Curriculum
The students in grades 3, 4 and 5 experience the excitement of applying their reading and writing skills to the acquisition of knowledge. They move from learning to read into reading to learn
and have mastered enough of the skills of writing that they can put their own ideas on paper. Using previously acquired mathematical concepts and problem-solving strategies, they move to
higher level analysis of mathematical relationships. Consequently, during these middle years, students actively explore a rich treasure of topics with depth and detail through integrated lessons
in science, social studies, and literature. Our curriculum responds to and satisfies the curiosity and eagerness middle grade students bring to the learning process. A mixed-age class assures
that learning expectations and instruction will focus on the individual needs and abilities, and we challenge each student to perform at higher levels and to reflect on his or her thinking in
increasingly complex ways. The goal in all of the work is to build each student’s sense of confidence and competence so that he or she feels empowered to engage in increasingly difficult
academic tasks. At the same time, Middle students are developing the discipline and self-motivation required to be successful learners through the coming years.
Literacy: Reading and Writing
The best way to improve reading and writing is to do a lot of it. Middles continue the practice of writing in journals daily but also learn how to conference about their writing, revise it, edit,
and publish. With time given for free writing as well as assigned projects, they learn how to organized and develop their ideas into paragraphs and essays as they work with personal
narratives, poetry, research reports, descriptive pieces, and fiction. The focus is primarily on writing fluency—feeling comfortable with putting ideas on paper. The quality of their writing is
enhanced through discussions of the books students are reading. At any given time, a student will be working with three different books—a free-choice read (a book of her or his own
choosing usually read at home), a shared text assigned to a group or the whole class (fiction or non-fiction used as the basis for class discussion), and our read-aloud book (usually a higher-
level text read by the teacher and used to stimulate deeper reflection about images, themes and the writer’s craft). Books are selected for the quality of the writing and to tie into topics the
class is studying; students respond to the texts through conversation, writing, and art. The goal is to arouse the students’ interest in and excitement about the written word and to build their
appreciation and comprehension of a variety of genres.
Math and Science
Mathematics is the use of symbols to show relationships and solve problems. In these middle elementary grades, all aspects of math become more abstract—the concepts, language,
functions, and symbols. Students work with fractions, symmetry, area and perimeter, multi-digit multiplication and division, representation of data in tables and graphs, and algebraic
thinking. As part of developing their mathematical fluency, students are asked to give more thought and attention to how they solve a problem than to the specific answer. Students are
introduced to new concepts through the use of concrete objects (“manipulative's”) and every day situations (“problem-solving”). Understanding and retention of concepts is enhanced as
students write out how they thought through and solved a problem. Sharing their strategies with the group and hearing the approaches that others took broadens their understanding of the
ways they can work with numbers and symbols. Students also practice basic skills using more traditional paper-pencil text books with each student working at his or her own level and
rate.
The science curriculum develops the Middles’ understanding of the natural world. Scientific skills of prediction, observation, measurement, record-keeping, and reporting are practiced in the
context of classroom lab experiments and outdoor research activities. This year, Middles moved from studying the properties of water, through the water cycle and the watershed, into the
biology of aquatic life in a fresh water stream. Rather than working from textbooks, students encounter science in formal experiments designed to answer the questions raised by the class.
They use the streams and riparian areas on the school grounds for field work, and expand on their own experiences through field trips to related sites and facilities. Science studies also allow
students to integrate and apply their writing, drawing, and math skills.
The Arts: Art, Drama, Music and P.E.
The Middles have a one-hour art session weekly with artist and teacher, Judith Schlicting. They work in a variety of art media with assignments that develop their mechanical skills and
stretch their imaginations. Art is also incorporated into their classroom work, in combination with reading, writing, science, and social studies. Judith also has the Middles for drama once a
week where she helps them develop imagination, build confidence, practice performing skills, and prepare for major drama productions held each year. They also use what they learn from
drama in the regular classroom. This year the Middles staged poetry readings and readers’ theater presentations for the whole school during Gather ’Rounds. They also participated in the
Biography Ball, reciting monologues in costume, and drew portraits of the explorers which were the subjects of their research papers. Students have music as a weekly class and join in all-
school singing during the Monday morning Gather ‘Round. The Middles have physical education two times a week, emphasizing enjoyment of physical activity, teamwork, and an
appreciation of others’ skills. Swimming lessons and tennis lessons at a local facility are offered each spring.
Integrating Curricula
At NVS, we integrate curricula so that one subject builds on another, leading to deeper understanding and richer learning. For example, our study of Lewis and Clark integrated literature
(historical fiction), writing (journals, research, poetry, and descriptive essays), math (map coordinates, expense records, calculation of distance), art (drawings from nature), science (plant
identification), and music (fiddle tunes of the period). There was also a logical connection between our watershed study and the Lewis and Clark expedition which extended the students’
understanding of geography. This kind of integration is possible with most of our studies and a natural response to the ways children learn best.
The students in grades 3, 4 and 5 experience the excitement of applying their reading and writing skills to the acquisition of knowledge. They move from learning to read into reading to learn
and have mastered enough of the skills of writing that they can put their own ideas on paper. Using previously acquired mathematical concepts and problem-solving strategies, they move to
higher level analysis of mathematical relationships. Consequently, during these middle years, students actively explore a rich treasure of topics with depth and detail through integrated lessons
in science, social studies, and literature. Our curriculum responds to and satisfies the curiosity and eagerness middle grade students bring to the learning process. A mixed-age class assures
that learning expectations and instruction will focus on the individual needs and abilities, and we challenge each student to perform at higher levels and to reflect on his or her thinking in
increasingly complex ways. The goal in all of the work is to build each student’s sense of confidence and competence so that he or she feels empowered to engage in increasingly difficult
academic tasks. At the same time, Middle students are developing the discipline and self-motivation required to be successful learners through the coming years.
