Optional Input Class Placement Form for 25-26
We will soon begin the process of creating student groupings for class placement for the 2025-2026 school year. This is an extensive collaboration that includes the classroom teachers, service providers, specialists, administration, and parents. If you choose to participate, please click the link below to access the Optional Class Placement Input Form for your child.
The only accepted feedback regarding class placement can be through the form which is equitable and in the best interest of all children. This optional online input form may be used to provide us with unique insights about your child, including strengths and needs. Additionally, if your family has twins, please indicate whether you want the children separated by class or placed together.
If you choose to provide input about your child, please know that we may not be able to honor requests for children to be placed with or separated from other students. Please refrain from making requests for preferred teachers and from making negative requests for specific teachers unless your family has had direct previous experience, in which case, the request will be considered.
The form should be completed by the parent/guardians of students currently in grades K-4 only. Also, please complete a separate form for each child in your family.
The online form must be submitted by 4 pm on Monday, April 28. The input form will no longer be available beyond this date. Thank you in advance for your cooperation.
K-5 March Curriculum Highlights
Kindergarten: In reading, students will apply their experience with CVC words to decode longer words with consonant blends and digraphs at the beginning and at the end of words. Students will also expand their bank of sight words - the words they recognize "in a snap". Students will have multiple opportunities to practice regular and irregular high-frequency words in isolation and in context. Kindergarten writers will explore persuasive writing and how they can use their words to make a change. They can see a problem, think about it, choose their audience and write a lot! In math, students will explore numbers to twenty. Kindergartners will compose and decompose numbers to 20. We will also learn about the decade numbers and count the decade numbers in order. In science, our budding engineers will finalize their pinball machines designs as they use all they have learned about forces and motion to test out their pinball machines.
Grade 1: During both reading and word work, first graders will continue to develop their knowledge of vowels. They will work on being flexible when reading words with harder vowel teams that don’t represent the long or short sound instead, a whole new sound. In Fundations, we have been working with closed syllable words. Students will now be learning about words that follow a vowel-consonant -e syllable pattern to spell longer words. Writers have begun writing reviews about some of their favorite places and things. They are developing their writing by incorporating components of reviews followed by convincing reasons and explanations of those reasons. In math children will learn about different tools and strategies to add two- digit numbers including concrete models, drawings, and place-value. In Social Studies, students are learning that needs are essential for survival, like food and water, while wants are things we desire but don't need, like toys or luxury items. During science, first graders will begin a new unit, Spinning Earth to study patterns in the sky.
Grade 2: Second graders continue to work on vowel teams during Fundations lessons. In addition, identifying syllable types, building vocabulary, and practicing trick words keep students busy! In ELA students will combine their reading and writing skills to research and publish an informational text on an insect of choice. Continued work on landforms and how they change due to erosion is happening in science. Second graders will finish up work with place value and move on to addition and subtraction of 3-digit numbers. Applying computational abilities to solve one and two step word problems continues to be a focus in second grade math.
Grade 3: In this month's reading and writing workshop, students will continue honing their close reading skills and answering text-based questions. They will focus on identifying key words in questions to help craft accurate responses. Additionally, students will practice referring back to the text to find specific details and quotes that support their answers to short response questions. In Fundations, students will explore the final stable syllable, which is a syllable found at the end of a multisyllabic word. In math, we are finishing up our unit on time and measurement and will soon begin studying the attributes of two-dimensional shapes. In social studies, students will learn about global trade and explore how it has impacted life in a world community.
Grade 4: In April, fourth graders will continue reading both fiction and informational texts independently, strengthening their reading muscles as they work on making connections between different parts of a text. They will also continue writing structured essays and responses that require analyzing and integrating text evidence to support a claim while comparing texts, identifying common themes or main ideas, and elaborating on their thoughts. In math, students will begin their study of geometry, which focuses on two main concepts: angle identification/measurement and analyzing, describing, and classifying shapes based on properties of their sides, angles, and lines of symmetry. In social studies, students will continue learning about the American Revolution, with an exciting focus on spies during the war! Finally, fourth graders will begin their energy unit in science. Students will make sustainability connections, learn about different forms of energy, and understand how one form of energy is converted to another.
Grade 5: In April, 5th grade students will continue to fine tune their interpretative reading skills and build their reading and writing stamina. Part of this work will be done through poetry as students look for themes and main ideas in poems and connect them to other texts. This will allow learners to develop their understanding of figurative language and poetic techniques such as inner thinking, white space, and repetition. In math, students will learn how to represent data through line plots. They will delve into measurement including the customary and metric systems. Finally, students will develop their skills with calculating volume using cubic units. Studying the particulate nature of matter through the Modeling Matter unit in science will continue in April.
Belonging at IMES
April is Neurodiversity Awareness Month & National Arab American Month.
Neurodiversity/Differences Month. It is a time to celebrate and raise awareness about neurodiversity.
Neurodiversity refers to the idea that neurological differences, such as autism, ADHD, dyslexia, and other conditions, are natural variations of the human brain and should be recognized and respected as a part of human diversity.
National Arab American Heritage Month is celebrated every April to honor and recognize the significant contributions of Arab Americans to the culture, history, and development of the United States. This month provides an opportunity to educate people about the Arab-American community, and achievements of Arab Americans on American society in fields such as business, politics, entertainment, and social justice.
Our Morning Announcements, Sharing Assemblies, and classroom Morning Meetings and read alouds will define, highlight familiar and famous people, and make connections this heritage month and differences as part of our ongoing belonging work.
Social Emotional Learning: Responsible Decision-Making
The focus for April is Responsible Decision-Making
We are connecting this work to our April common read A Planet Like Ours by Frank Murphy.
A Planet Like Ours by Frank Murphy is a beautifully illustrated picture book that introduces children to the concept of Earth as a unique and precious planet. The story emphasizes the idea that Earth is a special place, with its blue oceans, towering mountains, and lush forests, all teeming with life. It also touches on themes of environmental responsibility, encouraging young readers to appreciate and protect the planet. The tone is hopeful, reminding readers that the Earth is our shared home and we must care for it, so future generations can experience its beauty as well.
This book is ideal for teaching children about the importance of nature, sustainability, and the importance of looking after the world around us.
Students from each class will continue to receive Eagle Eye Awards! Students who demonstrate Kind, Responsible, and Safe expectations will be recognized and their group photos will be shared on our digital board! Bringing students together at our school assemblies to share experiences and celebrate each other is just one way we create a sense of belonging at IMES.
Start with Hello Program
During the month of March, Dr. Weschler, Ms. Ryan, and Dr Schwartz, presented the Start with Hello training module to all students, grades K-5, and met with the Gr. 5 student leadership team. The Gr 5 student volunteers will help to lead subsequent training sessions with grades K-4, as we roll out this program schoolwide. Thank you to our fifth-grade volunteers for your commitment to a welcoming and inclusive school!
Shout Outs!
Thank you to Mrs. Hoffman for leading PARP: Pick A Reading Partner during March! All of the special days were so much fun!
Thank you to Mel Longacre and all our parent volunteers for leading the Scholastic Book Fair!
Thank you to Mrs. Ryan and Dr. Schwartz for introducing our Start with Hello (Sandy Hook Promise) Program.
Thank you to our students for demonstrating Kind, Responsible, and Safe behaviors and for working hard each day!
