File - Miss H`s Class

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Dear Parents,
We have a student in this class with severe food
allergies. Please look at the following list before
sending in class treats! If you have ANY
questions, please ask and I will find an answer for
you.
Thanks,
Miss Hollander
DAIRY FREE/EGG FREE/BARLEY FREE/TREE NUT FREE/GINGER FREE/RAW SOY FREE
SNACKS and TREAT LIST
Savory Snacks
Reduced Fat Ritz crackers
Regular potato chips
Fritos
Original Sun Chips
Corn Chips
Plain popcorn
All Fruit
All Veggies
Hummus
100% Wheat Bread
Creamy Peanut Butter (Yes! This one is OK!)
Drinks
Apple Juice
Orange Juice
Vanilla Rice Milk
Fruit Punch
Sprite
Lemonade
Water
Sweet Snacks
Items from the "Enjoy Life" brand - double check
MostJell-0
Oreos
(MOST) Graham Crackers
Marshmallows
Most Cereals
Gummy style treats
Fruit leather/fruit roll ups
Teddy Grahams
Apple Sauce
Frozen Treats
Italian Ices
Popsicles
Holiday Candies
Skittles
Twislers
Smarties
Dumdum lollipops
Starbusrts
Spangler Candy Canes
Swedish Fish
Star burst Jelly beans
Jelly Belly Jelly beans
Pez Candy
Gummy Bears
Gummy worms
Tic Tac
Mike and Ikes
Air Heads
Chuckles
Circus Peanuts
Necco Wafers
Nestle Wonka Nerds
Nestle Wonka Shockers
Nestle Wonka Spree
Nestle Wonka Everlasting Gobstopper
Nestle Wonka Fun Dip
Nestle Wonka Pixy Stix
Nestle Wonka Kazoozles
Nestle Wonka Runts
Nestle Wonka Gummies
Nestle Wonka Bottiecaps
Nestle Wonka Sweetarts
Sour Patch Kids
Peeps (All kinds except chocolate dipped)
Laffy Taffy
Dots
Jellied Orange Slices
Jolly Ranchers
Sweethearts
All the gummy candy I have come across has been dairy free - please double check the labels on everything!
(Updated Fall 2013)
Top Ten Ways Parents Can Help
Children Feel Life Mathematicians
10. Play card games, dominoes, puzzlesfpr other strategy games for fun.
9. Ask your children to explain their thinking when they solve a problem.
8. Be positive about your own math abilities. Avoid saying, "I never was
very good at math." or "i could never get fractions either." Recognize
that there is a mathematician within each of us.
7. Be aware of and share times when you need to use mathematics in your
. day to day life, (grocery store estimation, estimating whether furniture will
fit through the door, figuring the miles per gallon on a tank of gas, etc.)
6. Help your children pose their own problems. Encourage the sense of
wonder.. "If we changed this, I wonder what would happen."
5.. . Help.your-children make choices about choosing appropriate tools for.
: computational exercises—mental strategies, estimation, pencil/paper,
calculator or computer.
4. Be interested in having your children tell you about a math activity or
problem they worked on, even if you're unsure how to solve the problem
yourself. Ask genuine questions to try to understand their thinking.
3. Make sure that any math situations posed have a problem solving flavor
and are open ended in nature. Instead of asking, "What is the perimeter
of this 4 by 6 array?" Ask instead — "What rectangular arrays can you
sketch that have a perimeter of 28 linear units?"
2. Read books th§t have a mathematical theme or look fof biographies of
famous mathematicians.
1. Encourage your child to learn to celebrate disequilibrium or confusion as
a sign of new learning.
Dear Parents,
In order to help children learn the basic addition facts, we are
teaching them a rule to apply to a set of facts, rather than to memorize
the 100 facts. For instance, ifyour child learns that when we add 0 to a
number, the sum is equal to that number (8+0=8), your child will
understands 19 basic addition facts.
A great deal of practice is needed if your child is to do well and you
can help tremendously! A paper that explains the rules and offers some
suggestions is attached- Please work with you child foir a few minutes each
day.
