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.
‘TURN UP THE GAS’ for MAD MINUTE MATH!
Mike Conklin’s IS fifth-graders are back in math mode! They’ve been doing “Mad Minute Math” work…in this instance, it’s multiplication. In a minute time span, they were tasked with correctly answering as many multiplication facts as they could. Then, they checked their work and the process was repeated with additional multiplication facts.
Students need to essentially memorize/instinctively know these single-digit multiplication combinations because they form a foundation for more complex math. These facts are essential for developing number sense and achieving success in higher-level math.
Mike Conklin’s IS fifth-graders are back in math mode! They’ve been doing “Mad Minute Math” work…in this instance, it’s multiplication. In a minute time span, they were tasked with correctly answering as many multiplication facts as they could. Then, they checked their work and the process was repeated with additional multiplication facts.
Students need to essentially memorize/instinctively know these single-digit multiplication combinations because they form a foundation for more complex math. These facts are essential for developing number sense and achieving success in higher-level math.
Jonathan Sakadelis' IS fourth-grade physical education students have been playing a tagging game called "Outer Space Tag" while working on various different motor skills (skipping, running, galloping, etc).
Students made believe that they were in outer space surrounded by stars, space stations, asteroids, aliens (taggers) and planets (hula hoops). Two students were the taggers (aliens) and the rest were astronauts. The astronaut's job was to move around the gym performing whatever motor skill was announced by Mr. Sakadelis without getting tagged by an alien.
If an astronaut made it to a planet without getting tagged, he/she is safe for five seconds. After five seconds, the astronaut had to leave that planet and find another one! But, if a student was tagged by an alien, he/she then had to enter the black hole where they must stay until they receive a high five from another astronaut that was in the game.
DID YOU KNOW
Working on motor skills in physical education class is crucial for children because it builds physical capabilities like strength, coordination, and balance, which are essential for daily activities, social engagement, and academic success. Developing strong motor skills also promotes a child's cognitive and emotional growth, fostering confidence, resilience, and better lifelong health habits.
Students made believe that they were in outer space surrounded by stars, space stations, asteroids, aliens (taggers) and planets (hula hoops). Two students were the taggers (aliens) and the rest were astronauts. The astronaut's job was to move around the gym performing whatever motor skill was announced by Mr. Sakadelis without getting tagged by an alien.
If an astronaut made it to a planet without getting tagged, he/she is safe for five seconds. After five seconds, the astronaut had to leave that planet and find another one! But, if a student was tagged by an alien, he/she then had to enter the black hole where they must stay until they receive a high five from another astronaut that was in the game.
DID YOU KNOW
Working on motor skills in physical education class is crucial for children because it builds physical capabilities like strength, coordination, and balance, which are essential for daily activities, social engagement, and academic success. Developing strong motor skills also promotes a child's cognitive and emotional growth, fostering confidence, resilience, and better lifelong health habits.
Jenna Colman's Otisville fourth-graders also took part in some recent important teamwork activities as everyone settled into the school year!
Their task? To SAVE FRED, the Gummy Bear!
Poor Fred…his “boat” (the cup) had unexpectedly capsized, and as bad luck would have it, his “life preserver” was stuck underneath the boat. What to do?
Students were tasked with coming up with a way to save Fred, but they couldn’t touch him, his boat or the stuck life preserver with their hands. They could only use paper clips!
Their ingenuity, critical thinking and discussion skills worked perfectly! Every team was successful, worked fantastically together, and…. thankfully, Fred was saved!
Their task? To SAVE FRED, the Gummy Bear!
Poor Fred…his “boat” (the cup) had unexpectedly capsized, and as bad luck would have it, his “life preserver” was stuck underneath the boat. What to do?
Students were tasked with coming up with a way to save Fred, but they couldn’t touch him, his boat or the stuck life preserver with their hands. They could only use paper clips!
Their ingenuity, critical thinking and discussion skills worked perfectly! Every team was successful, worked fantastically together, and…. thankfully, Fred was saved!
