SECOND QUARTER
LOIS FRONCZKE, PRINCIPAL
WINTER 2015
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greatly facilitate this partnership by having substantive
conversations with the children.
According to
researchers, Hart and Risley, “With few exceptions, the
more parents talked to their children, the faster the
children’s vocabularies were growing and the higher the
children’s I.Q. test scores at age 3 and later.” It’s not
just the amount of words that are used, but the types of
Dear Parents,
words that are being used. Ask your children lots of
We’re now half way through
questions and maintain the discourse that comes from
the school year, and with this
extended conversations. Students who do better in
newsletter, you will receive your
school read extensively at home. Ask your child what
child’s second report card. Take time to discuss your
he or she is reading. Have the child re-tell what is
child’s progress with him/her and praise their efforts.
occurring or what the main idea of the text is. In the
However, don’t gush or your praise may lose its effect.
process, good conversation is occurring.
For example, it’s enough to say, “I could see that you
really put a lot into your work, and you have made
Thus far, we’ve had some
much progress.” Ask about areas where he or she may
cold, winter days. Unfortunately,
be having difficulty and discuss ways of improving that
the children haven’t been able to
particular subject. Children want to know that you are
go outside at recess as often as
interested in what they are doing in school.
we’d like. Exercise and fresh air
are important to a child’s health. If they can’t go
Students who are presently enrolled in the
outdoors to play, there are things you can do to get
TPI/TBE classes (English as a Second Language) are
them moving inside your house. Put on some music
taking the ACCESS for ELLs exam that began this week.
and dance to it. When you do errands, park far from
It assesses the students’ proficiency in listening,
the store to encourage more walking time. Take the
speaking, reading and writing in English across the
steps rather than the elevator when you’re shopping.
curricular areas. Shortly after this assessment is
completed, all of our third through fifth grade students
Despite the cold weather, it is important that
will take the first of two state-mandated tests called
children are in school. We certainly don’t want any
PARCC. This is new to all Illinois students and is
child placed in danger from the cold, but the students
designed to assess students’ ability to process and apply
need to be here. It is nearly impossible to make up
knowledge in reading and mathematics. All the
instruction for the time that was missed. I thank you for
Common Core Standards in reading and math will be
your continued support.
assessed between the Performance Based Assessments
and End of Year Assessments. Our teachers have been
If you ever have questions or comments, please
teaching to the Common Core yearlong, and students
don’t hesitate to contact me at [email protected] or
are given opportunities to take sample
847-455-7960. I’d love to get your feedback and/or
practice tests provided by the State
suggestions.
Board of Education.
Sincerely,
We are partners with all of you
Lois Fronczke
in the children’s growth process. You can
Principal, Pietrini Elementary School
Estimados padres de familia,
Ahora estamos a la mitad del año
escolar y con este boletín recibirá la
segunda boleta de calificaciones de su
hijo. Tómese el tiempo para hablar con su hijo acerca de
su progreso y elogie sus esfuerzos. Sin embargo, no
exagere o su elogio perderá su efecto. Por ejemplo, es
suficiente que diga: "Me doy cuenta de que tu
realmente pusiste mucho esfuerzo en tu trabajo, y que
has progresado mucho.” Pregunte sobre las áreas
donde él o ella podría tener dificultades y hablar de
maneras de mejorar esa materia. Los niños quieren
saber que usted está interesado en lo que están
haciendo en la escuela.
Los estudiantes que actualmente están inscritos
en las clases TPI / TBE (Inglés como segundo idioma)
están tomando el examen ACCESS que comenzó esta
semana. Se evalúa la competencia de los estudiantes en
escuchar, hablar, leer y escribir en inglés a través de las
áreas del currículo. Poco después de que se complete
esta evaluación, todos nuestros estudiantes de tercero
a quinto grado tomarán la primera de las dos pruebas
exigidas por el estado llamadas PARCC. Esta prueba es
nueva para todos los estudiantes de Illinois y está
diseñada para evaluar la capacidad de los estudiantes
para procesar y aplicar los conocimientos en lectura y
matemáticas. Todos los Estándares Básicos Comunes en
lectura y matemáticas se evaluarán entre las
Evaluaciones Basadas en Rendimiento y las
Evaluaciones de Fin de Año. Nuestros maestros han
estado enseñando Common Core el
año entero, y le hemos dado a los
estudiantes la oportunidad de tomar
pruebas de práctica proporcionada
por la Junta Estatal de Educación.
de preguntas y mantengan el discurso que viene de
largas conversaciones. Los estudiantes que les van
mejor en la escuela leen extensamente en casa.
