Wallace Quarterly: Marking Period 3

This spring has been a season of growth, discovery, and excitement in our classrooms! Students have been exploring new ideas and building skills across subjects, with many demonstrating meaningful progress and achievements along the way. From engaging field trips and hands-on outdoor learning to classroom experiments, reading challenges, and creative writing projects, learning has been both active and inspiring. It has also been wonderful to see students developing greater leadership and independence in their daily work and interactions. As we look ahead, we are excited for upcoming Spring events and welcome families to join us in celebrating all that our students have accomplished.

ELA:

During this marking period, students explored engaging themes including weather and seasons, animals, and transportation through a variety of realistic fiction, fantasy, and informational texts. They strengthened foundational reading skills by practicing letter-sound relationships, phonemic awareness, and high-frequency words while building fluency and comprehension. Students learned to identify key story elements, retell events, and describe characters, as well as distinguish between facts and opinions and understand how authors support their ideas. In writing, they used drawing, dictating, and simple sentences to share ideas, respond to texts, and develop narratives with added details. Students also built speaking and listening skills through collaborative discussions, presentations, and questioning, while expanding their vocabulary and understanding of language conventions. Hands-on research and interdisciplinary activities supported learning about weather safety, animal habitats, and transportation, helping students make meaningful connections to the world around them.

Math:

During this marking period, students developed their understanding of 3-D geometry and early number concepts through hands-on, interactive learning. They explored and described solid shapes such as cubes, cones, cylinders, and spheres, and connected these shapes to real-world objects while comparing their attributes. Students also strengthened their number sense by counting, comparing quantities, and representing numbers up to 20. They began using number lines and learned to solve simple addition and subtraction story problems using objects, drawings, and equations. Through these experiences, students built foundational math skills in problem-solving, measurement, and mathematical communication, while explaining their thinking and collaborating with peers.

ELA:

During this marking period, students explored engaging themes such as animals and the natural world, as well as how things are built and how we understand the world around us, through a variety of fantasy, folktales, biographies, and informational texts. They strengthened reading skills by identifying story elements, retelling events, and understanding concepts such as cause and effect, problem and solution, and point of view. Students also learned to use text features like captions, headings, photographs, and diagrams to gather key information, and to distinguish between facts and opinions. In writing, they created poetry and how-to pieces, along with opinion, narrative, and informational writing, while adding details and responding to feedback. Foundational skills were reinforced through phonics work with long vowels, r-controlled vowels, and diphthongs, helping to build fluency and accuracy. Through discussions, research, and collaborative activities, students expanded their vocabulary, strengthened communication skills, and made meaningful connections to real-world topics.

Math:
During this marking period, students developed strong foundational math skills through engaging, hands-on learning. In Unit 5, they built fluency with addition and subtraction within 10, explored combinations that make 10, and learned to solve word problems by identifying key information and finding missing numbers. Students also deepened their understanding of place value by working with tens and ones, and applied their skills to real-world contexts such as using money and solving “class store” problems. In Unit 6, students explored data by collecting, organizing, and interpreting information through surveys and graphs. They learned to compare results, describe data, and use it to answer questions and solve problems. Throughout both units, students used drawings, objects, equations, and discussions to explain their thinking and strengthen their problem-solving skills.

ELA:

During this marking period, students explored how people, environments, and communities shape our world through a variety of texts including realistic fiction, informational texts, poetry, biographies, and persuasive writing. They built strong reading skills by identifying story elements, understanding plot and author’s purpose, comparing texts, and using features like maps, headings, and diagrams to deepen comprehension. Students also strengthened foundational skills in phonics, fluency, and vocabulary. In writing, they developed realistic fiction stories with clear structure, created free verse poems using descriptive language, and began opinion writing by supporting their ideas with reasons and evidence. Students engaged in meaningful discussions, practiced speaking and listening skills, and connected their learning to real-world topics such as caring for the environment, understanding different cultures, and recognizing how individuals can make a positive impact in their communities.

Math:

During this marking period, students built a strong understanding of place value by working with three-digit numbers, recognizing how digits represent hundreds, tens, and ones, and reading, writing, and comparing numbers up to 1,000. They strengthened their addition and subtraction skills within 100 by using a variety of strategies, solving one- and two-step word problems, and applying their knowledge to real-world situations such as working with money. Students also practiced skip counting, adding and subtracting 10s and 100s, and explaining their mathematical thinking. In addition, students explored measurement by using both standard and nonstandard tools to measure length, compare objects, and solve problems involving measurement. They collected and represented data using charts and line plots, helping them make connections between math and real-life experiences.

