RTI Not Working in Middle School? Try an “Enrichment” Class

Presenter: Emily Kelley - Science: ekelley@pemibaker.org Holderness Central School, Holderness, NH

Enrichment teacher resources:Mitch Richardson - Social Studies: mrichardson@pemibaker.org

Chandra Hazelton - Music: chazelton@pemibaker.orgJadi Mercer - Art: jmercer@pemibaker.org

Susan Long - Math: susan.long@interlakes.org Silas St. James - Media: silas.m.st.james@gmail.com

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Presented at NELMS: “Hocus Pocus, Students are the Focus”Thursday, March 30, 2017Providence, Rhode Island

Session Agenda

➢ Introductions: speaker and participants➢ Assessing the needs of our middle school➢ Philosophical considerations for designing a reading

program➢ Process of designing a reading program➢ CCSS addressed by the program➢ Specific curricula (whole group or break-out groups)

○ art/music, science, social studies, math, and media➢ Whole group wrap - up / Q and A

Needs Assessment

1. Collect student data: # of students with IEPs or 504s ~ avg. 38% for our middle school

2. No time in the day to address IEP goals 3. Reading scores showed a need to increase instruction4. Limited time in L.A. to address writing and reading5. Focus of reading shifted from literature to non-fiction6. No reading specialists or coaches in our school; no team member HQT in reading

Academic Considerations

Curriculum:standards-based, challenging, relevant, engaging, aligned

Instruction: differentiated, engaging, active, research-based pedagogy

Assessment: formative, summative, appropriate, authentic

Professional Development: current, ongoing, research-based, relevant

“Soaring to New Heights in the Middle” New Hampshire Association for Middle Level Education. 2015 www.nhamle.org

Philosophical Considerations

★ Allow for student choice in curriculum, assessment

tools, and enrichment

★ Provide multi-age experiences

★ Develop goal-setting

★ Encourage meaningful self-reflection

Student Perspective on Philosophy

“Since Enrichment is personally chosen, it is more enjoyable and kids like to go, because when you’re doing what you love,you care more.” ~Taylor, 8th Grade

Process of the Solution: Design an Enrichment program focusing on reading

1. Look at the #s: IEPs and electives (French I, Algebra, Math 8)2. Identify CCSS that can be taught outside of LA class3. Design individual classes within each HQT area4. Present an overview of each class to students5. Create a student choice sheet requiring parent approval6. Unexpected outcome: some parents declined IEP help so their students could participate in enrichment class

CCSS addressed in Reading

RI.7.1 (8.1) - Cite several pieces of textual evidence (that most strongly supports) analysis of what the text says explicitly as well as inferences drawn from the text.RI.7.6 (8.6) - Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others (acknowledges and responds to conflicting evidence or viewpoints).RI.7.8 (8.8) - Trace (Delineate) and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims (recognize when irrelevant evidence is introduced).RI.7.10 (8.10) - By the end of the year, read and comprehend literary nonfiction (at the high end of) the grades 6-8 text complexity band (independently and proficiently), with scaffolding as needed at the high end of the range.

CCSS addressed in History/Social Studies, Science, and Technical Subjects

RH.6-8.1 / RST.6-8.1 - Cite specific textual evidence to support analysis of primary and secondary sources / science and technical texts.RH.6-8.2 / RST.6-8.2 - Determine the central ideas or information / conclusions of a primary or secondary source / text; provide an accurate summary of the text distinct from prior knowledge or opinions.RH.6-8.5 - Describe how a text presents information (e.g., sequentially, comparatively, casually).RST.6-8.5 - Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.WHST.6-8.1 - Write arguments focused on discipline-specific content.

CCSS addressed in Writing

W.7.2 & W.8.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.7.2a (8.2a) - Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information (into broader categories), using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting, graphics, and multimedia when useful to aiding comprehension.

W.7.2b (8.2b) - Develop the topic with relevant (well-chosen) facts, definitions, concrete details, quotations, or other information and examples.

W.7.2d & 8.2d - Use precise language and domain-specific vocabulary to inform about or explain the topic.