Pregúntele a su hijo lo que él o ella está leyendo. Haga
que el niño vuelva a decir lo que está ocurriendo o lo
que la idea principal del texto es. En el proceso, una
buena conversación se está produciendo.
Hasta ahora, hemos tenido
algunos días fríos de invierno.
Desafortunadamente, los niños no
han podido salir afuera al recreo
tan a menudo como nos gustaría.
El ejercicio y el aire fresco son importantes para la salud
de un niño. Si no pueden salir afuera a jugar, hay cosas
que usted puede hacer para que se muevan dentro de
su casa. Ponga música y bailen. Al hacer mandados,
estacione lejos de la tienda para que pasen más tiempo
caminando. Tomen la escalera en lugar del ascensor
cuando va de compras.
A pesar del clima frío, es importante que los
niños estén en la escuela. Desde luego, no queremos
que ningún niño esté en peligro a causa del frío, pero
los estudiantes necesitan estar aquí. Es casi imposible
para compensar la instrucción por el tiempo que se
perdió. Os doy las gracias por su continuo apoyo.
Si alguna vez tiene preguntas o comentarios, por
favor no dude en ponerse en contacto conmigo en
[email protected] o 847-455-7960. Me encantaría
recibir sus comentarios y / o sugerencias.
Atentamente,
Lois Fronczke
Directora de la Escuela Pietrini
Drodzy Rodzice,
Somos socios con todos ustedes en el proceso de
crecimiento de los niños. Ustedes pueden ayudar
teniendo conversaciones sustantivas con los niños.
Según los investigadores, Hart y Risley, "Con pocas
excepciones, entre más los padres hablan con sus hijos,
más rápido crecerá el vocabulario de sus hijos y el nivel
intelectual a los 3 años para arriba. "No es sólo la
cantidad de palabras que se utilizan, pero los tipos de
palabras que se utilizan. Pregunte a sus hijos un montón
Jesteśmy teraz w połowie roku
szkolnego, i wraz z tym biuletynem,
otrzymacie drugą kartę raportu waszego
dziecka. Poświęćcie trochę czasu aby
przedyskutować postępy z nim/nią i pochwalcie ich
wysiłki. Jednak nie bądźcie zbyt wylewni bo wasza
pochwała może stracić swoją efektywność. Na przykład,
wystarczy powiedzieć , “Widziałem, że naprawdę
włożyłeś dużo w swoją pracę, i poczyniłeś już znaczne
postępy.” Zapytaj o obszar, w którym on lub ona może
mieć problem i przedyskutujcie sposoby poprawy tego
konkretnego tematu. Dzieci chcą wiedzieć, że jesteś
zainteresowany tym co robią w szkole.
Uczniowie, którzy obecnie
uczestniczą do
klas TPI/TBE
(Angielski jako Drugi Język) mają
DOSTEP do egzaminu ELL, który
rozpoczyna się w tym tygodniu.
Ocenia on biegłość uczniów w
słuchaniu, mówieniu, czytaniu i
pisaniu po Angielsku poprzez obszary programowe. W
krótce po zakończeniu tych ocen, wszyscy nasi
uczniowie od klasy trzeciej do piątej wezmą pierwszy z
dwóch testów zarządzonych przez stan zwanych PARCC.
Jest on nowy dla wszystkich uczniów Illinois i służy do
oceny zdolności uczniów do przetwarzania i
zastosowania wiedzy w zakresie czytania i matematyki.