ELA:

This marking period, students developed strong reading, writing, and language skills through close study of engaging texts, including Charlotte’s Web and The Miraculous Journey of Edward Tulane. They practiced analyzing characters, themes, and text structures, while learning to compare perspectives and support ideas with evidence. Students strengthened comprehension by asking and answering questions, summarizing, and exploring both literary and informational texts. In writing, they focused on expository and opinion pieces, using multiple sources, organizing their ideas clearly, and revising their work with support. Foundational skills such as phonics, vocabulary, and fluency were reinforced through work with word patterns, syllables, and figurative language. Students also continued building speaking, listening, and collaboration skills through discussions and presentations, while applying their learning to real-world topics like community, empathy, and decision-making.

Math:

During this marking period, students developed a strong understanding of fractions and data. In our fractions unit, students learned to view fractions as equal parts of a whole and as numbers on a number line, identify and generate equivalent fractions, compare fractions, and measure to the nearest fourth inch while representing data on line plots. They explored how the size of a fraction depends on the whole and practiced modeling fractions in multiple ways. In our data unit, students collected, organized, and interpreted data using bar graphs, pictographs, and line plots, and solved one- and two-step problems based on this information. Throughout both units, students strengthened their problem-solving, reasoning, and communication skills by explaining their thinking and applying math concepts to real-world situations.

From January through March, our fourth graders dedicated themselves to an exciting and meaningful project—our Living Wax Museum, “A Day at the Museum.” Throughout these months, students worked hard to research, create, and prepare for this special event.

Each student selected a famous individual to study and began their research at home, organizing important information using a graphic organizer. In class, they used their research to design informative and creative posters that highlighted key details about their chosen figure’s life, accomplishments, and impact.

As the project progressed, students brought their figures to life by practicing short monologues. They worked on presenting important facts clearly and confidently in 30-second to one-minute speeches. In addition, students prepared to “become” their person by striking a pose and remaining still, just like a wax figure, until visitors arrived at their exhibit.

On Friday, March 20, 2026, the Wallace Gymnasium was transformed into a truly magical Living Wax Museum. Dressed as their chosen individuals, students stood proudly at their assigned stations while families and visitors toured the exhibits. With the press of a button (or a cue), each “figure” came to life, delivering their monologue and sharing their knowledge.

The day was a tremendous success, and our fourth graders did a phenomenal job showcasing their hard work, creativity, and dedication. We are so proud of all they accomplished and grateful to the families who joined us to celebrate this memorable event!

ELA:

During this marking period, students engaged in Unit 4, It’s Up to You, where they explored literature and informational texts with a focus on understanding how story elements such as setting, events, conflict, and characterization contribute to meaning. Using The Watsons Go to Birmingham, students examined themes related to the Civil Rights Movement, gaining insight into historical context and the impact of individuals and groups who worked toward equality. They also analyzed how text features like photographs, captions, and chronological structure support comprehension, and explored poetry through lyric and free verse. In writing, students strengthened their expository skills by developing organized essays using relevant evidence from multiple sources, while continuing to build grammar, vocabulary, and cursive writing fluency. Through discussions, writing, and collaborative activities, students enhanced their critical thinking, reading comprehension, and ability to clearly communicate their ideas.

Math:

During this marking period, students built a deeper understanding of rational numbers through their work with decimals and fractions. They explored how decimals relate to fractions, practiced reading, writing, comparing, and rounding decimals, and developed fluency in adding and subtracting decimals using place value strategies. Students then extended their learning to multiply and divide fractions and mixed numbers, including solving real-world, multi-step problems and modeling fraction operations using visual representations such as number lines, arrays, and area models. They also examined how multiplication and division affect the size of numbers and applied these concepts to measurement and problem-solving situations. Throughout the unit, students strengthened their mathematical reasoning, communication, and problem-solving skills while making connections to real-world applications.

The Wildcats are starting Marking Period 3 by building on their early literacy skills. We are progressing from learning the letters in our first names to reading and saying the letters in our last names. We continue to explore the entire alphabet through engaging activities like crafts, writing, tracing, and building with playdough, which also helps them strengthen their fine motor skills.

In Math, the focus remains on mastering teen numbers. Students practice counting them through various games, including "Numerals" and "Math Memory," as well as working on recalling missing numbers and counting the days of the week.

