December 2024 IB Connection

December 17th, 5-8pm ~ Winter Wonderland

December 21st, 2024 - January 5th, 2025 ~ No School - Winter Break

We hope you all have a relaxing, peaceful, and fun winter break!

As an IB School, we value student growth and progress beyond what a letter grade or a standardized test can capture. As such, both programmes utilize additional tools to share a holistic picture of student performance with families.

PYP Parent Reports

In the PYP (grades PK-5), students progress will be reported to families two times per year in an end of unit report. In this report, teachers will report on students' progress as it relates to conceptual understanding, the IB Learner Profile attributes, Approaches to Learning Skills (ATLs), and action. In this report you will see both student and teacher reflections, which contain personalized comments specific to the individual student, and their learning progress and processes. Be looking for the final PYP Parent Report to be distributed with the Q2 Report Cards!

MYP IB Self-Assessed Report Cards

In the MYP (grades 6-8), student progress is reported to families at least twice a year. To foster student agency and reflection, students will complete a self-assessment in each class, reflecting on conceptual understanding, approaches to learning skills, learner profile attributes, and growth in subject objectives. Teachers will review these alongside evidence (work samples, checklists, anecdotal records) to determine scores for each subject criterion and provide personalized comments on strengths, challenges, and improvements.

IB grades differ from A-F scales, representing qualitative achievement levels rather than percentages. Feedback and scores will be shared via the IB Google Classroom (MYP Year 1, 2, or 3) after self-assessments are completed. Invitations to join should be sent via ASPEN emails; contact Ms. Ziemniak if access is needed. Scores will be available by the end of February.

Do not hesitate to reach out if there are any lingering questions or concerns!

Casey Mcleod - PYP (PK-5) Coordinator - cjmcleod@cps.edu

Anna Ziemniak - MYP (6-8) Coordinator - aziemniak@cps.edu

Direct Line to IB Office: 773-534-3358

Please join us for the next meeting on December 13th at 8am in the Library!

One of our teachers, Ms. Vitos, participated in a Filipino cultural showcase event, "Hiyas - Embrace the Past, Empower the Present," with others in Visiting International Teacher cultural exchange program. This year showcased the traditional Filipiniana attire of the different regions in the Philippines infused with modern influences. In addition to the fashion show, the teachers performed Philippine folk dances and popular songs.

Congratulations to Ms. Luisa Tabares, our talented Kindergarten teacher, for being selected to present at the prestigious Multilingual/ESSA Conference! Her presentation, "Bilingual and Extra-ordinary" will address the benefits, limitations, and impact of bilingual programs in the U.S. Join us in celebrating her dedication to fostering clarity and support for bilingual education among educators and families!

Locke Lions 5th/6th and 7th/8th grade volleyball teams just completed their successful fall seasons. We had amazing participation. We saw a lot of growth in their volleball skills and the players came together to support one another through teamwork and friendship. Awesome job Locke Lions!

In Ms. Rodriguez-Jordan's PK class (Room 149), students spent the afternoon visiting a working farm where they explored hands-on activities like feeding animals, and learning about farm equipment. The students showed curiosity and excitement as they connected their classroom lessons to real-world experiences, gaining an appreciation for nature, teamwork, and where food comes from. It was a fun, interactive way to build foundational learning skills! See link to the full slideshow of photos!

Ms. Connelly and Ms. Gil's PK class (Room 147) have been discussing how they are the same and different. We read the book The Best Part of Me, and students were able to identify the best part of them. Each child identified a part of them that is their best part, and asked they question, why is that the best part of them. Students engaged in a activity after reading the story, The Skin You Live In, students engaged in an activity where they created self portraits. Students used different materials to create faces. We discussed complexion as well as parts of the face.

In Ms. Franco’s class (Room 223), first graders have been learning about text features in informational books, like headings, captions, and diagrams. To practice, they went on a classroom scavenger hunt, finding examples of these features in different books. This fun activity helped them understand how text features make reading and learning easier!

