Like all sixth-graders, Lauren Pullen’s ELA sixth-graders are learning about the writing process!
This is a series of steps that helps students go from a blank page to a final piece of writing, involving prewriting (brainstorming ideas), drafting (writing a first version), revising (improving content and organization), editing (correcting errors in grammar and mechanics), and publishing (sharing the final work). This structured approach helps students focus on different aspects of writing and produce quality work by breaking the task into manageable parts.
Learning writing skills is important in sixth grade because it solidifies foundational skills, drives deeper learning in all subjects, and prepares students for the academic and professional demands of their future.
This is a series of steps that helps students go from a blank page to a final piece of writing, involving prewriting (brainstorming ideas), drafting (writing a first version), revising (improving content and organization), editing (correcting errors in grammar and mechanics), and publishing (sharing the final work). This structured approach helps students focus on different aspects of writing and produce quality work by breaking the task into manageable parts.
Learning writing skills is important in sixth grade because it solidifies foundational skills, drives deeper learning in all subjects, and prepares students for the academic and professional demands of their future.
WHAT A GREAT IDEA!
Victoria Ingrassia's eighth-grade FACS students have been running a "Fill Your Mug Fridays" coffee/tea cart! On Friday mornings, selected students in her class don specially designed aprons and take turns traveling the building offering complimentary coffee/tea for faculty and staff as a way of thanking them for all they do.
As a scrumptious bonus, their cart includes a delicious treat they made during class this past week. Today's offering was a delectable, homemade coffee cake for anyone who wanted a companion treat to their coffee/tea (And, just about everyone did!) Take a peek at their travels this morning!
This experience gives them an opportunity to further refine skills such as customer service, inventory management and food preparation as well as teamwork, communication, responsibility, confidence, and self-esteem through their interactions with faculty and staff.
Nichole Gaucher’s eighth-grade Living Environment students have been learning about microscopes as they ease into their lab work. For some, it was the first time using this instrument!
Students learned about the history of microscopes, the different types, why they’re used as well as the parts of a compound light microscope,
Their first lab was exploring different specimens such as cricket legs, plant cells, ticks, fruit flies and animal cells. During this lab, students also learned that through the microscopes the image is inverted, so if they wish to move an image to the left, they actually have to move the slide to the right.
Students learned about the history of microscopes, the different types, why they’re used as well as the parts of a compound light microscope,
Their first lab was exploring different specimens such as cricket legs, plant cells, ticks, fruit flies and animal cells. During this lab, students also learned that through the microscopes the image is inverted, so if they wish to move an image to the left, they actually have to move the slide to the right.
Cayla Tangney’s High School “Sculpture” students have been working on creating miniature "dream" bedrooms that go along with a form of sculpture known as an “Assemblage.”
They’re using “found” materials such as scrapbook paper, fabric samples, pieces of wood, yarn, beads, and more, to create them. The project’s goal is to literally think “outside the box” to problem solve how they can create new objects from those that already exist.
The best part is that their projects are all completely unique to each student’s identity, style, interests, and what makes them feel "at home."
To start off the project, they were tasked with creating mood boards with a color palette and inspiration found online that would help them piece together their final vision. Take a peek at their work, it’s so creative!
•Assemblage art is a three-dimensional form of sculpture that combines found objects and disparate, non-traditional materials to create a new work of art. Similar to two-dimensional collage, assemblage adds layers and dimensions by using every day or discarded items, which artists arrange to form a new meaning or narrative, challenging conventional ideas about art.
•"Found materials," in an artistic or educational context, refers to objects that are not originally intended for art or learning but are repurposed and incorporated into new works or activities. These can include natural items like leaves and rocks, discarded household objects like bottles and corks, or manufactured materials like fabric scraps and wood pieces. The concept emphasizes recycling, environmental awareness, and creative problem-solving by finding new possibilities in everyday items.
They’re using “found” materials such as scrapbook paper, fabric samples, pieces of wood, yarn, beads, and more, to create them. The project’s goal is to literally think “outside the box” to problem solve how they can create new objects from those that already exist.
The best part is that their projects are all completely unique to each student’s identity, style, interests, and what makes them feel "at home."
To start off the project, they were tasked with creating mood boards with a color palette and inspiration found online that would help them piece together their final vision. Take a peek at their work, it’s so creative!
