Dear LCWS community,

Our family is so pleased to have found a place at LCWS in our search for a school with compelling leadership, genuine community, and institutional openness to growth.

We love walking into the sugarbush in the mornings and seeing so many little bodies working and playing so comfortably, waiting for eager faces peeking out of classroom doors at pickup, and hearing new songs and stories come home each week. Classrooms are homey, student culture is uplifting, generous, and delightfully quirky, and the parent community feels warm and welcoming. We believe that having our kids’ days filled with practical, adventurous, collaborative work is the foundation for them to form a sturdy sense of themselves and the beginning of a place in the world. 

Schools have enormous power to build culture, and we are so grateful to be part of one that feels so well-aligned with the ways we hope to raise our family and be in community. We give to the Annual Fund to support both the institution that’s been built so lovingly over decades and to nurture the growth and vision the school is committed to in this era. 

Zoe Sheldon

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Dear LCWS Community

We consider our financial gifts to LCWS an investment in the education of our
grandchildren.

They are being educated in such a positive and enthusiastic way by teachers and staff, to reach each goal and work logically and proactively to attain it, project by project, time after time. They assimilate their successes and learn from their setbacks, building experiential learning.

Teacher and staff caring at LCWS is excellence made to look simple. The kids feel
loved and secure in their care. We take it for granted, but it’s very uncommon in today’s world. It’s just a fact of life that our teachers and staff need our continued investment to maintain excellence.

The administration has done a terrific job recently of improving the infrastructure and
capabilities of the institution. Costly improvements and maintenance need our
investment, beyond the cost of instruction.

The result for our family is that our two LCWS-educated grandkids are far better equipped to take on the future than others who have not had the benefit of an LCWS education and experience. I wish they all could have had this big head start.

So, that’s why we consider our investment in LCWS as our personal responsibility and why we are so happy with the ROI (Return On Investment).

Rick and Paulise Bell

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Dear LCWS Community,

Ana-Klara and Steve Anderson

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Calling all Alumni — whether you graduated from LCWS or not, if you attended, you are our alumni!Ěý We welcome you and your family back to our Bostwick Road campus for a basketball game at 11:00 am, followed by a pizza lunch.

Come for theĚýbasketballĚýgame, or be a spectator and play lawn games. Whether you play or not, we welcome you to join us for lunch!
Rain date will be Sunday, August 17.

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ARTISAN MARKET & DINNER
Friday, December 6, 6:00 to 8:30 pm

Friday night of our fair is for adults. LCWS alum Sol Bayer-Pacht of Farmers & Foragers will serve beer, wine, and a delicious dinner menu! Over 40 local artists and crafts people will be vending their beautiful wares, and student crafters will also have beautiful handmade items to sell as well. Don’t miss the Alumni Lounge to chat with friends, enjoy some popcorn, and watch a slideshow. The fifth grade class will have a bake sale and coffee, with funds raised going to support the organization, Feeding Champlain Valley.

FAMILY FAIR & MARKET
Saturday, December 7, 10:00 am to 2:00 pm

On Saturday morning, our campus will come to life with a beautiful family fair, including many activities and crafts for children. All the vendors will return with wares on display along our hallway and inside our school.

ARTISAN MARKET
Shopping from over 40 local vendors (see below). Purchase items from our students tables to support class fundraisers.

CRAFTS & GIFT MAKING
Gnome pinecone craft, jump rope making, candle holder centerpiece, wreath making, and fire starters.

WINTER FAIR GAMES
Musical chairs and winter games

PUPPET SHOW performances at 10:30 am and 12:30 pmĚý
“The Elves and the Shoemaker” by Gregg Van Deusen and family

WINTER FAIR PLAY performances at 11:30 am and 1:30 pmĚý
A play performance by the Early Childhood teachers

WINTER FAIR CAFE
All funds raised benefit our Parent Community Council

FARMERS & FORAGERS
Serving soup and salad for lunch.

GNOME GALLOPĚý
Race through the woods at our first ever Winter Fair Race!

WINTER FAIR SINGING
Sing with teachers Aaron and Sage around the fire!

VOLUNTEER at our event!

Many hands make light work! There are lots of ways to help, bring for decorating, crafts and the cafe, or volunteer your time, .

