Paw Prints - Libertyville District 70

Paw Prints
Copeland Manor School
801 South Seventh Ave.
Libertyville, IL 60048
Phone: (847) 362-0240
Fax: (847) 247-8617
www.d70schools.org/copeland
Libertyville School District #70
Principal: Erik Youngman
COPELAND MANOR SCHOOL MISSION STATEMENT:
TO ENCOURAGE STUDENTS TO VALUE THE DIFFERENCE OF OTHERS, TO BECOME LIFELONG LEARNERS,
AND TO BE CREATIVE AND CONTRIBUTING MEMBERS OF AN EVER-CHANGING WORLD.
ATTENDANCE WEEK
The attendance rate for Copeland Manor School’s students during the
week of October 26th was once again ranked in the top ten for
Lake County schools. With an attendance rate of 99.4%, Copeland
ranked first in the Eleventh Annual Fall Attendance Week for the Lake
County Regional Office of Education and PASS (Positive Alternative Student
Services). Copeland staff members hope that this excellent
attendance rate continues for the rest of this year, but still
want to encourage not sending children to school if they
are sick. Thank you students and parents for this amazing
attendance rate!
Recycling
“Ricky Recycle” increased Copeland students’ awareness about
the importance and process of recycling during a recent assembly. Ask
you child how their “conscious alarm” helps them recycle and if they can
sing the “I Like to Recycle” song.
The assembly aligns with Copeland’s recycling committee’s
recent work to schedule a few activities to increase awareness about
recycling. The first activity will be waste-free lunches on the third
Wednesday of each of the remaining months of the school year.
Students are encouraged to bring waste-free lunches on these days.
When packing your students lunch, please keep the following in mind:
-Reusable containers for sandwiches, snacks, fruit and veggies
-Reusable water bottles
-Thermoses for soups, pastas, etc.
-Cloth napkins and silverware
-Reusable lunch bags or boxes
We continue to
encourage the students
to reduce waste, reuse
where possible and
recycle at school and
home.
IMPORTANT DATES TO REMEMBER
December
Paw Prints posted on website
* Variety Show dress rehearsal
*School Board Meeting @ ERC @ 7:30
15
Variety Show in Copeland’s cafeteria (6:30)
16
Waste-free lunch day
17
Sub Day
Dec. 21– Jan. 3 WINTER BREAK – NO SCHOOL
January
4
School resumes after winter break
5
CFA Meeting in Lounge @ 7:00
7
* 5th Grade Parent Preview of movie
* Pizza Day
8
* Pillar Day- wear YELLOW for RESPECT
*Paw Prints posted on website
10
Mother/Daughter Tea (5th grade girls)
12/13
MIGHTY ACORNS
14
Hot Dog Day
18
NO SCHOOL
19
*Guy’s Night Out (5th grade boys)
*Midterm of second trimester
20
*Midterms sent home with students
*Waste-free lunch day
21
*Sub Day
22
*Paw Prints posted on website
*CFA Luau (7:00-9:00)
25
School Board Meeting @ ERC @ 7:30
25-28
Book Fair
27-28
Parent/Teacher Conferences
28
*1:30 Early dismissal - No KDG
*PASTA DAY
29
NO SCHOOL
11
14
Copeland Cares Copeland students and
families modeled Character Counts pillars of caring
and citizenship as they donated over thirty boxes of
food to the Libertyville Township Food Pantry
during the Week of November 16th.
Speech and Language Update From Mrs. Chickey
Pragmatics, Socially Speaking
A child may pronounce words clearly, have a large vocabulary,
use long, complex sentences and correct grammar, and still have a
communication problem- if he or she has not mastered the rules for
appropriate social language known as pragmatics.
Pragmatics involves three major communication skills:
• Using language for different purposes- such as greeting,
informing, demanding, promising, and requesting
• Adapting or changing language according to the needs or
expectations of a listener or situation- such as talking differently
to a baby than to an adult, giving enough background
information to an unfamiliar listener, talking differently in a
classroom than on a playground.