Before reading, students…

During reading, students… After reading, students…

· Set a purpose· Activate prior knowledge (schema)· Preview text· Identify text structure clues (e.g., chronological, cause/effect, compare/contrast, etc.)· Locate text features (e.g., transitional words, subheadings, bold print, etc.)· Use Cues: graphics and pictures· Skim/Scan· Predict and make text-based references· Sample a page of text for readability and interest

· Self-monitor using: Meaning Language structure Print cues

· Reread· Self-correct· Clarify· Determine Importance· Generate literal, clarifying, and inferential questions· Visualize· Construct sensory images· Summarize and paraphrase· Check predictions· Interpret:

Literal meaning Inferential meaning

· Make Connections, using: Graphics Pictures

· Monitor fluency (oral/silent; or text complexity): Adjust rate Use punctuation and dialogue cues

Use phrasing, intonation, expression· Read for accuracy· Use note-taking strategies

· Reread for confirmation· Summarize and paraphrase key ideas· Evaluate: Accuracy of information Literary merit and use of author’s craft· Clarify· Analyze information within and across texts· Support conclusions with references from text· Synthesize· Connect ideas/themes in text to… Text: Compare one text to another text Self: Relate and explain ideas or events in text to personal experience World: Recognize commonalities of text to world

Source: NECAP Frameworks Appendix D

Math The Springboard for Reading, Writing and Researching

Math Topics and Mathematicians❏ The Seven Bridges of Konigsberg

❏ Problem solving and math vocabulary review and application❏ Introduction to Euler❏ Network Theory (including applications to student work)❏ Euler Biography from Historical Connections in Mathematics [AIMS] and questions❏ Connections to real world applications (mail routes, terrorism cells,...)

❏ Sophie Germain❏ Pre-reading vocabulary❏ Biography from Historical Connections in Mathematics (AIMS)❏ number puzzles (Germain style)❏ additional biography article❏ “Countdown Project” planning and completion

❏ Blaise Pascal❏ Pre-reading vocabulary❏ Biography from Historical Connections in Mathematics (AIMS)❏ Patterns in Pascal's Triangle❏ The cycloid❏ Oral reading - additional biography article❏ Quick write (4 topics - teacher model at same time)

❏ Mathematician Project❏ Read and take notes on 3 mathematicians (structured note-taking)❏ Pick one “chunk” of research to present for feedback❏ One student read through research, the rest of the class wrote comments.❏ Comments were given to presenter who used them to continue research, delete unnecessary information,

answer peer questions,...❏ Final paper

Math: ❏ Gauss

❏ Number “tricks” - adding strings of numbers - finding patterns❏ Modular Arithmetic (clock arithmetic - connections to codes/ciphers)❏ Biography from Historical Connections in Mathematics (AIMS)❏ Writing: Reflect on a quote from Gauss - What is your “deeply and continuously?”

“If others would but reflect on mathematical truths as deeply and as continuously as I have, they too would make my discoveries.” ~Gauss

Novels for Math: ● Chasing Vermeer

○ reading (short quizzes used to evaluate)○ writing (students pick a response for every 4 chapters)

○ teacher modeled as draft and final○ rubric

○ pentominoes, codes/ciphers, Roman Numerals, factorials, permutations, combinations● Secrets, Lies and Algebra

○ Middle school math concepts and issues○ Main character, 8th grader, Tess, tells the story○ Each chapter has math title with content intermingled with plot of the book

● The Writing on the Wall○ Another mystery told by 8th grader, Tess○ Focuses on the Four 4s problem

● Flatland○ Geometry concepts○ A two dimensional character struggles with the visualization (and existence) of 3

dimensions

Math: Inference

Children’s Books○ started with Goodnight Moon, reading what isn’t in the words○ students re-read their own favorite children’s book to find out what they missed○ students drew inferences, using specific examples, from the books to support their claims

ProgrammingSCRATCH

○ There is a contest online (through twitter)○ Start with a quick video on how to use the program○ Kids started programming

ProblemsWater Tank problem

○ Supplement to volume○ Students measured water tank for our school sprinkler system and calculated its volume○ Pose a problem...it has a leak and must be repaired. Write a letter to the school board (as

a contractor who is bidding for the job) explaining the details of the job.

Media❖ Focus: Communication - how messages are sent & received through media❖ Students choose:

➢ Audience➢ Medium➢ Messages

❖ News reporting ➢ Class website➢ Bi-weekly news cycle

■ Assignments■ Reporting■ Editing

❖ News literacy ➢ Read articles - model & practice strategies (Newsela)➢ Ongoing news stories - analyze different media, authors’ purpose & structure➢ Opinion Wednesdays - students select articles then prepare for & teach class

School News Website

School News Website

Ongoing News Stories

General♩ A cappella music or ukuleles as performance focus♩ music theory brain teasers

♪ Start one whole step above D, and then go down a minor 3rd (3 half steps). Go up 5 half steps (Perfect 4th). What note are you on? (Is this note a major 3rd above D?)