Meghan Donahue’s ES K/1 students have been working on counting and cardinality (the measure of the number of elements in a set, or "how many?”) by practicing the identification of numbers and assigning meaning to them.
As part of their work, students have been learning about “counting on,” building larger numbers of higher quantities and decomposing numbers to make smaller quantities. Not only are they learning about how to identify numbers in isolation, they’re also learning what each number represents in the literal sense.
During their recent “City Building” activity, students were given a row of numbers and were tasked with “building” a skyscraper of linking cubes of that amount. Students then practiced assigning meaning to each digit and the quantity it represented, as well as see a concrete comparison of numbers to help visualize the differences in quantities.
The end result is something similar to a city skyline! And because they’re so good as this, her students first used the cubes to represent 1s, and eventually they expanded the activity to represent 10s! Take look!
•Linking cubes are one of many manipulatives used in math. A manipulative is an object which is designed so that a learner can perceive some mathematical concept by “manipulating it,” hence its name. The use of manipulatives provides a way for children to learn concepts through developmentally appropriate hands-on experience.
•Mathematical manipulatives are frequently used in the first step of teaching mathematical concepts, that of concrete representation. The second and third steps are representational and abstract, respectively.
As part of their work, students have been learning about “counting on,” building larger numbers of higher quantities and decomposing numbers to make smaller quantities. Not only are they learning about how to identify numbers in isolation, they’re also learning what each number represents in the literal sense.
During their recent “City Building” activity, students were given a row of numbers and were tasked with “building” a skyscraper of linking cubes of that amount. Students then practiced assigning meaning to each digit and the quantity it represented, as well as see a concrete comparison of numbers to help visualize the differences in quantities.
The end result is something similar to a city skyline! And because they’re so good as this, her students first used the cubes to represent 1s, and eventually they expanded the activity to represent 10s! Take look!
•Linking cubes are one of many manipulatives used in math. A manipulative is an object which is designed so that a learner can perceive some mathematical concept by “manipulating it,” hence its name. The use of manipulatives provides a way for children to learn concepts through developmentally appropriate hands-on experience.
•Mathematical manipulatives are frequently used in the first step of teaching mathematical concepts, that of concrete representation. The second and third steps are representational and abstract, respectively.
TWO WEEKS FROM TODAY! Mark your calendars! We're going GOLD!
Call for photos: Share a photo of your student in yellow/gold attire!
Introducing the Class of 2026’s newest fundraiser: The Football Food truck Fundraiser!
Support the Class of 2026 at all HOME football games while enjoying delicious food truck offerings (featuring a very special menu) from Dave’s Devil Dog BBQ Food Truck! A portion of the evening’s sales will benefit the Class of 2026! The first home game is this SATURDAY night, Sept. 20 vs. Newburgh!
Who's hungry? Join us and have a great night out!
Support the Class of 2026 at all HOME football games while enjoying delicious food truck offerings (featuring a very special menu) from Dave’s Devil Dog BBQ Food Truck! A portion of the evening’s sales will benefit the Class of 2026! The first home game is this SATURDAY night, Sept. 20 vs. Newburgh!
Who's hungry? Join us and have a great night out!
Ilana Kaufman’s ES second-graders are kicking off the school year by creating gorgeous pieces of Neurographic art!
For second-graders, Neurographic art is a fun, calming way to draw where they make lots of free-flowing lines on paper, then round off any sharp corners where lines cross, making the whole picture smooth and bubbly like brain cells. In this instance, students were tasked with following the pathway of a rolling marble to make their free-flowing lines.
This is a great, mindful activity where students can later use different colors to fill in the spaces. This relaxing form of drawing gives students the opportunity to express themselves without worrying about making a "perfect" picture.
DID YOU KNOW
Neurographic art is a therapeutic and creative drawing method developed by psychologist Pavel Piskarev, which uses free-form lines and a specific algorithm to connect the conscious and subconscious mind, stimulate new neural pathways, and promote well-being, stress reduction, and emotional transformation through a process of scribbling, rounding sharp corners, and coloring. It is a simple, accessible practice that requires no prior artistic skill.