• Following rules for conversations and narrative (exampletelling stories, giving book reports, recounting events of the
day), rules for taking turns in conversations, introducing topics
of conversation, staying on the topic, rephrasing when
misunderstood, and telling a story. There are also rules for
appropriate use of nonverbal signals in conversation: distance
between speaker and listener, facial expressions, and eye
contact.
A child with pragmatic problems may also have little variety in
language use, may say inappropriate or unrelated things during
conversations, or may tell stories in a disorganized way. During
conversation, a child may appear to pull topics out of the air and may
not use statements that signal a change in topic. Pragmatic difficulties
at times coexist with other language problems such as
vocabulary/concept development or grammar.
Copeland students learned about fire and burn
prevention from the Libertyville Fire Department
during a recent “Risk Watch” presentation.
Thank you parents for volunteering at school
and visiting during American
Education Week. In the
picture to the right, students
and parents from Mrs.
Bongle’s class, select
food to buy for a
Thanksgiving feast.
Thank
you
CFA, for
funding
our
amazing
assemblies and
author
visits.
Reprinted from American Speech-Language-Hearing Association
Approved 2010-2011 Calendar Highlights
August Institute Days
August 19th and 20th
First day of school for students August 23rd
Winter Break
December 18th to January 2nd
Spring Break
March 26th to April 3rd
Last day (if all 5 emergency days are used) June 10th
th
Intramural Basketball
4 grade girls basketball (Wednesdays 7:25 AM - 8:25 AM)
! Jan. 13,20 & 27, Feb. 3, 10, 17, 24, Mar. 3, 10 &17
4th grade boys basketball (Tuesdays 7:25 AM - 8:25 AM)
! Jan. 12,19 & 26, Feb. 2, 9,16, 23, Mar. 2, 9 &16
5th grade girls basketball (Mondays, 3:00-4:20)
! Jan. 4, 11, 25, Feb. 1, 8, 22
5th grade boys basketball (Tuesdays, 3:00-4:00)
! Jan. 5, 12, 19, 26 Feb. 2, 9, 16, 23
Author and illustrator Kevin Luthardt, shares
his experiences during a recent assembly. Ask
your child what animal they drew with Mr.
Luthardt.
Cougar of the Week
Congratulations to our Cougie of the Week,
Johnny R. from Mrs. Jermakowicz’s third grade
class. Johnny demonstrated citizenship
and was caring towards classmates, when
he helped resolve a problem that happened
in his class.
Snowmen on Parade in Downtown Libertyville
Copeland staff and students have volunteered to participate in the first Snowmen on Parade by decorating a fivefoot snowman with the theme of their favorite books. Your help is needed to donate any books or items that
relate to the following stories that classrooms voted as their two favorite stories, so items can be attached to the
snowman. Please send in donated materials (that will not be returned) ASAP. You also can help between
February 5th and March 5th by voting up to one time daily at each of the downtown Libertyville stores. The
organization that creates the snowman with the most votes will be a warded $500. Listed below are Copeland
students’ favorite books that we are asking you to send in books or items that align with the titles or themes:
Kindergarten If you Give a Mouse a Cookie, Cat in the Hat, and Brown Bear Brown Bear
1G Bad Kitty and Godilocks
1P Polar Express and If You Take a Mouse to the Movies
1S Cloudy With a Chance of Meatballs and Charlotte's Web
2A Diary of a Wimpy Kid and If You Take a Mouse to the Movies
2B 101 Animal Secrets and Scardy Squirrel
2BR Skippy John Jones and The Mouse and the Motorcycle
3B Tales of a 4th Grade Nothing and Bunnicula
3J Where the Wild Things Are and Fantastic Mr. Fox
3R Mr. Popper’s Penguins and Bad Kitty
4J Olive the Other Reindeer and Where the Wild Things Are
4N Diary of a Wimpy Kid and Green Eggs and Ham
4JU Tales of a 4th Grade Nothing and Scorpia
4W The Invention of Hugo Cabret and The Calvin and Hobbs Series
5C All the Lovely Bad Ones and Ranger's Apprentice
5L Skippy John Jones and Elephant Run
5S The Harry Potter Series, Bone and Poppy
STAFF: Stuart Little and Click, Clack, Moo
Developing Reading Skills
Update from Mrs. Wolan (Special Education Resource)
No one wants to see a child struggle at reading. Parents can help a child have fewer problems by
starting the reading and conversing process early on. It is important to create a language-rich
environment by having ongoing conversations about the world around them as well as reading and
discussing a wide variety of books with their children. There are many ways that a parent can do this.
