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The Nutshell2018 – 2019

an independent day school serving preschool (age 3) through eighth grade

An Inside Look at Programs, Policies, and People

TABLE OF CONTENTS

Primary School ..................................... 2Preschool ............................................. 2Pre-kindergarten ................................... 3

Lower School........................................ 4Kindergarten ......................................... 5Grade 1 ................................................ 6Grade 2 ................................................ 7Grade 3 ................................................ 7Grade 4 ................................................ 8Grade 5 ................................................ 9

Upper School ..................................... 10Grade 6 .............................................. 12Grade 7 .............................................. 13Grade 8 .............................................. 14Secondary Schools ............................ 15Colleges ............................................. 16Resource Services and Library .......... 16Sustainability Program ....................... 17Technology ......................................... 17English as a Second Language ......... 17Athletics .............................................. 17Upper School Play ............................. 18Music Lessons ................................... 18Arts Festival Week .............................. 18 Buddy Program .................................. 18Leadership Opportunities .................. 19School Hours and Extended Day ....... 19Summer Camp ................................... 19Volunteer Opportunities ..................... 19Transportation .................................... 20Accreditation and Affiliations .............. 20Tuition ................................................. 20Extended Day Fees ............................ 20Events and Traditions......................... 20Directions ........................................... 21Faculty and Administration ................ 22NAIS Principles ................................... 24Calendar .....................Inside back cover

The Pennfield School’s Mission

The mission of The Pennfield School is to create an inclusive community of dedicated learners, who have an appreciation for the joyful pursuit of knowledge — and respect for themselves and others as a way of life.

The following overview covers the curriculum for all grades, outlining general objectivesand study materials for each subject and level. As you peruse these pages, keep in mindthat education, being an evolutionary process, demands that our program be constantlyrefined and revised to meet the needs of our students. Pennfield faculty share the objective of giving students the most comprehensive, well-integrated, and meaningful understanding of each subject that can be provided. We hope to engender in students,along with a love of learning and a solid foundation for further study, a sense of responsibility toward themselves and toward each other.

Grades preschool (age 3) through eighth at Pennfield are sectioned into three depart-ments: Primary, Lower, and Upper. Although this overview is broken down by departmentfor the reader’s convenience, the scope and sequence of the curriculum is not interruptedby the students’ progression from one department to the next. The Pennfield School’sHead of Lower School and Head of Upper School work together to ensure continuity inour academic program.

At Pennfield, we provide students with a rigorous, challenging, and exciting program that gives our graduates the finest preparation and the greatest number of options for secondary school.

THE PENNFIELD SCHOOL 2018 GRADUATES

The Pennfield School does not discriminate on the basis of age, gender, race, religious affiliation, non-disqualifying

handicap, sexual orientation, family composition, ethnic or national origin, in the administration of its admissions,

financial aid, educational policies, hiring or any of its school practices.

2 | THE NUTSHELL 2018–2019

Primary School The Primary School is comprised of pre-

school and pre-kindergarten. Maximum classsize on any given day in preschool is twelve students and in pre-k is sixteen students, with ateacher and an aide. These programs run from8:00 a.m. until 1:00 p.m. with optional ExtendedDay hours.

The Primary School curriculum focuseslargely on socialization and early life skills, introducing children to the world of school and learning in a nurturing environment. Teachersmodel respectful listening and appropriate language for conflict resolution. They involve children in finding positive solutions for disagree-ments. Children learn to use their words effectively to communicate their thoughts andfeelings. Through games and group activities,Primary students practice patience and sharing. They build friendships and learn to appreciatetheir peers’ different backgrounds, ideas, andemotions. Teachers foster positive group dynamicsthrough the emphasis on cooperation and team-work during group play and clean-up times.

Thematic units provide a basis for elemen-tary learning of all kinds, interweaving activities,literature selections, field trips, games, and discussions. Weekly visits to the school library extend the learning experience beyond the classroom. Science, Spanish, yoga, music, andphysical education are also included to enrich theprogram. Plenty of playground time provides fordevelopment of gross motor skills and spatialawareness.

PRESCHOOL

The preschool program aims to developemerging language skills. Children learn the connection between print and speech, explorebooks independently, and re-tell favorite stories.They notice print in the classroom and recognizethat it has meaning. Students also begin to recognize uppercase and lowercase letters and frequently used words. They are also able to write their own name. As communication skills develop, children ask and answer pertinent ques-tions, state facts and observations, use languageto solve problems, and participate readily insinging, storytelling, finger plays, and rhyminggames. Thematic units encompass all academicareas, including art.

Each week a new letter is taught. A weeklyrhyme book, cooking activity, coloring pages, andgross motor activities are related to the letterbeing taught. Sign language is introduced.

Math learning begins with patterning and sorting objects by shape, color, and size. Numbersare explored through puzzles, rhymes, andsongs, as well as hands-on manipulatives of allsorts. Sand and water play teach students aboutmeasuring, weighing, and volume.

The science curriculum for preschool students focuses on simple natural and physicalscience concepts. These ideas are explored further each week as students visit the sciencetable in the room and investigate a variety of material with scales, magnifying glasses, andtheir senses. The children also make simple observations, predictions, and generalizationsbased on real-life experiences.

Preschool students have a Spanish lessoneach week, introducing them to the languagethey will study through grade eight. In addition,students enjoy weekly yoga, music, and physicaleducation classes.

THE NUTSHELL 2018–2019 | 3

PRE-KINDERGARTEN

In pre-kindergarten, language arts learningexpands to memorization of rhymes, songs, andpoems. Pre-kindergarteners gain letter and wordrecognition through letter of the week activitiesand comprehend that print is read from left to right. Handwriting Without Tears curriculum isused to teach correct letter formation techniquesand to help children observe their own dictatedstories in written form. The children’s speakingand listening vocabularies continue to grow.

In math, pre-kindergarteners expand theirshape vocabulary and continue with the con-cepts of patterning and sequence. They readilycount up to 20 objects and begin to recognizeand apply number symbols. Spatial concepts

such as in/on, above/below, and top/middle/bottom are examined through play and stories.

Weekly science lessons, often consistentwith the monthly theme, allow students to explorethe natural world. During the fall and springterms, the students focus on the Pennfield garden by exploring seeds, observing plantgrowth, harvesting, and composting.

Pre-kindergarteners take part in weeklySpanish lessons. Students learn songs in Spanish,along with beginning numbers and words.

Yoga instruction continues and mindfulnesstechniques are introduced. Students attendweekly music and physical education classes.Play through games, songs, and daily recesshelps children develop spatial awareness andstrengthen gross motor skills.

Yoga instruction and mindfulness techniques are introduced.


strengths in each of these areas. Each yearbuilds upon the lessons learned from the yearprior, and students master skills in each of thesedisciplines at an age-appropriate level.