The Wildcats are demonstrating wonderful social-emotional growth, acting as kind and smart friends. They actively support one another; if a student misses a number, they will ask a buddy for assistance before starting again.

We eagerly anticipate the arrival of warmer weather, which will allow us to spend more time outdoors. We look forward to playing outside and continuing our learning through nature exploration.

A peak into Ms. Criqui's class!

This quarter, students in Room 602 demonstrated meaningful growth academically, behaviorally, and socially. Each day, they remained actively engaged in hands-on learning experiences, confidently participating in class discussions, completing a variety of academic tasks, and even showcasing teamwork and enthusiasm during class games like Uno.

In English Language Arts, students participated in the Orton Gillingham three part drill, focusing on spelling concepts such as silent letters and “bossy r” patterns. Through daily routines; including visual drills, vowel tents, sand work, and blending exercises, students strengthened their foundational literacy skills. They especially enjoyed identifying and reading words with weekly patterns during interactive classroom word hunts. Additionally, students expanded their writing abilities by composing personal narratives and realistic fiction pieces, demonstrating improved use of paragraph structure, capitalization, and punctuation.

In mathematics, students showed great enthusiasm while learning multiplication and division. They are now able to independently use multiplication charts to solve one digit multiplication and division problems. Their understanding has been reinforced through engaging activities and games such as Multiplication Connect 4, Uno Flip, and Roll and Multiply/Divide.

This quarter, students have also been working diligently on their theater showcase. Each Thursday, they participate in theater class, where they have been learning a song and dance. They are excited to perform and share their hard work at the end of April. Additionally, our fourth grade student did a phenomenal job representing Martin Luther King Jr. during the Wax Museum. He conducted research by reading about Dr. King, wrote key facts, and delivered a powerful speech explaining why he is such an important historical figure.

A peak into Ms. Seiler's class!

Marking Period 3 is when the school community can reflect on the growth students have made while anticipating exciting new learnings. This spring, students in my class are learning about the unit topics “Earn Before You Spend” and “They Look Alike” through Unique Learning Systems, a standards-based adapted curriculum. The “Earn Before You Spend” unit explores ways to earn and spend money and introduces the concept that items people want cost money. In the “They Look A Like”unit students learn about how baby animals resemble their parents and are introduced to the concept that different features baby animals have are from their parents. This Spring the 5th graders in my class will participate in a field trip to Life Town. Students will fill out a job application and receive a bank withdrawal strip, along with a map of Life Town. During the field trip students will practice earning money, saving money, and figuring out change amounts when buying items.

In our classroom, students have worked hard on their academic goals. Students have demonstrated growth in areas including addition and subtraction, solving word problems, answering WH-questions after reading or when presented with a read-aloud, telling time, identifying money amounts, shapes, and colors. Students have demonstrated positive growth towards handwriting and word identification through sight word recognition and by using multi-sensory reading strategies. Students also show growth towards following classroom routines and positive social skills during “group activity”, a period each day where students play a collaborative game or with toys while practicing turn taking skills, using kind words, and sharing toys and games.

Our kindergarten dual language Spanish program has had a vibrant and exciting spring quarter filled with discovery and growth. Students are building confidence in both English and Spanish as they learn new vocabulary, form complete sentences, and participate in class conversations. We are proud of the progress students have made as they retell stories, express their ideas, and collaborate with their classmates. It has been especially rewarding to see their enthusiasm for learning shine through in daily activities and shared experiences. Students are also beginning to take more risks with language, showing curiosity and persistence as they grow their bilingual skills, and are reading more independently in both languages.

We have also seen wonderful examples of leadership and independence in the classroom, as students take initiative during center time, help classmates, and take pride in their bilingual abilities. In addition, students are already preparing and practicing for their end-of-the-year ceremony, and we are excited to see all their hard work come together for this special celebration. Thank you for your continued support at home, it makes a meaningful difference in your child’s growth. ¡Estamos muy orgullosos de nuestros estudiantes y emocionados por todo lo que viene esta primavera!

2nd Grade – Students have been exploring how the Earth’s surface can change both slowly and rapidly through processes like weathering and erosion. To deepen their understanding, they designed and built models to observe what happens to land during a flood. Working collaboratively in groups, students followed the steps of the design process, from planning to testing their models. Throughout the activity, they demonstrated strong teamwork skills and problem-solving abilities. The hands-on experience kept students highly engaged, and their excitement was evident as they observed and discussed the changes to their models.