•
•
•
Expose children to new language and new ideas. At a young age this can be accomplished by
cooking together and talking about cooking words. Later on parents can visit museums and talk
about whatever they see at the museum. The bigger the child!s vocabulary, the easier it is for
them to understand new text.
Take your child to the library on a regular basis. Reading to and with your child provides an
enjoyable connection to the printed word. Taking 10 or 15 minutes a day to read to your child
can put them on the right track for reading. It can be as simple as pointing out letters, words, or
even pictures. If a child has read a book enough times, they should be able to tell you what is
coming next.
One of the best things a parent can do is to listen to your child read. If a child can read a book
on their grade level aloud smoothly and without many mistakes, they are likely doing fine.
However, if a parent is concerned with their child!s reading skills, then that is the time to contact
the school about their child!s reading progress.
Optional Contests that Copeland Students may want to participate in
Two exciting contest opportunities for our students to enrich and expand upon their learning experiences at Copeland!
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Title: 2010 IFI/White Sox Fatherhood Essay Contest
Sponsor(s): Illinois Fatherhood Initiative/ White Sox
Type of Contest: Essay
Grades Eligible: K- 5
Award: Numerous prizes including WHITE SOX TICKETS and possible invitation to throw-out
pre-game pitch!(Prizes dependent upon level of recognition)
Summary: Students are asked to write a 250 word(or less) essay on the theme "What My Father
Means To Me", describing their relationship and dreams with their father or father figure. They
should share their true feelings. Provide examples of joys, frustrations, or special memories they
have as well as commenting about what they would most like to see in their relationship. Father
figures can include: uncles, brothers, coaches, or other persons of influence to the student.
Due Date: Friday, February 5th, 2010(submit essay at table in school lobby)
Contact Person: If you have additional questions, contact Tracy Mazzei @ 847-918-7956
or [email protected]. To get started, a complete contest packet with detailed instructions
can be picked up at the table in the school lobby.
**Many of these contests have specific entry forms that must be filled out in advance of submission. Forms are available on the
table in the hallway by the Learning Center. PLEASE, contact Tracy Mazzei to assure the correct paperwork is completed and
more detailed instructions are given, if you child is interested in participating. We would hate to see anyone's hard work go to
waste! You can submit completed contest entries in the contest box outside the Learning Center. Thank you.
Read-aloud favorites
■ Wabi Sabi
What does “Wabi
Sabi” mean? The
cat in Mark Reibstein’s book asks
other animals to explain the Japanese
phrase that is her name. Each animal
answers with a haiku, or a 17-syllable
Japanese poem. When the cat puts the
clues together, she realizes that she is
both ordinary and special.
Like your youngster’s
clothes and shoes, the
books he chooses should
be a good fit. As he learns
to read, the right books will
make him feel confident
and want to read more.
Use these tips to help him
find books that match his
reading ability.
■ The Snow Show
Carolyn Fisher’s story takes place on
the stage of a pretend cooking show.
“Hosts” Snow White, Jack Frost, and
Chef Kelvin whip up a batch of snow
while explaining the science behind
the process. Readers will
learn how a flake gets its
shape, the role of evaporation, and more.
1. Look it over. If your
child is just starting to read,
look for books that have a few
words and colorful pictures on each
page. A more experienced reader might
be ready for a book with two or three
lines of text per page and some new
words. Most young readers enjoy books
with repeating words or phrases that
they can recognize and read.
