The Heron

Let's show our support and wear orange!

OCTOBER

21 - Fall Picture Day

22 - FSO Board Meeting, 4:00 PM

26 - Red Ribbon Week Begins

29 - Science for Everyone Assembly

• 9:15 - 10:00 Grades PK, K, 1, 2
• 10:15 - 11:00 Grades 3, 4, 5

29 - End of First Marking Period

30 - HES Harvest Day

30 - 2 Hr. Early Dismissal

NOVEMBER

2 - 1st Grade CHESPAX: McKnew

3 - Election Day Schools Closed for Students and 10- and 11-month staff

5 - Grade Level Assemblies: Gr K-2

• 9:00 – 9:30 Grade 2

• 9:35 – 10:05 Grade 1

• 10:10 – 10:40 Kindergarten

6 - Grade Level Assemblies: Gr 3-5

• 9:00 – 9:30 Grade 5
• 9:35 – 10:05 Grade 3
• 10:10 – 10:40 Grade 4

9 - Marking Period One Report Cards

9 - 4th Grade CHESPAX: Mason

10 - Veteran's Day Program, 9:30 AM & 10:30 AM

11 - Schools Closed for Students: Elementary Parent Conferences

12 - 4th Grade CHESPAX: Gabrielson

13 - 4th Grade CHESPAX: White

16 - 4th Grade CHESPAX: Leonard

17 - Goodies with Grown-Ups, 7:45 - 8:25

18 - Goodies with Grown-Ups, 7:45 - 8:25

19 - Goodies with Grown-Ups, 7:45 - 8:25

20 - VIP/Parent Visitation Day

23 - FSO Thankful Lunch for Staff

25 - Schools Closed for students and 10- and 11-month staff

26 - 27 - Schools and Offices Closed: Thanksgiving

In an effort to keep our families informed about what is happening in their child's classroom, we are introducing a monthly feature that provides a brief overview from each school team. We hope this information is helpful as you engage in conversations with your child about their school experiences. Please let us know if there is additional information or topics you would like to see included.

ELA

In reading: As we move into the second half of Theme 2: Marvelous Me, we will read to answer the questions, “Why are friends and families important?” and, “What are some of my favorite things?” Our focus books include Grandma’s Tiny House and Marisol McDonald Doesn’t Match. As we enter Theme 3: Look Outside, we will read about and discuss changes that happen in the fall and how winter where we live is similar to and different from winter in other places. At home, please read to your child daily. This makes such a difference for their future. In writing: Fine motor practice is essential for children to develop the muscles necessary to sustain handwriting. We will keep working to build those hand and finger muscles. I highly recommend sensory based fine motor practice – think playdoh, sand, mud and water, etc. Dirt and mess will wash. Learning and memories will last forever.

MATH

In math, we will continue to focus on patterns and will begin to work with the basic shapes. Consider going on a shape hunt around your home or outside. See how many of each shape your child can find.

SCIENCE & SOCIAL STUDIES

In science, we are learning all about our five senses. You can incorporate this during mealtimes, as your child tries different foods. As we move into theme 3, we will be talking about the daytime sky vs. the nighttime sky, as well as the four seasons. We will observe the daytime sky in school and ask that you enjoy observing the nighttime sky at home.

In social studies, we will be learning all about the roles and responsibilities of family members, as well as our responsibilities within school. At home, you can talk with your child about who is in charge of various tasks at home. What can your child help with?

In ELA this month we will wrap up our foundational skills launch. We had so much fun building a reading community to start the school year, and now we will begin our 95 Phonics lessons. We will introduce the lesson routines for learning the letter names, sounds, and correct handwriting formation. We will begin with the letters t, p, n, and a. We are also learning how to ask and answer questions about key details in a text and how to identify characters and setting in a story. In writing, students are learning how to use sentence features and name words so that our writing is clear and meaningful. Students will learn to identify and use exclamations marks and will learn to identify nouns and verbs. At home you can read books and have students ask and answer questions about key details.

Students will look for patterns, keep patterns going, and make their own patterns. Students will also count objects, tell how many, and write the number. Next, students will count groups and tell which group has more, less, or the same. In October, students will also learn about solid shapes and compare how heavy or light things are. Check out the math family letter that comes home when we begin a new math lesson. The family letter gives information about the skills we are working on in class and has an activity you can do at home with your child.