5th Grade – Students worked cooperatively in groups to complete an in-depth research report on the sun. Through this project, they developed a strong understanding of the sun’s characteristics, including its composition, importance, and impact on Earth. Students gathered information using reliable sources such as educational websites, videos, and informational texts, and used this evidence to support their writing. They also practiced important self-reflection skills by using a rubric to assess and improve their work. This project not only strengthened their research and writing skills but also encouraged responsibility, collaboration, and critical thinking.

During this marking period, students developed fundamental movement skills and a deeper understanding of how the body moves through activities on land and in a variety of settings. They practiced locomotor (running, hopping, skipping), non-locomotor (balancing, stretching, twisting), and manipulative skills (throwing, catching, dribbling, kicking) while building spatial and body awareness, as well as control and coordination. Students participated in games, dance, and fitness activities that promoted confidence, teamwork, and respectful communication, while learning the importance of feedback to improve performance. They also explored the basics of physical fitness, including how different levels of activity support overall health, endurance, and strength, and demonstrated positive behaviors that contribute to a safe and supportive environment.

I have really enjoyed working with your children this marking period and seeing their growth in Spanish through some fun and engaging activities.

Bingo:

Students played Spanish Bingo to practice vocabulary in a fun and engaging way while building confidence with familiar words.

Gallery Walk:

Students moved around the classroom matching sentences and pictures from the lesson, helping them practice reading and stay actively involved.

Jeopardy:

Students reviewed Spanish vocabulary and concepts through a Jeopardy-style game, making learning fun and reinforcing what they have learned.

Parent Note:

Please encourage your child to practice Spanish vocabulary at home. Even a few minutes each day can help build confidence and strengthen learning.

This quarter at Wallace Elementary we continued to elevate our artistic expressions by examining the works of Alma Thomas during Black History Month, Georgia O’Keefe during Women’s History Month/ Earth Day and currently celebrating aesthetic design of vintage travel posters for our upcoming PATH train poster contest. Each assignment entailed a concentrated objective around techniques and approaches utilized by Thomas and O’Keefe.

When looking at the work of Alma Thomas, a pioneer in abstract mosaic, the children went through a series of steps that included an activity of writing down 3 favorite topics, selecting 1 to me their subject and finally creating a layout of small squarish tiles that would later on serve as a point of practice. The children learned the action of stippling technique and then went on to use oil pastels to fill in each tile on their layout. As we entered the month of March we switched gears and moved onto studying Georgia O’Keefe. The children looked at a few of her most iconic floral watercolor pieces and learned how to draw her Peony via a step-by-step process led by me during class. The following week was an exploration of color harmonies using watercolors. And lastly the project closed by using 1 specific color harmony for their Peony. The children enjoyed the relaxing process of watercoloring.

As we draw close to the end of the school year, the children are working on their PATH entries and to motivate their creativity, and a few beautiful vintage travel posters were presented to help anchor their understanding on design and planning a well-thought out layout. We look forward to a successful sleuth of entries and cross our fingers to have more winners this year.

Gratefully,

Prof. B/Ms. Buil

Fourth grade violin students worked collaboratively to refine their bow hold technique, while fifth grade violin students rehearsed exercises and concert repertoire, demonstrating strong posture and effective playing technique. Fifth graders also attended the Middle School Strings assembly, where the director introduced warm-up routines and showcased the orchestra, including former students. Advanced fifth grade violinists performed a concert piece in recognition of National Assistant Principals Week. In general music, second and third grade students collaborated to compose simple melodies on the glockenspiel, and third grade classes performed “We Will Rock You” on bucket drums, building rhythm and ensemble skills.

On April 16th we held our marking period showcase! Each class presented a unique performance that combined a song, a choreographed dance, and a short scene. While every group had its own distinct theme and style, all students demonstrated the dedication and effort they had put in throughout the marking period. From rehearsing lines to perfecting timing and movement, their hard work was evident in every performance.

It is my distinct pleasure to recognize Varin Gajria, a remarkable 3rd grade student, as Wallace Elementary School’s Student of the Month.

Varin was nominated by his third-grade teacher, Mrs. Estrada, who described him as “the kind of student every teacher hopes for; academically driven, consistently kind, and a natural leader among his peers.” She shared that Varin stands out not only for his strong academic performance, but for his integrity, empathy, and unwavering commitment to doing his very best each and every day.

