Between the Lines

Key Elementary, a Blue Ribbon public school in the District of Columbia, has beaten the odds. The school is getting high ratings for its phonics/reading/writing program at a time when only 37 percent of DC public school students are testing proficient or advanced in reading.* By focusing on integrated instruction and core skills, Key Elementary proves that learning can be both fun and intuitive.

Janis Linden’s kindergarten class at Key is an example of holistic hands-on learning. Linden has taken the HWT handwriting program to the next level, integrating it across all subjects. She makes sure that her students are always in motion and always exploring.

“Our principal is very enthusiastic about the [HWT] program,” Linden said. “We were trained at an HWT workshop a few years ago. Everybody loved it! The program is based on a variety of different experiences—it’s not compartmentalized, which helps make instruction as visual as possible so that they [students] never forget. It also cuts down on OT referrals.” Linden explained that her students also like the handwriting program because they get to use small tools like Little Chalk Bits. They also like to use the smiley face, which helps them orient their letters and numbers. In fact, one little girl puts the smiley face on everything. In this fast-paced kindergarten class, Linden weaves through subjects seamlessly and keeps students engaged—physically and mentally. “Each morning, we start by using the calendar to review number formation. We enter the day, the weather, and do stories with each number.”

Song and movement are part of the teaching day. A poem say-along starts the morning routine. This builds language and word recognition skills. Students do a series of active exercises, including cross crawls, to warm up their muscles and minds. They also do myriad other activities, including forming letters on the floor with their bodies and acting out poem recitations.

Linden uses diverse creative techniques to teach language arts and math, so students don’t get bored or overwhelmed. For example, students will use cups to do Air Writing, following along with Linden’s demonstration. Linden will then tap out syllables on a drum—e.g., Oct—o—ber. “How many syllables, friends?” “Three syllables,” reply the students.

Linden uses the HWT workbook each day so that students get plenty of consistent writing experience.

In the afternoon, students get choice time. “My students love to write—and they’re very active!” she explained. “In the various centers, we do a lot of hands-on activities with the Slate Chalkboard and Stamp and See Screen. The kids enjoy the [writing] practice. We have a board wall where they practice making little books that they can color with Flip Crayons. It’s amazing what they come up with.”

This integration of subjects closely mirrors the way children learn and experience the world. “These days, teachers really do have to integrate their teaching,” Linden said. “The HWT program is very empowering for students and teachers, and helps with the reading program.”

* Urban Institute testimony submitted to the Agency Performance Oversight Hearings Committee of the Whole Council of the District of Columbia: “Performance of Students Attending District of Columbia Public Schools (DCPS), District of Columbia Public Charter School Board (PCSB) Schools, and District of Columbia Board of Education (BOE) Schools.”