Calling vendors! We are now accepting vendors to our fair; please !

Please get in touch with Lindsay Francescutti at lindsayf@lakechamplainwaldorfschool.org if you have any questions.

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We have had a glorious start to the 2024-25 school year! On September 3, 2024 we welcomed 19 first graders into our Lower School and 47 new students from preschool to twelfth grade. We began the school year with 228 students enrolled, up from 200 last year at this time. Our new students have transitioned beautifully into our school community and we are so grateful to welcome so many new faces this year.

This past month our students have delved into their studies both in and out of the classroom: Our senior class spent a week at Hermit Island in Maine studying Zoology with senior classes from eight Waldorf schools across the Northeast and 96 fellow Waldorf seniors; our 6th Grade went caving last week in Schoharie New York in connection with their study of Geology; our 5th grade spent a day canoeing at Camp Pok-O-Maccready; and our 7th and 9th grade classes head out Monday for rowing adventures on Lake Champlain! Our classrooms are brimming with engaged learners engrossed in blocks on World Migration, Norse Mythology, Botany, Poetry, Farming and more. It has truly been a wonderful start to the school year and our new mission seems to already be at work in our classrooms: We are dedicated to a transformative, empowering education, rooted in love for the world.ĚýĚý

At our Bostwick campus, we are thrilled to have completed construction on a multi-purpose sport court! We have dreamed of having an outdoor movement and athletic facility at Bostwick for many years and it has been so rewarding to see this come to fruition. The court is set up for Volleyball, PickleBall and Basketball and our students quickly filled it last week during recess, movement and after school activities. I am grateful to so many for their work to make this possible but wanted to send a shout out to Chris Smith, who chairs our Building and Grounds committee and spent hours and hours on this project, Steve and Ana-Klara Anderson who chaired our sport court task force, Gloria Irons who managed the permitting process and construction, Gary Daluisio who worked alongside Gloria to manage the project, Amanda Herzberger and Christina Bell who carried this dream to reality with us, and Tyler Macdonald, who, day in and day out, keeps our students moving in their bodies with high spirits and full hearts. We are grateful!ĚýĚý

This fall, our school is launching an in-depth self-study as we begin a two-year re-accreditation process. LCWS is fully accredited by New England Association of Schools and Colleges (NEASC) and is an associate member of the Association of Waldorf Schools of North America (AWSNA). Every 10 years we renew our accreditation through this extensive self-reflection and evaluation in partnership with our accrediting agencies. We will complete a complex and thorough self-study and assessment, examining our policies, practices and programs. The process will consist of two program visits focusing on operational, administrative, and financial aspects of LCWS in 2025 and subsequent visits in 2026 on pedagogy and programming. We are excited to begin this aspirational and visionary self-study work now. We invite our parent and alumni community to join in this work over the next two years, and we welcome your input!Ěý

English classes across all grades have begun the school-wide study of Braiding Sweetgrass. I have been listening to the book on Audible, read beautifully by the author Robin Wall Kimmerer, and I highly recommend that you join us in this inspiring and important work. Themes from the book will be highlighted at our upcoming Fall Harvest Festival, this Friday, October 4. I look forward to seeing you there!

As always, please do not hesitate to reach out to me with questions, thoughts, or concerns. Please join Board President Amanda Herzberger and me for coffee and treats after drop off on October 10 at our Turtle Lane Campus.

I remain ever so grateful to be in community with all of you,

Emily Bayer-Pacht
Head of School
Â鶹ԭ´´
The Courage to Look Within, the Confidence to Venture OutĚý

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We invite you to see our education unfold at our upcoming Open Classrooms. Please RSVP or get in touch if you’d like to learn more but can’t attend these events.

Upper School: Grades 7-12

Wednesday, April 8, from 9:00 to 10:30 am
Upper School Campus: 122 Bostwick Road, Shelburne, VT
Join us for a glimpse into the Upper School at Â鶹ԭ´´. Sit in on a sampling of morning lessons in the seventh through twelfth grade classrooms, see student work, tour the campus, and close with refreshments and a Q&A.