Wszystkie Wspólne Normy Podstawowe w czytaniu i
matematyce oceniane będą pomiędzy Podstawową
Oceną Wyników i Oceną Końca Roku. Nasi nauczyciele
zostali przyuczeni do Wspólnych Norm przez cały rok, a
uczniowie mają możliwość podjęcia praktycznych
próbek testów dostarczonych przez Stanowe
Kuratorium Oświaty.
My jesteśmy partnerami was wszystkich w
procesie rozwoju dziecka. Możecie znacznie ułatwić to
partnerstwo poprzez merytoryczne rozmowy z dziećmi.
Według naukowców, Hart-a i Risley-a,“Z nielicznymi
wyjątkami, im więcej rodzice rozmawiali ze swoimi
dziećmi, tym szybciej dzieci rozwijały słownictwo i
podwyższały dzieci poziom testów I.Q. w wieku lat 3 i
później.” To nie tylko ilość słów jakie są używane, ale
rodzaj, typ słów które są używane. Zadajcie dzieciom
wiele pytań i podtrzymujcie dyskurs,rozmowę która
prowadzi do dłuższych rozmów. Uczniowie, kórzy są
lepsi w szkole intensywnie czytają w domu. Zapytajcie
dziecko co on lub ona czyta. Niech
dziecko ponownie opowie co się dzieje i
co jest główną ideą tekstu. W procesie
tym powstają dobre rozmowy.
Do tej pory, mieliśmy kilka zimnych, zimowych
dni. Niestety dzieci nie są w stanie wychodzić na
zewnątrz na przerwę tak często jak byśmy chcieli.
Ćwiczenia i świerze powietrze są ważne dla zdrowia
dziecka. Jeśli nie mogą wyjść na zewnątrz pobawić się,
są rzeczy które można robić aby pomóc im ruszać się w
domu. Włącz jakąś muzykę i tańczcie do niej. Gdy robisz
sprawunki, zaparkuj samochód daleko od sklepu aby
zachęcić do dłuższego czasu na spacer. Wybierzcie
schody zamiast windy gdy robicie zakupy.
Mimo zimna ważne jest że dzieci są w szkole. Z
pewnością nie chcecie aby dzieci były narażone na
zimno, ale uczniowie muszą tu być. To jest prawie
niemożliwe by uzupełnić kształcenie do czasu który
został opuszczony. Dziękuję za wasze nieustające
wsparcie.
Jeśli macie jakiekolwiek pytania lub uwagi,
proszę nie krępujcie się kontaktować ze mną
[email protected] lub 847-455-7960. Chciałabym
uzyskać wasze opinie i/lub sugestie.
Z poważaniem,
Lois Fronczke
Dyrektorka, Szkoła Podstawowa Pietrini
Ms. Nancy Nault
I am the Reading Teacher/Coach at
Pietrini School. One of my jobs is to
support teachers and students in reading. I
am getting to know all the students by
going into their classrooms and modeling reading skills
and strategies.
I continue to help the teachers implement the
new Common Core State Standards. During the past
few months I have been in the classrooms reading
informational books with students. Some of the
students are making vocabulary books
with all the enriching words they find.
This will help the students expand their
vocabularies. In other classrooms I have
modeled the many text features in an
informational book, and the students will
be writing their own informational books! Other
students are studying authors who write informational
books through an author study. They are learning about
how a writer creates ideas to write books that inform
and teach things about the world we live in. Still
another class is reading informational news articles.
They are reading them closely to learn how to use
context clues to figure out independently
what a word means.
Our “Dear Parents Book Club” is moving forward.
We have met the author and have enjoyed discussing
the many ways we can talk to our children so they listen
and learn to communicate effectively at home and in
school. If you haven’t attended one of our meeting,
please come and join the discussions. Our next meeting
is February 25 at Passow School.
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Be a role model and take the opportunity to
read a book or newspaper or write a letter
while your child studies.
Praise your child for both the small steps and
big leaps in the right direction.