Art is a core part of every student’s educationat The Pennfield School. Kindergarteners throughfifth graders work with a wide variety of media.They explore drawing, painting, printmaking, ceramics, and sculpture. The students refinebasic drawing, cutting, and pasting skills. They are encouraged to develop their own ideasand use media expressively. Projects are appro-priate to students’ levels of development, progressing gradually each year. The teacher introduces art history and multicultural arts; students learn to appreciate many different kindsof art and to discuss their own work constructively.Students partake in a spring Arts Week.

In Lower School music, students learn to rec-ognize beat and rhythm patterns. Students buildconfidence in their singing and increase theirvocal range. Children experiment with simple instruments, including the xylophone, drums, andthe recorder. Students also improve their physicalcoordination and rhythm comprehension throughdance. The children perform numerous times infront of their peers and parents. In fifth grade, students can participate in band or chorus.

Physical education in the Lower School emphasizes Movement Education. This programutilizes games, gymnastics, and dance to fosterthe child’s physical and emotional developmentthrough the movement concepts described asbody awareness, space, effort, and relationships.It is designed to build on those concepts throughaxial movements, loco motor skills, balance, andmanipulative skills. This development will leadinto sport education as the students becomecompetent in basic skills and mature physicallyand emotionally.

Lower SchoolPennfield’s Lower School consists of kinder-

garten through fifth grade, and is located in thedownstairs wing of the school. English, math, andsocial studies are taught in a self-containedclassroom, and students go to different class-rooms for science, foreign language, library, art,music, and physical education.

In the fall, fourth and fifth grades attend atwo-day, one-night outdoor school for environ-mental education at Alton Jones on the Universityof Rhode Island’s campus. This is a great bond-ing and learning experience for both the childrenand teachers.

In the winter, grades one through three work cooperatively on a cross-curricular socialstudies project with one of three rotating themes: American Heroes and Heroines, Multi-cultural World, and All the Way With the USA. In mixed-grade groups, these Lower School students combine social studies, language arts,research, music, movement, and public speakingto create and perform an original musical stageproduction with a speaking part for each student.

The study of Spanish, the foreign languageoffered at The Pennfield School, begins in preschool and carries through grade eight. The curriculum consists of themed vocabularythrough worksheets, games, and songs while integrating it into real-life situations. Authentic cultural materials and literature are routinely usedwithin lessons.

The goal of the Spanish program in the fourthand fifth grades is to prepare students for thestructure and rigor of Upper School Spanish. Students practice the target language, empha-sizing topics related to everyday school life and routines.

Children in the Lower School also engage inart, music, library, and physical education classes,and through these co-curriculars, develop their


KINDERGARTEN

At this level, The Pennfield School’s pro-gram matures to full day (8:00 a.m. – 3:00 p.m.),and students begin more structured lessons. Specialized teachers teach the co-curricular subjects: science, art, music, foreign language,library, and physical education.

In language arts, students use research-based literacy programs from the Center for the Collaborative Classrooms. These programs,Being a Reader, Being a Writer, and Making Meaning, offer a wealth of high-quality literatureto engage learners. Explicit instruction and amplepractice ensure each student’s growth in readingand writing proficiency. Each day’s lessons integrate phonics, grammar, writing, and spellingfor a total language arts approach. Being aReader includes instruction inhandwriting: focusing on pos-ture, grip, paper position, cap-ital and lowercase letterformation, and writing words.

Among many topics stud-ied throughout the year, socialstudies units may includefamilies, friendship, travel,amazing animals, neighbor-hoods, food, traditions, andchildren’s interests. Activities,“show and tell,” field trips, andreading selections may all bebased on the current theme.

Beginning in kinder-garten, math is taught usingthe Singapore Math series,Math in Focus. The hands-on

program teaches young learners about time,money and measurement, geometry and spatialsense, as well as the concepts of data andchance. Study includes counting and numera-tion, correct number formation, numerical pat-terns, functions, sequences, operations, andproblem solving.

Science learning focuses on observationskills. The students start the year observing The Pennfield School grounds, developing an understanding of living and non-living properties.The Healthy Me unit focuses on the self throughexploring senses, growth, and the major organsof the body. The year finishes out with an intro-duction to the physical sciences wherein students explore motion, magnetism, and sound.

Science comes alive through observation and experimentation.


GRADE ONE

In first grade, language arts instruction continues with the Center for Collaborative Class-room’s Literacy Suite (Being a Reader, Being aWriter, and Making Meaning). Students developtheir reading and writing skills every day, both independently and in teacher-led small groups.These programs, using a workshop model, enhance applied spelling, grammar, and hand-writing abilities, while encouraging imaginativeand original storytelling and a love of reading.

The Math in Focus program continues to engage students in a hands-on examination oflinear and weight measurement, thermometers,calendars, clocks, and money. Students begin touse mental arithmetic by memorizing additionand subtraction facts. First-grade math intro-duces a number of concepts: fractions, placevalue, number sense, mathematical relations and real world word problems, which will be expanded on in later grades.

In social studies, first graders explore a variety of themes over the course of the year.

Students begin with a unit on Families and Communities, followed by Working Together, aswell as a unit on Colonial Times and Customs/Traditions. Current events are read and dis-cussed through the Scholastic News publication.Participation in the cross-grade Lower Schoolproduction is also an integral part of the first-grade social studies program. First graders endthe year with an in-depth study of landforms andbodies of water, culminating in a inquiry report ona mammal of their choice.

First grade science introduces concepts oflight and sound, heredity and mimicry, Earth’splace in the universe, and weather patterns. In addition, students explore the vast and varied elements of nature and its cycles on thebeautiful Pennfield campus, its gardens, and theAquidneck Land Trust Trail that borders theschool. Technology and engineering are incorpo-rated as students ask questions, make observa-tions, and gather information about a situationpeople want to change and define a simple prob-lem that can be solved through the developmentof a new or improved object or tool.

The cross-grade play is an integral part of the social studies curriculum.


GRADE TWO

The second-grade language arts curriculummaintains the incorporation of both phonics andguided reading with the Being a Reader program.While reading abilities vary, most students areready for early chapter books and are expectedto read independently in school and at home, ona daily basis. With more advanced fine motorcontrol, students work on handwriting formationand ultimately, cursive formation. With the help of the Being a Writer and Making Meaningprograms, students continue to gain depth ofreading comprehension and writing. Formal instruction in spelling, grammar, and Writer'sWorkshop continues, as does foreign languagestudy. Vocabulary is also an important compo-nent of the language arts curriculum, and instruction focuses on highly useful words thatappear in a variety of texts. Students build representations of these words and their connec-tions to other words.

Over the course of the year in social studies,second graders move through a series of unitson Native Americans, national symbols and landmarks, Rhode Island state history, local geography, and basic economics. Students discuss current events they read about in the publication, Scholastic News. Participation in thecross-grade Lower School production rounds outthe curriculum.

In mathematics, students review additionand subtraction facts, time and money concepts,and patterning. The study of fractions, measure-ment, decimals, and place value becomes morein-depth. Two- and three-dimensional shapes areintroduced as a prelude to geometry. Studentsbegin memorization of multiplication facts andoperations.