Lower School: Grades 1-6

Wednesday, May 6, from 9:00 to 10:30 am
Turtle Lane Campus: 359 Turtle Lane, Shelburne, VT
Join us for a glimpse into the Lower School at Â鶹ԭ´´. Sit in on a sampling of morning lessons in the first through sixth grade classrooms, see student work, tour the campus, and close with refreshments and a Q&A.

Preschool & Kindergarten

Questions or can’t make it to an event?

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By Abigail Diehl-Noble

We’re hearing a lot these days about “the science of reading”—a shorthand term for a large body of scientific research on how children learn to read. It includes data from at least the last 50 years, and as it trickles out into schools, this work is shaking up the educational status quo across the country.

Now that the results of all these studies are in, schools have a chance to hone instruction to better match the way children actually learn. Since that is one of the central tasks of Waldorf schools—teaching in ways that align with how children best retain and integrate information at each developmental stage—many of us in the Waldorf movement have been following these changes closely. But the results of this research aren’t necessarily what we read about in news reports, which have to simplify complex research into sound bites.Ěý

Here’s a summary of the science of reading so far:¹Ěý oral language is the foundation of written language, so all reading instruction ideally starts with immersing children in complex oral language and teaching them to pay close attention to sounds. From there, children need to learn to systematically map sounds onto written symbols, and then to blend these letters into syllables and words. All of this only translates into reading only when children can attach meaning—feelings, ideas, sensory experiences, and imagination—to the words and sentences they decode. Looking at books without being able to decode the words in them is a formula for frustration. Decoding words without knowing what they mean, or being able to connect words to experiences, is equally pointless.Ěý

In a vivid image provided by Holly Scarborough², a groundbreaking researcher in the connection between oral language and early literacy, reading is represented as a rope with two main strands. The two threads are word recognition (separating and blending sounds, decoding words) and language comprehension (background knowledge, vocabulary, language structures, verbal reasoning, and understanding of narrative).Ěý

The good news is that Waldorf education as it has traditionally been delivered offers most of the ingredients for successful reading. From early childhood circles, puppet shows, and free play, through philosophy discussion in high school, students in Waldorf students are steeped in complex oral language, an important component of literacy. Beginning with forest play and continuing through outdoor education, hands-on science, field trips and back-country expeditions in the upper grades, students are provided with experiential, movement-based education that allow them to attach vivid experiences to the words they read. And of course, from their earliest years through high school, students are engaged in the arts, from music to drama to painting to handwork. This huge variety of sensory, practical, and artistic experiences helps students to infuse words with feeling.Ěý

Poet Ezra Pound said, “Great literature is simply language charged with meaning to the utmost degree.” From the first lesson in which they were guided to draw a picture and find a letter related to the story in it, Waldorf students experience letters and the written word as filled with meaning. They are eager apprentices to the power and potential of language.

Unfortunately, Waldorf schools haven’t always delivered on the promise to make that power accessible. Anecdotally, we knew that many of our students became powerful speakers, debaters, conversationalists, story tellers, and communicators. They mostly showed excellent comprehension of oral stories and informational presentations. They often (though not always) loved to read. And many became strong writers, leveraging their grasp of oral language, their excellent comprehension, and their quick memory for facts to summarize and persuade.

Also anecdotally, there were other truths about Waldorf students. Some of them were poor spellers and poor standardized test takers. Waldorf teachers prided ourselves on not “teaching to the test,” but some parents told us their kids weren’t just poor test takers: they were actually slow and inefficient readers, even though they loved books and stories. Worse, some of our students never fully cracked the code of reading, relying on their strong intuitions about oral language to try to decipher ever more complicated texts. It’s a part of our legacy that we need to acknowledge and use to motivate ourselves to better teaching in the future. Waldorf teachers, who have the highest intentions of unlocking every child’s potential to meet their own destiny, did not use all the best practices for teaching literacy and some of our students didn’t become strong readers. We didn’t know a better way.Ěý

Neither, it turns out, did most other teachers in most other settings. Nationwide, reading scores were declining significantly for at least a decade before the pandemic.³Ěý The gap has only widened since.⁴Ěý Reading specialists have been talking about the problem for a long time, but it’s only been widely shared with the public in the last few years. An award-winning podcast by journalist Emily Hanford called helped bring the issue to national attention.

