a variety of natural materials. Students experience, invent, and freelyexpress themselves with a focus on process as well as product. They experiment with unfamiliarmaterials, use familiar materials in new ways, and learn about other artists’ approachesthrough an introduction to art history.

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Early Childhood MusicRoss Early Childhood teachers incorporate music and movement into their lessons on a dailybasis. In addition, students have weekly meetings with a music and movement instructorwho leads the group in a variety of activities and games specifically designed to incorporatesinging, rhymes, chants, dramatic play, instruments, and movement. Students develop rhythm,body awareness, and an appreciation of music from around the world while exploring self-expression and stretching their imaginations.

Early Childhood WellnessStudents in the Early Childhood program have weekly scheduled wellness classes that aredesigned specifically to help them work on gross motor skills. Students also take part inweekly introductory yoga sessions.

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Elementary ProgramKindergarten Through Grade 6In kindergarten through grade 6, the Ross School curriculum takes students on a journey fromthe world around them, which they experience on a daily basis in their own community, to thevery beginning of the world and early human history. From there, as they complete the LowerSchool program and advance into the Upper School, students experience a rich cultural historicalnarrative that relates their growing understanding of the past to their experience of the presentand their hopes for the future. In the context of this chronological narrative, students explore arigorous program in science, mathematics, world languages and literature, and the arts. Theyacquire domain-specific skills and content knowledge and learn to understand and solve problemsfrom multiple perspectives using a variety of strategies.

ELEMENTARY CULTURAL HISTORY AND SCIENCE

In the Ross K–6 program, cultural history and science themes are interrelated and integrated.Both subjects are taught by the grade-level teacher in each grade and supplemented by meetingswith a science specialist. Students practice observational, comparative, and analytical skillsessential to both history and science, and employ a variety of scientific tools and processesin a fully equipped laboratory.

Kindergarten Cultural History and ScienceCreation, Elemental Forces, and SymbolsKindergarten is a time of origin, of new beginnings. Science, myth, tools, rituals, art, andunderstanding are completely integrated in a course of study that includes creation storiesfrom around the world; elemental forces; opposites such as light and dark, high and low, and visible and invisible; seasonal changes and migrations; the wonder of symbols, letters,numbers, and naming; and the Sun, Moon, and stars. Students in kindergarten engage inand learn about the world around them through song, dance, drawing and painting, story-telling, thematic play, nature walks, and hands-on learning. They practice social skills andexperience joy and enchantment with one another and the everyday world.

Grade 1 Cultural History and SciencePatterns and CyclesFirst graders discover predictable patterns in the world and explore them through literature,nature study, rhyme, music, art, movement, and mathematics. From tree rings, to animalmarkings, to the flow of water, students appreciate that patterning is a way of organizing theworld around them. Patterns can be understood through all the senses as students activelyengage with nature and society. Through cultural studies, students become aware of the patternsthat characterize a culture’s celebrations and values, acting as a window into an animatedchoreography of dance and song. Students discover that patterns are dynamic, appearing inmany forms such as linear and branching patterns, tessellations, spirals, and cycles. Studiesof different cycles, ranging from calendrical, to water, to butterfly life cycles, enable studentsto begin to recognize various phases and the transformative wonder of the same element.Students discover that tools and instruments are extensions of their bodies and minds, helping them create, describe, and share their world.

Grade 2 Cultural History and ScienceSystemsThe evolution from creation, to creatures, to the self—instrumentally active in its world—unfolds as second grade students connect origins and elemental forces to patterns and thensystems. Second graders’ strong sense of self and enhanced sense of place in their worldconnect students to the dyads of self and instrument, and self and team. In this optimalmoment, students explore the dynamics of object and system: the Sun and the SolarSystem, the ocean and the continent in the Gaian system of planetary self-regulation of tem-perature, the foxes and the hares in R. M. May’s study of ecosystem regulation, and theflora and fauna of the local ecosystem.

With a strongly developed sense of the self, enhanced through instrumentalities, studentsare ready for encouragement in what Yeats called “the fascination with what is difficult.” The class itself becomes an ecosystem of diversity, with one child expressing one gift, and

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another a different gift. The classroom system provides the group with an occasion to discoverhow groups can stabilize through diversity and how patterns of systemic self-organizationcan bring up symbiotic cultures of cooperation and mutual development.