Science in second grade expands the concepts of the previous year with a focus onmatter and its interactions, energy and diversityin ecosystems, biological evolution, and Earth’s

systems. All lessons involve hands-on learningand/or outdoor experiences. The engineering design component enhances previous expecta-tions of asking questions, making observations,and gathering information with development of simple sketches or physical models designedto solve problems. Students then analyze and compare their designs by using different materials in the process.

GRADE THREE

The third-grade language arts program focuses on reading a wide variety of chapterbooks while continuing to write daily and createmeaning between reading and writing. Formalspelling is an important component of the curriculum, as is grammar instruction. The thirdgrade program builds upon the skills and strate-gies taught in first and second grade using theCenter for the Collaborative Classroom LiteracySuite (Being a Writer and Making Meaning), Sadlier-Oxford’s Vocabulary Workshop and Zaner-Bloser Handwriting.

In social studies, third graders study thestructures of government; immigration to theUnited States and, specifically Aquidneck Island;and a variety of American communities and howthey express their culture. Mapping and map-reading skills are introduced, along with the geography of the United States and the continents.As in grades one and two, the cross-grade play,in one of its three incarnations, plays a major rolein the social studies curriculum.

In math, students continue using the Math inFocus curriculum as they move ahead to multi-digit addition, subtraction, multiplicationand division. The study of fractions, place value,decimals and geometry continues. Math factsand skills are reinforced through a variety of mathand computer games.


Third-grade scientists possess a strongbackground in the basic concepts of life, earth,and physical sciences. Throughout the year, thestudents delve deeper into these concepts andbegin to experiment in order to gain a deeper un-derstanding of the world around them. Thirdgraders act like real scientists as they learn howto design and carry out experiments, record theirfindings, and write conclusions in their sciencejournals. During one of the life science units, thirdgraders explore birds of prey. Our school’s campus provides a unique opportunity to observe some of these animals in the wild. Third graders also participate in a highly interac-tive unit that introduces simple machines andhow they work.

GRADE FOUR

The fourth-grade language arts curriculumplaces an emphasis on writing. Students learnthe mechanics of writing as they create narrative,descriptive, expository, procedural, and persua-sive pieces, in addition to poetry. Being a Writerworkshops emphasize the steps of writing:drafting, revising, editing, proofreading, and publication. Students learn to peer edit whileworking together to enjoy the writing process.Programs include the Center for the CollaborativeClassroom Literacy Suite (writing, literature,spelling, grammar), Sadlier-Oxford’s VocabularyWorkshop, and various novels: Fourth GradeRats, Indian in the Cupboard, and Hugo Cabretto name a few.

The social studies curriculum in the fourthgrade has a dual emphasis. The first is a studyof the geography of our country as well as majorcountries around the world. This guides studentsas they explore the history of events that have impacted the United States with a close study of

Fourth and fifth grade students collaborate on a research based focus unit presentation.


Rhode Island. The second focus is the study ofhistorical events from the period of the IndustrialRevolution through the Gilded Age. Students alsospend time learning and reflecting on currentevents around the world. The fourth- and fifth-grade focus unit combines a social studies topicwith research writing, culminating in a schoolwidepresentation from each student.

In fourth-grade mathematics, the studentsgain a more in-depth understanding of previouslyintroduced material, including multiplication anddivision, decimals, fractions, measurement, andprobability. Fourth graders identify and constructgeometric shapes, estimate and compute withlarger numbers, and interpret data using graphsand statistical landmarks.

Fourth-grade science students study manydifferent energy forms by relating the speed of anobject to the energy of that object and makingobservations to provide evidence that energy canbe transferred from place to place by sound,light, heat, and electric currents. In addition, students will study how internal and externalstructures of plants and animals support survival,growth, behavior, and reproduction, and how animals receive and react to information throughtheir senses. Lastly, students will study rocks andother components of Earth’s features. The engi-neering design component challenges studentsto address a problem reflecting a need or a wantthat includes specified criteria for success andconstraints on materials, time, or cost.

GRADE FIVE

English in fifth grade continues to focus onwriting. The mechanics of writing are reinforcedthrough mini-lessons and applied to numerousforms, including poetry, narrative, descriptive, expository, persuasive, and instructional writing. The Center for the Collaborative Classroom

program incorporates the 6+1 Traits of Writing, providing a strong base for student understand-ing with an emphasis on the writing process, including drafting, revising, editing, proofreading,and finally publication. In addition to writing, thereis a strong focus on reading comprehension andreading strategies. Students are given the oppor-tunity to explore a variety of genres in their independently chosen reading, in addition to asmall selection of whole class novels that areread throughout the year.

In fifth grade, the class continues to discoverthe significance of historical events as they focuson post-Civil War through the 1960s. Studentslearn about the Dust-Bowl Era, the Women’sRight Movement, the struggle for civil rights, andread a variety of texts to support their studies. In the spring, the fifth grade collaborate withfourth grade on a research project that culmi-nates in a school-wide presentation from eachstudent.

Fifth graders continue to explore geometricand algebraic concepts in math. There is a strongfocus on computation. Students also graph coordinates, compute with fractions, and organize data for analysis. Calculator skills become more sophisticated, including the use ofexponents and operations with both positive and negative numbers.

In fifth grade students delve deeply into prop-erties of matter by developing models, chartingchanges due to a variety of factors, identifyingmaterials, and mixing substances to create newones. In addition, students study forces and energy,Earth’s place in the universe and its ecosystems,and create engineering designs that comparemultiple solutions to a variety of problems (suchas environmental concerns). The students spenda majority of class time, and their double periodlab sessions, going out into the field, conductinghands-on experiments, and reflecting in their journals to track progress.


Upper SchoolIn Upper School, students in sixth through

eighth grade move from class to class through-out the day in a departmentalized system, storingtheir belongings in personal lockers. In this fashion, students prepare for the higher level of autonomy that they will experience in secondaryschool.

Each student is assigned a faculty advisor. In addition to periodic individual conferences,students meet in groups with their advisors during one lunch period each week. Topics cov-ered with advisors include goal setting,study skills, decision-making, and universalvalues.

Advisors also assist Upper School students with their assembly speeches,which begin in grade six. Sixth and seventhgraders present a topic of their choice,such as hobbies, talents, camps, pets,travels, etc., in front of the faculty and entirestudent body. Leading off the assemblyspeeches for the year, eighth-grade students present their community servicework (a 20-hour minimum requirement tobe completed during the summer) to theschool. Each advisor reviews their advisees’ presentations, offering feedbackand guidance. Following the assemblyspeech, students respond to questionsfrom the audience.

At the end of each academic day, students are engaged in Sustained SilentReading. Each student is required to bringa novel of choice to his or her last periodclass.

A number of additions are made to the weekly schedule that address theneeds of this age group and their level ofstudy. Once a week, each Upper Schoolsection meets with the Head of School for

“Headmaster’s Class,” concentrating on a timelydiscussion of current events, values clarification,and, in eighth grade particularly, preparatory information for applying and proceeding to secondary schools.

Every Wednesday morning the Upper Schoolholds a “Town Meeting,” led by the StudentCouncil and separate from the regular assembly,to discuss issues and concerns that pertainsolely to grades six through eight.