•Assemblage art is a three-dimensional form of sculpture that combines found objects and disparate, non-traditional materials to create a new work of art. Similar to two-dimensional collage, assemblage adds layers and dimensions by using every day or discarded items, which artists arrange to form a new meaning or narrative, challenging conventional ideas about art.
•"Found materials," in an artistic or educational context, refers to objects that are not originally intended for art or learning but are repurposed and incorporated into new works or activities. These can include natural items like leaves and rocks, discarded household objects like bottles and corks, or manufactured materials like fabric scraps and wood pieces. The concept emphasizes recycling, environmental awareness, and creative problem-solving by finding new possibilities in everyday items.
Rich Budd’s sixth-grade technology students are learning to use Tinkercad to design 3D models that they will soon be printing on the 3D printers.
This is their first school exposure to 3D modeling/printing. Students are in the beginning stages of learning the process to design 3D models and will eventually learn how to run a 3D printer to print their creations.
Tinkercad is a free, web-based software suite by Autodesk that serves as a beginner-friendly introduction to 3D design, electronics, and coding. It allows users to create models by combining and cutting basic shapes for 3D printing, design and simulate simple electronic circuits, and write block-based code to bring designs to life. It’s widely used in educational settings due to its ease of use and focus on hands-on STEM learning.
This is their first school exposure to 3D modeling/printing. Students are in the beginning stages of learning the process to design 3D models and will eventually learn how to run a 3D printer to print their creations.
Tinkercad is a free, web-based software suite by Autodesk that serves as a beginner-friendly introduction to 3D design, electronics, and coding. It allows users to create models by combining and cutting basic shapes for 3D printing, design and simulate simple electronic circuits, and write block-based code to bring designs to life. It’s widely used in educational settings due to its ease of use and focus on hands-on STEM learning.
Third-graders, like Shari Cannone’s IS third-graders, are reviewing “skip counting” as part of their math work. It’s an important skill! In this instance, they were practicing skip counting by 3s, but two of her students even offered to demonstrate how skip counting by 2s and 6s results in the same answer! (That's innovative thinking on their part!)
In third grade, skip counting is the skill of counting by intervals larger than one, such as 2, 3, 5, or 10, to count items or recognize patterns. This skill builds number sense and helpings students understand groups of equal size and how multiplication is essentially repeated addition.
Skip counting is important because it builds a foundation for learning multiplication, division, and other complex math concepts by developing number sense, pattern recognition, and fluency with numbers. It serves as a tool for quick calculation, understanding mathematical patterns, and solving problems more efficiently, and is a crucial math skill in higher grade levels and real-world applications like counting money.
In third grade, skip counting is the skill of counting by intervals larger than one, such as 2, 3, 5, or 10, to count items or recognize patterns. This skill builds number sense and helpings students understand groups of equal size and how multiplication is essentially repeated addition.
Skip counting is important because it builds a foundation for learning multiplication, division, and other complex math concepts by developing number sense, pattern recognition, and fluency with numbers. It serves as a tool for quick calculation, understanding mathematical patterns, and solving problems more efficiently, and is a crucial math skill in higher grade levels and real-world applications like counting money.
HOLA A TODOS!
Lucia Schrag’s High School Spanish 2 students are combining infinitive verb work with vocabulary words tied to those verbs! Take a peek!
So, for example, the infinitive “trabajar” can connect with “mercado” or “escuela.” Trabajar means “to work.” Where can you work? In a market or school. Sra. Schrag is making them think and make correlations!
Lucia Schrag’s High School Spanish 2 students are combining infinitive verb work with vocabulary words tied to those verbs! Take a peek!
So, for example, the infinitive “trabajar” can connect with “mercado” or “escuela.” Trabajar means “to work.” Where can you work? In a market or school. Sra. Schrag is making them think and make correlations!
CAN YOU HELP?
As part of their efforts to increase awareness this month (which is Childhood Cancer Awareness Month) about pediatric cancer treatments and research and to support families dealing with pediatric cancers, the High School’s Youth Against Cancer Club (which is leading the district’s Going Gold Day on Sept. 30) is undertaking a drive to collect coloring books, crayons, books and stuffed toys for pediatric patients at Garnet Medical Center now through Oct. 11.
Collection boxes have been placed in all five buildings and the district’s Transportation Center. If you’re interested in being a part of this effort and joining the students and faculty/staff who are taking part, please email Club Advisor Erin Natalizio at enatalizio@minisink.com.