Our unit questions in science are- What is science? What is a scientist? How do we, as scientists, describe things based on their physical properties? In social studies, we are exploring civics concepts such as the characteristics of a good citizen, what it means to be a good friend, and the importance of respecting and celebrating unique differences.

ELA

In Reading we are busy learning to identify and describe the characters, the setting, and the major events in a story. We are also asking and answering questions from the text. In Phonics we are currently reading and writing words with the short /u/ sound. If you are interested in supporting at home, please see the family letter for Lesson 6.

MATH

In math we are busy analyzing story problems. We are using multiple strategies such as the number path and the ten frame to solve each equation. Please see the math family letter for Lesson 5. This will help you support your students at home.

SCIENCE

We continue to learn about insects and pollinators. We are currently enjoying our Chespax trip to Ward Park.

ELA

Students are learning how informational texts are organized, identifying key details and main topic, and the sequence of steps found within the text. In addition, they are making connections with historical events and scientific ideas to better understand the text. During their writing lessons, students are learning how to organize and write an informative paragraph. At home, you can support your child by asking questions about what they are reading and have them retell in their own words using some of the key details from the text. Reading with or to your child daily will help develop those foundational reading skills.

MATH

The focus for Math lessons has been learning and implementing addition and subtraction math strategies. Strategies include number line, make a ten, counting on, and bar model (fact family). Students will use those strategies to organize and interpret data to make bar and picture graphs and solve one and two step word problems. You can support your student at home by asking questions about how to add or subtract items around the house. They can also sort items and draw a graph.

SCIENCE & SOCIAL STUDIES

In science students are learning about Life Cycles. They will learn how plants and animals grow and change throughout their life cycles. Students will explore the life cycles of plants, humans, and a variety of animals. They will learn what living things need to grow and survive and how different animals live in their habitats. Ask your student at home to make a connection with a living thing in or around the house to see what they have learned about life cycles.

Students are learning what it means to be a good citizen in Social Studies. They are learning how their actions can make a difference in helping their community. Character traits of a hero include kindness, fairness, helpfulness, and thinking about others. They will learn how citizens work together for the common good and explore important ideas such as freedom, equality, and fairness. Ask your student to tell you about a historical (or current) figure that displayed the character traits mentioned above.

ELA

The school year is off to a busy start for our third graders! In reading, we are focusing on key ideas and details in both informational and literary texts. Our writing focus is an opinion letter. Students will work on stating an opinion, supporting with reasons, using linking words, and providing a concluding statement. Please continue to read at home in order to increase vocabulary and fluency. While reading at home encourage your child to find the sequence words within the text and explain with key details the main idea of the story.

MATH

Students are excited to jump into Unit 2 and explore multiplication concepts over the next several weeks. Students are creating groups and using arrays. Students are learning the basics of multiplication by using arrays and grouping to create simple multiplication equations. A solid foundation of basic addition and subtraction facts will help to support this endeavor. At home students can use everyday household items to create multiplication equations practice making groups with cereal or pasta.

SCIENCE & SOCIAL STUDIES

We have completed our science and social studies launches and have begun exploring unit one. Our first unit in science and social studies is a combination of geography and weather concepts. Students are learning about weather patterns, climate and geographic weather conditions.

ELA

Reading/Writing: Vocabulary in Literary Texts

We are learning how to determine the meanings of unfamiliar words in literary texts so that we can better understand what we read. Students will:

• Use context clues and story details to determine the meanings of unknown words.
• Explain the strategies they use to figure out unfamiliar vocabulary.
• Demonstrate independence when encountering new or challenging words.

Family Connection: Ask your student to share the story “Seashells” with you at home.

Main Idea & Supporting Details

We are learning how to identify the main idea and supporting details in informational texts so that we can better understand what we read. Students will:

• Accurately identify the main idea of a text.
• Select relevant supporting details that connect to the main idea.
• Explain how supporting details help develop the main idea.

Informational Writing

We are learning how to use the main idea and key details from an informational text to write a well-organized summary paragraph.