■ Boxes for Katje
Katje’s family is struggling after
World War II. So she is thrilled to
receive a surprise package from Rosie,
an American girl her age. When she
writes to thank Rosie, she gets more
boxes and shares them with others in
her Dutch town. A story of generosity
and friendship by Candace Fleming.
2. Try it out. Let your youngster try to
read the first page or two. If he doesn’t
hesitate over any words, the book is probably too easy for him. If he struggles with
several of the words, it may be too hard.
Let his comfort level guide you—if he’s
■ Caps for Sale
In this classic tale by Esphyr Slobodkina, a traveling salesman stops for
a nap, his caps stacked high on his
head. He awakes to find a tree full
of monkeys all wearing the caps!
Youngsters will enjoy the salesman’s
humorous
efforts to
get the hats
back. (Also
available in
Spanish.)
© 2009 Resources for Educators, a division of Aspen Publishers, Inc.
happy with the book, encourage him
to keep going.
3. Check the level. Some beginning
reader books come in series, such as
“I Can Read Book” or “Step into Reading.” These books often have a reading
level (say, 1, 2, 3, 4) on the cover. If your
child isn’t reading yet, start with books
at the lowest level. If he’s reading a little,
choose a higher one. Note: Each series is
different, so one publisher’s level 2, for
instance, may be easier or harder than
another’s.♥
Parent volunteers
w Being involved at school helps the teacher —
and shows your child that you care about learning.
Here’s how you can become a parent volunteer:
● Let the teacher know that you want to help. You
can call or e-mail her or send a note listing days and
times you’re available. She might ask you to read
with children, play word games, escort groups to
the library, or cut out bulletin board letters.
● When you’re in the classroom, focus on volunteering. If you have a question about your youngster’s
progress, contact the teacher after school hours. Also, arrange babysitting for siblings so you’re not distracted while you’re volunteering. Tip: Exchange child-care
time with another volunteer. ♥
Spell words
Encourage your youngster to
spell words by herself. When
she first begins writing, let
her invent her own spellings
(“prk” for “park”). If she asks
you to help her spell a word,
ask her to say it slowly, listen
for each sound, and write the
letters that match those sounds.
Help her fill in any letters she
has missed.
Whether your youngster is just starting to
print letters or beginning to write complete
sentences, you can build her skills by having
her practice at home. Try these ideas.
Trace letters
To help your child get started, write letters
lightly in pencil for her to trace. She can go over
them with brightly colored crayons or markers. Then, give her
words to trace (names of her family and friends, her favorite
foods, or zoo animals). Tip: Use uppercase and lowercase
letters so she will learn to form both.
Awesome
adjectives
Teach your child to use descriptive
words with this game.
First, ask him to think of as many colors, shapes, and sizes as possible. Write
each word (green, square, short) on an
index card. Explain that these words are
called adjectives. They make books more
interesting, and people use them to give
details during conversations (“I live in the
gray house” or “Please wear long sleeves”).
To play, have your youngster draw a
card. Without saying the adjective, he
should look around for items it could
describe and say them out loud. Then,
everyone else tries to guess the word.
If the word is “red,” his clues could
include a toy fire truck and an apple.
Whoever guesses the adjective draws
the next card. Idea: Take the cards with
you to play in the car.♥
O U R
P U R P O S E
To provide busy parents with practical ways
to promote their children’s reading, writing,
and language skills.
Resources for Educators,
a division of Aspen Publishers, Inc.
128 N. Royal Avenue • Front Royal, VA 22630
540-636-4280 • [email protected]
www.rfeonline.com
ISSN 1540-5648
© 2009 Resources for Educators, a division of Aspen Publishers, Inc.
Write sentences
Explain that a sentence is a complete thought that includes
a noun (person, place, or thing) and a verb (an action word).
Help your child make a list of nouns and a list of verbs. Then,
have her write sentences using one of each. If she chooses
Dad and runs, she might write, “Dad runs every morning.” ♥
Look-up list
My daughter Zoe is full of
questions, like “Where does
the sun go at night?” or “When are the next Olympics?” I don’t always have time to help her figure
out the answers. One day when I was busy paying
bills, I said, “Let’s write that down, and we’ll look
it up later.”