Grade 3 Cultural History and ScienceThe Evolution of Life on EarthThird graders begin with a study of the evolving planet and discover that geology and biologyare co-evolving systems. Through their studies, students explore how changing conditions onEarth give rise to new life forms, which in turn impact the prevailing conditions of the physicalworld. Students interpret and examine the fossil records to learn about early plant life, dinosaurs,and early mammals, appreciating that both the changing conditions of Earth and the interactionof organisms with their physical world helped to give dominance to each at different times.Students learn to recognize and appreciate that this pattern of interaction is an ongoing andcontinuous cycle.

Students go on to explore the development of human society from hunting-and-gatheringbands to Ice Age settlements such as Dolni Vestonice. Students gain an initial awareness thatthe world in which the self is situated is actually a cultural world, one in which the instrumentsand technology that have proved so fascinating in empowering a sense of self are embeddedin a history; in other words, students now begin to see time itself as part of the process oftheir own empowerment and unfoldment in the world. A strong sense of justice and fair playshows the student’s articulation of “self and other” in a growing sense of moral order.Students explore the origins of art, symbolic signs, and religion as these origins developedtogether in the rise of human settlements in the Ice Age.

Grade 4 Cultural History and ScienceSocial Systems, Early Settlements, and AgricultureFourth grade students study the transition from hunter-and-gatherer societies to agrarian societies through in-depth exploration of early human settlements, such as Jericho, GöbekliTepe, and Çatal Hüyük. They follow the movement of peoples from Africa to Eurasia and fromEurope to the Americas and Australia. Students study both the beginnings of cultural diversificationand the reasons for and cultural ramifications of immigration. Students study architecture asshelter and sacred space and continue to explore the art of the early peoples they encounteredin third grade. Archaeoastronomy is introduced through the study of megalithic structures andtheir relationship to time, worship, and ritual. Students explore storytelling as history andexamine the role of women in early matristic societies, as well as the culture and iconographyof the goddess. In addition, fourth graders learn about the first food crops, early food storage,and the domestication of animals along with related plant biology, ecology, and contemporaryagricultural practices throughout the world.

Grade 5 Cultural History and ScienceThe Rise of Riverine CivilizationsFifth grade students explore the evolution from village gardening under the guidance of womento city-state agriculture—with male-driven oxen and plows and state-controlled systems of irrigation—along with the co-evolution from oral traditions and custom-based forms of matristicauthority to new political systems. Within this new system, literate priests and organized warriorsrestructured society in what scholars term “civilization.” This transformation of culture involved ashift from the prehistoric Arithmetic mentality to a new and more abstract Geometric mentality,which was embodied in writing, temple architecture, and astronomy and was articulated in thenew system of male power and written laws controlled by high priests and military leaders.

Fifth graders also examine archeology as an example of scientific study and the way we learnabout past cultures, study archaeoastronomy and constellations to learn about how early culturesunderstood the patterns they saw in the sky, and gather knowledge about landforms, the watercycle, and erosion so they can apply their understanding to human settlement patterns andagriculture in ancient Mesopotamia. Plants and animals are examined at a variety of scales,focusing on the life cycle of plants, hierarchies of life, and the interactions between living thingsand their environment, and culminating in an exploration of natural disasters, with an emphasison volcanoes. Through their studies, fifth grade students develop an understanding of how sciencewas born out of the practical need to predict, record, and cope with natural phenomena, anddiscuss the relationship among culture, religion, and environment.

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Grade 6 Cultural History and ScienceProphecy and Cultural TransformationThe rise of monumental architecture, temple-monopolized systems of writing, and standingarmies led to a rigid and crystallized state of permanent war and politically enforced terror, butthe appearance of new and more portable systems of writing, spread by a new merchant andtrading class, enabled individuals to adopt cross-cultural values and share ideas to question thevalidity of the values of the warrior and the high priest. This articulation of a new ideal beyondthe real conditions of political society interacted with the globally spreading Geometric mentality,as individual teachers energized a shift from ancient religions to classical philosophies.

At the beginning of the year, students deepen their study of astronomy and archaeoastronomy.They compare patterns of climate and civilization and research the effects of humans on theenvironment, past and present, through an examination of the global characteristics of biomes.They then look at geography, climate, and the diverse ecosystems of the cultures studied. Inpreparation for the integrated monochord project, students extend their understanding of soundand vibration to embrace music and wellness. They investigate Western medical practices andcompare them with Chinese herbal medicine, while also learning about earthquakes, rocks, andminerals and exploring the anatomy and physiology of body systems, relating their understandingof these systems to that of the ancient Greeks.