Family Connection: Ask your student to share the informational texts “Lending an Ear” and “Flying with a Tiger” with you at home.

MATH

Unit 2: OPERATIONS - Multiplication, Division, and Algebraic Thinking

This unit focuses on helping students deepen their understanding of multiplication and division while developing stronger problem-solving and mathematical reasoning skills. Students will learn how multiplication and division are connected, explore factors and multiples, and solve real-world multi-step problems.

What your child will learn:

Multiplication as Comparison- Students will learn that multiplication can be used to compare quantities. For example, they will recognize that "24 is 3 times as many as 8" and represent these relationships using multiplication equations. They will also learn to distinguish multiplication comparisons from addition comparisons.

Skills students will develop: By the end of the unit, students should be able to:

• Explain and solve multiplicative comparison situations.
• Choose multiplication or division to solve word problems.
• Identify factors, multiples, prime numbers, and composite numbers.
• Represent unknown quantities with equations.
• Solve complex, real-world mathematical problems involving multiple steps.
• Judge whether an answer is reasonable based on the situation.

How Families Can Help at Home:

• Ask comparison questions such as, "If you have 4 stickers and your brother has 3 times as many, how many does he have?"
• Practice basic multiplication and division facts regularly.
• Look for factors and multiples in everyday numbers (house numbers, sports scores, calendars).
• Encourage your child to explain their thinking when solving problems, not just provide an answer.
• Discuss whether answers make sense in real-life situations. These conversations help build strong mathematical reasoning skills.

SCIENCE & SOCIAL STUDIES

Science: Change Over Time: Landforms Unit Question: Have Earth's features always looked like they do today? How do we know? Students will explore how Earth's surface changes over time through natural processes such as weathering, erosion, deposition, earthquakes, volcanoes, and other geological events. What your child will learn: Landforms Around Maryland and the World Students will identify and compare different landforms, including mountains, valleys, plains, rivers, bays, islands, peninsulas, lakes, and oceans. They will explore how Maryland's landforms compare to those found around the world and begin thinking about how these features were formed. Skills Students Will Develop: By the end of this unit, students should be able to: Identify and describe major landforms. Explain how weathering, erosion, and deposition change Earth's surface. Use evidence from observations, models, fossils, and rock layers to support scientific explanations. Analyze maps to identify patterns in Earth's features. Explain how natural hazards impact people and communities. Propose solutions that help reduce the impacts of natural hazards. How Families Can Help at Home: Point out landforms during trips or while looking at maps. Visit local areas such as beaches, streams, cliffs, or parks and discuss how water and wind may have shaped the landscape. Look for examples of erosion after rainstorms. Explore fossils, rocks, or geological features at museums, parks, or nature centers. Discuss natural disasters seen in the news and talk about how communities prepare for them.

Social Studies: Unit 1 – The First Americans In this unit, students will learn about the first peoples of the Americas and how they migrated throughout North, Central, and South America. They will explore how Native peoples adapted to their environments and developed diverse and innovative cultures long before European contact. Students will: Learn about the migration of early peoples across the Americas. Explore how geography and natural resources influenced ways of life. Examine how Native groups adapted to different environments. Discover the unique cultures, traditions, and innovations developed by Indigenous peoples. Family Connection: Ask your student to share something they learned about how early Native peoples adapted to their environment and met their daily needs.

PHONICS

We’re busy reviewing the 6 syllable types with our first 6 units throughout the quarter: closed, silent -e, open vowel, vowel teams, vowel -r, and consonant -le. You will see a family letter come home at the beginning of each lesson review.

ELA

We finished up our first lesson on context clues and have moved into finding the main idea and key details. A big change for 5th grade is that students need to identify 2 main ideas with key details in a passage. This quarter our i-ready focus is nonfiction, although students also read their own fiction books through book clubs or independent reading – students have selected or will soon select their first books of the year and are working towards weekly goals. Students are stopping and jotting as they go, also referred to this year as annotating. You can help at home by asking them what they’re reading and/or reading along with them!

WRITING

We have finished our launch units reviewing sentences, paragraph structure and are working on our written responses to reading questions. We continue to review and practice parts of speech. We are working towards writing multiple paragraph essays this year.

