WES’s response to COVID-19 can be found HERE.
WES’s response to COVID-19 can be found HERE.
WES’s extraordinary teachers work each day to create an atmosphere of high, positive expectations, goodwill, and an appreciation for discovery and learning. They not only teach, they coach, sponsor, chaperon, and counsel.
Faculty members and directors meet regularly to incorporate best practices and share innovations, and they are supported by the WES Professional Development Program, ensuring that each teacher has access to the academic and technological training and tools they need.
Here, supported by faculty and staff, children stand out without burning out. Students challenge themselves academically, physically, and spiritually, and broaden their world view. Life at WES is a constant adventure.
"WES is the best because of the small classes and helpful teachers. I also love the field trips."
— Grade 5 student responses to the question, "Why do you love WES?"
"Because language arts is very fun and we get to play word games."
— Grade 2 student responses to the question, "Why do you love WES?"
"I love WES because everyone in the school is kind and the classes are fun!"
— Grade 5 student responses to the question, "Why do you love WES?"
"It has a great atmosphere. It is diverse and the people are welcoming."
— Grade 5 student responses to the question, "Why do you love WES?
"I love WES because I have a lot of friends and my friends are nice."
— Grade 2 student responses to the question, "Why do you love WES?"
Teachers across the elementary grades employ a balanced literacy approach, which provides a differentiated and rigorous experience for students based on the most current research on best practices in literacy instruction. Robust units of study in reading and writing in combination with programs to support students’ development in spelling, grammar, conventions, and vocabulary are employed.
Students receive whole class mini-lessons as well as differentiated small-group and individual instruction. Instruction is responsive, informed by ongoing formal and informal student assessment. Primary goals are to help students see themselves as readers and writers who embrace literacy with passion, skill, and powerful thinking.
Using enVision™ Math Program, students extend their understanding of base-ten notation using algebraic thinking; build fluency with addition and subtraction by solving problems using strategies and visual models; use standard units of measure to explore the inverse relationship between the size of the unit of measure and the number of iterations; describe and analyze shapes.
Students learn the early history of Washington, DC, with a focus on memorials and museums. The 50 states and capitals are studied, and each student researches and presents on one state. Second graders also learn about Mexico and the influence of Olmec, Aztec, and Mayan cultures.
Students are given many diverse opportunities to develop musical skills. Some concepts covered in class include: tempo; singing on pitch with expression; introduction to rhythm reading; and melody and harmony in singing. Movement class gives students the chance to integrate these skills creatively.
Students participate in three STEM units taught by our Science, Technology, and Innovation Teachers throughout the year. The faculty coordinates and collaborates to provide a robust learning environment that reinforces STEM concepts across all of the rotations.
Through dialogues, stories, songs, and audio-visual aids, students learn how to tell time and vocabulary related to food and the household. They understand basic greetings and question patterns and can respond appropriately using appropriate intonation. Students also work on reading and writing.
Lessons about line, shape, and color are integrated with social studies themes. Students also study individual artists and styles. Projects may include the following:
Students increase their knowledge of the Bible by learning about major themes and lessons for life presented in the Old and New Testaments. They are also introduced to the stories of past and present people, religious and secular, who embody those lessons. The monthly virtues are connected to the Bible stories and people presented in class.
The curriculum emphasizes the benefits of personal fitness to lay the foundation for lifelong wellness. The elements of team play, cooperation, respect for others, safety, and enjoyment are stressed. Activities include:
Students learn how to search online for specific titles in the library collection and how to find books by their call numbers. By reading and discussing world folklore, students explore topics related to their classroom’s social studies curriculum. To share their love of literature, students learn how to present short book talks. They also participate in literature circles to discuss their pleasure reading.
Teachers across the elementary grades employ a balanced literacy approach, which provides a differentiated and rigorous experience for students based on the most current research on best practices in literacy instruction. Robust units of study in reading and writing in combination with programs to support students’ development in spelling, grammar, conventions, and vocabulary are employed.
Students receive whole class mini-lessons as well as differentiated small-group and individual instruction. Instruction is responsive, informed by ongoing formal and informal student assessment. Primary goals are to help students see themselves as readers and writers who embrace literacy with passion, skill, and powerful thinking.
Using enVision™ Math Program, students develop an understanding of multiplication and division within 100; develop ab understanding of fractions, especially unit fractions; study the structure of rectangular arrays and of area; and describe and analyze two-dimensional shapes. Students use place value understanding and properties of operations to perform multi-digit arithmetic and add and subtract with an expanded algorithm to three-digit numbers.
Students begin the year learning about European explorers, including the Vikings, Spanish conquistadors, and Columbus. Colonization of the New World is examined with a focus on early Maryland history and geography.
Students learn to play recorders and study composition, improvisation, form, and style. They begin following musical scores, learn to identify meter signatures, and are given many opportunities to perform throughout the year. Students continue to practice choral skills during one class each week.
Students participate in three STEM units taught by our Science, Technology, and Innovation Teachers throughout the year. The faculty coordinates and collaborates to provide a robust learning environment that reinforces STEM concepts across all of the rotations.
Through skits, dialogues, stories, and audio-visual aids, students learn vocabulary associated with seasons, sports, and themselves. They learn the verbs “to be” and “to have” as well as pronouns and articles. Emphasis is placed on learning about French and Spanish culture.