ELEMENTARY WORLD LANGUAGES AND LITERATURE

The goal of the world languages and literature curriculum is to develop students’ strengthsas readers, writers, listeners, speakers, researchers, and collaborators while fostering anappreciation for a variety of languages. Following a balanced literacy program, Lower Schoolstudents develop the necessary skills to effectively communicate their ideas, opinions, emotions,and experiences in oral and written form, and to appreciate the oral and written expressionof others. They use language to gain information, discover meaning, and acquire criticalthinking skills to solve problems creatively and constructively. Through self-checking, one-on-one work with teachers and peers, and portfolio review, Ross students both demonstratemastery of content and gain an understanding of their own reading and writing skills, anessential component of their continued success as lifelong learners. Throughout the LowerSchool, teachers emphasize the ever-evolving beauty of words both written and spoken, aswell as their centrality to the human story addressed in the cultural history and science themes.The curriculum uses the Common Core Standards for literacy as a foundation for its scopeand sequence.

Writer’s WorkshopAt each grade level, students take part in a Writer’s Workshop, the design of which reflects aview of writing as a process that develops with increasing differentiation and complexity fromthe earliest years. While expectations may be high and demands rigorous, the focus of theprocess is on the writer developing a personal style. Students begin to practice the differentstages of the writing process in kindergarten and continue to develop both the craft andmechanics of writing from grade to grade, including spelling, word study, and grammar.

Reader’s WorkshopReader’s Workshop formally begins in kindergarten and consists of the following components:

SHARED READING> Models early reading strategies such as word-by-word matching> Builds sense of story and ability to predict> Provides opportunity for all children to participate and feel like readers

GUIDED READING> Utilizes ability-based groupings> Fosters individualized attention to developing reading and comprehension strategies

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INDEPENDENT READING> Identifies “just right” books> Encourages reading for enjoyment

READ ALOUD> Creates a community of readers through enjoyment and shared knowledge> Makes complex ideas available to students> Increases vocabulary> Models good reading> Fosters self-confidence and ownership

WORD STUDY (PHONICS)> Helps children link sounds with letters (sound pictures) and letter clusters> Provides opportunities to manipulate letters (sound pictures) and make words> Helps children use what they know about words to solve new words

As students move to their final years at the Lower School, they make a transition from“learning to read” to “reading to learn.” The focus of the reading program turns to developingcomprehension strategies and techniques for accessing and working with multiple forms ofinformation. Every fall and spring, all Lower School students are given formal reading andwriting assessments so that teachers can begin and end each year with a thorough understandingof the individual abilities of their students.

Kindergarten World Languages and LiteratureKindergarten students further their love of literature and storytelling while building basicskills through shared daily reading and writing experiences and small, guided reading groups.Students work with fiction, nonfiction, and poetry and learn to relate personal experiencesto what they read. They engage in retelling, dramatizing, and discussing books, and explore storytelling through drawing, dictation, and independent writing. The concepts of letters representing sounds and different sounds working together to form words are introduced.As students listen to the sounds they hear when they write, they also experiment with phonetic spelling. Their awareness of sound/symbol correspondence increases. Studentspractice asking questions to make things clear, listening to and following directions, listeningto classmates, and taking turns speaking. They are introduced to a formal handwriting program and work on letter formation.

Grade 1 World Languages and LiteratureStudents develop an awareness of story structure, main idea, and characters while learningto put sounds together to read words themselves. They develop reading fluency by readingaloud and in small groups—including guided reading groups—and also memorize poems,songs, and short stories. They explore elements of good writing and generate ideas for storywriting. The writing process is introduced; students collect ideas, nurture seed ideas, draft,revise, and edit. They begin to plan their writing using graphic organizers. The proper use ofuppercase and lowercase letters is introduced, as is basic punctuation. Students use theirknowledge of sounds and letters to identify unfamiliar words and use classroom resourcessuch as charts and word walls to help with spelling.

Grade 2 World Languages and LiteratureStudents learn strategies for reading comprehension, such as making text-to-text, text-to-self,and text-to-world comparisons, while continuing with all the components of Reader’s Workshop.They summarize main ideas in their reading and compare characters, settings, and plotlinesfrom one book to another. Strategies for making writing better and more interesting areintroduced, and students learn to decide what to leave in and what to leave out of their writ-ing. They write a variety of pieces that are longer and more complex than in previous yearsand begin to incorporate language and ideas they notice in books they read independently orduring read-aloud time. Students revise their work and employ proper punctuation in theediting process. They learn to spell most common words correctly and continue to practicestrategies for decoding unfamiliar words.

