With care in mind for our students, faculty, staff, and all our families, St. James Episcopal Day School is following the recommendations of our Diocesan Bishop and the Louisiana Governor's Office to close our buildings until we are directed otherwise. In response to this, we have shifted our learning into our students' homes, giving instruction via distance learning, offering prayers through video chapels, and keeping in touch with one another through technologies appropriate for our children.
We have taken the following steps to ensure we are supporting our parents and students during this time:
We are aware of the stress school closures place on many of us, especially those who are trying to work while tending to our families and often working in the same shared space. As we work through the challenges, our school leadership will continue to help keep our community of parents, students, teachers, and faculty connected. The St. James’ community will pull through this together. We are so grateful to all for taking on this challenge and believe that our school will be stronger having gone through this together.
St. James Episcopal Day School third through fifth graders have been busy reading the Louisiana Young Reader’s Choice Books for 2019-2020. The book list includes 15 outstanding books that are age appropriate for our young readers. The students participate by reading at least three of these books. In January students vote for a favorite from the list.
School wide voting happened last month, when the students had a the opportunity to cast their ballot using electronic voting machines from the Office of the Secretary of State.
The top three books chosen included third place winner The Princess and The Peas by Rachel Himes; second place winner Wedgie and Gizmo by Suzanne Selfors; and the top choice in first place was Wishtree by Katherine Applegate.
Congratulations to all of our students for participating, including the students pictured who went above and beyond the three book reading requirement!
First graders learned about America and its people in an integrated social studies unit this month, culminating in a Famous Americans Day on February 20th. The unit began with students reading several biographies about different Famous Americans, through which they learned how to take notes on their reading. They then turned their notes into an informative writing piece, which was one of many ways the students demonstrated their understanding of timelines and biographies. They also created timelines of their own lives.
In another math lesson, students ordered numbers from least to greatest by sorting Famous Americans’ birthday years first into centuries (1700s, 1800s, 1900) and then by sorting within each century by the range of when their Famous American was born (example: who was born in-between 1700-1750). Students also used their math abilities to solve challenging math problems around the classroom while figuring out a 100s chart mystery picture--a flag!
To close the unit, students chose a Famous American who has positively contributed and impacted society. Then they researched individuals such as Georgia O'Keefe, Neil Armstrong, Abraham Lincoln, Clara Barton, Katherine Johnson, Daniel Boone, Helen Keller, Babe Ruth, and Mark Twain using books, articles, and the Internet. Following their research, the students created a speech that they performed in front of parents and the school on Famous Americans’ Day. In art, students created a portrait of Abraham Lincoln, and they also produced a flag that hung on a poster above their station at the Famous Americans’ celebration in Bishops Hall.
Throughout the day, the whole school community enjoyed "pressing buttons" to hear the individuals come to life, viewing expert costumes, and learning about men and women who shaped American history.
I believe in God above.
I believe in Jesus’ love.
I believe the spirit too, comes to teach us what to do.
I believe that I should be
Kind and loving Lord like thee.
In PreK-3, we recite the above prayer every morning. The underlined verse is posted in our classroom with handmade crosses lovingly created and tenderly glued on by a current student. We focus on being kind and loving throughout the day with everyone we encounter. It is somewhat of a mantra for us. Intrinsic kindness is especially acknowledged.
Both PreK-3 classrooms have a a kindness tree. When acts of kindness are observed by the teacher or children, the teacher instructs the children to add a heart to the kindness tree. Some examples of the intrinsic kindness we observe and acknowledge in PreK-3 are team work between friends, giving compliments to friends, teachers and staff, helping others in need, sharing, taking turns and just being a good friend. Finally, for a little fun, we “kiss our hearts” and acknowledge that our hearts are growing when we are observed to be kind and loving, Lord like thee.
- Kimberly Mahony, PreK-3 Teacher
What caused the American Revolution? 4th Graders Write Newspaper Articles to Relive the Boston Tea Party
Our fourth graders have been busy learning all about America's history this month with their teacher, Ms. Brooke Patterson. After beginning the year studying early explorers and the impact they had on our country, students studied the early colonists and the events leading to the American Revolution. They spent time learning about the French and Indian War, the Stamp Act, the Boston Tea Party and so much more. In their integrated Social Studies and Language Arts class, they wrote newspaper articles from the point of view of a Boston reporter the day after the Boston Tea Party. They creatively and accurately described what happened at the harbor and included the feelings of both American Patriots and British Parliament. 4th grader Lilly Rose included a fictional quote by King George III, imagining what he might say in an interview: “Well, what the colonists did was terrible, disruptive, and uncalled for. Parliament thinks this should be thrown into the rubbish and that we should come up with another act to punish the colonists for what they did.” Students not only demonstrated their knowledge of what happened, they were able to engage in perspective-taking, practice writing in different voices, and consider the different components and layout of a newspaper page.
Once they understood the causes of the Revolution, students researched battles and heroes during the war in cooperative groups. They also created their own timelines, put the events in order, and added to an ongoing timeline often referred to in their classroom. Over the next few months, students will continue their studies in discovering how America became what it is today!