As part of their efforts to increase awareness this month (which is Childhood Cancer Awareness Month) about pediatric cancer treatments and research and to support families dealing with pediatric cancers, the High School’s Youth Against Cancer Club (which is leading the district’s Going Gold Day on Sept. 30) is undertaking a drive to collect coloring books, crayons, books and stuffed toys for pediatric patients at Garnet Medical Center now through Oct. 11.
Collection boxes have been placed in all five buildings and the district’s Transportation Center. If you’re interested in being a part of this effort and joining the students and faculty/staff who are taking part, please email Club Advisor Erin Natalizio at enatalizio@minisink.com.
This beautiful fall weather sets the stage for FALL CRAFTS!
Carmela Sill’s ES kindergarteners are doing just that, and are getting some terrific fine motor skill work in as part of their project work!
Students worked on strengthening fine motor skills by ripping tissue paper and construction paper to glue onto fall pictures. Soon, they will bring them home for proud families to display!
Fine motor skill work is crucial in kindergarten because it develops the dexterity needed for essential self-care tasks like eating and dressing, supports the academic skills of writing and drawing, and builds independence and confidence while setting a strong foundation for future learning and success in school.
Carmela Sill’s ES kindergarteners are doing just that, and are getting some terrific fine motor skill work in as part of their project work!
Students worked on strengthening fine motor skills by ripping tissue paper and construction paper to glue onto fall pictures. Soon, they will bring them home for proud families to display!
Fine motor skill work is crucial in kindergarten because it develops the dexterity needed for essential self-care tasks like eating and dressing, supports the academic skills of writing and drawing, and builds independence and confidence while setting a strong foundation for future learning and success in school.
Jenn Olenick’s sixth-grade ELA students have been reviewing the use of the words "there," "their" and "they’re" as part of their ELA work. Do you know the difference? They do, just ask them!
• “There” indicates a place or existence ("over there," "there is a book").
• “Their” shows ownership, meaning "belonging to them" ("their car").
• “They're” is a contraction of "they are," used when "they are" fits in the sentence ("they're going home").
"There," “their” and “they’re” are known as homophones; they sound the same but have different spellings and meanings.
• “There” indicates a place or existence ("over there," "there is a book").
• “Their” shows ownership, meaning "belonging to them" ("their car").
• “They're” is a contraction of "they are," used when "they are" fits in the sentence ("they're going home").
"There," “their” and “they’re” are known as homophones; they sound the same but have different spellings and meanings.
Nicole Lee’s sixth-grade science students recently tested the densities and viscosities of various substances and made predictions where each would fall. They used five substances: Syrup, oil, rubbing alcohol water and dish soap.
After they made their predictions, they poured the contents of each into a glass jar to observe. They later followed up with a density song and game!
•Density is a fluid's mass per unit volume, indicating how tightly molecules are packed, while viscosity is a fluid's resistance to flow or internal friction, describing how thick it is. They are independent properties, as seen with water (high density, low viscosity) and oil (lower density, higher viscosity), but both are influenced by temperature, with density often increasing and viscosity decreasing as temperature rises.
•A glass jar is used to observe the density and viscosity of liquids because it provides a transparent, neutral, and consistent medium for comparison. By simply pouring different liquids, like water and corn syrup, from one jar to another, students could visually compare how quickly they flow. The liquid that pours more slowly is more viscous. When pouring liquids of different densities that don't mix (immiscible liquids) into a jar, they will separate into layers. The densest liquid will sink to the bottom, while the least dense liquid will float to the top.
After they made their predictions, they poured the contents of each into a glass jar to observe. They later followed up with a density song and game!
•Density is a fluid's mass per unit volume, indicating how tightly molecules are packed, while viscosity is a fluid's resistance to flow or internal friction, describing how thick it is. They are independent properties, as seen with water (high density, low viscosity) and oil (lower density, higher viscosity), but both are influenced by temperature, with density often increasing and viscosity decreasing as temperature rises.
•A glass jar is used to observe the density and viscosity of liquids because it provides a transparent, neutral, and consistent medium for comparison. By simply pouring different liquids, like water and corn syrup, from one jar to another, students could visually compare how quickly they flow. The liquid that pours more slowly is more viscous. When pouring liquids of different densities that don't mix (immiscible liquids) into a jar, they will separate into layers. The densest liquid will sink to the bottom, while the least dense liquid will float to the top.
CALL FOR PHOTOS!