These winter months ahead are a good time to
spend curled up on a sofa reading a book with your
children.
Happy reading,
Nancy Nault
Mrs. Byrne and Ms. Poppe
T.P.I. = Transitional Program of Instruction
T.B.E. = Transitional Bilingual Education
What Parents Can Do: Reading Tips
Mrs. DiPaolo & Mrs. Ramos
It has been a pleasure to work with so many
wonderful students at Pietrini School this year! As we
collaborate with classroom teachers, we often talk
about ways that parents can help their child at home.
This has been particularly true with the new emphasis
on the Common Core State Standards. Listed below are
some suggestions that can help all students excel at
school.
Tips for helping with schoolwork
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Show an interest in your child's homework.
Inquire about the subjects and the work to be
done. Ask questions that require answers
longer than one or two words.
Help your child organize homework materials
before beginning.
Establish a regular time with your child to do
homework-developing a schedule helps avoid
procrastination.
Find a specific place for your child to do
homework that has lots of light, quiet, and
plenty of work space.
Encourage your child to ask questions and
search for answers, taking the time to figure out
correct answers.
Make sure your child backs up answers with
facts and evidence.
Practice school-taught skills at home.
Relate homework to your child's everyday life.
For instance, teach fractions and measurements
as you prepare a favorite food together.
By: Reading Is Fundamental (2005)
Here are a few tried-and-true guidelines from Reading Is
Fundamental on how to motivate kids to read.
Let kids pick out their own books
Book choice is a strong motivation for readers young
and old. Let kids pick out books at the library or
bookstore. It's almost a sure thing they'll want to read
them. If you pick them out, they won't.
Set goals and reward reading
Reward reading with more reading, we've always said.
Stop by the library or bookstore for the next book in
your child's favorite series, or let your child shop for it
online. Most kids agree, but they don't also see a
problem with more… well, extrinsic rewards.
Let your kids see you read
Read the newspaper over your morning coffee, take a
magazine from the rack in a doctor's office while you
wait, and stuff a paperback into your purse, pocket, or
briefcase. Your kids will catch on to the fact that reading
is something you like to do in your spare time.
Make reading together fun and memorable
Parents can convey important positive impressions
about reading by making reading an experience their
children will remember and cherish.
It's not what you read to your child that counts; it's
how. Make a story come alive by changing your voice
and pace, or using sound effects and motions.
Create loving associations with books and reading
Reading together is a time for closeness and cuddling –
another way to show your love as a parent,
grandparent, or caring adult.
For children lucky enough to have parents who read to
them, the memory is lasting and their love for books
and reading lifelong.
Sra. Byrne y Sra. Poppe
T.P.I. = Programa de Transición en Instrucción
T.B.E. = Transición de Educación Bilingüe
Qué pueden hacer los padres: Consejos de lectura de
los niños
Haga de la lectura una actividad divertida y
memorable
Los padres pueden transmitir importantes mensajes
positivos sobre la lectura al proponer actividades que
resulten una experiencia que sus hijos recordarán y
atesorarán.
Lo importante no es lo que le lea a sus hijos; es cómo lo
lea. Déle vida a un cuento cambiando las voces y el
ritmo, o usando efectos de sonido y movimientos.
Asocie los libros y la lectura con una experiencia
afectuosa
Leer juntos es un momento para el acercamiento y la
demostración de cariño; otra manera de demostrar su
amor como padres, abuelos o adultos afectuosos.
Para los niños que tienen la suerte de tener padres que
les lean, el recuerdo es duradero y su amor por los
libros y la lectura perdura toda la vida.
Por: Reading is Fundamental (2008)
Los padres pueden motivar la lectura haciendo que los
niños escojan los libros y creando una ocasión familiar
memorable de la actividad de lectura.
A continuación presentamos algunas
pautas, comprobadas por experiencia,
de Reading is Fundamental sobre
cómo motivar a los niños a leer.