The annual Upper School fall trip takes place in September. Accompanied by Pennfieldfaculty chaperones, Upper School students travelto an outdoor educational camp for three nights.

The annual upper schooltrip fosters cooperation,goal setting, and leader-ship opportunities.


with classroom subjects. Field trips to museumsin New York and Boston expose students to artand artists from around the world. By eighthgrade, students are fluent in a variety of mediawith a firm foundation in design and an appreci-ation for the art of many cultures.

In Upper School, students may choose to participate in the theater program as actors or as part of the tech crew. Productions have included musicals such as “Cinderella,” “The Little Mermaid,” and “The Lion King.”

In Upper School music, both band and chorus are offered. Students are required to participate in at least one music class each year. The chorus covers many musical styles and concepts involved in music appreciation and per-formance. Upper School Band participants meettwice weekly and are encouraged to maintain a schedule of individual lessons on their instru-ments. Opportunities for performances arisethroughout the year at assemblies and concerts.

The shared experiences fostermutual respect, cooperation, goalsetting, and leadership opportuni-ties. A greater appreciation for thenatural world is obtained and reinforced through this trip as well.In the spring, the Upper Schoolstudents are invited to travelabroad during their March vaca-tion accompanied by Pennfieldfaculty. These trips alternate between China and a Spanishspeaking country.

The curriculum for UpperSchool physical education, art,and music follows a progressionfor the three years. Students masterbasic skills that enable them to work independ-ently and advance according to their own creativity and stamina.

The physical education program in theUpper School is based on the combination ofthe Sport Education and Tactical Games modelsof teaching games for understanding. The goalsand objectives are to develop skills and fitnessspecific to particular sports, appreciate and beable to execute strategic play, participate at appropriate levels, work effectively within groups, share in class outcomes, and provideresponsible leadership. The students will begiven the opportunity to develop and applyknowledge about the sport. They will appreciatethe rituals and conventions that give the sport its meaning and the roles that surroundathletics: officiating, publicizing, keeping statis-tics, and the celebration of culminating events.

The Upper School art program is a founda-tion course focusing on the elements and principles of design. Skills are developedthrough projects in drawing, painting, printmak-ing, ceramics and sculpture. Art history is woveninto the curriculum and frequently integrated

Band students have several opportunities to perform throughout the year.


GRADE SIX

In sixth-grade English, students improve their reading comprehension by increasing theirfamiliarity with a variety of literary genres, includingshort stories, poetry, drama, novels, nonfiction,biography, autobiography, and memoirs. In bothexpository and creative writing, they continue towork on the writing process: outlining, drafting,and editing. Instruction also continues in grammar, vocabulary, and spelling. Upper School students prepare and present an oral report onan approved subject of their choice during themorning assembly. Students are involved in allfacets of the presentation.

The history curriculum focuses on ancienthistory, specifically that of the Stone Age, the Fertile Crescent, Egypt, China, Greece,and Rome. Using texts, stories, art, andmulti-media projects, students examinethe political and economic systems, reli-gions, social institutions, languages, cus-toms, and technological and artisticdevelopment of these civilizations.

Sixth-grade mathematics continueswith the Singapore Math series, Math inFocus. Students further develop theirnumber sense by mastering operationswith fractions and decimals. A specialemphasis is placed on proportional reasoning as students apply their numberskills to solve problems. In the geometry and measurement domain, studentssolve perimeter, area and volume prob-lems, transformations, and measurableattributes of two-dimensional and three-dimensional objects. Sixth-grade studentsalso gain a greater understanding of statistics and measures of central ten-dency. Finally, students are introduced to

some algebra competencies, which represent patterns and relationships, as they learn to solveequations and inequalities.

In science, sixth graders concentrate on astronomy and earth science, using experimen-tation and observation, prediction and collection,and analysis and presentation of data. Studentslearn about the planet Earth from core to atmosphere, including its land, water, and air“spheres.” They also explore Earth’s moon andour planet’s place in our solar system and theuniverse beyond. Students acquire techniquesfor designing their own experiment for both written and graphic communication of data.

Taking advantage of our close proximity tothe water, lessons in science, technology, engineering and math (STEM) are used to

Students may choose to participate in an annual upper school trip to countries such as Costa Rica.


introduce students to sailing. During the fall, sixthgrade students travel to the Herreshoff Museumwhere they receive sailing instruction as well asopportunities for real world applications in science and math related fields.

Sixth-grade students continue their study of Spanish. Oral proficiency continues to be ahigh priority. The grammar points covered in sixthgrade include, among others, the definite and indefinite articles, the usage of regular –ar verbsand a few irregular verbs, question formation, andthe use of adjectives. Students put their newly acquired knowledge to use in various creativeprojects assigned throughout the year. Culturalstudies focus on general geography and thecountry of Mexico.

GRADE SEVEN

Seventh grade English focuses on the themeof identity and begins preparing students for a more writing intensive year in 8th grade. Students consider the role identity plays in classicliterature such as The Outsiders, Beowulf, andShakespeare’s Julius Caesar. Students alsostudy diverse contemporary authors such asKwame Alexander, Walter Dean Myers, andJason Reynolds. The year culminates with an Independent Research Project and dystopian science fiction unit including the work of RayBradbury.

World Cultures is the seventh-grade historycourse. A major focus of the course is to develop a meaningful understanding of the world around us. Using the elements of culture andthemes of geography as tools, students examineseveral regions of the world, including, but not limited to, Africa, the Middle East, Asia, and/orLatin America. Students also engage in an

in-depth study of world religions. Novels, short stories, and films may be used to gain greater insight into the life of these regions. A concurrentstudy of local, national, and global current eventsis also followed.

Seventh-grade mathematics students transi-tion to pre-algebra using the Prentice Hall seriestextbook. To prepare for algebra, more emphasisis placed on algebra competencies. Studentsmodel and solve more complex real-world problems using equations and graphs. Studentsbuild on their number sense to understand properties of numbers and continue to applygeometry and measurement skills. Studentsmodel more abstract ideas using expressionsand equations and are introduced to the conceptof a function.

Seventh-grade biology is dynamic. Studentsdelve into the unity and diversity of biological evolution, inheritance and variation of traits,ecosystems and their interactions and energy,and the the history of biology along with the scientists that shaped modern theories and practices. In addition, students begin studies ofgrowth, development, and reproduction of organ-isms along with their study of natural selectionand adaptations. During lab periods, studentsobserve cells under microscopes, dissect oceananimals, and develop possible solutions to specific engineering challenges.

Seventh graders develop increasingly moresophisticated use of the Spanish language astheir grammar skills and vocabulary widen. Giving directions, familiar commands, posses-sive adjectives, comparatives, ordinal numbers,and the present tense of stem-changing verbsare a few of the concepts covered. The study ofculture in the seventh grade focuses on PuertoRico, Spain, and Ecuador.