Art lessons are integrated with social studies themes. Students also study individual artists and styles. Projects may include the following:
Students continue to become familiar with the biblical narrative in greater detail. They are also introduced to the teachings and traditions of other world religions. Students continue to discuss monthly virtues and relate those virtues to their own lives.
The curriculum emphasizes the benefits of personal fitness, laying the foundation for lifelong wellness. The elements of team play, cooperation, respect for others, safety, and enjoyment are stressed.
Activities include:
Students read, discuss, and learn to differentiate between different literary genres, including fables, myths, legends, short stories, biographies, poetry, and fiction. Library activities enrich and extend social studies and language arts units.
Teachers across the elementary grades employ a balanced literacy approach, which provides a differentiated and rigorous experience for students based on the most current research on best practices in literacy instruction. Robust units of study in reading and writing in combination with programs to support students’ development in spelling, grammar, conventions, and vocabulary are employed. Students receive whole class mini-lessons as well as differentiated small-group and individual instruction. Instruction is responsive, informed by ongoing formal and informal student assessment. Primary goals are to help students see themselves as readers and writers who embrace literacy with passion, skill, and powerful thinking.
Using enVision™ Math Program, students develop the following skills: fluency with multi-digit multiplication and division; an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; and an understanding that geometric figures can be analyzed and classified based on specific properties.
Students read, discuss, and write about the founding of the United States from the Thirteen Colonies to the Declaration of Independence and the writing of the United States Constitution. Note-taking, essay writing, and testing skills are introduced and reinforced.
In chorus students continue note reading and syncopation. Students learn to follow music scores and begin mixed chorus. All students learn a band instrument and experience ensemble playing and listening.
Students participate in three STEM units taught by our Science, Technology, and Innovation Teachers throughout the year. The faculty coordinates and collaborates to provide a robust learning environment that reinforces STEM concepts across all of the rotations.
Children develop their ability to make simple declarative sentences. Classwork reinforces reading and writing skills, including question-and-answer patterns. Lessons include cardinal numbers to 1,000, telling time, giving directions, answering questions using prepositions, and using adjectives to give physical descriptions. They also learn about French and Spanish-speaking countries.
Art lessons are integrated with Social Studies themes. Students also study individual artists and styles. Projects may include the following:
The focus of the class is God’s love for creation and our response to this love as described in the Hebrew Scriptures. Students will also examine stories demonstrating God’s relationship with people in times of difficulty and hardship.
The curriculum teaches the benefits of personal fitness, laying the foundation for lifelong wellness. Emphasis is placed on personal fitness and new ways to apply fitness principles. Team sports are approached in-depth with a focus on tactics, skill development, teamwork, respecting and understanding the ability of others, and self-esteem. Activities include:
Students explore additional literary genres and learn how to differentiate between them. Biographies are a special emphasis. Students are also introduced to different types of research sources, including using primary sources.
Teachers across the elementary grades employ a balanced literacy approach, which provides a differentiated and rigorous experience for students based on the most current research on best practices in literacy instruction. Robust units of study in reading and writing in combination with programs to support students’ development in spelling, grammar, conventions, and vocabulary are employed. Students receive whole class mini-lessons as well as differentiated small-group and individual instruction. Instruction is responsive, informed by ongoing formal and informal student assessment. Primary goals are to help students see themselves as readers and writers who embrace literacy with passion, skill, and powerful thinking.
Students develop fluency with addition and subtraction of fractions and an understanding of the multiplication and division of fractions; extend division to 2-digit divisors; integrate decimal fractions into the place value system; and develop an understanding of operations with decimals to hundredths. Individual student needs are met through differentiated instruction and pacing.
Continuing the study of American History begun in Grade 4, students explore Westward Expansion, U.S. geography, the cultural anthropology of Native Americans, and the Civil War. Highlights include a tribal research project and museum.
Students continue further development of two-part choral readings, writing notation, and recognizing musical styles. They participate in the school’s annual musical production and listen to musical compositions including opera. All students study instrumental music and continue to experience ensemble playing and listening. Students learn the basics of music performance including major scales and arpeggios, tuning, keyboard signatures, notation including note values, duple and triple meters, rhythm patterns, articulations, and varied styles.
Students participate in three STEM units taught by our Science, Technology, and Innovation Teachers throughout the year. The faculty coordinates and collaborates to provide a robust learning environment that reinforces STEM concepts across all of the rotations.
Study includes plural and singular possessive adjectives; subject pronouns; professions and trades; the present tense of verbs “to go,” “to want,” and “to be able to”; and infinitive verbs. Students learn the conjugations of common regular verbs and adjectives to describe people and nationalities using affirmative and negative questions. Activities include writing short compositions.
Art lessons are integrated with social studies themes. Students also study individual artists and styles. Projects may include the following:
The class will explore Christian Scriptures with particular emphasis on the parables of Jesus. Students will be encouraged to respond to biblical stories in the context of their own lives.
Each term, students choose whether to participate in a team sport or in WESQwest, a more conventional PE program.
Team Sports:
WESQwest Activities:
Students research selected historical events related to the core classroom curriculum in library data bases and reference books. They are taught to distinguish between types of sources and begin to evaluate the quality of sources. The ethical use of information is also emphasized throughout the year.
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