SECOND EDITION HITS THE STANDS!
Our Journalism Club BullPups, who are in 5th through 10th grades, quickly wrapped up their second edition this year. It's twice as long as the first and features some of this year's favorite moments; a comic strip by our most junior Bullpup; student views of the Talent Show, Field Day, and Experientials; Stanbridge Senior profiles; and much more. Once again, they did a great job thinking about what types of information people not familiar with Stanbridge may want to know more about.​

• READ THE FULL "Stanbridge Spring Journalism Club vol 2" HERE. 

Everyone loves reading about events from the students' perspective! We hope this remains a staple Club offering for years to come – they're even considering a podcast next year. Thanks again to Journalism Advisor (and Director of Admissions) Emily Mitchell for getting this club off the ground! 

ELEMENTARY
We look forward to enriching our language arts activities during the last quarter of the school year!
​Lower Elementary is having fun during language arts time working in their Explode the Code books and the Lexia iPad program to build foundational reading skills. They are also enjoying interactive read-aloud sessions. We read some fun books this week including The Little House and Snappy Town. 
Middle Elementary is focusing on mastering capitalization and punctuation in sentences, which is helping students strengthen their writing mechanics. Something new we learned was, idioms - phrases that don't mean what they literally say, they have a special meaning. One example they all seemed to know was, It's raining cats and dogs -i.e. There's heavy rainfall!  After brainstorming about other idioms, the students were able to match an idiom to the non-literal meaning, and even eventually create their very own!
Upper Elementary is selecting novels for in-class reading, and working on comprehension strategies, as well as practicing their paragraph writing.
– Adria Olson, Lower El Lead Teacher

HIGH SCHOOL
In High School English, we are in the process of finishing up our units on allegory in The Wizard of Oz and personification and imagery in the Wild Robot. Students are preparing to write expository and argumentative essays as a capstone project for the unit. Our seniors will also begin the exciting process of writing their graduation speeches – looking back on their time at Stanbridge and forward to the exciting new chapter ahead!
– Kantodeia Schnabel, High School English Teacher

ELEMENTARY
   After popping in to observe the Elementary's Language Arts periods, it is wonderful to see the Kinder to 5th grade progression in literacy! Lower Elementary has been focusing on learning beginning, middle, and ending letter sound recognition in consonant-vowel-consonant (cvc) words. Moving to Middle Elementary, spelling practice is continued. Reading sight words, responding to writing prompts, and verbally answering follow up comprehension questions to read aloud materials are other language arts activities occurring. Advancing into Upper Elementary, students are independently reading nonfiction passages, forming key vocabulary word banks, and retelling information learned by writing an expository paragraph.
   All classes are conducting teacher read alouds and dedicating a portion of time to Lexia online reading program. Elementary teachers encourage all households to have dedicated family literacy time – a time for adults to read their own books alongside their children, modeling reading for pleasure.
– Michele Sumpton, Elementary Division Lead

MIDDLE SCHOOL
   This week, students in English-Language Arts received their Creative Writing Journals. The response was overwhelmingly positive! The prompt for our story this week was for students to write how they would respond if they arrived at school and there were no teachers. Henry Lu chose to write his composition about Ben Grigsby.

• "Here's what I would do if I came to school and Ben was missing. When I arrived at school, I would ask 'Where is Ben'? The first place I would look for Ben is space. Yalin would help me find Ben. We would take a rocket & find Ben to save him."

   Among the other responses were student-led field trips to Starbucks, and of course Mars, as well a student organized party with household pets in attendance. Letting their imagination run wild on the page allows them the freedom and autonomy to safely explore any environment they choose. We look forward to more stories to come!
– Emma Woods, Middle School Language Arts