It turns out our children’s inability to read well on a national scale is closely linked to the move away from phonics instruction, which began all the way back in the 1930s, towards a “whole language” instructional approach. This approach reached its zenith in the 1980s but stuck around well into the 21st century. The goal of whole language sounded great–teaching children the behaviors of skillful readers, getting good books into their hands sooner–but the result was that many children learned to guess at words instead of building a foundation of structured literacy that would let them continue to grow as readers. Often, these students started strong, seeming to learn to read, but then leveled off and struggled to read more complex texts in middle and high school. The strategies they had learned in the early grades, using picture cues and what they knew about the story to guess at words, only worked for simple texts. It didn’t allow them to become strong and fluent reader in the upper grades.Ěý

This happened in Waldorf schools too, though the children’s facility with narrative, excellent comprehension, conversational abilities, and elevated vocabulary may have masked the problem longer and made it harder to figure out what was going on. Our kids were very good at guessing what text said; having heard so many great stories, they knew what would probably come next! Anecdotally, we also saw that many of our students were good at pushing through difficulties. The will forces developed in early childhood and the problem-solving abilities honed in many different social and artistic contexts were all tools they could leverage in facing academic challenges. But many students simply did not have the tools they needed to crack the reading code.

What Waldorf schools have lacked in reading instruction is what most U.S. schools have lacked over the last several decades: a systematic, neurologically-based approach to mapping sound to symbol, and a clear sequence for teaching the underlying rules of the English language. When we provide that, and match it to the strong oral foundation and rich sensory and emotional experiences that are hallmarks of Waldorf education, we create the ideal environment for life-long literacy.Ěý

Critics of Waldorf education have often pointed to the later start of explicit instruction as the problem in the Waldorf approach to literacy.Ěý A slower start in itself ľ±˛ő˛Ô’t necessarily a problem; other countries with a more gradual introduction to direct literacy instruction, including Finland, fare far better than the United States in all measures of literacy (and most other subjects).⁵ But the science of reading does suggest there are a couple of reasons to make a gentle start to explicit literacy in the last year of kindergarten–assuming, of course, that we can do so without compromising the essentials of our Waldorf Early Childhood program: free, creative, dramatic play; an aesthetic, harmonious sensory environment’ strong, healthy rhythms of play, work, and rest; and meaningful work alongside a teacher who is worthy of imitation.

At Â鶹ԭ´´, we began to make significant changes to our approach to literacy in 2019. Today, our programs include a gentle introduction to formal aspects of literacy beginning in Early Childhood. But what hasn’t changed is the essence of our education: the Early Childhood day remains focused on physical and emotional development through free play and work in our beautiful indoor and outdoor Early Childhood classrooms.Ěý

We have incorporated two small changes in our mixed-age kindergartens. The first is that all indoor classrooms include a small library of high-quality picture books and a literacy center with paper, crayons, tape, and other office supplies where children who choose to can “write” and share books. Another change is that all Early Childhood circles, in addition to the traditional songs, rhymes, finger plays, and movement, include a few minutes a day of phonemic awareness work. We find that this oral language play blends easily with other circle activities.Ěý

Our program for rising first graders includes more formal instruction in literacy. While this approach is a departure from the traditional Waldorf approach, we find this model strikes a good balance between the play-based, language-rich traditional Early Childhood Waldorf experience, and the needs of today’s six-year-olds.

We brought this change in large part because we find that most six-year-olds are developmentally ready to learn to read. They are full of anticipation for this milestone, and still largely in the imitative stage of development, making them ready to take in and able to repeat sounds exactly as the teacher produces them. Further, early literacy work requires a lot of repetition that can feel tedious at a later stage of childhood, but is exciting and filled with wonder for the six-year-old. Children in the last year of kindergarten are also generally highly motivated to please the adults they love; that relationship provides a strong foundation for beginning the hard—but oh-so-rewarding—work of literacy.Ěý

In our Early Childhood, after a typical morning in the mixed-age kindergarten, the rising first graders gather together in the afternoon with an teacher who is trained in Extra Lesson and early literacy. In this program, following lunch and and a quiet story time, the children receive more explicit instruction in separating and blending oral sounds; draw letters in sand, on chalk boards that guide letter formation, and on paper; play with letter cards and wooden letters; work on pencil grip using crayons, and practice writing their name. They delight in this work and approach it each day with joy–they are so excited to be learning to read and write.