GRADE EIGHT

The intensity of every subject increasesas eighth graders ready themselves for thelong-anticipated graduation to secondaryschool. Our most senior students enjoyseveral unique experiences during the year,including preparation of the yearbook, stu-dent council leadership, and a significantcommunity service requirement.

Students in grade eight are required toinvest a minimum of 20 hours of communityservice in an agency of their choice (subjectto the approval of the program coordinator)and to detail their experiences in a writtenreport and an assembly speech. Throughthis program, students learn the value ofcivic and social responsibility.

Eighth grade English focuses on thetheme of nature and prepares students forthe writing at the high school and collegelevels. Students consider the role natureplays in classic literature such as Lord ofthe Flies, Great Gatsby, and Shakespeare’sMacbeth or Romeo & Juliet. Students readexcerpts of Transcendental authors, includingRalph Waldo Emerson and Henry David Thoreau.They also complete their first full literary analysisand an author study based on the work of con-temporary author Mitch Albom. They are intro-duced to a variety of short stories and nonfictionessays. The year culminates with an IndependentWriting Portfolio to showcase their best writingand to discuss their growth.

In history, students examine American historyfrom early colonization through the Civil War. The major units of study include: Religious andEconomic Motives of Colonization, the AmericanRevolution, the United States Constitution, UnitedStates Expansion, and the Civil War. In additionto course content, particular focus will be givento writing, researching, and critical thinking skills.

Eighth-grade mathematics students com-plete a full year of Algebra I using the PrenticeHall series textbook. Students learn mathematicsas a symbolic language to represent ideas. Students use multiple representations (graphs,charts, and words) to make predictions anddemonstrate their understanding of real-world relationships. Students are introduced to polyno-mials and factoring, as well as linear, exponentialand quadratic functions and graphs; they alsomaster their understanding of exponents, powers,and roots. They apply algebraic reasoning togeometry, statistics, and probability problems.

Eighth-grade science study concentrates on human physiology and physics. By this level,students can independently apply the techniquesof experimentation, data collection, and analysisthat they have been practicing in the previous

Students have opportunities to develop a commitmentto sustainable living.


years to create, conduct, document, and analyzetheir own experiments.

Eighth-grade Spanish language studentscontinue to enlarge their grammar and vocabu-lary base and sharpen their composition skills.The points of grammar studied include the reflexive verbs, the present progressive, and the preterite, among several others. The study of culture in the eighth grade focuses on DominicanRepublic, Argentina, and Costa Rica. By the endof their Upper School career, students have acquired a solid foundation in the language. They have also developed an understanding ofdiverse Spanish countries and Spanish cultures.Pennfield graduates regularly enter advancedplacement foreign language classes in secondaryschools.

SECONDARY SCHOOLS

The Head of School guides eighth gradersand their parents through the process of selecting appropriate secondary schools for con-sideration. Pennfield students have received acceptance to a wide variety of secondaryschools including the following:

Berkshire School, Sheffield, MABishop Connolly High School, Fall River, MABishop Hendricken, Warwick, RIBishop Stang, North Dartmouth, MABullis School, Potomac, MDConcord Academy, Concord, MADeerfield Academy, Deerfield, MAGould Academy, Bethel, MEKent School, Kent, CTKimball Union Academy, Meriden, NHLa Salle Academy, Providence, RI Lawrenceville School, Lawrenceville, NJLincoln School, Providence, RIMiddlesex School, Concord, MAMoses Brown School, Providence, RIPhillips Academy Andover, Andover, MAPomfret School, Pomfret, CTPortsmouth Abbey School, Portsmouth, RIProut School, Wakefield, RIProvidence Country Day School, Providence, RI

Rocky Hill School, East Greenwich, RISaint Andrew’s School, Barrington, RISalisbury School, Salisbury, CTSt. George’s School, Middletown, RISt. Mark’s School, Southborough, MATabor Academy, Marion, MAThe Wheeler School, Providence, RIWilliston Northampton School,

Easthampton, MAWyoming Seminary, Kingston, PA

Students ingrades fourthrough eight mayparticipate in athleticsafter school.

RESOURCE SERVICES

Resource teachers are Orton Gillinghamreading specialists and have many teachingyears between them. The resource directorbrings current best teaching practices and professional development expertise from nationaland state conferences. Resource teachers instruct Pennfield students in small readinggroups and math groups.

Students and teachers receive classroomsupport and small group or individual OrtonGillingham reading techniques, as needed. Addi-tionally, gifted support and resources are availableto teachers and students. Sixth-, seventh- andeighth-grade students have a room available forextra time and a quiet place for testing.

LIBRARY

The library at Pennfield serves the wholeschool, offering a range of print and electronicmaterials intended to inspire a love of readingand a proficiency in finding, evaluating, andusing information effectively. The library supportsstudents’ interests in reading for pleasure, and offers approximately 8,000 works of fiction andnonfiction. The school subscribes to print andelectronic encyclopedia, magazines, and data-bases. Our youngest students come to the libraryeach week for “storytime,” where thematic unitsteach them to explore classic and contemporaryliterature and learn age-appropriate fundamen-tals of research in conjunction with classroomprojects. Upper School students use the libraryto support their growth toward becoming independent, curious, and skillful learners. We encourage students to creatively and thor-oughly gather information. Students hone commu-nication skills, honoring the conventions andtechniques of academic research. The librarystrives to pique curiosity and provide appealingmaterials that keep students inclined to reach fora book or encourage a friend to share a goodread.

COLLEGES

Pennfield students have received accept-ance to a wide variety of colleges including inrecent years:

American University, Washington, DCBabson University, Wellesley, MABoston University, Boston, MABrown University, Providence, RICollege of Charleston, Charleston, SC College of Wooster, Wooster, OHEndicott College, Beverly, MAGeorge Washington University,

Washington D.C.Georgetown University, Washington D.C.Hamilton College, Clinton, NYHarvard University, Cambridge, MAHobart & William Smith Colleges,

Geneva, NYJohn Hopkins University, Baltimore, MD Marist College, Poughkeepsie, NYMiddlebury College, Middlebury, VTNortheastern University, Boston, MANew York University, New York, NYPrinceton University, Princeton NJRoger Williams University, Bristol, RIRollins College, Winter Park, FLSalve Regina University, Newport RISarah Lawrence University, Bronxville, NYSkidmore College, Saratoga Springs, NYStanford University, Stanford, CASt. Lawrence College, Canton, NYTrinity College, Hartford CTUnited States Air Force AcademyUniversity of DelawareUniversity of New Hampshire University of PensylvaniaUniversity of Rhode Island University of WisconsinUniversity College, Dublin, IrelandVassar College, Poughkeepsie, NYWheaton College, Norton, MA



SUSTAINABILITY PROGRAM

The Sustainability Program at Pennfield’s Lirakis Nature Center educates students aboutthe interconnectedness of human beings withother species and systems on Earth. Studentsare taught, through direct experience, about per-sonal responsibility for the stewardship of ourplanet, as well as the value and virtue of makingkind connections with one another as fellowhuman beings. Whether starting seeds hydro-ponically to be grown organically in Pennfield'sraised garden beds, participating in beekeepingwith our own hives, implementing a schoolwideReduce, Reuse, and Recycle program, or simplyobserving the diverse natural beauty of ourunique campus, Pennfield students have everyopportunity to develop a lifelong commitment tosustainable living.