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Grade 3 World Languages and LiteratureBy third grade, students are reading both for pleasure and to gather information about theworld around them and the themes related to their cultural history and science curricula.They read a variety of books of different genres containing increasingly difficult vocabularyand develop a rapidly growing list of words that are recognized on sight. Students learn thedifference between opinion and fact, and practice supporting their opinions with details andexamples. They develop reasoning and critical reading skills that help them to evaluate information. They learn to choose genres of writing that best suit what they want to say andto choose details that establish mood and keep readers interested. They continue to reviseand edit their work. Parts of speech are reviewed, along with paragraph structure, and stu-dents are introduced to dictionaries as resources for spelling and vocabulary building. Worddecoding continues, as do all the components of Reader’s Workshop and Writer’s Workshop.The formal handwriting program expands to include cursive handwriting.

Grade 4 World Languages and LiteratureStudents participate in a rich reading program of independent daily reading, reading groups,read-alouds, and shared reading. They respond to reading both verbally and in writing, showingunderstanding of main ideas, examples, main characters, character traits, and other elements.Students also relate new ideas and information to books they have read previously. Theymake observations and inferences about what they are reading and continue to use booksas resources for gathering information. They ask questions to further understanding whiletaking turns speaking, listening, and responding to one another. Students write letters, informational research pieces, persuasive pieces, responses to reading, memoirs, fiction,and poetry. They practice strategies for using proper punctuation, spelling, and grammar inall finished pieces. Students also continue to develop and refine their cursive handwriting.

Grade 5 World Languages and LiteratureAs part of their exploration of ancient river civilizations, fifth grade students focus on enhancingtheir listening, speaking, reading, and writing skills, the primary tools through which learningin and out of school is conducted. The school year begins with an exploration of verbal andnonverbal communication and storytelling. Students explore language through reading andwriting various poetic and prose forms, beginning with the most ancient texts and incorporatingnumerous contemporary works as well. During Reader’s Workshop and Writer’s Workshop,students also work on the writing process, grammar, and vocabulary.

Grade 6 World Languages and LiteratureAs sixth grade students study the role of prophets and visionaries in ancient cultures, theyexplore oral history that was eventually written, translated, and passed down. They examinemultiple versions of stories, analyzing similarities and noticing varying perspectives as wellas whose stories have stood the test of time. Students react to and extend their thinkingabout the stories of ancient cultures and the impact of visionaries such as Buddha, Moses,and Sophocles through drama and oral and written language. The formal study of reading,composition, grammar, punctuation, and elocution is incorporated on a daily basis and threetimes per week during Reader’s Workshop and Writer’s Workshop.

World Languages (Mandarin Chinese and Spanish)The world languages program introduces Hispanic and Chinese cultures and languages tostudents beginning in kindergarten. The program trains students to express themselves in newlanguages while exposing them to international cultures and perspectives. This introductoryprogram is focused on developing oral fluency, which includes building basic vocabulary, oralcomprehension, and expression skills. Students are encouraged to take risks and enjoy thechallenge of communicating in a new way. Authentic materials, songs, skits, and multimediaactivities encourage original language production. In Mandarin classes, as students progressthrough the grades, they are also introduced to pinyin and calligraphy as it relates to theirstudies. This focus enables students to begin to associate characters with spoken words inthe Mandarin dialect.

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ELEMENTARY MATHEMATICS

The mathematics program at Ross School is characterized by curricular integration with culturalhistory and an instructional approach that takes advantage of all the resources available toteachers, including math manipulatives and technology tools. Skills such as conceptualunderstanding, procedural fluency, strategic competence, adaptive reasoning, and produc-tive disposition are emphasized. By studying mathematics in conjunction with its history, stu-dents learn to appreciate the beauty of the discipline and its relationship to aesthetics, tech-nological innovations, and societal needs. They learn that mathematics is a critical component ofproblem solving, an important aid in the pursuit of personal well-being, and a fundamentalaspect of participating in the world around them. In the Lower School, where essential skillsand content lay the foundation for future years, Ross School’s balanced mathematics programincorporates study of the language of mathematics with contextual problem solving, focusednumber study, and integrated projects. The main content strands of the Ross LearningSystem—based on both the recommendations of the Common Core Standards for mathe-matics and the Ross philosophy—are number sense, measurement, data analysis and probabili-ty, geometry, patterns and functions, algebra, logic, and the history of mathematics. Studentsin grades K–6 receive instruction using the Japanese soroban, which promotes creative andflexible problem solving as students develop an understanding of number sense, placevalue, and numerical operations in a hands-on environment. The process strands include prob-lem solving, reasoning and proof, communication, connections, and representation. Math istaught on a daily basis at each grade level, and teachers take care to differentiate instructionto meet the needs of individual students.

