The full uniform policy will be posted soon. Thanks for supporting the total curriculum. Opportunities are given for students to participate in dress down days. These dates are usually published.

L. Watkis (Assistant Principal)

Picture Day! Our website is continually been updated to serve you better. Thank you for your patience.

L. Watkis (Assistant Principal)

Truly a virtue- Always necessary as we work towards success for all.

L. Watkis (Acting Principal)

Happy Friday! This was a great week and the students accomplished so much! We are in full swing of our small groups for our RELA time as we continue to review the main idea, key details, and sequencing. In Math, we are continuing to learn about different shapes and how that relates to our Math lessons. In Science, we are exploring the relationship between light and sound and in Social Studies we are continuing our discussion of good citizenship! Thank you all so much for your support!

-Ms. Libebe

1st Grade has had an awesome time supporting this year’s Anti-Bullying Week! Students are learning about writing fundamentals, story sequencing, addition within 20, community helpers, and a new unit on light and waves! We are looking forward to our field trip on November 5! Please note that field trip money will not be accepted next week. If you would like to chaperone, please contact your child’s teacher to see if spots are still available. Have a wonderful weekend!

The First Grade Team

This week first grade is in the home stretch of finishing their line landscapes, third grade learned about the complementary colors on the color wheel, fifth grade showed me what they remembered from last week about drawing 3D cubes, second grade painted their line designs, and kindergarten started a brand new abstract painting involving line, pattern, and lots of color! P.S. I also put up some of our penguins around the book fair! Let's get creative!

Miss James

This week in Kindergarten, we used 4 of our senses to explore pumpkins. We set out to discover: -What does the pumpkin look like? -Is the pumpkin heavy or light? -How does the pumpkin smell? Do you like the smell? -How does the pumpkin feel on the outside? How does it feel on the inside? -How does the pumpkin sound? Is it quiet or loud? Then we counted the seeds we pulled from the inside. The only thing left to do is taste the pumpkin to determine if you like it. This weekend, taste a pumpkin with your family. Maybe you can make a pie or a smoothie. Enjoy!

Kindergarten Team

DECISION-MAKING - Grade 5 Lesson Goal: * To have students identify how their daily decisions are influenced in direct and indirect ways. MAJOR OBJECTIVES: Students will: * Review the basic step-by-step decision making process learned. * Discuss direct and indirect influences on decision-making. * Identify and map factors that influence their decisions. VOCABULARY: * Decision * Indirect influence * Direct influence * Outcome SUMMARY: * We are involved in making decisions everyday. Some decisions are made without much thought, while others require more time and conscious effort to determine whether we are being influenced by others, or whether it's something we really want for ourselves. * As people get older they are likely to face more difficult and challenging problems requiring decisions. Understanding that we are sometimes influenced by others when making decisions can allow students to make the best choice without being manipulated in either direct or indirect ways. Dear Family: We make many decisions in our lives. Some decisions are easy to make, such as what clothes to put on in the morning and what to eat. Other decisions are harder and have more serious consequences. Children are influenced to make decisions in direct and indirect ways. Example of direct influences are being persuaded, bribed or threatened by others to do things. Example of indirect influences are provided by advertising, the media, or the behavior of popular or famous people. Children are notorious for making quick decisions, often without thinking about what is influencing them to make a certain choice. One of the ways to prevent children from making poor decisions is to help them understand how they are being influenced by others. In class, your child is being empowered with the knowledge of learning about decisions and the direct and indirect influences on her/his decisions. Your child will be working on a graphic organizer that depicts the various influences on his/her decisions. You might want to ask your child about this graphic organizer. You can help your scholar with his/her decision making skills. When your child wants to buy something, or is asking you to buy something, ask your child what is influencing him/her to want the product. The more your child is aware of influences on decision making, the more your child will be able to make decisions that are based on his/her own personal judgement and values rather than the influences of others. Sincerely, Dr. Sullivan-Williams (aka Dr. BB) Senior Certified Life-Skills/Character Education Instructor

Deidra Chandler Professional School Counselor

This week in third grade students began working on multiplication! It was so nice to see how excited students were about multiplication they wanted to know all they could on how to solve problems and know their facts! This excitement has really kicked started our learning on multiplication. We have continued to learn about severe weather and all that we can to be prepared! It was also awesome to see so many students excited and involved in anti-bullying week. This collaboration and support seen by parents and students in wonderful! Keep up the great work it is appreciated more than you know!

Ms. Cunningham

Dear Parents and Guardians, This week in P.E. we have simply been continuing our education on fitness knowledge and its benefits for the body by being active and exercising. Students from multiple grades have been able to define what "fitness" is and many different activities that contribute to maintaining a healthy fitness level for their bodies. ARRIVAL PROCEDURE CHANGE: The arrival procedure in the morning AS OF MONDAY, 10/28, is going to go back to its original structure. 3 lanes for cars and the very far left lane for vans only. The first 5 cars ( or those in FRONT of the yellow parking blocks ) are supposed to let their kids out during arrival, then when those cars move up and out of the driveway, the next chunk of cars will move up and release children. No cars should be moving when ANY child is standing outside of a vehicle. Also, no parents are to be exiting their cars and dropping their kids off in the back. We have some parents who park and some parents stopping IN the car lane and leaving their cars just to take their children to the back door, causing it to slow down. Also, no minor children or siblings should be getting out to walk students across the lanes. They just cause more confusion and safety concerns trying to get back into the car again and crossing lanes of cars. We have enough staff and volunteers to get kids out of the car, but mainly, children can and need to open their OWN doors if they are of age ( kindergarten or older ). Reminder: Parents and students are NOT to walk in OR out of the driveway exit area ( where the posted signs say "do not enter" ) due to major safety concerns and school policy. Thank you for enduring another change, as this is maintaining the safety of the children.

Garrett Loomer P.E. Teacher - Department Chair CMIT South Elementary gloomer@cmitsouthes.org

Fourth Grade Parents, In Reading, we have discovered literary elements of a story and have begun constructing our very own parody. We have also learned to identify the subject and predicate of a complete sentence as well as comprehending the difference between simple and complete subjects and predicates. Remind students of their upcoming spelling test this Monday October 28, 2019. In Math, students have taken their multiplication quiz. Next week we will be discussing comparative multiplication (example 12 is 3 times larger than 4, or 4 times larger than 3). We will also review multi-digit addition and subtraction. Standard: 4.OA.1, 4.NBT.4 In Science, students have taken their Unit 6 test, and we will move into Unit 7 - fossils and rock layers. Study guide questions will come home as we finished each of the 3 lessons in the Unit. I will also scan in the pre-test so everyone knows what will be expected at the end of the unit. Standard: 4-ESS1-1 Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. In Social Studies, students have begun studying various landforms and bodies of water. We have gained access to our online edition of our Social Studies book. Students have had practice in class with how to access their textbook and assignments online. In the week to come, look forward to seeing more online work in this subject and work with children to remember their login information as well as how to access their book. Standards: CCSS.SS.4.3 In Health, we will be discussing the digestive system. Standards: 6.0 - Nutrition & Fitness - Exploring the digestive process, balancing calories and nutrients, influences that affect eating habits and patterns, and becoming a careful consumer End of Quarter 1 is just around the corner. Please look into SchoolMax over the next few days and let us know if there are any questions. Please keep in mind that “make up” work is not always accepted. THANK YOU to all students who participated in Spirit Week. We had a lot of fun! Let's keep up the positivity and remember to be a buddy NOT a bully!

4th Grade Team