ECCO ClubThe Environmental Club and Composting

Organization (ECCO) is open to students ingrades five through eight who have a keen interest in environmentalism. Activities are student directed with the goal of promoting positive environmental practices at Pennfield and in thegreater community.

TECHNOLOGY

Students have access to technology through-out the school building. In addition to our computer lab, students in preschool throughgrade five have access to a mobile pod of iPads.Grades six through eight benefit from a 1:1 iPadprogram. Students and faculty use these personalmobile devices in each class to research, plan,and complete homework. We are always findingnew ways to incorporate technology into our dailylives.

ENGLISH AS A SECOND LANGUAGE (ESL)

For an increasingly international studentbody, Pennfield offers a comprehensive and research-based program for students, preschoolthrough eighth grade, who need ESL support.Through individualized lessons, ongoing forma-tive assessment, and regular observation in coreclasses, the ESL teacher provides a course ofstudy to guide students toward English languageproficiency.

ATHLETICS

Students in grades four through eight are offered the opportunity to participate in athleticsafter school. Fourth and fifth graders have accessto intramural activities and/or introductory-levelcompetitive sports in soccer, cross-country, basketball, and lacrosse.

Upper School students at Pennfield partici-pate competitively in soccer, cross-country, basketball, and lacrosse against local and regional independent and public schools. Practices and games are normally scheduledMonday through Thursday with the occasionalFriday game or weekend tournament. Some ofthe schools Pennfield competes against includeMoses Brown, Providence Country Day, TheWheeler School, Rocky Hill, St. Michael’s CountryDay School, Block Island, Falmouth Academy,Middletown, and Little Compton. The athletic program also provides non-competitive club activities in skiing/snowboarding at WachusettMountain and horseback riding at Glen Farm.

Volunteer OpportunitiesThe athletic program provides opportunities

for parents to offer sport-specific positional coach-ing (i.e., soccer and lacrosse goalie instruction),score table operation during basketball andlacrosse tournaments, and chaperoning ski/snowboarding club trips to Wachusett Mountain.


TransportationScheduled competitions for cross country,

soccer, basketball, and lacrosse are transportedby bus. Ski/snowboard club trips are transportedby commercial coach bus. Some events may require parent or volunteer carpool.

Ski/Snowboarding ClubSix Friday afternoons during the winter term,

Upper School students depart to WachusettMountain in Massachusetts at 3:00 p.m. for anevening of skiing and snowboarding. Studentsreturn at 11:00 p.m.

UPPER SCHOOL PLAY

Grades four and five, when applicable, andUpper School students may participate in the annual Upper School play. Rehearsals are usuallyheld four afternoons per week from 3:05 to 4:45 p.m., with performances occurring on a Friday evening.

INDIVIDUAL MUSIC LESSONS

Students of all ages take advantage of the afternoon hours to schedule individual lessons on a variety of instruments as well as vocal instruction. Arrangements for lessons and instrument rentals can be made through themusic instructors.

ARTS FESTIVAL WEEK

Although the Arts Festival is truly a part of the curriculum, rather than an extracurricular activity, it far exceeds the bounds of “everyday.”The first week of May features an exciting seriesof performances and workshops, culminating ina daylong extravaganza in which studentschoose from a multitude of different hands-onworkshops, tailored to their ages, abilities and interests. Dozens of guest artists from all over

New England and beyond join in this learning celebration. The purpose of the festival is multi-faceted: to expose students to as much culturaland artistic diversity as possible, give studentsthe opportunity to express themselves in a varietyof media, encourage them to think creatively, andgenerate new ideas and fresh perspectives.

BUDDY PROGRAM

The Buddy Program is a treasured commu-nity builder for The Pennfield School. Each year,older students are paired up with younger students as Buddies. Once a month, Buddieshave the opportunity to meet and work togetherin a variety of fun and educational activities. The partnerships benefit both younger and olderstudents by building self-esteem, communica-tion, and empathy skills.

Hands-on workshops expose students to a variety of media.


LEADERSHIP OPPORTUNITIES

Lower and Upper School students meet voluntarily with faculty members and parent volunteers for special-interest groups and activi-ties, which provide opportunities for service andleadership. Recess or study hall periods are oftenused as meeting periods. Current activities include:

Student CouncilStudents nominate their peers and hold

elections. Student Council coordinates fundrais-ing, Spirit Week, dances, and other extra-curricularactivities, including community service projects.

Oak SocietySelect students represent the School at

on-campus and off-campus events throughoutthe school year.

Spanish Honor SocietySeventh and eighth grade students in the

Honor Society are involved in activities that support and promote the Spanish language andculture within the School and in the greater community.

SCHOOL HOURS

The Early Bird program begins at 7:30 a.m.for students who need to be dropped off early. All students are expected to arrive for school between 8:00 and 8:10 a.m.; those not presentfor assembly at 8:10 a.m. are considered tardy.The half-day programs in preschool and pre-kindergarten conclude at 1:00 p.m. The ExtendedDay program options for these grades are either1:00–3:00 p.m. or 1:00–5:00 p.m., or later by request. All other grades end their day at 3:00 p.m. Monday through Friday. After-schoolsports for grades three through five conclude at4:15 p.m. and 4:30 p.m. for grades six througheight.

EXTENDED DAY

The Extended Day program, open to allages, provides care and supervision for studentsevery day between the hours of 1:00 and 5:00p.m., or later by request. There is a minimalcharge for this service. Younger students congre-gate in another designated classroom for home-work completion, arts and crafts, stories, freeplay, and outdoor activities. Students in gradesfour and above who are not participating insports, but remain at school after 3:00 p.m., aresupervised in the library, where they have accessto educational resources.

SUMMER CAMP

Summer is a special time, and The PennfieldSchool offers a memorable camp experience forstudents. Our goal is to ensure children have funand develop friendships. We provide thematiccamps led by a dedicated staff of educators andcamp instructors. Our tree-lined campus on LittleSlocum Farm is an idyllic setting, and campersenjoy use of our gymnasium, athletic fields, playgrounds, art studio, computer lab, sciencelab, and stage.

VOLUNTEER OPPORTUNITIES

The Pennfield School depends on parent involvement, in a variety of ways, to enrich thewide range of programs offered. The PennfieldSchool Association, the parent-teacher organiza-tion, offers dozens of volunteer opportunities forinterested parents. Some of the activities spon-sored by the PSA include a weekly hot lunch program, Teacher Appreciation Day, and specialassemblies and field trips for students. The PSAraises funds for these projects and also for class-room wish lists for all grades and departments.Meetings are held monthly. The Pennfield Boardof Trustees also provides ample opportunity forparents to share their energy and expertise.