♩ for inspiration: “The Lady in Number 6: Music Saved My Life”

Research♩ history of “The Star Spangled Banner”♩ “We Didn’t Start The Fire”

♪ researching original lyrics and writing new lyrics for 1940’s, 1990’s and 2000’s♩ Styles of music♩ People and topics of interest

Music

Music

Reading♩ music articles (auto tune, role of the conductor, etc.)

○ Can be difficult to find articles that use appropriate language♩ making books on CD for Kindergarten♩ song lyrics and making short videos♩ vocabulary

Writing♩ various responses to articles, videos, music♩ Daily object writing with focus on the 5 senses and movement to help with lyric

writing♩ Lyric writing in the form of commercial jingles and parodies

➔ Biggest adjustment was to planning ◆ MWF, TH or even 1 day/week vs. 5 days/week◆ a little each day worked best ◆ routine and rhythm to the class; leaves time to get to concert music

almost everyday ➔ Consume music at much faster rate than regular chorus (budget purposes)➔ Have one specific notebook for all daily writing➔ Consider doing the activities along with your students (lyric writing, theory

exercises). They like to see your success and struggles too. ➔ Don’t be afraid to tackle reading and writing in the Arts!

Music: Areas to Ponder

ArtGeneral➢ Art theft throughout history➢ Art history➢ Assorted artistic processes used to communicate research➢ Global art museum studies➢ Trip to the MFA in Boston

Reading

➢ Articles on art heists from accredited sources ○ Can be difficult to find articles that use appropriate language○ Illustrating for understanding

➢ Vocabulary ➢ The Art of the Heist by Myles J. Connor Jr.

Science

★ Start with explanation of “Good Readers...” and goal setting.★ Students brainstorm topics of interest, then vote on topics for each

trimester. Students are directed to choose units that supplement, not supplant, units in Science class.

★ Introductory biography unit on Rachel Carson and then students choose a person to study.

★ Unit ideas - Oceanography, Flight, Rocketry, Energy Alternatives to Fossil Fuels, Stars and Constellations, Science based novels, Local Environmental issues

★ Functional Reading: newspapers, magazines, schedules, and recipes★ After each unit - revisit list of characteristics of “good readers”:

acknowledge gains and reset goals

Science Resources / TemplatesResearch Presentation grade sheet: Template

https://docs.google.com/document/d/1yCa1gcCK3CTdt-qCYGGyJlN4g-gPzp-79Oeh4T6qvsk/edit

Research Poster grade sheet: Template

https://docs.google.com/document/d/1W6-48M3PPmyPxfdLiiHzNL7CHDZVVzZvG1C8PCMS7jU/edit

Reading List of Events Comprehension Summary sheet Template

https://docs.google.com/document/d/13ylVXS29JOtjzVP3uk1SoM8RylDUYwJXGDgDWc2_iyw/edit

Space Research project assignment sheet - Balances choice and reading expectations

https://docs.google.com/document/d/16N7g1g1TDTUl4ii4cJtpxhWoAnHZyJ_Iod08lWz3WBg

Rocket Project assignment / timeline

https://docs.google.com/document/d/1neyoXufuMIqfBKymV4ykY7mywK3n6Y6JrvrZmhhQvuU/edit

Novel Ideas Never Cry Wolf - Farley Mowat

The Talking Earth & My Side of the Mountain - Jean Craighead George

The Green Book - Jill Paton Walsh

Magazines: Kid’s Discover -- one topic per issue: https://www.kidsdiscover.com/

Social Studies: Unit Development

Social Studies is sequential so the topic choice is limited.Once a topic is chosen, try to find the following pieces to help build the unit:❏ A non-fiction or historical fiction book that goes with the topic.❏ Magazine articles that supplement the topic.

❏ Cobblestone magazine good for grade level articles.cobb http://www.cricketmedia.com/classroom/cobblestone-magazine

❏ A guest speaker who has been prepped with student generated questions.❏ A mini research project if it fits.❏ A movie / video that connects to the topic.❏ A different style of note taking may be used to try something new.❏ Class discussions cover the reading and vocabulary.❏ Each unit is finished with a review of main ideas and a test.

Selected Books for Social Studies

Out of the Dust by Karen Hesse❏ A work of historical fiction that uses poetry to tell the tale of life in Oklahoma during the Dust

Bowl era.❏ Poetry is difficult for concrete learners to comprehend because there are so few words trying to

convey a message.❏ Assign scaffolding questions to get the readers to slow down and think about the story. ❏ Supplemented powerful scenes in the book with video clips.