For second-graders, Neurographic art is a fun, calming way to draw where they make lots of free-flowing lines on paper, then round off any sharp corners where lines cross, making the whole picture smooth and bubbly like brain cells. In this instance, students were tasked with following the pathway of a rolling marble to make their free-flowing lines.
This is a great, mindful activity where students can later use different colors to fill in the spaces. This relaxing form of drawing gives students the opportunity to express themselves without worrying about making a "perfect" picture.
DID YOU KNOW
Neurographic art is a therapeutic and creative drawing method developed by psychologist Pavel Piskarev, which uses free-form lines and a specific algorithm to connect the conscious and subconscious mind, stimulate new neural pathways, and promote well-being, stress reduction, and emotional transformation through a process of scribbling, rounding sharp corners, and coloring. It is a simple, accessible practice that requires no prior artistic skill.
Otisville Elementary Librarian Erin Andersen has been spending these opening days of school reacclimating her second-grade students to all the great things they will be doing in library class, which includes having books read to them, like Michele Knudsen’s “Library Lion,” which reinforces library rules.
In this book, they learn that Head Librarian Miss Merriweather is very particular about rules in the library. But when a lion comes to the library one day, no one is sure what to do. There aren't any rules about lions in the library!
As it turns out, this lion seems very well suited to library visiting. His big feet are quiet on the library floor. He makes a comfy backrest for the children at story hour. He never roars in the library, at least not anymore. But when something terrible happens, the lion quickly comes to the rescue in the only way he knows how.
Going to the library fosters a love of reading by offering a wide variety of books and resources that match student interests, promoting literacy skills and encouraging independent exploration.
DID YOU KNOW
Libraries teach responsibility through book borrowing, introduce children to new worlds and cultures, and provide opportunities to develop essential research and critical thinking skills by distinguishing reliable information from unreliable sources.
Jennifer Bittner’s eighth-grade social studies students participated in a 9/11 classroom activity where they discussed events of this tragic day and shared their knowledge and stories their families shared with them about that day 24 years ago. Students also watched a brief video presenting the events of that day and the construction of the 9/11 Memorial.
Following this, students examined primary source photographs that were taken by Ms. Bittner’s brother, a member of the New York State Police, who was stationed at Ground Zero, provided relief and helped with recovery after the collapse of the two World Trade Center towers. It was a solemn civics lesson with a firsthand connection.
A primary source image is a photograph, illustration, or other visual artifact created at the time of an event or period being studied, serving as a firsthand piece of evidence or original material from that historical moment. Unlike secondary sources such as textbooks or biographies that analyze and interpret events, primary source images offer a unique, unfiltered glimpse into the past, providing direct evidence of people, places, and daily life that might be difficult to convey through written text alone.
Following this, students examined primary source photographs that were taken by Ms. Bittner’s brother, a member of the New York State Police, who was stationed at Ground Zero, provided relief and helped with recovery after the collapse of the two World Trade Center towers. It was a solemn civics lesson with a firsthand connection.
A primary source image is a photograph, illustration, or other visual artifact created at the time of an event or period being studied, serving as a firsthand piece of evidence or original material from that historical moment. Unlike secondary sources such as textbooks or biographies that analyze and interpret events, primary source images offer a unique, unfiltered glimpse into the past, providing direct evidence of people, places, and daily life that might be difficult to convey through written text alone.
Kudos to Junior Robert Witherow and Class of 2025 alumnus Nick Grusz, members of the Mountain View Fire and Rescue Company, and Senior Keegan Holmes, a member of the Slate Hill Fire Department, who donned their heavy gear and uniforms yesterday afternoon, after school, to climb the stairway near the Central Office/Junior Parking Lot 110 times to honor and remember the fallen firefighters of Sept. 11.