Kindergarten MathematicsStudents in kindergarten explore numbers in real-world situations. In conjunction with thesymbols component of their cultural history curriculum, they identify numerals and begingrouping, comparing, rote counting, and understanding one-to-one correspondence. They areintroduced to measurement and telling time. They learn to collect, display, and compare datausing simple graphs, and also to estimate and predict. Through the exploration of mathmanipulatives and other tools, kindergarten students study the attributes of different objectsand learn to verbalize comparisons (bigger than, lighter than, slower than, same as, etc.). Theyalso recognize, copy, and extend patterns.

Grade 1 MathematicsFirst grade students are exposed to a wide array of mathematical experiences. They read,write, and count numerals 0–100 by 1s, 2s, 5s, and 10s. They recognize odd and even numbersand place value for 1s and 10s. Teachers introduce addition and subtraction for digits 0–10,and students solve, model, and explain word problems involving addition and subtraction.They also explore fractions as parts of a whole. They identify and replace variables in numbersentences up to 10. Coin values are introduced, and students learn to tell time to the nearesthalf-hour. They also learn how to use Fahrenheit and Celsius thermometers. Through the year,students’ knowledge of measurement expands to include estimating, measuring, and comparinglength and weight using inches, centimeters, pounds, and grams. They study picture andstandard graphs and continue to collect and interpret data. In conjunction with their study ofpatterns and cycles in cultural history, students make predictions based on repeated eventsand patterns. They also describe, model, draw, compare, and classify common two-dimensionaland three-dimensional shapes.

Grade 2 MathematicsIn second grade, students read, write, and count numbers 0–999; use expanded notation;and understand place value through the 100s place. They learn to add and subtract two- andthree-digit numbers and demonstrate the ability to use the commutative and associative properties. They also demonstrate competency with addition and subtraction facts. Multiplicationis introduced as repeated addition. Students expand their knowledge of monetary notationand measurement and learn to tell time to the nearest five minutes. Through the use of mathmanipulatives and technology, they explore the concept of chance, perform experiments, andrecord outcomes. Teachers introduce the language of fractions and the language of probabilityand highlight their interrelation. Students participate in discussions about certainty and uncertaintyof events based on data collected over a period of time. Symmetry and congruency of two-dimensional and three-dimensional shapes are introduced. As they learn about natural (Earth)

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systems, students study and create a variety of maps. They explore patterns using numberlines and charts, and identify and replace variables in number sentences.

Grade 3 MathematicsThird grade students read, write, count, compare, and work with numbers up to 100,000,incorporating expanded notation and place value. They demonstrate competency with multiplication and division facts and multiply three-digit numbers by single-digit numbers. The zero, identity, commutative, and associative properties of multiplication are also studied.Students apply computation and estimation to real-world problems using multiplication anddivision. Fractions are explored, including the relationship between fractions and decimals.Perimeter, area, and volume are practiced, as are estimating and measuring the sizes of variousobjects using standard tools. Students create and interpret Venn diagrams, bar graphs, andline plots and are introduced to range, median, mode, and mean. Students learn to determinebasic relationships between and properties of two- and three-dimensional shapes. They representand analyze patterns and functions using tables and solve subtraction sentences using variables.While rapidly increasing their own mathematical abilities, students begin to consider the waysin which early humans kept track of time and accounted for things. The story of mathematicsitself begins to unfold.

Grade 4 MathematicsFourth grade students continue to explore the ways in which early peoples used mathematicsin everyday life. For example, they discover how settlement and agriculture influenced theneed to measure space and track yields. Students identify, read, write, count, and comparenumbers up to 1,000,000, using expanded notation and place value. They divide three- andfour-digit numbers by double-digit numbers and apply computation and estimation to real-worldproblems using multiplication and division. Primes, factors, multiples, and square numbers areintroduced. Students estimate and measure length and capacity in both the standard andmetric systems. Data are collected to answer a question or test a hypothesis. Students create,read, and interpret line graphs, bar graphs, pictographs, and line plots, and solve problemsusing data from graphs, charts, tables, and diagrams. They investigate random sampling usingreal-world polls. Students explore properties of quadrilaterals; identify points, line segments,lines, and rays; construct geometric solids; and explore properties of circles, including diameter,radius, and circumference. They represent and analyze patterns and functions using tablesand solve multiplication and division sentences using variables.