High School families: The High School's Homecoming Dance is this Saturday, Sept. 27! Share a photo of your student dressed up for a memorable evening. Details are here:
High School families: The High School's Homecoming Dance is this Saturday, Sept. 27! Share a photo of your student dressed up for a memorable evening. Details are here:
Tara Frawley’s and Kelly Manganiello’s Otisville fifth-graders have been exploring the top of how food is used during their science lessons! Take a peek at this recent STEM lesson!
As part of their ongoing work work, students have been exploring how their bodies use food as a source of energy, and discovered that the energy stored in food comes from the sun. Prior to this lesson, students learned that animals need food to grow and live.
In groups, students rotated between three stations, and explored different focus questions.
Station 1 focused on the use of food for human energy. They placed a half-slice of bread into a sandwich bag and added water. Then, a student squished the bread in the bag and everyone observed its physical break down.
At Station 2, students used red Solo cups to illustrate how energy transfers through non-living and living things in different ways. The cups were placed in a random order on the table with an image of the sun, grass, a grasshopper, frog and bird glued to the front of the cup. Students were tasked with arranging the cups according to how energy is transferred through this food chain.
Station 3 served to represent how humans obtain food from different sources and trace the energy chain back to the sun, water, and soil which feeds plants. At this station, students drew pictures of what they ate at lunch, then broke down that food and traced its energy chain back to the sun.
As part of their ongoing work work, students have been exploring how their bodies use food as a source of energy, and discovered that the energy stored in food comes from the sun. Prior to this lesson, students learned that animals need food to grow and live.
In groups, students rotated between three stations, and explored different focus questions.
Station 1 focused on the use of food for human energy. They placed a half-slice of bread into a sandwich bag and added water. Then, a student squished the bread in the bag and everyone observed its physical break down.
At Station 2, students used red Solo cups to illustrate how energy transfers through non-living and living things in different ways. The cups were placed in a random order on the table with an image of the sun, grass, a grasshopper, frog and bird glued to the front of the cup. Students were tasked with arranging the cups according to how energy is transferred through this food chain.
Station 3 served to represent how humans obtain food from different sources and trace the energy chain back to the sun, water, and soil which feeds plants. At this station, students drew pictures of what they ate at lunch, then broke down that food and traced its energy chain back to the sun.
Meghan Donahue’s ES students have been using their hands, ears, arms and brains altogether to learn in different ways through “Whole Body Learning,” ensuring multimodal (one mode or method to accomplish something) understanding and practice!
Students practiced writing letters, numbers and their names using Play Doh and shaving cream, using all of their senses to make these skills stick! Sensory learning allows students to use their whole bodies and our whole brains to better their understanding!
•Whole-body learning is an educational approach that integrates physical movement and sensory experiences with traditional academic learning to enhance cognitive function, information retention, and engagement. By engaging the whole body, it caters to various learning styles, boosts motor coordination, increases blood flow to the brain, and makes learning more dynamic and effective, especially for young children.
•Sensory learning is a method of education where information is acquired by actively engaging the five primary senses—sight, sound, touch, taste, and smell—to create a more profound and lasting understanding. This hands-on, experiential approach allows individuals to explore, interact with, and understand their environment more effectively.
Students practiced writing letters, numbers and their names using Play Doh and shaving cream, using all of their senses to make these skills stick! Sensory learning allows students to use their whole bodies and our whole brains to better their understanding!
•Whole-body learning is an educational approach that integrates physical movement and sensory experiences with traditional academic learning to enhance cognitive function, information retention, and engagement. By engaging the whole body, it caters to various learning styles, boosts motor coordination, increases blood flow to the brain, and makes learning more dynamic and effective, especially for young children.
•Sensory learning is a method of education where information is acquired by actively engaging the five primary senses—sight, sound, touch, taste, and smell—to create a more profound and lasting understanding. This hands-on, experiential approach allows individuals to explore, interact with, and understand their environment more effectively.
Tracey Salinardi'S ES second-graders, like all district second-graders are in the midst of number bond review during their math lessons!
Reviewing previous year's work at the start of second-grade reinforces foundational skills and builds a strong bridge to new, more advanced material. Teachers can assess prior knowledge and best understand individual student needs to create a more effective learning environment for everyone!
A number bond shows a "part-part-whole" relationship between numbers, where two smaller numbers (parts) combine to make a larger number (the whole). These visual diagrams demonstrate how numbers can be broken apart (decomposed) and put back together (composed), forming a foundation for understanding addition and subtraction and developing number sense.