Thank you for your help!
Sincerely,
Miss Hollander
Addition Facts: +0 CLevel I)
Rule: When you add 0 to a number, the sum equals the number
Example: 7 + 0 = 7
Activities:
1. Have your child make flashcards (or +0 with index cards. Write one fact on each card.
Write the answer on the back. Show your child a flashcard and have him/her say the
answer. Practice with the cards.
2. I7se a game board with the flashcards. Each player puts a.game piece on the start
position. A player picks a flashcard and answers it. if the player is correct, he/she
moves the number of spaces equal to the sum of the math fact. The player who
reaches the end of the board first wins!
+0 Your child had learned 19 facts.
Addition Facts:+ULevel II)
Rule: When you add 1 to a number, the sum is the ncxi higher number.
Example: 6 + 1 = 7
Activities:
1. Say or show a number. Have your child say the next higher number.
2. Make and use flashcards for +1.
3. Practice +0 flashcards and then mix with +1 cards and practice.
+1 Your child has learned 36 facts.
Addition Facts:+2 CLevel III)
Rule: When you add 2 to a number, you skip one number to find the sum.
Example: 4 + 2 = > [4, skip 5, sum=6)
Activities:
1. Say or show and number and have your child say the number that is 2 more. You can
also use dice.
2. Make and use flashcards for +2. Then add the other flashcards to practice all three
levels.
3. Make a number line that your child can walk on. Vse chalk on the sidewalk or the
garage floor, or use a newspaper numbered with magic marker. Have your child add 2
on the number line using the rule and walking by 2s.
+2 Youi- child has learned 51 facts! He/she is halfway there.
Addition Facts: Doubles CLevel IV)
Rule: When you double a number, you add the number to itself. CThese have to be
memorized)
Example: 7 +7 = 14
Activities:
1. Make and use flashcards for doubles.
2. Write a fact and ask your child if it is a double. Have your child give you doubles.
3. Put all flashcards C+0, +1, +2, Doubles) together and have your child keep track of how
many he/she can do in 1 minute. Ask your child to name the special rule for each
group of facts.
4. Use a game board as you did for +0 facts.
Addition Facts: Related Doubles/Almost Doubles CLevel V)
Rule: When you add "neighbors/ solve the smaller double fad and add 1. "Neighbors" are
numbers that are next to each other on the number line.
Example: 8 + 9 = I [if 8 + 8 = 16, then 8 + 9 = 17. Always choose the smaller double.)
Activities:
1. Make and use flashcards for related doubles. At first, have your child say out loud, "if
4 + 4 = 8, then 4 +5 = 9/ Then add the other flashcards and practice all levels.
2. Play War using flashcards. Deal all the cards evenly between the two players and place
them with the problem face up. Each player takes the top card and solves. The player
with the larger sum gets both cards, if the sums are the same, there is a war. Each
player puts one card face down and one face up. The player with the larger sum gets
all the cards. The game ends when one player has ALL the cards.
Your child has learned 70 fids.
Addition Fads:+9 CLevel VI)
Rule: When you add 9, then sum is one less than adding 10.
Example: 10 + 7 = 17, so 9 + 7 = 16
Adivities:
1. Make and use flashcards for +9. Have your child explain the "9s shortcut" (rule) to you.
2. Make flashcards that show only the sums for the +9 facts and a set with only the problems. l/se them
to play concentration. Shuffle the sum carets with the fact cards. Lay all of the cards face down in rows
of 5. The first player turns over any 2 cards, if a fact matches a sum, the player keeps both cards and
then takes another turn, if the cards do not match, the player puts them face down again and his/her
turn is over. The next player takes his/her turn and follows the same rules, and so on.
+9 Your child has learned 80 fads.
Addition Fads: +3 and +4 CLevel VII)
Rule: When you add a 3 or a 4, count the points to get the sum.
Example: 8 + 3 = 11. [Say 8, count 9,10,11]
Adivities:
1 Say or show a number. Have your child give you the number that is 3 or 4 more.
2. Make and use flashcards for +3 and +4. Then add your other flash cards and pradice
all levels.
