The Harrahill Herald

News for Sept. 19th-23rd, 2016

Anderson Grove Purpose & Direction

Purpose: The purpose of Anderson Grove Elementary is to prepare all students to achieve their greatest potential and to positively impact the future.


In collaboration with families and community, our direction is to support and prepare all students for success through high expectations and individualized learning in a safe and positive environment.

Values & Beliefs:

Family Atmosphere

Collaboration and Communication


Continuous Improvement

3 Be’s – Be Safe, Be Respectful, Be Responsible

AG's "Be Known"

Anderson Grove is Known for Being a. . .





School-Wide Expectations: Arrival

Be Respectful

  • Greet others appropriately

Be Responsible

  • Arrive on time
  • Have necessary supplies
  • Go directly to Walking Club or classroom

Be Safe

  • Walk around building or in hallway

  • Stay on the designated walking areas
  • Keep hands, feet, and objects to self

School-Wide Social Skill: Getting the Teacher's Attention

  1. Look at the teacher.
  2. Raise your hand and stay calm.
  3. Wait until the teacher says your name.
  4. Ask your question.

Local Listings

Sept. 23 - PTO-sponsored Boosterthon Fun Run!
Oct. 3 - School Pictures
Oct. 4 - Conferences @ 3:20-7:40
Oct. 6 - Conferences @ 3:20-7:40
Oct. 7 - NO SCHOOL
Oct. 10 - NO SCHOOL (Staff Development)
Oct. 13 - Skate City Night

Specials Schedule

Monday (Day 2) - P.E.
Tuesday (Day 3) - Guidance & Library Checkout
Wednesday (Day 4) - Art
Thursday (Day 5) - Music
Friday (Day 6) - Guidance & Library Checkout

Notes from the Editor

  • Homework: There will be a math homework sent home on Tuesday. It is expected to be completed and returned by Thursday.

  • MAP Test: Please see the information below. This test is simply a tool to monitor progress and growth of students in the classroom. We ask that you encourage your child to do their best, be positive, get plenty of rest the night before, and eat a healthy breakfast each morning. We will test Tuesday-Thursday next week. Students will take it in the afternoon on Tuesday and Wednesday at 1:00-2:00. On Thursday, they will take it at 9:15-10:15. If you know your child will be absent, please let me know so that we can make arrangements for your child on our scheduled make-up day.

  • Fun Run: If you haven’t registered your student yet, you can do so this weekend on by searching for our school or using our school’s registration code: 589-644. Currently, AG has 39% of all students registered. Let's see if we can get at least 70% of students registered over the weekend! This weekend we have a special challenge where students can receive an additional reward when you get pledges. You can learn more on Thank you again for supporting our school!

  • Friends & Family Board: We're still missing quite a few students' photos for our board. We'd love to have it full before parents visit for conferences in October!

MAP Test

During the week of September 19-23, your student will take tests called Measures of Academic Progress® (MAP®). This is a new assessment tool we will utilize to determine your child’s instructional level and to measure academic growth throughout the school year and from year-to-year in the areas of reading, language usage, and math. MAP® assessments are untimed, but each will take approximately 45-60 minutes to complete.

MAP® tests are aligned with Nebraska State Standards and also provide early projections for college and career readiness as measured by the ACT®. MAP® tests are unique in that they adapt to be appropriate for your child’s level of learning. As a result, each student has the same opportunity to succeed and maintain a positive attitude toward testing. MAP® will let teachers know where a student’s strengths are and if help is needed in any specific areas. Teachers will use this information to help them guide instruction in the classroom.

The MAP® assessment will replace the Terra Nova assessment at the elementary and middle-level. It will also serve as an initial screener in the High Ability Learner (HAL) identification process.

Additional information regarding the MAP assessment along with parent resources can be found at and

News from the Learning Center

Tips for improving behavior…

Remind your child that they should be proud of themselves (e.g., “You worked so hard on that science project. You should be so proud of yourself!”). This helps build internal confidence in them, so they can learn to be proud of themselves for being persistent, working hard, being kind to others, etc. If they feel successful they will be successful.

Health - Mrs. L’Heureux, School Nurse

Backpacks come in all sizes, colors, fabrics, and shapes and help kids of all ages express their own personal sense of style. And when used properly, they're incredibly handy.

Many packs feature multiple compartments that help students stay organized while they tote their books and papers from home to school and back again. Compared with shoulder bags, messenger bags, or purses, backpacks are better because the strongest muscles in the body — the back and the abdominal muscles — support the weight of the packs.

When worn correctly, the weight in a backpack is evenly distributed across the body, and shoulder and neck injuries are less common than if someone carried a briefcase or purse.

As practical as backpacks are, though, they can strain muscles and joints and may cause back pain if they're too heavy or are used incorrectly. Here's how to help kids find the right backpack.

