Our Halloween Parade

On Tuesday, October 31^st, we will have our Halloween parade.  Each student is invited to bring or wear his/her costume to school to wear in the parade at 2:00 in the afternoon (no masks, no face paint, or weapons are allowed).  Please send their costume to school in a bag labeled with their name or they may dress up at home if it is a comfortable costume they can wear all day.

Each student is also asked to bring a bag of individually wrapped candy to pass out to their classmates.  You may send the candy in any day this week.  Also if you are interested in veggies or fruit, juice boxes, cheese cubes or small cheese pies please let me know by returning the bottom of this form by Friday, Oct. 27^th.

Please check if you would like to donate items for our classroom Halloween party. Murtada’s family is already donating cupcakes for our class!!! Thank you!!!

Please check what you will donate and return the bottom!  Thank you!

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Child’s name ___________________________

_____ 22 juice boxes                        _____ small cheese pies

­­_____ Veggies or fruit cut up    _____ cheese cubes

From the desk of the Kindergarten Teachers:

How to build your child’s language skills in Kindergarten…

Children build vocabulary and oral language skills doing many of the things they love to do: drawing, playing with dolls and stuffed animals, playing with cars, building with blocks, dressing up, and playing pretend in a kitchen or home center. The language and conversation kids use during these play times provide a strong literacy base for a child entering kindergarten. The type of dialog that children use while playing in a home center will be very different from the language they use while building with blocks, so having a variety of activities for your child to choose from will encourage a broad range of vocabulary words incorporated into their daily play. As you are playing with your child, or observing their play, use language and vocabulary that will help them grow. Identify and explain the uses for different objects in the kitchen and use interesting language when playing with stuffed animals and dolls. Young children are like sponges, ready to soak up the language around them!

Lowrey’s Pink – Out

At Lowrey we believe in developing the whole child.  Our job isn’t to simply educate children regarding curriculum, but rather to build their character in an effort to mold them into life-long learners and productive citizens.   We teach our students to be empathetic, caring, generous, stand up for those who cannot stand up for themselves and help those in need.  We attempt to imbed that intrinsic efforts are the most rewarding.

Lowrey School is proud to announce that our annual Pink-Out was once again a huge success. Over the past 4 years Lowrey has hosted a Pink-Out fundraiser to help children across Michigan battle cancer.  In past, to encourage additional funds, we have challenged other schools in the district to a Pink-Out.  The terms are simple…speak to the students about helping others, especially those who are unable to help themselves, reach deeply into their hearts contributing as much as they can, and wear pink on the specified day to demonstrate unity and support in the fight against cancer.  The school who raises the most money wins the Pink-Out.  In the end, we are all victorious because together, we worked in an effort to help children in need.

This year Lowrey challenged McCollough/Unis to a Pink-Out. All staff and students were excited and promoted the fundraiser.  Lowrey raised $3,032 dollars, winning the challenge! Combined, both schools donated $4,220 dollars to children battling cancer.  We are so proud of the commitment, love and dedication both schools displayed.  Go Polar Bears!  Go Aviators!

Dentist R Us forms were sent home last week.  Please be sure to send them back with your child. Permission slips are due by November 5.   All students that participate will be entered in a raffle to win a tablet.  

          Upstander pledge

When I witness bullying at school, home, work, online, or elsewhere, I will choose to be an upstander.  I will intervene or report the problem, and I will reach out to the bullied person to offer support.

I will work to make others feel safe and included by showing respect and compassion.  I will not use demeaning language, slurs, gestures or jokes about anyone’s, size, gender, race, ethnicity, sexuality and any kind of disability, religion, lack of religion, income, politics or other differences…even if they behave that way to me.

I will tell someone who is in a position of authority what I saw and heard and make sure there is follow-up.

If I learn that someone is feeling very isolated, depressed or potentially going to harm themselves or others, I will reach out and tell this person that their life has value, no matter how they feel at the moment and no matter what others say or think.  I will support them to the best of my ability and connect them with resources or people who can offer assistance.

From the desk of the Kindergarten Teachers

When it comes to excellence, Kindergarten teachers’ believe it can be best defined in the results. True excellence will be seen in motivated, engaged children with empowering memories of learning to read and write and the stamina for independent acts of literacy. These are the children who meet high Common Core Standards in literacy and beyond.

Excellence in kindergarten literacy is the vital foundation for bridging the achievement gap and building schools of ambitious, self-regulated readers and writers.  Experiences in the educational arts engage children’s multiple ways of learning while promoting creative and higher-order thinking; they take advantage of how the young child’s brain learns best. Developing social-emotional intelligence supports children in being successful in school . . . and in life. Yes, we are preparing our children for the 21st century!!!

Writing is the key that unlocks the alphabetic code.  So, collaboratively the Kindergarten teachers’ definition of excellence includes cooperative learning, rich experiences in the arts, science exploration, respectful and supportive parent connections, a language-intensive “writing-to-read” environment, systematic phonemic awareness through songs, and an explicit multisensory ABC and phonics immersion program within a comprehensive literacy framework.  So please continue to work with your child on their new literacy work at home through reading their mini-books and reading to them each and every day!!!

1. Reading book bags will go home daily

2. Students must read books:

   1. K-1 (15+ minutes daily)

   2. 2-5 (30+ minutes daily)

3. Students will complete a reading assignment daily

4. Book Logs– Signed daily by parents

Online reading websites through the District homepage (CLEVER) https://dearbornschools.org/  and in our Monthly Newsletter