Students in Mrs. Serrano's Class (Room 226) explored how candy corn dissolves in water, soda, and vinegar, starting with a hypothesis and following the scientific method. They observed, recorded data, and shared results, linking the experiment to how living things adapt to challenges. This engaging activity combined science and ELA, promoting observation and clear communication skills.

In Ms. Ocampo's Class (Room 116), 4th grade students have been exploring how people from Illinois have contributed to society. They read and learned about Chicago native Chance the Rapper, focusing on his impactful generosity toward Chicago Public Schools and the city of Chicago.

Fifth graders are teaming up with younger students as part of a Reading Buddies program, fostering a love for reading and building strong mentor relationships. Through shared stories and engaging discussions, the older students help develop literacy skills while modeling the joy of reading. This initiative not only enhances academic growth but also encourages empathy and leadership in a collaborative learning environment.

To wrap up their unit on ratios, 6th graders in Ms. Tang and Ms. Santos' classes dove into a hands-on activity using trail mix! They recorded data to calculate accurate ratios, then doubled or tripled their recipes to create the perfect snack. Combining math with real-life applications—and a tasty treat—made learning both meaningful and delicious!

Students in Mr. Rizkallah's Individuals & Societies "traveled" back in time to explore ancient civilizations. They wrote diary entries about the culture they observed, including traditions, beliefs, and daily life. In their diaries, they reflected on the essential question: “How does culture display one’s values or beliefs?” This activity helped them connect cultural practices to the values of each civilization.

In Ms. Garcia's 7th grade Science classes, students became zoologists at the Lincoln Park Zoo as they collected real time data on urban animals that have made the zoo their habitat. Students worked in groups and used field guides to help them identify urban critters.

We’ve all experienced phase changes like melting, freezing, or boiling at the macro level, but what’s happening at the microscale? Seventh-grade scientists in Ms. Garcia's class explored this question by constructing and manipulating ball-and-stick models to represent molecules of different substances. These hands-on activities helped them visualize how molecular structures and arrangements change during phase transitions, bridging the gap between everyday observations and atomic-level interactions.

As we enter 2025, the Year of the Snake according to the Chinese zodiac, the Lunar New Year offers an opportunity to deepen our understanding of cultural traditions and personal expression. Celebrated by millions worldwide, including communities in China, Vietnam, Korea, and beyond, Lunar New Year is more than just a holiday—it is a time to reflect, renew, and connect with loved ones. This year, the celebrations will begin on Saturday, January 29, 2025, and continue for 15 days, culminating with the Lantern Festival.

Rooted in over 4,000 years of history, Lunar New Year originated as an agricultural celebration marking the end of winter and the arrival of spring. It is steeped in legend, including the story of “Nian,” a mythical beast who was warded off with bright lights, loud noises, and the color red—traditions still reflected in fireworks, decorations, and festive clothing.

As IB learners, we centered our inquiries around different transdisciplinary themes and global contexts, which add relevance to knowledge. In the PYP transdisciplinary theme, How We Express Ourselves, we explore how cultural celebrations convey values, beliefs, and identity. Similarly, the MYP global context, Personal and Cultural Expression, invites us to consider how this festival shapes and is shaped by diverse communities across the globe.

Lunar New Year mirrors American traditions like Thanksgiving and New Year’s Eve, where family gatherings, special meals, and moments of gratitude take center stage. Just as Thanksgiving highlights the importance of sharing blessings, Lunar New Year emphasizes generosity through symbolic gifts like red envelopes. Fireworks, central to both New Year’s Eve and Lunar New Year, mark new beginnings with vibrant energy.

Exploring these parallels deepens students’ appreciation for the universal themes of renewal, connection, and gratitude. By learning about Lunar New Year, we nurture international-mindedness and highlight the shared humanity that unites us across cultures.

Wishing everyone a prosperous and joyful Year of the Snake!