Deje que los niños escojan sus propios libros
La elección de los libros es una gran motivación para los
lectores grandes y pequeños. Deje que los niños escojan
libros de la biblioteca o la librería. Es casi seguro que
querrán leerlos. Si los elige usted, no querrán leerlos.
Ms. Santucci, M.A. CCC-SLP
Welcome back! I hope you and your
family had a fun and restful break. Early
Childhood Speech is continuing to work
hard towards their speech and language goals. In
November, the Kindergarten students enjoyed learning
about their five senses. We were able to touch, smell,
taste, see, and hear different objects. The Preschool
students enjoyed learning about Thanksgiving by
making turkey puppets and Thanksgiving Day placemats
stating what we are thankful for this year!
Fije objetivos y recompense la lectura
Recompense la lectura con más lectura; es lo que
decimos siempre. Visite la biblioteca o librería para
conseguir el libro siguiente de la serie preferida de su
hijo. O deje que su hijo lo compre en Internet. La
mayoría de los niños están de acuerdo, y no encuentran
mayor problema con recibir más… recompensas,
aunque sean externas.
In December, the students enjoyed working on
Christmas activities including making and decorating a
Christmas tree and reindeer. They continue to work
together during their speech and language groups by
asking each other for help while they learn new
vocabulary, following directions, and correctly saying
their speech sounds.
Que sus hijos vean cómo usted lee
Lea el periódico mientras bebe el café por la mañana,
tome una revista mientras espera en el consultorio del
médico y lleve un libro de bolsillo en su cartera o
maletín. Sus hijos captarán el mensaje de que a usted le
gusta leer durante su tiempo libre.
Please continue to encourage your child to use
their speech and language skills at home by asking
questions, expanding vocabulary, giving them multiple
step directions to follow, and reminding them to say
their sounds correctly. Each and every day the children
are doing their best to improve their speech and
language skills. We are looking forward to the rest of
the school year!
• Verb – A verb is the action of a sentence. The
two verbs in our example sentence are “pulled”
and “broke.” Other examples of verbs include
jump, am, feel, do, sleep, and eat.
Mrs. Schmitt, M.A. CCC-SLP
What Are “Parts of Speech?
Every word in the English language can be put
into a category based on the function of the word in a
sentence. The categories that words are put in are
“parts of speech” or “word classes.” Knowing the parts
of speech and their purpose helps us to understand
sentences and create sentences that make sense.
Speech/language students here at Pietrini have been
learning about “parts of speech”. The Common Core
Standards require that students be able to demonstrate
command of the conventions of standard English
grammar and usage. This includes understanding the
function of various “parts of speech” including nouns,
pronouns, verbs, adjectives, adverbs, prepositions,
conjunctions and interjections. If this is something your
son/daughter has previously learned, they may have
been getting a “refresher”, as this is a difficult skill for
many students.
What Are the Different Parts of Speech?
There are eight main parts of speech. They are
represented in the following example: “Uh-oh! Sara
pulled the jammed switch forcefully and it broke off in
her hand!”
• Noun – A noun is a word that names a person,
place, or thing. Nouns can be proper nouns or
common nouns. A proper noun refers to a
specific person, place, or thing and is always
capitalized. A common noun refers to a general
person, place, or thing. “Sara,” “switch,” and
“hand” are the nouns in our example sentence.
“Sara” is a proper noun because it refers to a
specific person. Other examples of nouns
include David (proper noun), sister, Vermont
(another proper noun), store, truck, and pen.
• Pronoun – A pronoun takes the place of a noun.
Pronouns typically refer back to nouns that are
mentioned earlier. In our example sentence,
“it” takes the place of “switch,” while “her”
refers to “Sara.” Other examples of pronouns
include me, him, our, I, you, and they.
• Adjective – An adjective is a describing word
that tells us more about a noun. “Jammed” is
the adjective in our example sentence that tells
us what the switch was like. Other examples of
adjectives include blue, round, polka-dotted,
cold, hard, and bumpy.
• Adverb – An adverb tells us more about a verb.