MATH

In math we will understand decimal place value to the thousandths place and use this knowledge to multiply by powers of 10. We will also read, write, compare, and round decimals. You could support this learning at home by talking about the decimal numbers you see in the real world each day.

SCIENCE

In science we are learning about how oysters are beneficial to Chesapeake Bay ecosystem. We will learn about things people can do to help the oyster population and improve the health of the Chesapeake Bay ecosystem. To support this learning at home you could have discussions about how conserving water, planting native trees, and cleaning up after your pet can improve the overall health of the bay.

SOCIAL STUDIES

We have finished our review of the 13 colonies and moving into our unit “Tension Between the Colonies.” How did the British anger the colonists? Students will find out what events lead to the American Revolution.

The art standards is a process that guides educators in providing a unified quality arts education for students in Pre-K through high school:

Creating, Performing/Presenting/Producing, Responding, and Connecting.

We began the school year with the book titled, “The Dot.” It is the story of a girl who is encouraged to make a mark and see where it takes her. She begins her artistic journey with a dot on a paper, and gains confidence as she persists in making her mark. To that end, students in Pre-K and Kindergarten wrote their names using dots while the older students learned about the artist, Yayoi Kusama and George Seurat, artists who used dots to create their individual styles of art. We will, as a school body, create a painting in the style of Seurat and every student in the building will contribute their marks to the painting.

We are currently focusing on Frida Kahlo and Diego Rivera for Hispanic Heritage Month.

Music lessons are supporting student literacy with a focus on reading solfege (do-re-mi’s) on the staff. Upper grades are reading letter names of musical staff. Also, regular literacy is reinforced through lyrics of songs, including, "You’ve Got A Friend," by Carol King.

We are also counting in music - counting beats/phrases in groups of 8 in a Mexican Folk Dance.

All students have been learning to sing our National Anthem and to know the history of its origin in Baltimore during the War of 1812, written by Francis Scott Key.

In the weeks ahead we will continue to learn about major versus minor tonalities, 6/8 meter, dynamics and the respective symbols used for loud/medium/soft. We will listen to and learn about Carlos Santana, our Hispanic Heritage Composer of the month, and we are adding songs in Spanish to our repertoire of learned songs.

In band and strings class we are learning the basics of our instruments and preparing pieces for our winter concerts. The biggest thing that parents can do at home to support is making sure that students are practicing for at least 10 minutes a day. Students should not only be playing their instrument in school. At home practice is critical for student success.

We are excited to be circulating books in the HES Library. Please remind your student(s) to use their dry bag to protect their library books while in their bookbags. This will help to prevent damage from water bottles spilling/leaking. We just finished recognizing Hispanic Heritage Month through literature and technology. We will soon be working on cyber safety strategies in all grade levels.

September – October

PE Standards / Outcomes

All physical education activities are aligned with the CCPS PE standards and outcomes. These activities are broken down into the following standards:

• Standard 1: Motor skills and movement patterns
• Standard 2: Concepts and strategies
• Standard 3: Health-enhancing level of physical activity/fitness
• Standard 4: Responsible personal/social behavior
• Standard 5: Recognizes the value of physical activity

During the first two months of the school year, HES physical education has touched upon many of the above standards. We started the year focused on various locomotor skills (ex: skipping, galloping, sliding, etc.) During the first several weeks of the school year we also addressed concepts of teamwork and the use of good sportsmanship. These skills/concepts are valuable not only for everyday life (recess, play, sports, etc.), but also for developing relationships and friendships throughout the school day. Teamwork and sportsmanship helps emphasize kindness and conflict resolution in various aspects in a child’s day.

Currently, we have moved forward into some of our object control/ball skills. The current skills we are teaching are the overhand throw, the underhand toss, and catching (below and above the waistline). These skills are important and valuable as they help increase a child’s hand/eye coordination.

• Mr. Williams, Mr. DJ, Mr. Phalen

Regular school attendance is a critical component of student success. Our goal at HES remains to achieve an average monthly attendance rate of 96% or better. Our average daily attendance for the month of September was 96%! We appreciate your partnership in helping us achieve this goal.