3. Ask your child to give you a type offset we've pradiced Crelated doubles, +2, etc.)
4. Play War, Concentration, or use a game board with the flashcards.
+3 and +4 Your child has learned 9^fads.
Addition Fads: Leftovers CLevel VIII)
There are only 6 fads left Csee the example)! Your child may memorize them.
Examples:
(* + 8=H 5+1M2 5-»?*l3
S*I»M4 1*5*12 3*5-13
Adivities:
1 Make and use flash cards for these last six fads - the leftovers. Then add your other
flashcards and pradice all levels.
2. L/se an egg timer or a clock to see how many flash cards your child can do in 3
minutes. Keep doing this for a week, and see how many times he/she beats the first
attempt.
3. Play War, Concentration, or use a game boardLeftovers Your child has learned 100 fads!! Congratulations! ©
Addition Games
ADDITION WAR (from http: //www. capousd. orq/qwes/f inn/mat h. htm I)
Use a regular deck of playing cards. Divide the cards evenly among the players. Cards are dealt
face down. Each player turns over two cards and adds the numbers on the cards. The player with
the greatest sum keeps all the cards played that round.
Variations: Change the rule and the player with the lowest sum wins. Another version would be to
remove the jokers, tens and face cards. Each player turns over 3 cards, adds the numbers
together and the player with the greatest sum collects the cards.
BOARD GAMES (from http://www.capousd.org/gwes/finn/math.html)
Play any board game where you could roll dice to determine the number of spaces to move. This
will reinforce the addition facts to 12. If the game would be completed too quickly by moving
the higher sums of 10,11, and 12, just move the number in the ones place when you roll a number
over 10. For example; if 6 and 6 is rolled, just move 2 spaces because the 2 is in the ones place.
Variation: If your child is comfortable adding multiple addends, use 3 dice, add the three
numbers together and move the number of spaces in the ones place. For example, if 7, 5 and 6
are rolled, just move 8 spaces because the 8 is in the one's place.
It is interesting, informative and diagnostic to observe the method your child uses to add the 3
addends. Does he/she group in tens or add the doubles first or count by ones using the dots on
the dice? Watch and explore his/her strategies.
Addition/Subtraction Games
CONCENTRATION (from http://www.capousd.org/gwes/finn/math.html)
Two or more people can play, "Concentration." The object of the game is to find pairs of
matching cards among an array of face down cards. Help your child write addition or subtraction
facts (e.g., 9+6 or 7-5) on one set of index cards and the answers (e.g. 15 or 2) on another set.
Use a limited number of cards to start with, maybe 8 pairs, and slowly increase the number when
your child seems ready for more.
Shuffle the cards and lay them out face down. The first player turns over two cards, if they
match, the player keeps the two cards and takes another turn. If the two cards are different,
the cards must be placed back in their same positions face down. The next player takes a turn
trying to find two matching cards. As the game progresses, players must concentrate and try to
remember where the different numbered cards are located. When all the cards have been
collected, the person with the most pairs wins.
DICE (from http://www.capousd.org/gwes/finn/math.html)
For the following games, You will need 2, 3 or 4 dice and one score sheet. Tally to so many rolls
or to a preset score like 50 or 100 points.
• Add sum of two dice, greatest or least wins.
• Add sum of three or four dice, greatest sum wins.
• Roll three dice, (3 colored, 1 white), subtract the number on the white dice from the sum
of the colored dice, greatest sum wins.
Addition, Subtraction
For the following games, you will need one score sheet to keep track of wins. In addition, each
player will need a pencil and a sheet of paper for calculating.
• add the sums of each roll to the total from previous rolls, first person to reach 50 or 100
wins
• subtract from 100, person closest to 0 wins
Tally to so many games or so many points; or play until someone rolls a double six, then use a
calculator to get individual scores. The player with the greatest sum wins.
UP TO A HUNDRED (from http://www.capousd.org/gwes/finn/math.html)
Players: 2 or more
This is an addition game, and is great fun for the mathematically inclined. It would be a great
game to remember while you are waiting for the food to arrive at a restaurant or your turn at
the dentist's office. All you need is paper and pencil.