Grade 5 MathematicsStudents in fifth grade review arithmetic and geometry skills, investigate the evolution ofnumber systems, identify and work with geometric figures, and learn procedures for workingwith decimals and fractions. They explore sequence and pattern, basic probability, percentages,and ancient astronomy as related to the historical period from 3500 to 1450 BCE.

Grade 6 MathematicsSixth grade students begin with a study of polygons, measuring angles and Euclidean constructions. Students also develop skills in the arithmetic of integers, fractions, and decimals. Number theory concepts like factors and multiples are studied. Students explorethe relevance and the applications of mathematics in the time period from 1450 to 356 BCE.

ELEMENTARY LIBRARY

The integrated library program supports and enhances the experience of Ross Lower Schoolstudents. The library collection embodies the Spiral Curriculum, offering students and teachersboth digital and print materials that further enhance their studies. All students have accessto the library and are able to check out books. The library provides a diverse selection ofmaterials for joyful independent reading as well as classroom research needs. Studentsengage in a variety of lessons involving thematically integrated read-alouds, interactive media,material selection, and an introduction to research methodology. Students are guided in theirquest to become independent information seekers, an important part of 21st century learning.

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ELEMENTARY LIFE SKILLS

A strong life skills curriculum continues to teach important social and emotional skills andbegins to address the Ross School motto: “Know Thyself in Order to Serve.” The emphasisin grades K–6 is on hands-on, real-life learning experiences that allow students to connect tothe natural world and their local community while also learning about the rest of the world.Students begin to understand that they are part of something bigger than they imagine andthat they can make a difference in the world. Weekly classes in life skills center around theRoss Core Values. Students learn how to collaborate, resolve conflicts, respect divergent per-spectives and opinions, and work as part of a learning community. Classes in environmental lit-eracy are also taught as part of the Lower School Life Skills program, supporting the notionthat 21st century citizens must have the skills and tools to live in a world with limitedresources and to understand their place in the evolving ecology of the planet.

ELEMENTARY VISUAL ARTS

The Ross visual arts program provides an environment that allows students’ creativity toemerge and flourish through the production of art. Students’ aesthetic understanding andappreciation of individual works of art enhance the study of cultural history through anawareness of the role of art as an embodiment of human consciousness. Visual arts naturallyconnect to many subject areas. For example, drawing teaches children observational skillsthat are helpful in scientific research; three-dimensional construction often incorporates mathskills such as measuring and basic geometry; and collage and sewing help children learnabout spatial relationships, patterning, and arrangement. Lower School learning experiencesare based primarily in the exploration of a wide variety of art materials. As young studentsdiscover the possibilities and limitations of various materials, they develop the ability tomake conscious choices about subject matter as well as image content, media, materials,scale, and composition. The art teacher works collaboratively with classroom teachers toinvestigate subject matter related to grade-level themes. Interdisciplinary collaborations providethe opportunity for students and teachers to share ideas and learn from one another whilecreating and exhibiting original individual and collaborative pieces.

ELEMENTARY PERFORMING ARTS

The overarching goal of the performing arts curriculum is to introduce students to music,theater, and dance while also offering a wide variety of opportunities to create and participatein small concerts and original productions. The performing arts incorporate cultural artifactsrepresenting peoples from ancient times to the present. Languages of personal and publiccommunication are vehicles for creative expression. In grades K–6, students experience integrated music and creative dramatics courses that utilize the grade-level cultural historythemes and students’ own ideas and experiences as springboards for activities and performances.At the same time, students in these grades are introduced to elements of music such asrhythm, melody, time signatures, dynamics, and ensemble singing. They learn about musicand traditional song from around the world and throughout history. In third grade, studentsare taught to play recorders and can elect to study a band or string instrument in preparationfor participation in beginning orchestra or beginning band in grade 4. Theater in these grades istaught as a separate subject, with emphasis on basic theatrical skills such as volume, diction,positioning, and blocking. Students participate in role-play and improvisation exercises, characterstudy, set design, and other activities related to creative productions.

ELEMENTARY MEDIA STUDIES AND TECHNOLOGY

Media is the locus of 21st century culture and society. The central purpose of the mediastudies and technology program is to foster in students a critical awareness of how they usemedia and to instill in them the creative approach necessary for the development of newapplications and potentialities. The program is also designed to stimulate and strengthen thethinking skills and competencies of students in their respective age groups. Older studentsare introduced to the use of digital tools and simple coding, while earlier grades focus onmore experiential and tactile projects that cultivate spatial and iconic thinking, creativity, andsustained focus. Students develop the abstract thinking that is required to be creative, criti-cal, and innovative in the field of digital media and technology.