Nationwide, this is known as the "9/11 Memorial Stair Climbs," which honors the fallen firefighters of 9/11 by climbing the equivalent of 110 flights of stairs, the height of the World Trade Center's Twin Towers, to symbolically complete their heroic journey. Many events also raise awareness for the National Fallen Firefighters Foundation and other organizations supporting the families of fallen first responders, and sometimes feature participants wearing the names of those they are honoring.
Nationwide, this is known as the "9/11 Memorial Stair Climbs," which honors the fallen firefighters of 9/11 by climbing the equivalent of 110 flights of stairs, the height of the World Trade Center's Twin Towers, to symbolically complete their heroic journey. Many events also raise awareness for the National Fallen Firefighters Foundation and other organizations supporting the families of fallen first responders, and sometimes feature participants wearing the names of those they are honoring.
Jennifer Bittner’s eighth-grade social studies students participated in a 9/11 classroom activity where they discussed events of this tragic day and shared their knowledge and stories their families shared with them about that day 24 years ago. Students also watched a brief video presenting the events of that day and the construction of the 9/11 Memorial.
Following this, students examined primary source photographs that were taken by Ms. Bittner’s brother, a member of the New York State Police, who was stationed at Ground Zero, provided relief and helped with recovery after the collapse of the two World Trade Center towers. It was a solemn civics/history lesson with a firsthand connection.
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A primary source image is a photograph, illustration, or other visual artifact created at the time of an event or period being studied, serving as a firsthand piece of evidence or original material from that historical moment. Unlike secondary sources such as textbooks or biographies that analyze and interpret events, primary source images offer a unique, unfiltered glimpse into the past, providing direct evidence of people, places, and daily life that might be difficult to convey through written text alone.
Following this, students examined primary source photographs that were taken by Ms. Bittner’s brother, a member of the New York State Police, who was stationed at Ground Zero, provided relief and helped with recovery after the collapse of the two World Trade Center towers. It was a solemn civics/history lesson with a firsthand connection.
\
A primary source image is a photograph, illustration, or other visual artifact created at the time of an event or period being studied, serving as a firsthand piece of evidence or original material from that historical moment. Unlike secondary sources such as textbooks or biographies that analyze and interpret events, primary source images offer a unique, unfiltered glimpse into the past, providing direct evidence of people, places, and daily life that might be difficult to convey through written text alone.
Kaitlin Santos's sixth-grade ELA class students explored what each of the colors of the American flag represent as part of an Sept. 11 ELA lesson with a civics/history component aligned with it. They learned the color red stands for “hardiness” and “valor”; white stands for “purity” and “innocence”; and blue represents “justice,” “perseverance” and “vigilance.”
Students discussed the meaning of these words and what they mean for American citizens. Then, students thought of synonyms for these words. As examples, they said “brave” and “sacrifice” as synonyms for valor; and “determined” for perseverance. As an added art component to this ELA/civics/history lesson, students created their own American flag by labeling the colors with the correct synonym and putting the pieces in order. What a great connection to two class subjects!
A synonym is a word or phrase that has the same or nearly the same meaning as another word or phrase. Synonyms are essential for improving clarity, expanding vocabulary, and making writing more interesting by preventing overuse of the same word.
Students discussed the meaning of these words and what they mean for American citizens. Then, students thought of synonyms for these words. As examples, they said “brave” and “sacrifice” as synonyms for valor; and “determined” for perseverance. As an added art component to this ELA/civics/history lesson, students created their own American flag by labeling the colors with the correct synonym and putting the pieces in order. What a great connection to two class subjects!
A synonym is a word or phrase that has the same or nearly the same meaning as another word or phrase. Synonyms are essential for improving clarity, expanding vocabulary, and making writing more interesting by preventing overuse of the same word.
Shaun Demberg’s ES kindergarteners are proud to show off their red, white and blue heart project in honor of Patriot Day!
Otisville students honored the memory of those lost and the heroes of 9/11 on Patriot Day by wearing red, white and blue.
