Curriculum & Instruction

Housed in a traditional building built in 1930, Murch Elementary School is teeming with close to 500 students, each bringing with them their own unique learning style. While the classic brick building, replete with a newly refurbished cupola, may look traditional on the outside, many of the methodologies used inside to teach the rigorous learning standards set forth by DCPS are in fact far from traditional.

At Murch, we are constantly striving to provide our students with an education that meets all of their individual needs, both academically and socially. This year, teachers at Murch have received rigorous training in programs aimed at differentiating instruction in order to continue to deliver a challenging standards-based academic curriculum: the Writer's Workshop model developed by Lucy Calkins and Math Solutions developed by Marilyn Burns.

We have also launched Responsive Classroom, an approach to classroom management which complements the academic curriculum by encouraging students to see their school and classroom as a community of learners made up of unique individuals each deserving respect.

Reading and writing are fundamental at Murch. Teachers use authentic literature and reading series such as Houghton Mifflin to teach reading as a thinking process. Leveled libraries can be found in every classroom to provide independent practice in fluency and comprehension.

The workshop model, which includes mini lessons, phonics, word study, and shared, guided, and independent reading is being increasingly used in our classrooms. This model is also used in Writer's Workshop to teach our students the craft of writing in various genres: personal narrative, essays, fiction, and poetry, across all grade levels beginning in kindergarten.

The DCPS Mathematics standards are taught primarily through the innovative approach of the Everyday Mathematics curriculum developed by the University of Chicago School Project. This spiraling curriculum is organized into six content strands: operations and computation; numeration; patterns, functions, and algebra; data and chance; measurement and geometry.

Each strand is addressed at every grade level, building on and extending conceptual understanding in order to enable children to approach challenges from a firmly established foundation. Lessons provided by Math Solutions are used to provide students with additional opportunities to strengthen their understanding of mathematical concepts.

The new DCPS science and social studies standards were adopted in 2006. Life science, physical science, earth and space science, are taught through the inquiry method using FOSS Science kits and AIMS curriculum and materials. A well-equipped resource area contains science materials and kits available to teachers for planning and teaching hands-on science investigations.

The social studies program includes instruction in each of the four areas of history, geography, economics, and government. The intermediate grades also use the History Alive program along with trips and curriculum materials from the local Smithsonian Museums.

In addition to the academic curriculum offered in each individual classroom, each student also attends resource classes once a week in art, music, P.E. and library. Classroom teachers are encouraged to collaborate with resource teachers to combine the standards put forth by DCPS across subjects as much as possible.

This year a group of parents organized an after-school language program offering Spanish, French, Italian and Chinese to students to further supplement our curriculum.

At Murch support is provided to students who fall short of performance targets. The Student Support Team (SST) process is consistently used to identify learning strategies, interventions, and accommodations to address particular needs of non special education students. The Reading Resource program uses the Linda Mood Bell program to provide small group instruction to students to bridge gaps in reading skills. Classroom teachers work cooperatively with Special Education and ELL teachers to address the needs of the special student population.

Reading:

The fundamental philosophy behind the reading curriculum at Murch is to meet each student where they are by differentiating instruction. To achieve this, teachers use a variety of approaches to reading during the literacy block. Whether teachers are using the reader's workshop approach or the Houghton Mifflin reading series, we make sure our students are reading text that is at their level. Through the use of individualized materials, including Fountas and Pinnell created reader's notebooks and a leveled library, students are able to work on reading strategies at appropriate levels.

Throughout the year, classroom teachers use the Houghton Mifflin running record and comprehension assessment to find our students' reading levels and track their progress. Each classroom teacher has a leveled library filled with authentic literature from a variety of genres. Students then "shop" for books that are at their level to use during independent reading. The Accelerated Reader program is also implemented school-wide and provides another method to assess a child's reading comprehension with a specific text.

Each day, reading instruction begins with a mini-lesson followed by independent reading and small guided reading groups. Students work on a variety of tasks during this time including corresponding with teachers and peers about the books they read. Students are coached to write letters that show an in depth analysis of the elements of a story as well as personal connections to the text.

Teachers confer with students independently and in small groups to work on specific strategies and abilities. In addition to the everyday structures, our teachers also incorporate creative teaching strategies such as plays, literature circles, lunchtime reading clubs, drama, cross grade level reading buddies and sing-alongs to support our goal of developing lifelong learners.

As in any rich learning environment, each teacher uses thematic units while teaching reading. Students spend weeks studying a variety of genres including poetry, biographies, and folktales. Related reading strategies such as cause and effect, sequencing events, and main idea versus details are taught during this time. Because reading is so intertwined with writing, author studies are a crucial component to the literacy block.

Students explore both the lives and works of famous authors like Roald Dahl and Mem Fox, and find trends and themes throughout their writing. Author studies teach our students to critically analyze the works of published authors and adapt the author's strategies to their own writing.

Math:

The core of our mathematics instruction is the University of Chicago's Everyday Math. Everyday Math makes several key assumptions about mathematics instruction and learning. First, students learn better when instruction is based on real life situations.