Specifically, an adverb tells us when, where,
why, or how a verb is done. In our example
sentence, “forcefully” is the adverb that tells us
how Sara pulled the switch. Other examples of
adverbs include quickly, yesterday, often,
patiently, later, and nervously.
• Preposition – A preposition connects nouns,
pronouns, and phrases to other words in the
sentence. Prepositions often tell us about a
noun’s location. In our example sentence, “in”
is the preposition that tells us where the switch
is in relation to Sara’s hand. Other examples of
prepositions include through, under, after, with,
across, and down.
• Conjunction – A conjunction connects words,
phrases, or sentences together. A conjunction
joins two or more thoughts. The conjunction in
our example sentence is “and.” Other examples
of conjunctions include or, but, because, yet,
nor, and so.
• Interjection – An interjection is a word or short
phrase used to show surprise or emotion. “Uhoh!” is the interjection in our example sentence.
Other examples of interjections include ah, oh
no, ouch, goodness, whoops, and wow.
Keep practicing parts of speech at
home with your child. This will help
him or her become a better
communicator, as well as help build
his/her speech/language skills.
Source: www.superduperinc.com by Rynette R. Kjesbo,
M.S., CCC-SLP
Miss Ryan and Mrs. Rios
Dear Parents,
It has been a great year so far in the
Pietrini Library Media Center. Our
students have been working on a
variety of different projects and learning new skills
during their library time.
In Kindergarten, our students have been spending time
learning how to log into the computer and are
becoming comfortable with using their mouse skills.
They are learning new skills such as clicking and
dragging. It’s incredible how fast they are picking it up!
In first grade, we have been creating and learning how
to use the program Pixie. They have completed
activities such as creating family trees, listing character
traits from stories, and using Venn diagrams to compare
and contrast stories.
In second grade, we have started using a
new website, Into the Book. The website
allows students to practice reading
strategies using digital ebooks. The books
are read to the children and the stories
are partially animated. It makes for an
engaging reading experience. We have practiced asking
and answering questions when reading. The site allows
students to see their questions next to the story, and
answer them as new information is read to them. It’s a
great site!
In third grade, we have spent a few weeks learning
about how the winter holidays are celebrated in other
countries around the world. Students read about
holiday traditions from Italy, Japan, Australia, Liberia,
Brazil, and Mexico. Students had a
good time discussing their own
holiday traditions and learning about
the new ones.
In fourth grade, we have started learning about our
solar system and the phases of the moon. Students
have been reading articles and finding information
about each planet. They are learning lots of new
vocabulary and information about our solar system.
In the fifth grade, we have started planning our
“pretend” field trip. We are going to pick a location and
plan all aspects of a field trip. Even though we aren’t
going to actually go on this field trip, the learning and
research skills the students will learn are going to be
valuable to their computer literacy skills. We are still in
the beginning stages of planning our trip; however, it’s
looking like it’s going to be an extremely rewarding
activity.
Miss Ryan and Mrs. Rios
Mrs. Ruth Babcock, LCSW
Social Worker
Failure to pay attention in class results in loss of
educational time. There are many reasons why children
do not pay attention. Sometimes teachers report that it
looks like “Johnny” has his mind on other things.
Sometimes they are thinking about family problems.
All families experience varying degrees of
stress: financial hardship, illness or death in
the family, conflict between family
members and other problems that occur in
life. Children often believe that they are responsible for
these problems. They believe so their universe – all
joking aside. This way of thinking is part of normal
childhood psychological development. The guilt which
may result consumes a great deal of their mental
energy.
When I service such children, I work on the three Cs:
You did not cause the problem.
You can not cure the problem.
But you can cope with the problem.
This establishes important adult child boundaries which
free children from entanglement in the complexities of
the adult world. It is one thing to tell our children that
we can’t afford to buy them a new bike, or will not pay
fifty dollars for a pair of jeans, but another to discuss
worries about how to pay the mortgage, or marital
conflict. Our children are not equipped physically or
emotionally to take on such problems and when they
are forced to do so become emotionally burdened.
There are resources available to support parents
experiencing stress. Please feel free to call me if you
would like this information.