The Board branches into a number of subcom-mittees in which parents are invited to participate,from Buildings and Grounds to Finance and Public Relations. Classroom and co-curricularteachers often look for special talents, or simplya willing pair of hands, that parents are eager toshare: musical accompaniment, computer skills,chaperones and drivers, library time, envelopestuffing, etc. In short, however you are able and willing to help, your efforts will always be welcomed and appreciated!

TRANSPORTATION

Town bus service is available for students living in Little Compton, Tiverton, and AquidneckIsland. In other areas, many families carpool.Contact the front desk or your class representa-tive for names of families in your area who maywish to share the driving.

ACCREDITATION AND AFFILIATIONS

The Pennfield School is accredited by the Association of Independent Schools of New England (AISNE), of which it is a member. The School is approved annually as an elemen-tary school by the office of the Commissioner ofEducation of the State of Rhode Island and Providence Plantations. In addition, the Schoolholds memberships in the following organiza-tions:

The National Association of IndependentSchools (NAIS)

The Independent Schools Association of RI(ISARI)

The Educational Records Bureau (ERB)

The School and Student Service for Financial Aid (SSS)

The Secondary School Admission Test Board(SSAT)

The Aquidneck Collaborative for Education(ACE)

2018-2019 TUITION SCHEDULEPreschool Three Days (8 a.m.-1 p.m.) $7,640Four Days (8 a.m.-1 p.m.) $10,095Five Days (8 a.m.-1 p.m.) $12,560Pre-kindergarten (8 a.m.-1 p.m.) $12,560Kindergarten (8 a.m.-3 p.m.) $18,500Class I – Class V (8 a.m.-3 p.m.) $19,490Class VI-Class VIII (8 a.m.-3 p.m.) $22,340

2018-2019 EXTENDED DAY FEES

1:00 – 3:00 p.m.

1 Day 2 Day 3 Day 4 Day 5 Day$550 $1,000 $1,500 $2,000 $2,500

1:00 – 5:00 p.m.

1 Day 2 Day 3 Day 4 Day 5 Day$1,000 $2,000 $3,000 $4,000 $5,000

3:00 – 5:00 p.m.

1 Day 2 Day 3 Day 4 Day 5 Day$550 $1,000 $1,500 $2,000 $2,500

EVENTS AND TRADITIONS

The Pennfield community maintains its cohe-siveness by including families in many differentways.

During the school year there are a numberof traditional events and occasions in which families are encouraged to participate. Some of these events include students and siblings, and some are limited to parents and friends. The Lunchbox Express, a weekly communica-tion for families, is available on our website(www.pennfield.org) each Thursday. This newslet-ter keeps families informed about current and upcoming events at the school, as well as calendar items and a weekly letter from the Head of School. The following list of annual


activities is representative, but subject to change,and new ideas are always welcome!

Annual Corporation MeetingArts Festival WeekAthletic Awards EveningBingo NightCommencement Ceremony Cornucopia Fine Arts Sale Cornucopia PartyFall Parents’ EveningField Day Grandparents and Special Friends Day Golf and Tennis TournamentHalloween ParadeLower School Stage ProductionNew Family Summer Barbecue Orchard Family RunParent Conference Day Registration Day Cookout Teacher Appreciation Day Thanksgiving All-School Feast Upper School Evening DancesUpper School Dramatic Presentation Winter Holiday Assembly and Concert

DIRECTIONS TO THE PENNFIELD SCHOOL

From the Providence area:Take Route I-195 East to Fall River and Route

24 South toward Newport. *Follow Route 24 overthe Sakonnet bridge and onto Aquidneck Island.You will see a sign for “Middletown - NewportBeaches” Take Exit 1 - (Turnpike Avenue). Stay tothe right at the bottom of the ramp. Go one mileto the set of lights, turn right onto Route 138South. Bear left at the top of the hill. Stay onRoute 138 South until the traffic light at SandyPoint Avenue. Go left on Sandy Point Avenue. The Pennfield School is approximately 1/4 mileon your left.

From the Boston area:Take Route 93 South to Route I-95 – the sign

says Dedham-Providence. Turn off I-95 ontoRoute 24 South towards Fall River. It is approxi-mately 40 miles to Fall River where Route 24merges for less than a mile with I-195 West. In FallRiver get on Route 24 again toward Newport.*Follow the previous directions to The PennfieldSchool.

From Barrington and Bristol:Take the Mount Hope Bridge. Bear right at

the foot of the bridge. In a mile, go straight pastthe lights just after the Island Garden Shop. In another mile and a half, bear right at the lightsonto Route 138 South. Bear left at the top of thehill. Stay on Route 138 South until the traffic lightat Sandy Point Avenue. Go left on Sandy Point Avenue. The Pennfield School is approximately1/4 mile on your left.

From the East Greenwich, Wickford side of the Bay:

Take the Newport Bridge and follow Route138 North through Middletown and intoPortsmouth, at which point Route 138 is EastMain Road. Stay on East Main Road until the traffic light at Sandy Point Avenue. Go right onSandy Point Avenue. The Pennfield School is approximately 1/4 mile on your left.


Rob KelleyHead of SchoolB.A. Tufts UniversityM.A.T. Tufts University

Mattie L. Edwards-Kemp Associate Head of SchoolHead of Upper SchoolGrade VII World CulturesB.S. University of Tennessee B.S. Salve Regina University M.Ed. Rhode Island College

Karen LambertHead of Lower SchoolPreschool TeacherB.A. Salve Regina UniversityR.I. Certification in Early Childhood Education

Meredith Benvenuto-Botelho Class IVB.A. University of Rhode IslandM.A.T. University of Rhode Island

Iris BohenskyAdministrative AssistantB.S. University of Rhode Island

Mathew BottoneCoordinator of Student LifePrimary, Grade VI and Grade VIII ScienceB.F.A. University of Colorado

Elizabeth A. Bouch, R.N.NurseB.S. University of Rhode IslandB.S. Salve Regina UniversityM.S. University of Massachusetts

Diane CampagnaCommunications ManagerSummer Program DirectorB.A. University of ColoradoR.I. Certification in Elementary Education

Erin CostaGrade IIB.A. St. Michael's CollegeM.A.T. Roger Williams University

Ann Cotter-KelleyExtended Day CoordinatorB.A. Northeastern University

Peter Dorrien Traisci Grade VI, VII and VIII Spanish B.A. Harding University M.A. Middlebury College

Stephanie Garcia Earp ‘98Director of DevelopmentB.A. Bates CollegeM.B.A. University of Rhode Island

Kristin EmoryDirector of Admissions and Financial AidB.A. University of ColoradoM.A.T. University of San Francisco

Lesley FariaGrade VI Ancient Civilizations Grade VIII American History B.S. Salve Regina UniversityM.A. Rhode Island College

Alex Fernandez ‘01Grade VI – VIII MathematicsB.A. Salve Regina University

Katrina FortierMusic and Chorus DirectorB.A. Salve Regina University

Danielle FrawleyGrade IIIB.A. Siena CollegeM.A.T. Adelphi University

Judy HallPre-KindergartenB.A. Salve Regina UniversityM.A. Salve Regina University