It’s important to say what ľ±˛ő˛Ô’t happening in this classroom: there are no desks, no worksheets, and no stressed children. There are not even main lesson books. The children work at the same tables at which they need dough and paint earlier in the day. Their equipment is sandboxes, mini-chalkboards, crayons and paper. Their lessons are short—20 minutes at a time or so—and always start with movement, since writing begins as movement captured on paper.Ěý

These literacy activities are interspersed with engaging activities from the Extra Lesson curriculum, including integrative floor exercises, gross motor movements, balance and core work, as well as auditory and visual games. The day ends with a half hour or more of free play in the forests and around the school.

All of these elements together – a gentle introduction to literacy and the attention to physical development that characterize Waldorf Early Childhood – are building a foundation of success for the whole child.Ěý

In addition to meeting the children where they are in the last year of kindergarten, we’ve seen another benefit to a slightly earlier start to literacy instruction. It allows us the time to move unhurriedly through all the elements of sequenced literacy instruction, and still have children master literacy fundamentals by the end of third grade.Ěý

Teaching the whole sequence of structured literacy means moving through many skills, including
• Developing phonemic awareness (the ability to play with sounds; being able to distinguish and manipulate the units of sound within words)
•ĚýGrasping sound-symbol correspondence (e.g., associating the letter A with the first sound in apple)
•ĚýBlending letters to sound out syllables and short consonant-vowel-consonant words
•ĚýLearning the rules for combining syllables to decode multisyllabic words
•ĚýConnecting decoding (the rules of reading) to encoding (the rules of spelling); using knowledge of phonics to correctly spell words
•ĚýUnderstanding conventional English syntax and grammar
•ĚýUnderstanding morphology: using meaningful parts of words to spell and figure out meaning of new words (prefixes, suffixes, base, and root words)
• Building vocabulary through reading and other experiences with words
•ĚýLearning reading comprehension strategies for different types of text

These skills need to be practiced, or “over-rehearsed,” to become automatic, so that children can focus their mental energy on the meaning of what they’re reading, rather than on the work of decoding.Ěý

The whole sequence, taught in large- and small-group settings, with ample time for practice, usually takes about four years, allocating 60-90 minutes over the course of the day (this time includes storytelling, language play, orally based phonological work in the early years, and independent reading in the older grades). Some children will understand it much faster than others, and a certain number will need one-on-one or targeted small group instruction to master reading. But the great majority will benefit from sequenced and systematic instruction over a period of several years, and with that kind of instruction, most will become fluent readers able to tackle and make meaning out of a variety of rich middle grades texts. Students with this kind of foundation are also well positioned to keeping growing as readers through their lives, because they’ve learned a lot about how to learn about words. This metacognition serves them well in middle school and beyond.

The traditional Waldorf timeline of waiting until first grade to begin any formal literacy work means that we are teaching foundational reading skills through fourth grade. That requires fourth graders, after the nine-year-old change, to be practicing rote skills. Ten-year-olds are not ideally suited to such work; they want to read and talk about books for information and for stories, not push through decodable readers to learn how to read accurately and fluently. By introducing the letters in the last year of kindergarten, we aim to complete foundational literacy instruction by the end of third grade, and be working in a different way with the ten-to-eleven-year-old. Offering a developmental education means that we attend to the needs of the child across the whole spectrum of childhood; this change in our curriculum allows us to serve our students better in the middle and upper grades, as well as meet them where they are in kindergarten.Ěý

In the past, when we didn’t know about the science of reading, teachers might have moved to full-length connected text (chapter books) in third grade regardless of where the students were in their phonetic understanding. Now, with more data, we know that to skip through the recommended sequence of instruction will leave many learners struggling later. It’s not that they can’t learn to read without the full sequence, just as children who never crawl will still learn to walk. But Waldorf teachers understand that skipping any stage in a neurologically-based sequence of development comes at a cost, and often makes things more challenging later.Ěý