From the very beginning of the school year, Varin has demonstrated exceptional academic responsibility. He consistently completes assignments with care and attention to detail, often going above and beyond expectations. In mathematics, he eagerly tackles multi-step word problems and enjoys challenging himself with enrichment activities. In reading, Varin has shown impressive growth, thoughtfully analyzing characters and themes during class discussions. Mrs. Estrada noted that “Varin doesn’t just answer questions, he asks them. He’s curious, reflective, and truly engaged in learning.”

Beyond academics, Varin exemplifies outstanding social behavior. He is known for welcoming new classmates, offering help without being asked, and encouraging others when they feel stuck or discouraged. Mrs. Estrada shared a moment when a classmate was struggling with a part of the STEAM tank science project. Varin quietly sat beside him during, helped him break the task into manageable steps, and reassured him by saying, “You’ve got this, we can figure it out together.” That simple act of kindness reflects who Varin is at his core.

Among his achievements, Varin has demonstrated both confidence and enthusiasm for literacy.

Varin is truly an asset to both his classroom and to Wallace Elementary School as a whole. He models respect, responsibility, and perseverance. His positive attitude is contagious, and his teacher often looks at him as a peer role model. When Varin is in the room, the classroom community feels stronger, kinder, and more focused. Beyond school, Varin loves to play with legos, enjoys having dinner at home with his family, looks forward to playdates with friends and really loves videogames. Further, Varin would love to be in the Airforce when he grows up.

Varin Gajria represents the very best of Wallace Elementary School. I am incredibly proud of his accomplishments and even more proud of the thoughtful, compassionate young person he is becoming.

Congratulations, Varin, on being named Wallace Student of the Month. We cannot wait to see all that you will continue to achieve.

It is truly an honor to recognize Elhadji Mbacke-Sow as our Wallace 4th grade Student of the Month for March!

Elhadji has been selected in recognition of his consistent effort, positive attitude, and strong commitment to learning, which he has demonstrated throughout the course of the school year. From September on, Elhadji has shown that he is a dedicated and motivated student who takes great pride in both himself and his work. If you know Elhadji, you know he has a heart of gold and always has a smile on his face. He approaches each day with a willingness to learn, grow, and consistently contributes to our classroom community in meaningful ways.

One of Elhadji’s most admirable qualities is his strong work ethic. He consistently completes his assignments with care and attention to detail, always striving to do his best. Even when faced with challenging tasks, Elhadji does not give up. Instead, he demonstrates perseverance by asking questions and puts in the extra effort needed to succeed. His determination serves as a powerful example to his peers, showing that success comes from a combination of hard work and a positive mindset.

In addition to his academic dedication, Elhadji is known for his respectful and kind character, which is demonstrated on a daily basis in class. He treats both his friends and teachers with courtesy and consideration, helping to create a welcoming and supportive classroom unit. In fact, just the other day, Elhadji saw another student struggling to access their computer and immediately diverted his attention to his friend in need; which is just one of the many testaments to Elhadji’s character. Elhadji is always willing to lend a helping hand and puts the needs of others before his own. His kindness and empathy make him someone others can rely on and feel comfortable around.

Elhadji also demonstrates excellent responsibility and self-discipline. He comes to class prepared, follows directions, and takes ownership of his learning. When asked to describe Elhadji in a few words, previous educators along with Elhadji’s classmates identified him as being, “kind, caring, trustworthy, motivated, and positive” as he is a great asset to the classroom as well as the Wallace community as a whole. These qualities not only contribute to his own success but also positively influence the overall classroom atmosphere.

Another aspect that makes Elhadji stand out is his positive attitude. He approaches each day with enthusiasm and a willingness to participate. Whether engaging in class discussions, working independently, or collaborating with others, Elhadji brings positive energy to every task. His optimism and can-do spirit inspire those around him.

Elhadji’s growth over the past few months has been truly impressive. He continues to build confidence in his abilities and is not afraid to take on new challenges. His willingness to step outside of his comfort zone shows maturity and a genuine desire to improve. This growth mindset will undoubtedly continue to serve him well in the future. His teacher, Michaela Scott, shared that “As newcomer to Wallace Elementary, I feel privileged to have had the opportunity to not only work with a student like Elhadji but also to learn from him as he has taught me that a smile goes a long way and has the potential to shift someone's day far more than you can ever imagine.”