Reviewing previous year's work at the start of second-grade reinforces foundational skills and builds a strong bridge to new, more advanced material. Teachers can assess prior knowledge and best understand individual student needs to create a more effective learning environment for everyone!
A number bond shows a "part-part-whole" relationship between numbers, where two smaller numbers (parts) combine to make a larger number (the whole). These visual diagrams demonstrate how numbers can be broken apart (decomposed) and put back together (composed), forming a foundation for understanding addition and subtraction and developing number sense.
The High School's Concert Band is deep in rehearsals to be ready for the football season (and more!) This band is one of four high school band ensembles which make up the mighty Marching Band. Prior to the first home game, all bands will gather for rehearsals as the Marching Band!
The Intermediate School is embarking on its annual school-wide mural project! This year's theme is "the sun."
IS Art Teacher Joan Giardina has been introducing the mural's theme and what all third, fourth and fifth-graders will be working on in the coming weeks as their contribution to this project.
Her recent discussion with third-graders focused on the dots, lines and shapes they can use to create their sun. The idea is to allow each square of the mural to represent the individualism of each student! But first! Students are being tasked to giving thought to what they want to do and to begin to sketch that out on a paper which equates to the size of the square they'll contribute to the mural. Stay tuned, this result will be bright, vivid and gorgeous!
IS Art Teacher Joan Giardina has been introducing the mural's theme and what all third, fourth and fifth-graders will be working on in the coming weeks as their contribution to this project.
Her recent discussion with third-graders focused on the dots, lines and shapes they can use to create their sun. The idea is to allow each square of the mural to represent the individualism of each student! But first! Students are being tasked to giving thought to what they want to do and to begin to sketch that out on a paper which equates to the size of the square they'll contribute to the mural. Stay tuned, this result will be bright, vivid and gorgeous!
Kara Welsh’s Otisville third-grade art students have been working in their sketchbooks, practicing how to draw a three-dimensional balloon using ellipse, along with a three-dimensional basket underneath it. The pattern they will eventually create will represent a goal they hope to achieve in the future. Take a peek!
Drawing a balloon --- or basket --- using an ellipse is a useful technique to create the illusion of three-dimensional depth on a two-dimensional surface. An ellipse is what a circle appears to be when viewed from an angle, so it's a fundamental tool for representing circular objects in perspective.
Drawing a balloon --- or basket --- using an ellipse is a useful technique to create the illusion of three-dimensional depth on a two-dimensional surface. An ellipse is what a circle appears to be when viewed from an angle, so it's a fundamental tool for representing circular objects in perspective.
DEADLINE EXTENDED TO OCT. 6:
PLEASE SHARE! Support the great work of the Minisink Valley PTO and update your wardrobe with some fabulous, new Minisink Valley apparel, which includes some terrific Otisville Elementary swag, too! There's SOMETHING FOR EVERYONE: Shirts, shorts, pants, jackets, backpacks, hoodies, and winter hats!
Be sure to click on this link and see all that's available: https://bsnteamsports.com/shop/STZMLw6Sfm
PLEASE SHARE! Support the great work of the Minisink Valley PTO and update your wardrobe with some fabulous, new Minisink Valley apparel, which includes some terrific Otisville Elementary swag, too! There's SOMETHING FOR EVERYONE: Shirts, shorts, pants, jackets, backpacks, hoodies, and winter hats!
Be sure to click on this link and see all that's available: https://bsnteamsports.com/shop/STZMLw6Sfm
STANDARD -- WORD -- EXPANDED -- UNIT FORM
Do you know the difference? District fifth-graders, like Elizabeth Hagerty's Otisville fifth-graders, do! They've been showing her how much they know during math lessons where they've been reviewing these important concepts!
DID YOU KNOW
Knowing different number forms is important because it deepens a student's understanding of place value, strengthens number sense, and provides flexibility in solving complex math problems. Instead of simply memorizing a number, these forms help students see how it is structured and composed.
Do you know the difference? District fifth-graders, like Elizabeth Hagerty's Otisville fifth-graders, do! They've been showing her how much they know during math lessons where they've been reviewing these important concepts!
DID YOU KNOW
Knowing different number forms is important because it deepens a student's understanding of place value, strengthens number sense, and provides flexibility in solving complex math problems. Instead of simply memorizing a number, these forms help students see how it is structured and composed.
