Hammond education group awards grants

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Updated: January 24, 2012 3:28PM

The Hammond Education Foundation has awarded 13 Acorn Grants valued at $10,549.34 to School City of Hammond teachers. Presented at the HEF’s recent Grants Reception & Tea at Morton High School, the grants will be applied to learning activities during the spring 2012 semester.

Each spring, the HEF also awards Seedling Grants, which are greater in value and involve a larger segment of the school community.

Following is the complete list of 2011 Acorn Grants awarded by the Hammond Education Foundation.

Marcia Schoeneck, Columbia Elementary: “Writing, Thinking and Learning with Write Source,” $339.50.

Students in fourth-grade will use the Write Source program to increase achievement in every writing genre. The program fosters students’ ability to assess and revise their own writing; builds grammar, punctuation, and spelling skills; and develops overall literacy skills by teaching writing as a process.

Daniel Zylstra, Hess Elementary: “Bells, Bells, Bells!” $600.

This grant will provide individual bell sets for the general music department so that each student can learn to read and perform notes and rhythms while using the proper striking technique and hand positions. The correlation between performing notated music and literacy development has been proven in many studies, so this is a fun way of building strong literacy skills.

Judy Zahn and Cecelia Weigle, Irving Elementary: “The Reading Triangle,” $390.

Fifth-grade students will read their favorite book with their parents during Literacy Nights and Side-by-Side visits, fostering a love of reading at school and at home. Students also will design and create a quilt for the Hammond Education Foundation and one for Irving Elementary

Donna Elliott, literacy coach, and Janet Grove, Anita McGinty, Kristen Lane, Amanda Tzanetakos, Tabitha Balio, Nancy Shelton, Marlisa Wright, Tim Schilling, Jill Licciardone, Angie Silvas, Jefferson Elementary: “Let’s Buzz,” $991.

While students talk about books they are reading during Literature Circle time, a “buzz” is generated in the room creating an interest in the discussed books. To achieve the buzz, upper elementary readers need multiple copies of books of high interest that are current so they can read together in small groups.

Barbara Butcher, Sheila Hunt, Karen Reed, Le Terra Smith, Vickie Gonzalez, Yasmi Hill and Shandolyn Parks (practicum students), Kenwood Elementary: “Pedal Pushers,” $832.20.

This project will feature stationary pedal exercisers that can be used as part of the literacy stations, giving students the option to pedal while they engage in silent reading. This controlled movement provides a constructive outlet for stored energy and increases circulation, which improves brain function.

Daniel Wolff, third- through fifth-grade music teacher, and Le Terra Smith, Sheila Hunt, Karen Reed, Alicia Madeka, Denise Penman and Jason Sinwelski, Kenwood Elementary: “Just Give Me the Beat,” $642.

Intermediate level students will increase their reading levels by reading interactive fiction and multi-cultural stories. They will also read, write and perform poetry and rhythmic patterns on African drums, thus boosting their mathematic levels.

Christine Lira, literacy coach and Niki Dausch, Karen Reed, Christina Fladeland, Sara Palmer and Le Terra Smith, Kenwood Elementary: “Girls Need Heroes, too,” $400.

“Girls Need Heroes, too” is a before-school book club for third-, fourth- and fifth-grade girls. The goal is to read books about girls and young women who have done something heroic, shown bravery through adversity, or have succeeded in spite of ethnic or gender restrictions. Chrystal Joy Anthony and Betsy Kuhmichel, Lafayette Elementary:

“No Child Left Behind: Tier III — Intensive Reading Intervention,” $1,186.

Students who qualify for intense interventions will be given the opportunity to have a reading program that is geared toward their instructional level. It allows them to find success in reading through repetition, relatable vocabulary, and consistent routine and structure.

Alex Akers, Scott Middle School: “Improving Literacy through the Study of Music History and Composition,” $1,500.

This project will broaden students’ musical knowledge of composition, music history, theory and music reading skills. It will give students the historical background of the music they will encounter in concert band.

Rudy Carillo, Clark High School: “What is Your Financial IQ?” $1067 (Funded by a grant from Regional Federal Credit Union).

This project will provide students with essential resources and instructional materials that will assist them in understanding and applying complex economic and mathematical equations in order to increase their financial literacy. Students will gain a better understanding of economic theory, supply and demand, international trade, inflation, unemployment, business cycles, money and banking, fiscal and monetary policies, and much more, with a goal of passing the Advanced Placement macroeconomics exam.

Anita Cox, Hammond High: “Read It, Write It, Do It, Pass It,” $1,367.64.

(Funded in part by the Hammond High Class of 1971)

Advanced Placement psychology students will read non-fiction text that explains historical research in psychology that changes our understanding of biology and human behavior. Students then will conduct experiments throughout the year, developing successful study and learning strategies and improving reading comprehension, with a goal of every student passing the Advanced Placement Psychology exam.

Anita Cox, Hammond High: “36 Students that Change Our Understanding of Learning,” $284.

Advanced Placement psychology students will design and conduct psychology-based experiments that will test how select variables affect behavior, thinking, learning, and memory. Students will analyze their results and propose instructional practices that should be instituted at our school based on their results.

Daniel Cummins, Academy for the Performing Arts at Morton High School: “Hammond Jazz All-Stars,” $1,000.

This grant will help supply items that will allow the jazz ensemble to travel and get real world experience through “gigging” at city functions and local coffee shops. Students will have reading and discussion time to learn about the art form of jazz and expand reading and basic literacy skills as well.