1. The first player writes down any number from one to nine.
2. The next player adds any other number from one to nine and writes the sum underneath the
first number.
3. The players continue like this, each person adding any number from one to nine. The object of
the game is to be the person whose final addition brings the sum to exactly 100.
4. This is harder than it sounds. You are trying to be the first person to bring it up to 100, and
you are also trying to keep all the other players from finishing before you do. (Easier version:
use a hundred's chart to add the numbers.)
5. Variations: Try playing it in reverse - subtract one-digit numbers from 100, the first player to
reach zero is the winner. You could also try with numbers between one and 20 to reach a final
sum of 517 or 739, or whatever. For these variations, a calculator may be used.
Subtraction Games
Pay the Difference (from http://www.capousd.org/gwes/finn/math.html)
Number or players: two
Pay the Difference: Play this game many times. It gives students practice with a valuable math
concept. What's the difference between 8 and 13? What is 13 - 8? How much greater is 13 than
8? If it is 4:30 p.m. now, how many hours will pass before it is 10:30 p.m.?
Materials: Deck of cards (jokers removed), chips, pennies, tokens or small squares of paper cut
up. The Ace equals 1, the King equals 13, the Queen equals 12 and the Jack equals 11.
Directions: Bach player begins the game with 30 or more chips, pennies or other types of
markers. The deck of cards is placed between the players. Each turns over a card from the top
of the deck. The one with the low number must "pay" the difference between his/her number
and the opponent's number.
Winning: The round is over when one player wins all of the other player's tokens. Play several
rounds. You should establish the winner before you start the game. For example; the first
person to win five rounds, or the person who wins the most rounds out of six. It would depend on
the amount of time you have to play.
Note: If your child is having difficulty, he/she may use a number line (12 3 4 5 etc.), a 12 inch
ruler, or similar device. In order to establish how many numbers in between, your child would
mark the lower number with a finger and count up to the higher number.
**Since the playing deck would be limited to 13, you could make up your own number cards using
index cards. On the index cards, include numbers up to 18 so your child can practice subtraction
facts through 18. For example, the difference between 15 and 9,17 and 8,16 and 7. The rest of
the game would be played the same, except each player may need to start the game with more
than 30 chips or tokens.
Be creative and add variables to the game to make it more interesting after you have played the
original game several times.
The facts table can be used to find all of.the basic
addition and subtraction facts.
^^3p¥l-iich addition .facts and subtraction facts Jc^^^i^.t^d- ;
'•^u^gthe.d-row and the Gvcoluixift? .? ....... vs :/ \\y jA iWcCv
. Go''across the '4-fpw whrie.yoii go
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.• the.riumoef 10.
■ Tlie hi3Di,bers:47 6. and
IQ'canbe.usM to write
• two a.ddition'facts arid
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a
m
4
5
6
7
4.
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8
9
10
11
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io-
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4
5
6
7
8
9
09
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5
6
7
6
9
10
11
12
13
14
10
11
12
13
14
15
11
12.
13
14
15
16
12
13
14
15
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17
13
14
15
16
17
18:
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The facts table can be used to find all of the basic
multiplication and division facts.
^^^Jl^VIiifch JaiialtipUcatipn facts ?h4:divi§ioh fae^^a^ • •
'a]vf?f$c^usmg the 4-f6w andi&e e^lijtoiit . "^A:/''*£W-^
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This- row arid column "meet at a
:' squaretti'at shovys the:riuniBef'24..
The numlDers 4, 6?. aiid.
24 can be used to. write,
two inuitiplicatioh facts
and. two.division facte;
,4 X 6. - 24
6'x 4 = 24-
x,-*
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1
2
3
'24 - 4 - 6.
24--6-^ 4
3*?
5
6
7
8'
10
12
14
16
18
20
12
15
18
21
24
27
30
28
32
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40
4
SI
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4
8
12
16:
20
5
10
15
20
25
30
35
40
45
50
12
18
24
30-
36
42
46
54
60
14
21
2d
35
AZ
49
56
63
70
16
24
32
40
48
56
64
72
80
18
27
35
45
54
63
72
81
90
20
30
40
50
60
70
80-
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I* Add the 100s.