❏ “I guess I didn’t understand the book the first time I read it.”Bella, Grade 8Hiroshima by John Hersey❏ Novel written after interviews with survivors of the Hiroshima bombing. Mr. Hersey followed

these 6 individuals for most of their lives chronicling the lingering effects of their exposure to radiation.

❏ This book was rich with vocabulary. It was here that it became clear how limited the class was with comprehension. Examples: prefect, idle, black market

Social Studies Other ideas:

Novel unit: Killer Angels about the Battle of Gettysburg and Killing Lincoln about the last days of Lincoln. Book assignments accompanied by guided reading questions and a vocabulary quiz each Friday on words from the book

Projects on Civil War generals, prisons and battles.

Research the aftermath of the Civil War, look briefly at the Spanish-American War and then read a book about World War I.

.

Social Studies: Note-taking Techniques

❏ Read and write a one sentence summary for each page that was read; difficult to assess if not all the same passages.

❏ Providing copies of articles for students to highlight information for future use.

❏ An effective way to keep track of comprehension is to scaffold questions throughout the reading passage. (Note; if an answer is found at the top of the page, some students will not read to the bottom...)

Social Studies: Enrichment Skills

Research skills using the 3 sources activity:❏ Allows for comparing and analyzing different types of sources.❏ Addresses the need for citing evidence in research.

The need to strengthen vocabulary skills:❏ Strategies include the use of difficult words in questions.❏ Comparing/contrasting two or more unknown words from text.❏ Making a list of the words from the reading that are unknown.

❏ Compare that list to teacher’s list and quiz them on the rest.

Research Research project completed formally 1x/yr.; Expectations scaffolded for each gradeOverview: https://docs.google.com/document/d/1QsaOI7jpvWUq2dvMkdyxCKwewjH_KH58dM8aGhzUGU0/edit

Research Timeline:

https://docs.google.com/document/d/1dp1b8QXnSzGIAeA-0phYUdH2yD-G25_MrNPI1CeSzDg/edit

Outline Timeline:

https://docs.google.com/document/d/1mRyOqtIaxKDV6-vq3ixEifAxjsEwwDIrEBZxr5RsqA4/edit

Essay Writing Timeline:

https://docs.google.com/document/d/1HPNDza3nXBC4R43FJx2Mvl_35C304QjA0Y3859IcC7g/edit

Presentation grade sheet

Works Cited

Beers, Kylene. When Kids Can’t Read What Teachers Can Do. Heinemann Press.

Portsmouth, NH. 2003.

Christopher, Garrett. Biography, A Study Guide. Unit-ties, Learning Links Inc. Hyde

Park, NY. 2002.

Common Core State Standards Initiative. English Language Arts Standards. http://www.corestandards.org/ELA-Literacy/

Daines, Delva. Reading in the Content Areas: Strategies for Teachers Oakland. NJ. Scott,

Foresman and Company. 1982.

Daniels, Harvey, and Steven Zemelman. Subjects Matter. Portsmouth, NH. Heinemann.

2004.

Fry, Edward B. Ph.D. Skimming and Scanning. Providence, Rhode Island. Jamestown

Publishers. 1982.

Harvey, Stephanie and Anne Goudvis. Strategies That Work. Portland, Maine. Stenhouse

Publishers. 2000

Works Cited cont.Lujan, Michael L.. Common Core standards and strategies flip chart. Critical thinking for Life! Mentoring Minds.com 2013.

Lehman, Christopher. Energize Research Reading and Writing: Fresh Strategies to Spark

Interest, Develop Independence and Meet Key Common Core Standards, Grades 4-8.

Portsmouth, NH. Heinemann, 2012.

Robb, Laura. Readers Handbook A Student Guide for Reading and Learning.

Massachusetts. Great Source. 2002

Saphier, John and Robert Gower. The Skillful Teacher. Massachusetts. Research for

Better Teaching. 1993. Shanahan, Timothy. “How to Improve Reading Achievement.” University of Illinois at

Chicago. shanahan@uic.edu“Soaring to New Heights in the Middle” New Hampshire Association for Middle Level Education. 2015 www.nhamle.org

Tovani, Cris. Do I Really Have To Teach Reading?: Content Comprehension,

Grades 6-12. Portland, Maine. Stenhouse Publishers. 2004.