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ELEMENTARY WELLNESS

The overarching goal of the Ross wellness program is to foster skills, attitudes, and strategiesthat empower students to make intelligent life choices as they mature. The approach is holistic,supporting each child in the development and strengthening of mind, body, and spirit. Ourintegrated program calls on the collaborative efforts of the school counselor and classroomteacher (social/emotional learning), the nurse and science teacher (personal health and safety),and the wellness teacher (nutrition and physical activity). Beginning in fourth grade, studentswork with all these adults to understand the changes that occur as they mature. The LowerSchool curriculum incorporates both Western and Eastern wellness practices and emphasizesthe building of locomotive skills, coordination, aerobic conditioning, ball skills such as dribblingand throwing, team strategies, interpersonal skills, personal goal setting, and nutrition.Students are introduced to a variety of activities that enhance speed, stamina, agility, strength,and flexibility. Examples include creative and cooperative play, calisthenics, relays, yoga, martial arts, and numerous indoor and outdoor team sports such as basketball and soccer.

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Additional Programs

BUDDY PROGRAM

Ross Lower School’s Buddy program pairs older students with younger students. The bud-dies meet regularly for activities such as reading aloud together, classroom visits, integratedprojects, and service learning initiatives. The program helps the school’s youngest studentsform lasting relationships with older mentors and gives them a preview of how their liveswill change as they mature and make their way through the grades in the Lower School. Italso provides older students with the opportunity to serve as positive role models foryounger children. Students remember their buddies from year to year, and buddies can frequently be seen greeting one another warmly, both on campus and in the community.

EXTENDED DAY

Students can extend their day at Ross by participating in an eclectic and extensive series ofoptional afternoon opportunities designed to inspire and educate each student in accordancewith our mission. Students in nursery through pre-kindergarten may participate in classessuch as creative movement, cooking, art, and tumbling programs from 1:00–3:00pm. Recentclasses for students in grades K–6 include horseback riding, theater arts, journalism, and pottery; these classes usually run from 3:10–4:10pm.

GRADING SYSTEM

Ross School uses a performance-based, authentic assessment system that evaluates student work against a set of outcomes established for each course. The course outcomesreflect the main learning expectations for the course and are designed based on Ross curricular goals and state and national academic standards. This assessment system wasdeveloped to align with the philosophy of Ross School; it allows for a rigorous pursuit ofknowledge, supports the variety of student learning styles and intelligences, does not compare students with each other, and focuses on student work in terms of process, product, and performance. The marks that appear for each outcome on Lower SchoolLearning Evaluations for Early Childhood and grades K–6 are described below.

Early Childhood

PROGRESSING WELL (PW): The student is meeting or exceeding developmentally averageexpectations.

DEVELOPING (DEV): The student is approaching average developmental expectations.

STRENGTHENING NEEDED (SN): The student is functioning below average developmentalexpectations; needs support.

NOT APPLICABLE (NA): Not yet introduced and practiced.

Grades K–6

PROGRESSING WELL (PW): The student is meeting or exceeding grade-level expectations.

DEVELOPING (DEV): The student is approaching grade-level expectations.

STRENGTHENING NEEDED (SN): The student is working below grade-level expectations;needs support.

NOT APPLICABLE (NA): Not yet introduced and practiced.

For a list of after-school programs, visitross.org/afternoons

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JUNIOR INNOVATION LAB @ROSS

Junior Innovation Lab @Ross is a program for advanced students in grades 4–8 who are creative, inquisitive, and eager to explore the fields of science, mathematics, engineering,media, and technology. Junior Lab is designed to foster and develop skills in our youngerstudents to prepare them for the Innovation Lab @Ross academy for high school students.Taking part in an extended school day several times a week gives students extra time todevelop the skills and dispositions necessary for more advanced studies, and providesopportunities to participate in science and math olympiads, robotics competitions, and engineering and design contests. Junior Innovation Lab students passionate about scienceand technology thrive as they develop their abilities in a rigorous, creative, hands-on environment.

LOWER SCHOOL FARM

Students at the Lower School visit and help care for a variety of farm animals regularlythroughout the fall and spring. The farm is one of the most popular destinations on campus,inviting leisurely strolls as well as academic inquiry through integration with cultural history,science, and the arts. The Lower School also has an organic vegetable garden, where classesare assigned weekly duties in the fall and spring to grow healthy foods. Working with thescience support staff, their buddies, and their classroom teachers, students learn the skillsneeded to tend and care for the land.