2- Add the 10s.
3. Add the: Is.
4, Add the su.hi* you just found (the.partial sitiiis),
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Helping Your Child Choose
Appropriate Books
Reading at home should be a positive experience for both you and
your child. Providing time to read and having books available are keys to
your child's reading success. Your child can learn a great deal about reading
from hearing you read aloud as well as from reading to you. You can
support your child by providing opportunities to read alone and with others.
To help your child choose a book that is "just right/5 encourage him or
her to:
© Read the back of the book and ask, "Does it sound interesting?"
© Look at the table of contents and ask, "Can I predict what may
happen in the book?"
© Talk to someone who has read the book and ask, "Would you
recommend it?"
© Flip through the book, look at the print, pictures, and organization,
and ask, "Does it look like a book that will keep my interest?"
© Read the blurb about the author and ask, "Does it tell anything new
about the book?"
© Read the first page and ask, "Is it written in a way that is
interesting to me?" and "Are there too many words that I don't
understand?"
Many readers choose books becaus?:
© Someone has recommended it
© They have enjoyed other books by this author
© It is about a topic of interest.
When helping your child read at home, several strategies
may be used to aid in decoding unknown words.
1. Tell the child to look at the picture. You may tell the child the
word is something that can be seen in the picture, if that is the
case.
2. Tell the child to look for chunks in the word, such as it in sit,
at in mat, or and and ing in standing.
3. Ask the child to get his/her mouth ready to say the word by
shaping the mouth for the beginning letter.
4. Ask the child if the word looks like another word s/he knows.
Does bed look like red?, for example.
5. Ask the child to go on and read to the end of the sentence.
Often by reading the other words in context, the child can
figure out the unknown word.
6. If the child says the wrong word while reading, ask questions
like:
Does it make sense?
Does it sound right?
Does it look right?
Reading at Home
Talking about books and reading is an important part of your
child's learning. Below are some questions to help you get started
in conversations about books and reading. It is important that your
child read daily at home. The questions below will support the
reading instruction we are doing in school.
Why did you choose this book?
£Q What do you think will happen next? Which part of the
text makes you think that?
GQ Does this book remind you of anything that has happened
to you?
COS What have you been wondering as you read this?
ffl Does this book make you think of anything else you have
read?
03 Were there any words or phrases in your reading that you
really liked? Which ones?
03 What has been your favorite part of the book so far?
Why?
GQ Was there a part of the book that surprised you? Why?
£Q Would you like to read another book by this same author?
Why or why not?
03 Can you think of someone else you know who would like
this book? Why?
03 Is this book too hard, too easy, or just right for you? How
do you know?
£Q Were there any places in the book that had you confused?
Did you reread to help you understand?
I have put together this list of activities you and your child can do to practice
the spelling words each weeK. I hope you find these strategies fun and helpful
for your child!
Spelling Practice loi
• Write the words with magnet letters on the fridge or a cooKie
sheet
• Write words with index finger in a ZiplocK bag filled with gel
• Write words with index finger in the air
• MaKe flashcards on Monday to use throughout the weeK
• Cut up the flashcards and build the spelling words
• CJsing alphabet soup, glue the spelling words on a piece of
paper
• Cheer the spelling words
o "GWe me a B-" -"Br - "Give me an I." - "If - "Give me a G." UGC - that's that spell?" - "Bigr
• £ign the spelling words using American sign language (on bacK
side of this sheet)
gome Websites to Help:
• puzzlemaker.school.discovery.com/ ~ Create printable word
searches and crossword puzzles.
• http://www.ictgames.com/lcwc.htmi ~ LooK-Cover-Write-CheCK
is an interactive website!
o you type in eight ofthe spelling words. Your child can
then hit start to begin the game. They will see one
spelling word at a time, which will then be covered. They
have to type the spelling word they just saw in the box
and cii'ck "checK." The spelling word will then be
uncovered. They need to spell each word correctly
before moving onto the next word!