Overall, Elhadji is a shining example of what it means to be a dedicated, respectful, and hardworking student. His strong character, academic commitment, and positive contributions to the classroom make him truly deserving of this recognition. Thus far this school year, Elhadji has received awards for perfect attendance as well as first honors, which are outstanding achievements. We are incredibly proud of Elhadji and all that he has accomplished, and we look forward to seeing his continued success.

Congratulations, Elhadji; keep up the amazing work.

Dear Wallace School Families,

What Students Are Exploring This Spring: Our students are nurturing growth, both in nature

and within themselves this spring! We're focusing on kindness, self-esteem, and emotional

awareness as we learn about life cycles, new beginnings, and caring for our community. Through

our Zones of Regulation program, students are discovering how to recognize their feelings,

understand what triggers different emotions, and develop healthy coping strategies.

Examples of Student Progress & Achievements: Our students are learning to name their

feelings and use calming strategies like deep breathing and quiet corners. They are recognizing

when they're in different "zones" and making choices to help themselves feel calm and focused.

Additionally, they are becoming peer mentors. Helping classmates identify emotions and

suggesting coping tools. Across all grades, students are showing remarkable growth in using

kind words and actions daily, recognizing strengths in themselves and others, managing big

feelings with teacher support, and including classmates.

Classroom Lessons & Social Emotional Learning Support: Our classroom uses the Zones of

Regulation framework to help students understand and manage their emotions. Identifying the

Blue Zone (calm), Green Zone (ready), Yellow Zone (anxious/excited), and Red Zone

(overwhelmed), and learning tools like breathing exercises, movement breaks, and quiet time to

navigate between them. In our lessons, students are participating in kindness rocks, compliment

circles, growth mindset stories, "I am" affirmations, buddy reading, and emotion charades to

build emotional vocabulary and celebrate their unique strengths.

How Students Are Showing Leadership & Independence: We're seeing wonderful leadership

in action through emotion check-in leaders, kindness ambassadors, peer problem-solvers,

self-advocates, and encouragers throughout our day.

How Families Can Support at Home: At home, you can support this learning by using "zone

language," practicing calming tools together, praising effort and growth, sharing your own

emotions, noticing kindness in your community, and creating "I am" posters celebrating your

child's strengths. We're so proud of our learners' emotional growth and their beautiful hearts!

Best regards,

The Wallace Guidance Team

Grades PreK-2: Ms. Brianna Drew

Email: bdrew@hoboken.k12.nj.us (201)356-3797

Grades 3-5: Ms. Parker Butler

pbutler@hoboken.k12.nj.us (201) 356-3736

Over the last few weeks, students in the Gifted and Talented program recently visited the Meadowlands Environment Center to make real-world connections to their Creative Problem Solving Modules (CPSM). Each grade level participated in hands-on, STEM-based activities aligned with at least one unit of study.

Grade 5: students explored solar energy, learning how the Sun influences Earth, weather, and daily life, and observed it safely using special equipment.

Grade 4: students investigated how plants and animals survive through adaptations like movement, protection, and feeding. They engaged in simulations, live animal interactions, and collaborative problem-solving tasks.

Grade 3: students examined how wind and water impact land and structures, using models to understand challenges engineers face.

Grade 2: students studied the salt marsh ecosystem, acting as field biologists to observe and identify living organisms. They also explored how plants and animals depend on one another within a food chain.

The trips provided meaningful, hands-on experiences that deepened students’ understanding across disciplines while fostering inquiry, problem solving, and real-world application aligned to CPSM, NJSLS, and Gifted & Talented learning goals.

The Wallace staff extends our sincere gratitude to the PTO for your continued support and generosity. Your time, effort, and dedication make a meaningful difference in our school community and enhance the experiences we are able to provide for our students. We truly appreciate all that you do.

We are so looking forward to many more annual events to close out the school year!

• Teacher Appreciation Week Luncheon for Teachers/Staff: Tuesday, May 6th
• PTO Meeting: Friday, May 8th
• Rumble Event: Thursday, May 14th
• International Night Block Party: Thursday, May 21st
• Field Day: Thursday, June 4th (Rain Date on Friday, June 5th)
• Sunset Nine Golf Outing: Thursday, June 11th
• PTO Meeting: Friday, June 12th

Thank you to all families for your continued support and partnership! We look forward to all that the coming weeks will bring and appreciate your ongoing involvement in our school community.

Sincerely,

The Staff at Wallace Elementary