Continue to build positive school attendance habits with your child. Regular and on-time attendance contributes to academic achievement and builds lifelong habits that set our students up for success. Remember, missing school just twice per month over the school year results in chronic absenteeism - absences in excess of 10% of the school year.

See the resource below from Attendance Works for a few quick tips for creating routines that support regular attendance.

The Calvert County Health Department is hosting Fall Family Flu Clinics. The next clinic is October 22nd at Northern High School. See the flyer below for more information.

In honor of Veteran's Day on November 11th, HES will hold an assembly on Tuesday, November 10th, to honor our veterans and active-duty service members in our school community. Please use the form below to RSVP, if you are a veteran or active-duty service member.

Thank you to Mrs. Christina Allen, Mrs. Jenny Stawinski and Mrs. Stephanie Thompson for their work to put this program together. We are excited for the opportunity and look forward to honoring this special day.

The schedule for our event is below:

• 9:00 - 9:30, Welcoming Reception
• 9:30 - 10:15, Assembly #1 for Grades PK - 2
• 10:30 - 11:15, Assembly #2 for Grades 3 - 5

If you are a veteran or active-duty service member, please complete the form below by accessing the link below, or above QR code.

HES Veteran's Day Celebration – Fill out form

At HES, we deeply appreciate and honor the military families who are an important part of our school community. We understand that frequent moves and new assignments can bring unique challenges for both students and parents, and we are committed to supporting you every step of the way. If your family is connected to the military, we invite you to complete the brief survey below. Your feedback will help us continue strengthening the services and care we provide.

Thank you for your service and for being part of our HES family.

Military Family Survey – Fill out form

Are you looking to get involved at HES? Become a volunteer! As we get into the school year, school trips begin to take place and chaperones will be needed, Tuesday folders need to be stuffed, teachers seek classroom readers, etc. If you have been a volunteer in the past, please remember that volunteer applications must be renewed each year. All you need to know about becoming a volunteer is available on the CCPS website. See the link below.

Become A Volunteer

The document below has been created by CCPS for CCPS families to provide guidance regarding our grading procedures. This document provides a nice summary of the updated elementary grading procedures and may answer questions you may have about grading. Please take a moment to access and review.

🍎 2026-2027 Meal Prices:

• Breakfast: $1.85
• Elementary Lunch $3.00
• Student Milk $0.65.

🍎 Breakfast and Lunch meals are offered daily. Check out the Link to the September Menu

🍎 Meal Benefit Application

The Free and Reduced Meal Program is now available. A new application must be submitted each school year. Complete and submit one meal benefit application per household.

Applications can be completed online at https://LinqConnect.com.

You may also ask for a paper copy of the application from the school's Main Office.

🍎 Sign up for LINQ Connect today (see info flyer)

🍎 Student Lunch Deposits

Calvert County Public Schools no longer accepts ACH payments directly from your bank account. At this time, you have the following options to add money onto your child's meal account:

1. Online using a credit or debit card through LINQ Connect - LINQ connect charges a convenience fee when making online payments.

2. Send in cash, a check, or a money order to the school's cafeteria with your student. This provides a fee-free option for families who prefer not to use a credit or debit card. If you choose this option, the funds will be deposited directly into the student's meal account that day by cafeteria staff.

If you plan to drop your child(ren) off by car during our arrival window, please review the attached traffic pattern for student arrival before the first day of school. We have designated bus only and car only lanes as you enter the school lot. To minimize traffic build up on Huntingtown Road which creates a traffic hazard, please do the following:

• Form two lanes of waiting cars in the back row of our parking lot, as indicated on the graphic.
• Alternate merge as you drive around the corner and drive along the curb to drop your children off at the sidewalk near the school.
• Cars should pull all the way to the end of the sidewalk, or continue moving forward, until the line of cars has stopped, prior to unloading.
• Students should exit the vehicle on the passenger side - the side of the car close to the sidewalk.
• For student safety, students should not exit the vehicles before HES staff are on duty at 8:35. Doors to the school do not open prior to 8:35. Students forming a line at the front door prior to staff on duty are not supervised, as staff are in meetings, planning with peers, or prepping for the day.
• To keep our car rider line moving, all adults should remain in their vehicles. If your child needs assistance exiting, please park and walk your child to the entrance.
• Staff will assist in unloading students from the cars along the curb. Cars that have been unloaded remain in line until the line is released to exit the drop off lane. Please do not pull out of the lane to go around cars in front of you, unless directed by a staff member.