HIGH SCHOOL
   During the first quarter of High School English, we learned about story arcs and used plot maps to outline the arc of three short stories by authors like O. Henry, Edgar Allan Poe, and several others. Some of the stories we read were text-only, and others were in graphic novel form. Through our short stories, we learned about the use of irony in literature, with a focus on verbal, dramatic, and situational irony.
   In our current unit of study, we’re honing our skills as essay-writers, exploring several different literary concepts such as allegory, similes, metaphors, and story elements like setting and characterization. We’ll soon be applying these concepts to our novel studies of The Wizard of Oz (as a political and monetary allegory) and the first book in The Wild Robot series by Peter Brown. As a capstone project for the unit, we will write persuasive or informative essays with evidence from a variety of sources.
– Kantodeia Schnabel, High School English

The Book Fair is finally here and what a successful day we had! On opening day, all classes walked through to view and make purchases. Today alone our families purchased nearly $2,000 in books and merchandise! (That's $500 in Scholastic credit for the Stanbridge Library!)

If you are coming in to look at the book fair or to buy your child's books, please plan to park in marked spaces and walk in. (Construction on Claremont is finally done, too!) Cars left without drivers in the drop-off/pick-up line, even "for just a few minutes," can cause lengthy traffic jams in the paring lot. Appropriate parking will help our arrival and dismissal times to run more smoothly. Thank you for your consideration.

The eWallet option is very helpful for students and families. It is important to let your child know if you have set up an eWallet for them as some students may erroneously think they have money available. CLICK HERE to get started with eWallet (especially important for shuttle riders)! Anyone can contribute to your child's eWallet, just share the link with family members far and wide for easy gift giving for the holidays – we still get the credit if purchased online by Nov 21. And there's a warehouse full of books online, too! Just create an account so we still get the 25% credit from your purchase before November 21.

Finally, we know how exciting the Annual Book Fair is (we are excited, too!). Middle Schoolers may have big feelings that they will be missing part of it due to the awesome Nature Bridge overnight to the Marin Headlands this Wednesday (Nov 13)-Friday (Nov 15). We’ve got great news – they will get additional class time in the Book Fair! MS students can shop the Book Fair during the entire 1st Period on Wednesday morning before they leave on their trip. They can buy a book or two to bring with them (we suggest writing their name in it). Or they can store purchases at school until they return, if they are worried about it getting lost.

ELEMENTARY
   Our Bulldogs in the Elementary division have been working in Lexia, reading aloud short stories as well as chapter books. While making literacy accessible to all learners, students have been discovering and attaining new vocabulary.
  Lower and Middle Elementary have been practicing pronouncing and writing sight words. They have been enjoying reading rhyming books such as Down by the Bay and Pete the Cat books. They even practiced making up their own rhyming words.
   Upper Elementary has already delved into descriptive paragraph writing this year. Using the hamburger model, students begin with the introduction and end with the conclusion –  represented by the top and bottom buns respectively. They are also using graphic organizers as a tool to help plan their thoughts and set up ordered sentences for descriptions of their STEM project in which they designed, built,  and presented a school of their creation. As part of their language learning, we are also working on how to be a good listening audience.
– Harriet Mukisa, Middle Elementary Lead

MIDDLE SCHOOL
  Our Middle School Humanities team works closely to plan cross-curricular lessons in Language Arts and Social Studies, enforcing learning as not merely subject-based, but teaching students that subjects often tie together. Students began a different type of study about Indigenous Americans this week .
  In Language Arts, students began reading Rabbit Chase, a graphic novel about an Indigenous middle schooler who gets lost on a school field trip and must work with mythological creatures from their tribe to get back to their family. Students have enjoyed the graphic novel, and are asking amazing questions about history, historical sources, and Indigenous cultures. 
   In Social Studies, they have been working with interactive maps, looking at how the United States was divided geographically before European settlers arrived. Students are learning why is it important for Indigenous people to tell their stories, myths, and traditions from their own perspectives.
– Emma Woods, Humanities: Language Arts

HIGH SCHOOL
High Schoolers are launching into English by studying neurotypes (types of brains) this week. Students identified their strengths and areas of growth, what tools work best to support them in the classroom, and how a neurodiverse community benefits everyone. Students worked on taking notes with the content, engaging in class discussions, and even built their own "brains." This work lays the foundation for students to better access English, express themselves, and empower them to advocate for their needs.
– Emma Woods, Kantodeia Schnabel, & Drew Vinson, English