Twenty-six letters in the alphabet. Thirty or make it a reality. Next month, you can start
thirty-one days in a month. One way to all over again. But always remember that
approach "A Parent's Alphabet" is to take Arms, Books, Caring and Doors are
the letters one day at a time. Set aside a equally important - just as important as X
few moments each day to think about what ray, Yelling and Z for the end.
the letter stands for and try in some way to
BY CAROL OTIS HURST
A P>i)Gif o«i ^Dptefei
A1
is for Jealousy, which creeps into
so many relationships; and for
Joy, which can push it out.
R3) is for Books, which should
LQ) abound in every home; and for
Boredom, which can't stay long if
books are there.
W7 is for Kickball, and tag and
u\^ hide-and-seek and all those
other adult-less games kids need to
play; and for Kissing, and hugging,
which nobody does enough of.
/M is for Arms, arms that hold and
u u i; arms that support and arms
that push when they have to.
is for the Children, and the Car
ing and the Crying which some
times come together all at once.
oi>
is for Doors, which you some
times have to help them open
and through which they have to go
someday never to return
unchanged; and for Discipline and
Dignity, which you owe every child.
Eis them;
for Everything
youyou
hope
for the Easier
hopefor
it
will be for them; and for Education,
which takes place at least as much
at home as in school.
Fis for
withFoolish
your kids;
mistakes
and foryou
the Free
make
dom they must have to make their
own.
C^3 is.for
add tradition
Grandparents,
and wisdom
who can
to
children's lives; and for Growth,
which parents and kids can experi
ence together.
nis for
sometimes
Home,a which
house where
is only
a
child feels wanted and loved.
is for Ignorance, which darkens
the world and is sometimes mis
taken for innocence.
L
is for Love, of course.
is for the Memory all parents
have of what childhood was
like for them; and for Money, which
can never substitute for love no mat
ter how lavishly given; and for Man
ners, which make living easier.
is for Nurturing, the giving of
love and care which only some
times comes naturally.
is for Occupation, which takes
so much of your time; and for
the Openness which exists when
kids and parents really work at it.
[d) is for Presents, which are easy
Li to give; and for Presence, which
is harder; and for Parenthood, which
is only partly a biological function;
and for the Patience it takes to see
you through it.
is for Questions, which are so
easy to turn off and so hard to
turn back on.
is for Rest, which it seems never
comes while the kids are
young; and for Reward, which you
get when you look in their faces or
hold their hands.
Sis endless;
for Summer,
and forwhich
School,seems
where
you ought to feel welcome; for the
Stories you know but seldom tell;
and for Shoulders, which sometimes
are drenched with tears.
Tis for
Time,
there
never
seems
to bewhich
enough
of; and
for
Teachers who try to understand.
yis you
for try
thesoUpper
hand,'which
hard to keep;
and for
the Understanding that you try so
hard to have.
S\J7 is for the Virtue of overcoming
W all those roadblocks life seems
to throw just when everything's going
well.
is for the Whys, which can
drive you up the wall; and the
Wisdom it takes to answer them.
is for the X ray of the broken
bone you both cried over; and
for the Xtra love it takes to be a par
ent.
Y
is for Yelling, which helps only
temporarily; . and for being
Young which is only partly a matter of
years.
t~z? is for the end, the end of alphac=d bets, the end of childhood, but
never the end of love. ^
^-GQ Clin CI! Reading is an extremely
viking
important skill. We will be working on
improving our reading skills all year. I ask that
your child read at home for 20 minutes each
olunteers: tkere
are numerous
(TTpO I
ways to be involved in your child's education.
If you are interested in volunteering in our
classroom, please let me know!
night. Practice makes better!
