An Independent K-12 school on a beautiful wooded campus, 3 miles from Washington, D.C.

CONTACT THE LOWER SCHOOL

Nancy Powell
LS Head
(703) 749-6334

Annabelle Dunn
Lower School Academic Dean
(703) 873-6143

Joanna Huang
Assistant to LS Head
(703) 749-6335

Welcome to The Lower School

We know that children are naturally curious, and our Lower School educational team cultivates each child’s curiosity and imagination, inspiring a love of learning. The Lower School curriculum is research-based, meeting children at their academic level of readiness. We guide our students to take risks, stretch themselves and become critical thinkers, preparing them to meet and surmount high academic standards.

Among the unifying principles that connect one division to the next is the conviction that students learn best when they learn with others, when they explore and build upon one another’s ideas. Our students engage in collaborative learning activities and service learning projects. The joy of learning and the spirit of challenge brim from our classrooms each day.

Lower School

Lots of cozy nooks for enjoying a good book in the Michael Granger Library.
What’s more fun than relay races during Lower School Field Day?
Kindergarten Circus is a favorite tradition.

Our musical talents are showcased at our Winter Carols performance.

Sometimes we share outdoor activities with older “buddies.”

We often start our day in the library.

Working in small groups helps us provide differentiated instruction.

Learning happens everywhere.

And, it’s always fun to share your favorite story with a friend.

Recess is a good time to stretch our muscles…

...and climb to new heights.

Students remember their parts well into their adult years.

Our playground is the best.

We value taking care of our campus and our environment.

Lower School students often have buddies in other divisions. Sharing outdoor activities is a favorite "buddy" activity.

Every Friday we gather in Assembly to share what we’ve been learning.

Proud to be Panthers!

The bus is a chance to make neighborhood friends of all ages.

From the Desk of Mrs. Powell

Recently, I had the opportunity to remove my administrator (and former reading specialist) hat to awaken my inner mathematician. I attended a three-day math conference in Worcester, Mass., where I had the privilege of working with two brilliant mathematicians and educators, one from the United States and one from Singapore.

Though I had always considered myself to be a strong mathematician, I was nervous when we were presented with problems ranging from division of mixed fractions to calculating the area of a polygon. It seems that some of those formulas and algorithms had escaped from my working memory. But I discovered that there are multiple ways to attack these problems, and struggling with them without the benefit of a rule or formula empowered me to make new discoveries about mathematics on my own. My instructor did not rob me of this opportunity to unearth a new strategy by providing step-by-step directions. I have always believed that the role of mathematics education is to teach students to think, not simply compute. My experience at this workshop solidified this belief for me.

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Every once in a while, a parent will ask, “Why does my child have to learn about number lines (arrays, partial sums) when she already knows how to carry and borrow (or multiply two-digit numbers) using the traditional algorithm?”

Fair question. My response has always been that while procedural knowledge and fact fluency play significant roles in mathematics, conceptual knowledge and the ability to manipulate numbers in a variety of ways lead to greater competency. Our goal is to lead our students to be flexible, efficient, and proficient problem-solvers.

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Even though I had already read Tina Payne Bryson’s book, The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child's Developing Mind, from cover to cover, I found myself feverishly taking notes during her presentation to faculty last Wednesday. Here’s what resonated with me: We must chase the “why.” If our students aren’t doing well, we have to ask why. How do we expand their capacity to access learning and make decisions that will lead to their success?

The metaphor of building a staircase between the upstairs and downstairs brain made such sense to me. I had a conversation with a student on Friday who had not made a wise choice. Luckily, I caught myself before blurting out, “What were you thinking when you did that?” Dr. Bryson’s words reminded me that children know when they’ve made a poor decision. Instead, we must acknowledge that they know what they did was wrong and ask them, “What is your plan moving forward?”

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Whenever I'm having a particularly frenetic or stressful day, I find my way into a kindergarten classroom. Last Wednesday was one of those days. On that particular day, the children in Ms. Steiner's class were abuzz with excitement. First of all, it was Ms. Kettler's birthday, and they were putting the finishing touches on their special birthday cards while licking frosting from the birthday cupcakes. And as it turns out, it also happened to be the day of the much-anticipated Rainforest Play. Rolls of scotch tape were being shuttled around the room so the performers could tape their carefully crafted costumes to their bodies: skinny orange tails marked with black spots, ornate butterfly wings, jaguar ears, colorful poison darts, and, of course, blue water for the river. Once everyone was ready, Ms. Steiner introduced the animals, who then gathered on the rug. (This was Ms. Steiner's only role in the event, mind you. The children planned and collaborated on the play during their "Center Time.")

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One of the things I enjoy most about being around Lower School children is hearing their stories: stories about catching 40 fish in one day, or taking the training wheels off a bicycle for the first time, or “accidentally” stepping in that huge puddle during Woodland Recess. Children have many stories to tell, and our job as educators is to help them do this well. When children begin to write authentic stories about those everyday events that are important to them, we call them “Small Moments.”

In kindergarten, small moment stories begin with elaborate sketches, which are later accompanied by sentences that match their pictures. In first and second grades, students practice telling their stories across three fingers or five fingers and then record these stories by stretching their writing across several pages. Once they have the bones of their story, they learn to elaborate by adding descriptive details, dialogue and internal thought. By the time our students reach third grade, the process becomes more sophisticated. Third graders construct “Personal Narratives” that evolve from a timeline. They hone their craft by experimenting with interesting leads and the “show, don’t tell” strategy.

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