Second, students must not only understand how to complete a mathematical procedure, they must also recognize why a procedure works as it does. And finally, integrating new mathematical concepts and procedures occurs over time.To that end, Everyday Math instruction scaffolds most of the skills and concepts taught, returning to a concept several times over a year or throughout the years of elementary math instruction.

The skills and concepts taught through Everyday Math are a strong match with the math standards recently adopted by the District of Columbia. Over the course of each year, students expand and solidify their skills in the following areas: numbers and operations, patterns relationships and algebra, geometry, data analysis, statistics and probability, and measurement.

Teachers ensure the success of each of their students through a variety of instructional methods that include whole group, small group and one-on-one instruction. Students have opportunities to work individually, with a partner and in small group.

Many lessons include real life experiments to both demonstrate and reinforce the skill being taught. Each unit of instruction includes games that strengthen the skills that are being taught and technology activities that expand the concepts students are learning.

In order to involve families, each unit of Everyday Math begins with a letter to families that includes a review of the skills that will be taught, vocabulary words for the unit and activities that can be done at home that reinforce what is being taught at school.

In addition, this year Murch teachers are being trained in the Marilyn Burns' Math Solutions instructional methods. This program's focus on problem solving has allowed teachers to bring a range of activities and games into the classrooms that enhance instruction.

Instructional Methods:

Teachers at Murch use a variety of instructional methods to improve student learning. Data from assessments is shared, analyzed and used to plan instruction. Teachers use various strategies to provide instruction designed to address diverse learning styles. Teachers consistently work to ensure that students are performing at levels where they can grow academically.

Murch uses the workshop model in both reading and writing. The workshop format of a mini-lesson, independent work, and guided small group instruction allows for students to become self-guided learners that work at their own level and pace. Each classroom has a leveled library that the teacher organizes to ensure that each student is reading a "just right" book. During Writer's Workshop, students are led through the writing cycle of brainstorming, drafting, revising, and publishing.

Each child meets with the teacher through individual and small group conferences to address his/her specific learning needs. Students are also given opportunities to work in partnerships during this time in order to learn from and assist their peers. The workshop model allows for each child to work at a level where he/she can experience optimal success.

In other curricular areas, teachers use direct whole and small group instruction, discussion, hands-on activities, simulations, guest speakers and multi-media presentations. Teachers may group students based on ability, topic or area of interest. Instructional aides, parents and community volunteers often assist in classrooms, where they may work with small groups or as tutors.

Students engage in discussions including literature circles in the upper grades. Many hands-on activities enhance the curriculum, particularly in the areas of science and mathematics. Teachers use hands-on science kits in which students conduct experiments, collect and analyze data, and determine real-life applications. Simulation activities allow students to use their academic skills to solve real-world problems.

Murch's location in the nation's capital, along with its active parent body, gives students access to knowledgeable guest speakers and extensive field trip opportunities. Teachers also have access to technology tools, including 2 sets of laptop computers with wireless capabilities. Scheduling in grades 5-6, with up to 90-minute blocks, allows for in-depth examination of subject matter.

All teachers have received training in the Responsive Classroom. Teachers are implemented parts of this instructional approach, such as morning meeting, to build a sense of community, develop personal skills and encourage students to take risks in the learning environment.

Professional Development:

Professional Development has been a key focus for teachers at Murch. They are working to implement three new programs in order to ensure high academic achievement for all students. As previously mentioned these programs are: Writer's Workshop, Math Solutions, and Responsive Classroom.

Murch was one of twenty-four schools selected to participate in Teacher's Institute's Writer's Workshop project. In the workshop model, students learn to collect, draft, revise, and publish stories and texts.

Teachers received an initial three-day training introducing them to the workshop model prior to the start of the school year. They continue to participate in monthly, half-day, grade level meetings that overview the forthcoming unit of study. On a bimonthly basis they receive on site lab training with a Teacher's Institute professional developer. This developer helps them tailor the program to the needs of their students.

Another initiative, funded by our high achieving incentive money, is Marilyn Burns's Math Solutions Program. Working with a trainer, our school developed an individualized plan to enrich all students' mathematical experiences through a variety of hands-on activities and instructional strategies.

Every other month, we participate in a full day, grade level workshop in which teachers are trained in ways to enhance and enrich our math curriculum. This training has also increased teachers' mathematical content knowledge, assisting us in our understanding of developmentally appropriate practices.

A final initiative we've incorporated this school year is the Responsive Classroom approach to developing a positive school climate. This approach focuses on creating a community where each member is known, valued, and respected. This year, Murch began by implementing two components: the Morning Meeting, and logical consequences.

In order to familiarize ourselves with the approach, teachers read Teaching Children to Care, The Morning Meeting Book, and The First Six Weeks of School. Throughout the first few months of school, we studied this approach in small and whole group meetings. To further support faculty and staff in implementing this program, we received a full day of training from a certified Responsive Classroom instructor.

In a continued effort to promote and support our professional development initiatives, the faculty meets during weekly thirty-minute morning blocks. During these sessions, we have the opportunity to collaborate with colleagues across grade levels and disciplines.

Grade Level Organization: Murch grade levels are divided according to the following groupings:

  The Primary Department - Grades Pre-K, K, 1, 2, 3

The Intermediate Department Grades 4, 5, 6