An important layer to this learning is that human beings are not born “prewired” to process written language; writing is a relatively modern technology, and a skill that has to be mapped onto our innate oral language development. Nonetheless, it follows a clear sequence based on our brain development and function, and when our literacy instruction follows that science, it is more efficient and “clicks” for more children. Some children will develop the interconnected neurological systems needed to read and write easily. For others, it will be challenging. Students with dyslexia work twice as hard to develop an accurate reading circuitry system in the brain.⁶ Allowing more time to develop these neurological connections before the nine-year-change supports all students, but it is a special gift to those whose brains process written symbols differently. Starting our instruction in kindergarten gives us time to identify those who will need extra support and provide it before a window closes around the end of third grade.Ěý

One of the strongest pieces of data provided by the reading research is that children who aren’t reading by the end of third grade are at much higher risk for never reading fluently.⁷ Again, it’s not that kids can’t learn to read after third grade; it’s just that the developmental changes that come between nine and ten make it considerably more difficult, and often involve greater emotional cost, as children, newly self-aware, are hindered in their reading by feelings of difference, embarrassment, and self-consciousness.Ěý

Ideally, we want to provide the full scope of instruction to all children, so that as many as possible can access reading. We want our students to have both the beauty and wonder of stories, and the skills required to decode them for themselves.

At the Â鶹ԭ´´ we believe that Waldorf schools, which have so much right about learning to read, have a few adjustments to make so that the traditional Waldorf curriculum can meet children as they are today. The heart of Waldorf education has always been to meet the children in front of us, giving them what they need for the time in which they live.Ěý

With that in mind, our school has embraced a structured literacy approach, training all of our teachers in the science of reading, and adding our Waldorf methods to structured literacy methods in order to provide a joyful, enlivened, child-centered literacy instruction starting in the last year of kindergarten. We teach the foundations of literacy through third grade, infusing them with imagination and the arts as we know so well how to do. This frees us to move into next-level work with our fourth and fifth graders, who learn how to ask harder questions, research answers through first-hand interviews and books, and read and write in a variety of genres. Our middle school students build on those skills, conducting internet research, reading complex fiction and nonfiction, and writing essays, lab reports, poetry, short stories, and more. Our students are well-equipped to access and produce all of these complex texts because they know the way written language works. They don’t have to guess; they are empowered to discover.Ěý

In the past, Waldorf education made choices about our instruction that were based in what we now see as a false binary. It seemed like we had to choose between providing children with a strong physical foundation and ensouled education in early childhood and the early grades, or we could teach them to read before they were nine years old, when they are developmentally most open to this task. That no longer seems like a choice we have to make. Using all we know about relationship-based, arts-integrated education, and drawing from the science of reading, we believe we are providing the best of both worlds.

Resources

¹ĚýJennifer S. Ray, “,” Texas Association for Literacy Education Yearbook, 2020.

²Ěý“,” International Dyslexia Association, April 2018.

³ĚýErica Green and Dana Goldstein, ,” New York Times, October 30, 2019.

⁴ĚýSarah Mervosh and Ashley Wu, “,” New York Times, October 24, 2022.

⁵ LynNell Hancock, “ Smithsonian Magazine, September 2011.

⁶ Jennifer Ray, p. 37.

⁷ĚýAnne E. Casey, “,” Special Report from the Annie E. Casey Foundation, 2010.Ěý

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Join us as we celebrate the arrival of spring at Mayfest. This outdoor celebration includes music, crafts, maypole dancing, flower crown decorating, face painting, pony rides and other festivities.

“I love bringing my children to a festival that is so beautifully geared to the young child,” comments parent and teacher Abigail Diehl-Noble. “There are families with blankets on the lawn, fiddle music, seed planting and corn grinding–everything is fun, and nothing is too much. It’s a joy to have a day like that every year.”

Delicious food will be available for purchase at a food truck.
Admission is free, but remember to bring money for pony rides and food. You are also welcome to bring your own picnic lunch.

In addition to the Mayfest activities, families are invited to explore the Â鶹ԭ´´â€™s classrooms, forests, gardens, fields, and playgrounds.

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Each year, LCWS welcomes grandparents and special friends to visit the school to experience the joy and beauty of the curriculum, classrooms, and campus. Guests enjoy music from our students, a warm welcome from our Head of School, food, and classroom visits.

If you would like to attend, please to Lindsay Francescutti with your name and the classes you wish to visit. Email: lindsayf@lakechamplainwaldorfschool.org or call 802-985-2827.

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