At The Elisabeth Morrow School, we often talk about the “learning arc” — that unique, winding path every child takes as they grow. While many schools treat a grade level like a destination where every student must arrive at the same time, we see it differently. Our philosophy is rooted in the belief that every child is infinitely capable, infinitely intelligent, and infinitely creative. To honor that, we don’t just teach a curriculum; we teach the child.
This approach, known as differentiated instruction, is the heartbeat of our Little School (grades 1–4). It is a sophisticated “art and science” designed to ensure that by the time our students walk across the courtyard to Morrow House for fifth grade, they aren’t just ready for the next level — they are empowered, adaptable, and intellectually resilient learners.
Personalizing the Literacy Experience
Walking into a Little School classroom during the literacy block feels less like a traditional lecture and more like a dynamic, interactive learning laboratory. For 90 minutes every day, our teachers engage students in a language arts experience deeply rooted in the “science of reading.”
In first grade, this foundational chapter begins with a mix of shared discovery and targeted practice. The entire class might dive into a lesson together, but then rotate through tactile spelling stations. You’ll see students circling vowels, practicing letter formation, or skywriting letters while simultaneously saying the corresponding sounds to cement their high-frequency word recognition.
As students move into second grade, you will continue to see simultaneous learning stations in action: one group using fingers or cubes to physically “tap out” sounds and syllables, building the essential phonological awareness skills that turn a burgeoning reader into a confident one; another group focusing on fluency, practicing repeated reading to improve their speed and accuracy; and a third group diving into comprehension, using “sentence stems” to retell stories or practicing the “Hochman Method” to craft sophisticated sentences using subordinating conjunctions.
By the time students reach fourth grade, this differentiation allows for complex analysis. An entire class might be reading the novel “Wonder,” a story about a boy with a severe facial deformity entering middle school; one group may be deciphering the complex medical terminology related to the protagonist’s condition, while another engages in a Socratic seminar to debate themes of resilience.
As Head of Lower School and Director of the Arts, Amelia Gold explains, “We are creating dynamic groupings so that wherever students are on their journey, we meet them there and propel them forward. Students are always in a place of growth — ensuring every child is appropriately challenged and deeply engaged in their own learning journey.”
Accelerating the Mathematical Arc
Our approach to mathematics is equally transformative. We move beyond simple memorization, utilizing the Math in Focus curriculum, a Singapore Math program designed for deep, conceptual understanding, to guide students from the concrete to pictorial to abstract. We want our students to understand the why behind the numbers.
In first grade, where students explore double-digit addition through multiple lenses, you will see some students using physical blocks to visualize the numbers, while others use “number bonds,” drawings, or the stacking method to solve the same problem. In second grade, students use base-10 blocks to physically “regroup” three-digit numbers or use balance scales to feel the physical reality of mass.
In third grade, as students tackle the milestone of multiplication, the approach is multi-sensory: some build automaticity through “Mad Minutes” — short, timed math drills — and digital IXL practice, which offers immediate feedback and personalized recommendations, while others use multiplication songs and games to anchor their fluency. By fourth grade, the shift toward abstract reasoning is in full swing. One group might be navigating virtual fraction tiles to find common denominators, while another tackles interactive logic puzzles designed to sharpen deductive reasoning and mathematical communication.
As Lower School Learning Specialist Jennifer Dare observes, these small, flexible groups do more than just teach math facts; they build character. “I see children listening to one another, trying out each other’s strategies, and providing positive feedback during tricky moments.” This “productive struggle” is intentional. By fostering a growth mindset, we empower students to see a complex problem not as a wall, but as a puzzle waiting to be solved.
Preparing the Architects of the Future
What makes the Little School experience truly stand out is the invisible work our teachers do before a student even sits at their desk. The process is a continuous cycle: teachers review learning targets and pre-assess every student to analyze where they stand. From there, they design instruction and implement a personalized plan that monitors progress in real-time.
This cycle of reflection and refinement is what enables student agency. Whether it’s a third grader mastering the 10-times table or a fourth grader analyzing a complex narrative, our students are being prepared for the independence of Morrow House. We are meeting them where they are today, so they can lead where they are going tomorrow.
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