Problems Backpacks Can Pose

Although many factors can lead to back pain — increased participation in sports or exercise, poor posture while sitting, and long periods of inactivity — some kids have backaches because they're lugging around their entire locker's worth of books, school supplies, and assorted personal items all day long. But most doctors and physical therapists recommend that kids carry no more than 10% to 15% of their body weight in their packs.

To know how heavy backpacks can affect a kid's body, it helps to understand how the back works. The spine is made of 33 bones called vertebrae, and between the vertebrae are discs that act as natural shock absorbers.

When a heavy weight, such as a backpack filled with books, is incorrectly placed on the shoulders, the weight's force can pull a child backward. To compensate, a child may bend forward at the hips or arch the back, which can cause the spine to compress unnaturally. The heavy weight might cause some kids to develop shoulder, neck, and back pain.

Kids who wear their backpacks over just one shoulder — as many do, because they think it looks better or just feels easier — may end up leaning to one side to offset the extra weight. They might develop lower and upper back pain and strain their shoulders and neck.

Improper backpack use can also lead to poor posture. Girls and younger kids may be especially at risk for backpack-related injuries because they're smaller and may carry loads that are heavier in proportion to their body weight.

Also, backpacks with tight, narrow straps that dig into the shoulders can interfere with circulation and nerves. These types of straps can contribute to tingling, numbness, and weakness in the arms and hands.

And bulky or heavy backpacks don't just cause back injuries. Other safety issues to consider:

Kids who carry large packs often aren't aware of how much space the packs take up and can hit others with their packs when turning around or moving through tight spaces, such as the aisles of the school bus.

Students are often injured when they trip over large packs or the packs fall on them.

Carrying a heavy pack changes the way kids walk and increases the risk of falling, particularly on stairs or other places where the backpack puts the student off balance.


Lighten the load. No matter how well-designed the backpack, doctors and physical therapists recommend that kids carry packs of no more than 10% to 15% of their body weight — but less is always better. If you don't know what that 10% to 15% feels like, use the bathroom scale (for example, the backpack of a child who weighs 80 pounds shouldn't weigh more than 8 to 12 pounds).

Current Events


In Class: Readers will learn how to understand characters in a story and to understand the story message. These reading skills will help to develop the comprehension strategy "Analyze and Evaluate." Analyzing is thinking about the text and evaluating is deciding on ideas based on evidence in the text. In this case, students will analyze the text to evaluate what characters are like and what their motives are.

At Home: Practice our comprehension strategy with your child by reading aloud with him/her. While you do that, be sure to pause occasionally and think out loud about what characters are like. Use evidence about that character from the text to evaluate what type of person the character is. Encourage your child to do the same. Have a discussion with him/her about what each of the main characters' motives are throughout the story.


In Class: Writers will continue to learn about traits of strong narrative texts. They will develop an understanding of how writers tell stories in the exact order of how events happen, along with describe how their characters think and feel. These help the reader better understand the ideas in the story. Our writers will do this in the form of a personal narrative, or a true story from their own lives.

At Home: Talk with your child about ideas that he/she has for some personal narratives. Help him/her think aloud by asking questions like, "Can you tell me exactly what happened?" (This should be a story that took place during a small moment of time, not over the course of many hours, days, months, etc. Small moments can help writers break down every detail of the story to make it clear for readers.) "Do you remember what you were thinking when that happened?" "What did that person say?" "How did it look/sound/smell/taste/feel?"


In Class: Mathematicians will continue figuring out "how many more" to 100 and to 1,000. They will work with 2-, 3-, and 4-digit numbers to add or subtract, showing their understanding of sums and differences. They'll use basic fact fluency to build their understanding of the "starter problem" strategy. (i.e. I know 40 + 20 = 60, so 47 + 20 = 67)

At Home:

We have been adding to our class collection of popcorn kernels each day and are about halfway to our goal! Our goal is to collect 1,000 kernels by September 23rd. We are so thankful to the students and families that sent in kernels, but are asking that all students participate in the collection of popcorn kernels. For health reasons, please make sure that kernels brought from home have NOT been in or near anyone's mouth.

Social Studies

In Class: Students will wrap up our unit on citizenship by reviewing all of the important concepts we've studied and "showing what they know" on an assessment.

At Home: Discuss with your child some of the concepts we studied in this unit:
  • what it means to be a good citizen
  • examples of being a good citizen
  • why it's important to be a good citizens
  • examples of famous citizens/activists
  • activists they learned about and their causes
  • why it's important to stand up for causes


In Class: Students will learn how to use the long o vowel pattern. This can be -o-e, -oa, and -ow. Words: load, open, told, yellow, soak, shadow, foam, follow, glow, sold, window, coach, almost, throat.

At Home: Have your child brainstorm other words with the long o vowel pattern, then help him/her look them up in the dictionary. Check the pronunciation of the word (and the spelling) to see if he/she was correct!