Cindy HallowellSustainability EducatorB.A. Clark University

Lori HawksGrade VII and VIII EnglishB.A. Fairfield UniversityM.A. Northern Arizona University

Emily JohnsonKindergarten Assistant TeacherB.S. University of Rhode Island

Faculty and Administration


Susan KremerLower School ArtB.F.A. Western Michigan University

Mark LaphamTechnology InstructorB.S. University of Connecticut

Meaghan MoeExtended Day AssistantA.A. Bristol Community College

Tim LeeBand DirectorB.A. University of Massachusetts

Kelly LeMeurLibrarianB.A. Clemson UniversityM.A. Pennsylvania State UniversityM.L.I.S. University of Rhode Island

Allegra LovoyPrimary - Grade IV Physical EducationAssistant TeacherB.A. Salve Regina University

Bob MacMannisAthletic DirectorGrade V through VIII Physical EducationGrade V, VII, and VIII MathematicsB.A. Tufts University

Richard McMorrowMaintenance

Kristina MichelsonResourceB.A. St. Lawrence UniversityM.A. University of Colorado

Paul MurphyFacilities ManagerB.S. Roger Williams UniversityB.S. Rhode Island College

Blayney Norton-HayesUpper School ArtB.F.A. Roger Williams University

Dan O’TooleBusiness ManagerB.A. University of MassachusettsAccounting & Finance Certification Northeastern University

Piper PadilliaKindergartenB.A. Hillsdale CollegeM.Ed. Wheelock College

Dawn Cronin PigottResourceB.S. University of MaineGraduate Study Harvard University

Elizabeth RaduchaLower School ScienceGrade VII ScienceB.A. Fitchburg State CollegeM.A. Lesley College

Stefanie RiccioGrade VB.S. Pace UniversityM.A. Towson University

Dana StaatsGrade I B.A. Roger Williams UniversityM.A. Roger Williams University

Julie SweeneyCommunity OutreachA.B.A. Gibbs College

Maria TakacsPreschool – Grade V SpanishB.B.A. Universidad de Puerto Rico

Frank TitoDirector of TechnologyA.S. Thames Valley State Technical College

Ashley WallGrade VI EnglishGrade VI Ancient CivilizationESLB.A. American UniversityM.A. American University

Jenny WilliamsPre-kindergarten AssistantB.A. University of New Hampshire


NAIS PRINCIPLES OF GOOD PRACTICE FOR MEMBER SCHOOLS

The Pennfield School is a member of the National Association of Independent Schools(NAIS).

The following principles are adhered to atThe Pennfield School. Building on the work of theearly childhood educators, elementary school educators continue to nourish the child’s joy ofdiscovery and passion for learning and providefor the child’s social, emotional, physical, intellec-tual, and moral growth – giving special attentionto the mastery of those basic skills and concepts,which are the foundation of all future learning.

1. Elementary school educators, and all personnel who interact with children, have appropriate training and knowledge regardingthe developmental characteristics and needsof this age group.

2. Elementary school educators create a safeand secure environment, in which studentsgrow in both autonomy and the ability to work and play together.

3. Elementary school educators design and implement programs that actively engage students in making connections, solving prob-lems, and thinking independently.

4. Elementary school educators teach to individ-ual learning styles and intelligences and assess learning in a variety of ways.

5. Elementary school educators support thechild’s emerging identity by respecting andproviding for each student’s voice.

6. Elementary school educators build relation-ships with their students, in which each childfeels understood, nurtured, and challenged.

7. Elementary school educators work to createa relationship with parents that facilitates theexchange of information necessary to ensurethe child’s progress.

8. Elementary school educators create opportu-nities for children to become increasingly responsible for the many communities inwhich they live.

9. Elementary school educators defend the dignity and worth of each member of thecommunity, and create an environment thatfosters respect, understanding, and accept-ance of differences.

TABLE OF CONTENTS

Primary School ..................................... 2Preschool ............................................. 2Pre-kindergarten ................................... 3

Lower School........................................ 4Kindergarten ......................................... 5Grade 1 ................................................ 6Grade 2 ................................................ 7Grade 3 ................................................ 7Grade 4 ................................................ 8Grade 5 ................................................ 9

Upper School ..................................... 10Grade 6 .............................................. 12Grade 7 .............................................. 13Grade 8 .............................................. 14Secondary Schools ............................ 15Colleges ............................................. 16Resource Services and Library .......... 16Sustainability Program ....................... 17Technology ......................................... 17English as a Second Language ......... 17Athletics .............................................. 17Upper School Play ............................. 18Music Lessons ................................... 18Arts Festival Week .............................. 18 Buddy Program .................................. 18Leadership Opportunities .................. 19School Hours and Extended Day ....... 19Summer Camp ................................... 19Volunteer Opportunities ..................... 19Transportation .................................... 20Accreditation and Affiliations .............. 20Tuition ................................................. 20Extended Day Fees ............................ 20Events and Traditions......................... 20Directions ........................................... 21Faculty and Administration ................ 22NAIS Principles ................................... 24Calendar .....................Inside back cover

2018

Tuesday, August 28 New Family Cookout, 5:00 p.m.

Monday, September 3 Labor Day Holiday

Tuesday, September 4 Orientation & Cookout, 10:30 a.m.-12:30 p.m.

Wednesday, September 5 First full day of classes

Sunday, September 23 Orchard Family Run

Tuesday, September 25 Fall Parents Evening, 6:00-8:00 p.m.

Monday, October 8 Columbus Day Holiday

Friday, October 19 Grandparents & Special Friends Day

Monday, October 22 Fall Parent Conferences (no classes)

Friday, October 26 Open House

Friday, November 2 Half Day Professional Development (noon dismissal) Cornucopia Party, 6:00-8:00 p.m.

Saturday, November 3 Cornucopia Fine Arts Sale

Monday, November 12 Veterans Day Holiday

Monday, November 19 All School Feast

Tuesday, November 20 Thanksgiving Holiday begins after classes

Monday, November 26 Classes resume

Friday, December 7 Open House

Tuesday, December 18 Winter Concert at 11:00 a.m., dismissal at noon

2019

Wednesday, January 2 Classes resume

Monday, January 21 Dr. Martin Luther King, Jr. Holiday

Friday, January 25 Open House

Friday, Monday & Tuesday February 15, 18 & 19 Winter Long Weekend & Professional Day (no classes)

Friday, March 8 Talent Show Spring Break begins, 3:00 p.m.

Monday, March 25 Classes resume

Thursday, April 25 The Corporation Meeting

Wednesday, May 1 Half Day (Teacher Appreciation Day)

Monday, May 27 Memorial Day Holiday

Tuesday, June 11 Last Day Primary and Kindergarten

Wednesday, June 12 Field Day

Thursday, June 13 Commencement, 10:00 a.m.

Calendar 2018-2019

Little Slocum Farm • 110 Sandy Point Avenue • Portsmouth • RI • 02871 • 401.849.4646

www.pennfield.org

joy • understanding • respect

the nutshell - pennfield · students combine social studies, language arts, research, music,...

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