LUNCH AND SNACK PROGRAM

Nutrition education is part of the curriculum in all grades. Students in grades K–6 eat lunch in the Lower School Café, where they experience the healthy effects of eating fresh, organicfoods prepared with the whole person in mind. Healthy snacks are provided by the school.Students on the Lower School campus also visit the Upper School Café and Kitchen as partof their nutrition program.

It is the mission of the Café staff to create healthy, nutritious, wholesome, and flavorful food from the best ingredients available by utilizing regional, organic, seasonal, and sustain-able foods. Monitoring the natural food cycle that goes from the garden outside the LeonardBuilding, to the tables upstairs, and then to the compost pile to restart the process, Ross students actively participate in ways that are healthy for them and for the planet.

SERVICE LEARNING

Community service and humanitarian projects play a significant and varied role in the RossSchool curriculum. The motto “Know Thyself in Order to Serve” reflects the school’s commitmentto preparing students for meaningful lives and leadership in the global community. In supportof this value, all faculty, students, and families are encouraged to participate. Some recentservice initiatives have included participating in food and toy drives, harvesting food for alocal food bank, supporting Hurricane Sandy victims, and helping with local beach cleanups.Students regularly participate in projects that provide service and support to their school, thelocal community, and the global community.

STUDENT SUPPORT

Ross Lower School students have numerous opportunities to work one on one with individualteachers during the normal school day or after school. In addition, parents can access supportthrough the Student Support Services Team, which includes the Lower School counselor.

For more on the LowerSchool Farm, visitross.org/farm

To view the daily Café menu, visitross.org/cafe

For recent service projects, visitross.org/service

For more on JuniorInnovation Lab, visitross.org/juniorlab

CampusThe Lower School campus serves pre-nursery through grade 6 in a beautiful agriculturalregion of Bridgehampton. It includes gardens, play areas, trails, and a farm. Separate buildingspaces for grade levels are customized with age-appropriate furnishings. The Barn buildinghouses the Lower School administrative offices, an art studio, the library, and the theater artsclassroom, as well as the Early Childhood classrooms. The Farmhouse, built as the originalhouse for the potato farm that was on the property, is used for kindergarten and learning specialistclasses. The Leonard Building is shared by grades 1, 2, and 3, as well as Mandarin and Spanishclasses. Grades 4 through 6 are situated in the Green Building, as is the science lab. Wellnessclasses and our K–6 lunch program take place in the Field House. An age-appropriate play-ground for Early Childhood students is sited near the Farmyard, while one for students ingrades K–6 is located adjacent to the Green Building. All the buildings on the campus are connected by walkways and surrounded by grass and trees.

To view photos of the campus, visitross.org/campuses

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1 Barn 2 Playground 1 3 Leonard Building 4 Farmyard 5 Peace Garden 6 Organic Vegetable Gardens 7 Basketball Courts

8 Playground 2 9 Farmhouse10 Green Building11 Playing Field12 Field House and Café

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LOWER SCHOOL CAMPUS

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Quick LinksGENERAL LINKS

Ross School website — www.ross.org

Ross Institute website — www.rossinstitute.org

Summer Camp @Ross website — summercamp.ross.org

NEWS / SOCIAL MEDIA CHANNELS

News blog — blogs.ross.org/newsRead the latest Ross School news on the blog. Posts throughout the week.

Facebook — www.facebook.com/rossschoolDaily posts include links to media coverage of Ross, upcoming events, sports updates, blogarticles, and photos/captions of student activities and events.

Twitter — www.twitter.com/rossschoolDaily posts include links to media coverage of Ross, upcoming events, sports updates, blogarticles, and student activities and events.

Flickr — www.flickr.com/photos/rossschoolPhoto galleries of Ross events.

Vimeo — www.vimeo.com/rossschool

YouTube — http://www.youtube.com/rossschool

News page — www.ross.org/newsLinks to press about Ross. Quick links to Ross information channels.

R O S S S C H O O L

UPPER SCHOOL

18 GOODFRIEND DRIVE

EAST HAMPTON, NEW YORK 11937

TEL: 631-907-5000

FAX: 631-907-5563

LOWER SCHOOL

739 BUTTER LANE

P.O. BOX 604

BRIDGEHAMPTON, NEW YORK 11932

TEL: 631-907-5880

FAX: 631-204-6909

www.ross.org

© 2013 Ross School. All rights reserved. Printed November 2013.

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