Please review the traffic pattern before arrival on the first day.

The student instructional day begins at 8:45 AM. We have a 10-minute student arrival window from 8:35 – 8:45. Buses and car riders will begin unloading at 8:35. If your child is a car rider, please plan to have them to HES within these arrival times so that they may begin their day on time. Arriving prior to 8:45 allows your child to get to their classroom, unpack, check-in, and begin their day with their peers. If you will be driving your child to school daily, please read the information above.

The student instructional day ends at 3:30 PM. Again, we have a 10-minute dismissal window which begins at 3:30 and ends at 3:40. Separate information will follow regarding our procedures for car riders in the afternoon. All students must be dismissed by 3:40 PM.

Please follow these procedures when picking up your child(ren) each day:

• Complete a Daily Car Rider form, attached below, and return to the office. Copies of this form will also be available at school during the first week of school.
• Park in any available spot in the parking lot, or in the overflow grass lot adjacent to the ball field. Entrance to this lot is just beyond HES. Parking on the hill between HES and Sleepy Hollow Daycare is not permitted. Please do not double park, as this prevents other vehicles from exiting the lot.
• Make sure you have an ID to sign out your child before entering HES. When signing-out your child an ID will be requested.
• Enter HES using the back door to the school cafeteria. This door will open at 3:20. IF, you need to sign your child out prior to 3:20 (i.e. early dismissal) use the main office. After 3:20, students must be signed-out in the cafeteria.
• Staff will greet you in the cafeteria to assist with student sign-out. Students will be called to the cafeteria for dismissal at 3:30.
• Parents must follow the direction of staff in the parking as you exit to ensure our buses can enter and exit HES in a safe and expedient manner.
• If your child is not a daily car rider, but will be a car rider on occasion, then they are a "surprise car rider." Follow the procedures above for pick-up, but the completion of a Daily Car Rider form is not necessary.

The school supply list is available on the HES website - found in the parent tab. You may also access it in the link below.

School Supply List

The Elementary Parent Handbook was created through the collaborative effort of CCPS elementary principals. This handbook is a resource that provides a variety of information related to school practices and policies. This does not replace the CCPS Code of Student Conduct, which is available electronically on the CCPS website. The complete handbook is accessible below. Feel free to contact the school with any questions or concerns.

To ensure you stay connected to districtwide news and updates see the "Districtwide Community Emails" information below.

Districtwide Community Emails – Make Sure You’re in the Know!

• Community members (non-guardian and non-staff) who would like to receive districtwide email messages may contact Christy Mullins mullinsc@calvertnet.k12.md.us and provide their name and email address to be added to the distribution list.
• Guardians and Employees - Calvert County Public School District
• Guardians - Calvert County Public School District (non-employees)
• Employees - Calvert County Public School District (non-guardians)

Nondiscrimination Statement

Calvert County Public Schools does not discriminate on the basis of race, ethnicity, color, religion, sex, age, national origin, marital status, sexual orientation, gender identity, or disability, or any other characteristic protected by law in its programs and activities and provides equal access to the Boy Scouts and other designated youth programs.

Calvert County Public Schools does not refuse enrollment of a prospective student, expel a current student, or withhold privileges from a current student, or prospective student, or the parent or guardian of a current or prospective student because of an individual’s race, ethnicity, color, religion, sex, age, national origin, marital status, sexual orientation, gender identity or disability.

Calvert County Public Schools does not discipline, invoke a penalty against, or take any other retaliatory action against a student or parent or guardian of a student who files a complaint alleging that the program or school discriminated against the student, regardless of the outcome of the complaint.

The following persons have been designated to handle inquiries regarding the non-discrimination policies:

• Director of Student Services

• Director of Human Resources
  443-550-8000

For further information on notice of non-discrimination, visit the Office for Civil Rights Complaint Assessment System at: https://ocrcas.ed.gov or call 1-800-421-3481.