This week’s Push Page will cover the following:
First graders practice reading and writing their site words together.
|First graders share and learn about the Lunar New Year.|
First graders spent the week of BLM Week of Action with a “song of the day,” listening to the melodies and lyrics of prominent Black musicians. Class favorites included Ella Fitzgerald, Louis Armstrong, Willie Mae Thorton, Jimi Hendrix, Nina Simone, and James Brown.
“We know that music and dance are simple ways of not only bringing joy but also learning about history by looking at the lyrics and artists’ backgrounds.” — Amina and Andrea, 1st Grade Teachers
|First grade remote students are working on creating their own games during social studies while developing their nonfiction writing skills in a "how-to" unit in which they write directions on how to play their games.|
Second graders are launching their nonfiction literacy unit, which centers on gathering research and writing biographies about changemakers of interest. “I picked Simon Biles as a changemaker because I like to learn about changemakers who are women.” Inez Gimbel, 1st Grader
Second graders write full sentences in Spanish about their favorite animals.
E34 Remote has been examining the past as a team of historic investigators tasked with preserving the stories of Minetta. Over the past couple of weeks, they have uncovered artifacts from boxes from the 1600s — one belonging to a Dutch colonist and the other to a freed African living in New Amsterdam — and researched what their stories are.
Now that third graders have learned to use the “hamburger graphic organizer” to think critically about paragraphs, it’s time to put multiple paragraphs together as they write their fictional stories.
Remote third graders investigate area in their Geometry unit.
“It just feels awkward to talk about stuff like this.”“[We should make] sure to not just focus on making the white students in a mainly white identifying community comfortable about talking about race and how they can help but also allowing the POC members of the community to have a voice.”“It would be cool to involve our parents more.”"A lot of being antiracist is about understanding your identity and how it affects yourself and others."“The only thing I would say to improve is making sure everyone has a chance to talk and say what they have to say. At least in my class, the students weren’t participating as much as they should.”"I think that one of my most meaningful takeaways from the book and the video we watched is that a lot of people don't even know racism exists. Or that racism is everywhere. We also said something like you can't know what you can't see or talk about."“I think the teachers have been doing a good job structuring the conversation.”