*d^rr—
°PefP
'^Scholastic ©Orders:
j®£ater -dEJottles: children
are encouraged to bring in water bottles,
Scholastic Book Clubs give you the chance to
filled only with pure, unfavored H2O,
purchase quality books at a discount price and
will be due on the second Friday of the month
to keep at their desks. This reduces the
listed on the flyer. You have two ordering
desks to get a drink and allows them to stay
options:
1. Order online and pay with a credit card
focused on their schoolwork.
http://parents.scholastic.com/
• Class Activation Code: GVKR4
2. Return the flyer to school with a check
made payable to "Scholastic Book Clubs"
number of times the children will leave their
of
hird
e4££tra ^Practice: ifyou
notice that your child is struggling with a
rade
concept or if your child wants a challenge,
please let me know and I will provide extra
assignments for your child to do at home!
^Technology: We win visit the
computer lab every Tuesday. In addition, I
incorporate technology to enhance the
curriculum as often as possible. I will also
recommend websites that we have learned to
use in the newsletters.
' niTS. We will incorporate science
(SLI OU. You are your child's first teacher
yo-yo
'
and you play an extremely important role in
your child's education. I look forward to
working with you to make this a successful year
of learning for your child!
^Through
throughout the year. There will be several
looming
the
le mi
§Itear:
projects throughout the year, which will be
announced in the newsletters.
packed with a lot of things to learn. W e will
zoom through the year happily and
and social studies into different units of study
yo-yo
successfully! ©
MnJollander's
lass
Third grade is jam
room
1©S
ttendance: Regular
attendance is critical for your child to be
successful in second grade. However, please
? r Q Q e S " . Yo u w i l l r e c e i v e t h r e e
report cards during the year that
communicate your child's learning.
do not send your child to school sick. Please
also notify the office of all absences.
^lD)irthdayS: We love to celebrate
birthdays with a special healthy snack! Please
let me know in advance if you plan to send in a
special snack for your child's birthday. We eat
snack at roughly I 0:00 am.
©OnferenCeS: Our parentteacher conferences will be held before
^SomeWOrk: Homework will be
J&/Jq1m. We use the Everyday Math
Friday. A reading log will also be attached to
the homework packet to be filled out nightly.
series. Our math series is very
Your child should be reading for 20 minutes
each night. This reading does not have to be
games to help children practice and develop
a secure understanding of math topics. A
independent; you can read to your child, take
turns reading with your child (alternating each
family letter accompanies each unit to let you
know what math topics we are working on as
page), or have your child read to you.
« n fro °/W^~\n I "
SbU vs> <£r& 1A\J
; are the words I
nest
arrange a meeting.
of my students to not only feel successful, but
to BE successful!
JMiSCipline: We will develop our class
rules together. If the children make a mistake
ODS! In order to foster a sense of
jaguar
belonging and responsibility, I give the children
classroom jobs. Some of the jobs include line
regain their self-control.
leader, materials manager, postal workers, and
teacher's helper. Every child will be assigned
^ZhoT I OPT! I expect my students to
to each of these jobs at some point during
always try their best!
the year.
fJFolder. Your child should be
bringing home their communication folder
daily. It should be emptied each day and only
items that are in the "Bring Right Back" side
should be returned to school.
Please send your child's lunch money in an
sent home every Monday and is due on
encourage children to say in the classroom!
Self-esteem is very important and I want all
"take a break" chair for a few minutes to help
I 2:25 and you are welcome to join your child.
envelope labeled with your child's name.
Thanksgiving. If you have concerns about
your child's performance and progress before
that time, please feel free to contact me to
and forget the rules, they will be sent to our
yfcunch: We eat lunch from I 2:00 -
>inClneSS: Students in my
developmentally appropriate and incorporates
well.
ewsletters:
will email or send
home a classroom newsletter each month to
keep you informed of what's happening and
upcoming events and projects.
~'^ >en il^tfnlouse: pi.
®p<
lease
plan to attend this event to learn more about
our classroom! Open House will take place
on Monday, September 23rd from 6:00 pm to
8:00 pm.
^Publishing: We win do a lot of
writing this year!
y UeStiOnS! Please contact
classroom are encouraged and expected to
me if you have any questions or concerns. I
treat all members of our school with kindness
can be reached by phone at 673- I 8 I I by
and respect.
email atjhollander@sau40.com, or by sending
in a note to school with your child.
Aepsani
sj8}ndiuo3