Happy New Year!
 Avoid touching your eyes, nose, or mouth.
Germs spread this way.
Mrs. Dorothy Hall
Important Information from the School Nurse
As we return from the holiday break into
an early influenza (flu) season with
widespread activity, the Cook County
Health Department is recommending
increased awareness and actions to
help control and prevent the spread of influenza (flu),
toward keeping our students and community safe and
healthy.
To prevent widespread flu in the school, we
recommend that your child stay home from school if
experiencing flu-like illness symptoms (such as fever,
cough, and sore throat).
Since influenza is primarily spread by
direct contact with nose and throat
secretions, there are measures we can
all take to reduce our chances of
becoming sick with influenza and other
similar infections:
 Know the signs and symptoms of the flu.
Symptoms of the flu include fever (100 degrees
Fahrenheit or greater), cough, sore throat, a
runny or stuffy nose, body aches, headache,
and feeling very tired. For medical questions or
concerns, contact your physician.
 Your child should stay home if he/she is sick
until at least 24 hours after there is no longer a
fever or signs of a fever (without the use of
fever-reducing medications). This will help
reduce the number of people who may get
infected.
 Cover your nose and mouth with a tissue when
you cough or sneeze. Throw the tissue away
after use and wash your hands. If a tissue is not
available, cover your mouth and nose with your
sleeve, not your hand.
 Wash your hands often with soap and water,
especially after you cough or sneeze. If soap
and water are not available, use an alcoholbased hand rub.
 Do not share eating utensils or drinking
containers. Persons should not share straws,
cups, glasses, water bottles used during sports
or recreation, etc.
 Try to avoid close contact with people who are
sick.
 Get your child and family vaccinated against
seasonal flu, if not already vaccinated this
season. It’s not too late, since fly season can last
through May. Vaccination is recommended
yearly for everyone 6 months and older.
In February, we will begin kindergarten registration for
the 2015-2016 school year. Children who will be five on
or before September 1 are eligible to start kindergarten.
A physical, dental, and vision exam are required for
children entering kindergarten. Packets will be
distributed on the day of registration.
In March, a video and discussion on “Growth and
Development” will be presented to all fourth and fifth
grade students. I will be the presenter for the girls and
a male physical education teacher will be the presenter
for the boys.
A few dental and vision exams have not
been returned in kindergarten and other
grades. Please return these completed
exams to the health service as soon as
possible as this may interfere with your
child’s education.
The vaccination requirement changes for 2015-2016
school year include Meningococcal requirement for 6th
grade (6th graders must show 1 dose
of MCV4 at school entry). Child
Health Examination Form revisions
will occur to accommodate the
Meningococcal Requirement.
Stay healthy!
Ms. Claire Ristau
Third Grade
In 3rd Grade, we completed
our introductory fraction unit. We
identified unit fractions as a fraction
that represents one equal part of a
whole, and we labeled fractions on
number lines. With various fraction tiles, we also
explored how to find and create equivalent fractions. To
apply our fraction knowlede, we measured the lengths
of our feet to the nearest quarter inch. We used that
data to create a line plot of our class foot sizes. We are
currently focusing on metric units for volume (L, mL)
and mass (g, kg) through hands on explorations with
scales and other measurement tools.
Fourth Grade
In 4th Grade, we focused on
several fraction concepts. We
compared fractions with different
numerators and denominators, and
we decomposed fractions and mixed numbers by
breaking fractions into smaller parts. We also worked
on adding and subtracting fractions and mixed numbers
with the same denominators. Through board games, we
practiced comparing fractions by moving to a space that
has a fraction bigger/smaller than the one we spun! Our
measurement unit has kicked off with discussions of the
customary system vs. the metric system. Currently, we
are practicing converting between different units of
length in the customary system (in, ft, yd, mi). With
rulers, yard sticks, and measuring tape, we measured
the lengths of different items in our school and
converted the units within the customary system.