Then, I had an idea. We decided to keep a running list of
Zoe’s questions. Once a week, we would look them up at the library
or online.
The first week, Zoe wrote three questions. Together, we found several books at
the library, including The Sun Is My Favorite Star by Frank Asch. Then, we typed each
question into Google. We really learned a lot. For example, we discovered that the
2010 Winter Olympics will be in Vancouver, and we saw the adorable animal mascots they will have. Best of all, Zoe is learning how to do research!♥
Family book club
Our neighbors started a
book club with their teens where they all
read and discuss the same book. I’d like to
try it with my son. How can we get started?
A family book club is a great idea for
any age. Your son will benefit from
a regular reading time
with you, and talking
about books will help
boost his reading
comprehension.
First, choose
a children’s book
with chapters, like
Mr. Popper’s Penguins
by Richard and Florence Atwater or My
Father’s Dragon by Ruth Stiles Gannett.
Then, get together and read one or two
chapters aloud each night.
When you finish the book, choose a
time to talk about it. Have each person
bring at least two questions, such
as “Who is your favorite character?” or “What surprised
you the most?” Give
everyone a chance to
offer an opinion and ask
follow-up questions.
Finally, decide what
book to read next.♥
December 2009
Building excitement and success for young children
This hide-and-seek
game will give your
child practice putting numbers in
order. Write the numbers 1–10 on
separate sticky notes and hide them
around the house. Then, ask your
youngster to bring the numbers back
to you in order. Play again using
number words (one, two, three) or
ordinal numbers (1st, 2nd, 3rd).
Have your child fill a clear glass with
water and add a single drop of food
coloring. Without shaking or stirring,
he’ll see the entire cup of water turn
color. Why? Because of diffusion.
That’s the process where particles
mix together on their own — without
anything moving them.
Your youngster will have fun adding
and subtracting with Count Hoot the
Owl at www.bbc.co.uk/schools/laac/
numbers/chi.shtml. As she builds skills,
she can make the games harder.
Design a car, learn about oil spills,
take a bat quiz, and more at http://
scienceview3.lhs.berkeley.edu/kidsite.
This site from Lawrence Hall of
Science is filled with interesting science activities for young children.
“The important thing in science is not
so much to obtain new facts as to discover new ways of thinking about
them.” William Lawrence Bragg
Which side of a duck
has the most feathers?
The outside!
© 2009 Resources for Educators, a division of Aspen Publishers, Inc.
Whether she’s measuring items for a math activity in elementary school or
measuring a room for carpet when she’s an adult,
your youngster will
measure things her
whole life. Give her
practice now with
these ideas:
How Big Is a
Foot? (Rolf Myller) to help your
child see why we need standard units
of measurement. In the book, the king
wants a new bed, but no one can figure
out how many feet it should be because
everyone’s foot is a different size. Then,
try this for yourselves: walk, heel to toe,
across your youngster’s room to measure
its length. She might measure 16 feet,
while you measure 8 feet.
● Read
● Have your youngster measure objects
in your house using items like markers (or
paper clips) that are each the same size. To
measure the kitchen table, she might line
up markers end-to-end down the table and
say, “The table is 10 markers long.”
● Help
your child use a ruler to measure
objects accurately. Point out the large
lines marking inches and the smaller
lines marking ½ inches. Show her how
to line up the zero at the edge of an
item. Then, have her round to the nearest inch: “The book is a little more than
8 inches wide.”
● Work
on estimation and measurement
skills. Give your youngster an item like
a bookmark. Have her find three things
that are shorter than, longer than, and
the same length as the bookmark. She’ll
have to estimate which items might
work and measure them against the
bookmark to check.
Your child can create the magic of a snow globe
with this activity that demonstrates principles of
chemistry.