Literacy: Reading and Writing
The best way to improve reading and writing is to do a lot of it. Middles continue the practice of writing in journals daily but also learn how to conference about their writing, revise it, edit,
and publish. With time given for free writing as well as assigned projects, they learn how to organized and develop their ideas into paragraphs and essays as they work with personal
narratives, poetry, research reports, descriptive pieces, and fiction. The focus is primarily on writing fluency—feeling comfortable with putting ideas on paper. The quality of their writing is
enhanced through discussions of the books students are reading. At any given time, a student will be working with three different books—a free-choice read (a book of her or his own
choosing usually read at home), a shared text assigned to a group or the whole class (fiction or non-fiction used as the basis for class discussion), and our read-aloud book (usually a higher-
level text read by the teacher and used to stimulate deeper reflection about images, themes and the writer’s craft). Books are selected for the quality of the writing and to tie into topics the
class is studying; students respond to the texts through conversation, writing, and art. The goal is to arouse the students’ interest in and excitement about the written word and to build their
appreciation and comprehension of a variety of genres.
Math and Science
Mathematics is the use of symbols to show relationships and solve problems. In these middle elementary grades, all aspects of math become more abstract—the concepts, language,
functions, and symbols. Students work with fractions, symmetry, area and perimeter, multi-digit multiplication and division, representation of data in tables and graphs, and algebraic
thinking. As part of developing their mathematical fluency, students are asked to give more thought and attention to how they solve a problem than to the specific answer. Students are
introduced to new concepts through the use of concrete objects (“manipulative's”) and every day situations (“problem-solving”). Understanding and retention of concepts is enhanced as
students write out how they thought through and solved a problem. Sharing their strategies with the group and hearing the approaches that others took broadens their understanding of the
ways they can work with numbers and symbols. Students also practice basic skills using more traditional paper-pencil text books with each student working at his or her own level and
rate.
The science curriculum develops the Middles’ understanding of the natural world. Scientific skills of prediction, observation, measurement, record-keeping, and reporting are practiced in the
context of classroom lab experiments and outdoor research activities. This year, Middles moved from studying the properties of water, through the water cycle and the watershed, into the
biology of aquatic life in a fresh water stream. Rather than working from textbooks, students encounter science in formal experiments designed to answer the questions raised by the class.
They use the streams and riparian areas on the school grounds for field work, and expand on their own experiences through field trips to related sites and facilities. Science studies also allow
students to integrate and apply their writing, drawing, and math skills.
The Arts: Art, Drama, Music and P.E.
The Middles have a one-hour art session weekly with artist and teacher, Judith Schlicting. They work in a variety of art media with assignments that develop their mechanical skills and
stretch their imaginations. Art is also incorporated into their classroom work, in combination with reading, writing, science, and social studies. Judith also has the Middles for drama once a
week where she helps them develop imagination, build confidence, practice performing skills, and prepare for major drama productions held each year. They also use what they learn from
drama in the regular classroom. This year the Middles staged poetry readings and readers’ theater presentations for the whole school during Gather ’Rounds. They also participated in the
Biography Ball, reciting monologues in costume, and drew portraits of the explorers which were the subjects of their research papers. Students have music as a weekly class and join in all-
school singing during the Monday morning Gather ‘Round. The Middles have physical education two times a week, emphasizing enjoyment of physical activity, teamwork, and an
appreciation of others’ skills. Swimming lessons and tennis lessons at a local facility are offered each spring.
Integrating Curricula
At NVS, we integrate curricula so that one subject builds on another, leading to deeper understanding and richer learning. For example, our study of Lewis and Clark integrated literature
(historical fiction), writing (journals, research, poetry, and descriptive essays), math (map coordinates, expense records, calculation of distance), art (drawings from nature), science (plant
identification), and music (fiddle tunes of the period). There was also a logical connection between our watershed study and the Lewis and Clark expedition which extended the students’
understanding of geography. This kind of integration is possible with most of our studies and a natural response to the ways children learn best.
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| Middles |
Frank O'Brien, Teacher
Originally from New York, Frank has called Montana his home for the past 12 years. He comes to Neskowin from the similar sized Olney-Bissell School, teaching all subjects from K music
to 8th grade History. Frank has a BA in Elementary Education with a Reading Endorsement from the University of Great Falls, Montana, and a BFA from the State University of New York.
He is currently finishing up a program on Neuroscience and learning from the All Kinds of Minds Institute in Durham, North Carolina, and has taken Cultural Mentoring workshops under the
tutelage of world reknowned tracker and teacher Jon Young. When Frank is not a passionate teacher or family man, he is a passionate performing songwriter.
Originally from New York, Frank has called Montana his home for the past 12 years. He comes to Neskowin from the similar sized Olney-Bissell School, teaching all subjects from K music
to 8th grade History. Frank has a BA in Elementary Education with a Reading Endorsement from the University of Great Falls, Montana, and a BFA from the State University of New York.
He is currently finishing up a program on Neuroscience and learning from the All Kinds of Minds Institute in Durham, North Carolina, and has taken Cultural Mentoring workshops under the
tutelage of world reknowned tracker and teacher Jon Young. When Frank is not a passionate teacher or family man, he is a passionate performing songwriter.