Fifth Grade
In 5th Grade, we focused on
multiplying and dividing fractions and
mixed numbers. Writing our own RLS
(real life situations) helped to make the
fraction computation relatable to our
everyday lives. Additionally, we studied both the metric
and customary systems of measurement. We converted
units of mass, length, and volume within each system.
To end the unit, we wrote letters to “the citizens of our
countries” persuading them to adopt either system of
measurement. In our new unit, we will create and
analyze data in line plots.
Students in all grades are working to meet their
individual fact fluency goals on the Xtramath program at
school.
Mrs. Julie Viola
Happy 2015! It has been a busy year already in
the art room here at Pietrini! The students have been
busy documenting all their work from 2014…it is so
exciting to see all the amazing artwork they have
created. It is wonderful to watch the excitement on
their faces as they enter the art room every week.
Our students created a wonderful
winter wonderland in the hallways to
prepare for our Winter Program. They
learned about symmetry as they amazed
themselves with the awesome shapes
they created by cutting paper
snowflakes. They experimented with
brushstrokes as they painted their winter
sky scenes and then stamped snow angels in the snow.
They finished off their masterpieces with paper people
that brought many smiles to our hallways!
We recently began learning about the great city
of Chicago. Kindergarten learned about Navy Pier and
created excellent renditions of the giant Ferris wheel.
Our first graders always enjoy learning about the
Chicago Picasso, and our second graders created cool
pictures of Chicago’s Miro. While our third graders
compare Buckingham fountain and Crown fountain, our
fourth graders are busy studying the Art Institute and
the famous lions that guard it. Our fifth graders
illustrated the city as well. They created
stunning line drawings of our giant
skyscrapers and the many pieces of public
art we can enjoy downtown in Chicago.
All of this amazing artwork can
be viewed on Artsonia. However, no
student work can be published without a
valid e-mail address.
Please send an e-mail address as soon as
possible…many of you sent the permission slips back
without an e-mail address. Our students really love to
share their artwork and now it can be viewed by family
and friends both near and far! It is a joy to watch our
students create, and the sense of accomplishment they
feel is contagious. I truly appreciate the opportunity to
work with your greatest creations…your children!
Best wishes, Julie Viola
Remember,.. The earth without art is just “eh”
Mrs. Tracie Pausa
Welcome in 2015 with a real
winter wonderland! I hope you had a
terrific break filled with peace, joy, and
love like our winter program wished you.
Thank you to all of the families who
supported their children by bringing them to the winter
program, applauding their efforts, and celebrating their
success. It was a wonderful program that the children
worked very hard on to prepare. Your encouragement
strengthens your child’s performance in all areas of
their education. Thank you for giving them your time
and attention.
Kindergarten, first, and second graders are learning
more skills in music about melody and rhythm through
singing, dancing, creating, and exploring many different
forms of music. Third graders are busily composing their
own song using software on the iPads. Fourth graders
are progressing on recorders and entering into recorder
karate to demonstrate their learning. Fifth graders are
continuing to dive into the jazz world as they prepare
for their field trip and working to complete their first
round of recorder karate. Music is now and has always
been an integral part of your child’s education. Besides
being a valuable tool in teaching all of the content areas
of the curriculum, music teaches us to be human. It
provides an outlet for expression of all types of feelings.
It allows us to express our own unique self and teaches
us to appreciate the variety in the world around us.
Life is short, but music is forever.
Mrs. Pausa
Luke Schlessinger
Hello!
It has been a fun year so far in
Physical Education at Pietrini! We
have continued to focus on how to
properly exercise with correct form as
well as how to communicate with
each other in team building and
problem solving situations.
Each day in class we exercise using movements that are
functional including squats, pushups, lunges, and
different types of running. During these workouts, our
students are learning and using proper form to ensure
safety. Our workouts have increased in intensity since
the fall as our students continue to improve their
fitness.
We have also played more games that involve
teambuilding and working cooperatively. This allows
our students to interact with one another to come up
with a solution to a created problem within the game.
The students have made great improvements already
and I look forward to see their continued growth in
fitness!
Mr. Schlessinger