Fill an empty, clean jar (baby food jar, canning jar)
about ¼ full with rubbing alcohol. Let your youngster
drop in decorations like glitter, sequins, and buttons. Then,
have him pour in vegetable oil to the top and close the jar
tightly. He can turn the jar upside down and gently shake it back
and forth. When he turns it right side up, he’ll see it “snow.”
Explain that when he shakes the jar, the oil breaks up into tiny drops and the
decorations move around. Because the oil is denser than the alcohol, the drops
will sink to the bottom along with the decorations.
December 2009 • Page 2
When your youngster builds with
blocks or makes a tent, he’s learning
about structures. Here are activities that
will stretch his thinking about materials, design, supports, and strength.
Have your child make towers
of different materials, such as wood
blocks, paperback books, and paper
cups. Which one can he build the highest
before it collapses? Can he combine materials to build a
higher one? Have him test each tower for strength. He might
fan it with a magazine, jump up and down next to it, or put
something heavy on top. Which materials can withstand the
most “wind” or weight?
Making a glyph combines art and math and gives your children a new way to represent data.
Have each youngster draw three circles for a snowman on a piece of paper.
Then, give directions like these for decorating the snowmen:
● If
you’re a boy, draw a green hat. If
you’re
a girl,
add an
orange hat.
● If
you’re
the oldest child,
color brown eyes. If you’re a middle
child, make blue eyes. If you’re the
youngest, color green eyes.
Challenge your
youngster to build a
bridge. Have him set
two shoe boxes
about 12 inches
apart on the floor.
Put a piece of blue
construction paper
on the floor in the
middle—that’s the
“river” he needs to
build a bridge over.
Give him materials
like paper, cardboard,
cereal boxes, toilet
paper tubes, craft sticks, and glue. Can he design a bridge
strong enough to drive a toy car across?
Try this experiment to teach your child
ity.
electric
static
about
You’ll need: a mirror, a balloon (blown up and tied)
Here’s how: Have your youngster stand in front of a mirror, rub the balloon on her hair for about 15 seconds, and
move the balloon slowly away from her hair. After a few
the
seconds, she should move the balloon back toward her hair— without having
balloon touch her hair.
What happens? When she moves the balloon away, strands of hair will “fly
hair,
away” toward the balloon. When she moves the balloon back toward her
strands of hair will again move toward the balloon.
the
Why? When the balloon rubs against hair, it creates static electricity because
This
attract.
es
hair and the balloon have opposite electrical charges —and opposit
causes the balloon and hair to move toward each other.
Tip: This experiment works best with clean hair and on a dry day.
● Draw
buttons to equal your age
(6 years old = 6 buttons).
Help them make a key for their glyphs
(boy = green hat, girl = orange hat).
Finally, hang up the snowmen — they’re
a great way to show how unique each
child is!
Note: Use different shapes (kites, baseball diamond) to make glyphs that fit the
season or your family’s interests.
O U R
P U R P O S E
To provide busy parents with practical ways to
promote their children’s math and science skills.
Resources for Educators,
a division of Aspen Publishers, Inc.
128 N. Royal Avenue • Front Royal, VA 22630
540-636-4280 • [email protected]
www.rfeonline.com
ISSN 1942-910X
© 2009 Resources for Educators, a division of Aspen Publishers, Inc.
Our school’s Family
Math Night was so much fun that we
decided to try a math night at home. I
talked to Eli’s teacher, and she gave me
ideas for “counting stations.”
First, I numbered the cups in an
empty egg carton 1–12 and
put out a bag of dry
beans. We took turns
counting beans into
each section —
1 bean in the “1”
cup, 2 beans in the
“2” cup, and so on.
At another station we matched coins
to grocery coupons. Eli was excited
when he figured out four ways to make
10 cents: 10 pennies, 1 nickel and 5
pennies, 2 nickels, or 1 dime. The third
station was “skip counting.” Using old
magazines, we cut out pictures of pairs
like shoes, gloves, and eyes and
used them to count by 2s.
Our math night was
so successful, we’re
already planning
another one. Next
up: addition!