Lower Elementary Environment
(L/EL Community)
2013 - 2014
LOWER ELEMENTARY COMMUNITY
The child in the elementary years are entering the second plane of development in which
includes the need for interacting socially with peers, moral development, and their power of
imagination.
Maria Montessori saw children at this stage wanting to be part of a team while exploring the
outside environments; “going out”. Unlike the former years where students were content with
the indoors, happily working by themselves. Children need to experience the sense of being
free in the outdoors and the world around them - cosmic education.
Additionally, students at this stage understand the concept of having principles and the
importance of fairness. Therefore, community meetings are held on a daily basis to make
acknowledgements, concerns, personal news and conflict resolutions in an orderly fashion.
Teachers are asked to serve as mentors making sure that each student's contribution is
recognized in a respectful and honorable manner.
Finally, last but not least - By using their power of reason the students identify between the
concrete to the abstract. No longer are students unable to decipher between what is real and
not real. They are able to use their imagination and look at things in another perspective
instead of a literal sense. For the first time they will hear the stories of the "Great Lessons"
which sparks interest and creates a desire to investigate through encyclopedias and other
resources for answers and extensive research.
Through cosmic education they will understand the formation of the earth and even before the
creation of earth. In the book Nurturing the Spirit it states "The word cosmos implies a plan in
which all nature and all people are a part of its unfolding." (Wolf, 2006, p. 90) Students are able
to identify their role in society and the universe as never before. Yes, our elementary students
understand the importance of caring for our planet/eco system in promoting peace for the
universe.
LOWER ELEMENTARY OVERVIEW
The underlying foundation is respect:
1. I respect myself: true learning is respect.
2. I respect my friends: we are social beings and our actions affect others.
3. I respect my environment: we are the caretakers of our community.
It is imperative for a child’s learning and for the smooth functioning of our school community
that each child learns the “cycle of activity”:
I choose my work, I complete it properly and I restore my work, leaving it ready for the
next person.
We are working on normalization (a child in harmony and self and environment). This is
accomplished as a child learns to work and enjoys working. Work (the process, not the product)
is what brings fulfillment of the FIVE MAIN GOALS:
1. Concentration: The ability to observe and comprehend, the ability to remain focused on
a task for ever increasing amounts of time.
2. Independence: in choices, in decision-making, in care of person and environment, and in
the responsibility for learning.
3. Inner Discipline: necessary for social and academic development
4. Purposeful Activity: learning to engage in purposeful activity, as opposed to chaotic or
nervous activity.
5. Joyful Accomplishment: to experience the feeling of, and to quest for joyful
accomplishment (the positive experience is what propels a child to accept himself and
desire further knowledge).
With these goals in mind, each child is guided in development at FIVE LEVELS:
1. Physical: potential learning problems can first be spotted in a young child’s ability to
control movements.
2. Emotional: young children need patience and guidance to learn to control and express
their feelings.
3. Intellectual: young children are collectors of knowledge (they absorb it from their
environment).
4. Mental: to know, to experience, to use all known information for experiments and
problem-solving.
5. Spiritual: develops strength of character, revelation of true personality, and desire to be
of service to others.
LOWER ELEMENTARY CURRICULUM
Dr. Montessori saw children change profoundly from the Early Childhood to the Elementary
years, in how they approach each other and how they encounter their environment. This "new
child" requires a new educational approach: Montessori Elementary programs build on prior
Montessori year’s foundation to produce successful, confident, and joyful students.
The Montessori elementary curriculum was designed by Dr. Maria Montessori to give the child
between the ages of six and twelve the opportunity to gain an understanding of how the
universe came into being and the place of the human being in that great drama. This is begun
through the presentation of five “great stories” by the guide. These stories include the origin of
the universe, the coming of life on earth, the coming of human beings, the story of oral and
written communication, and the story of numbers. These stories are a spring-board from which
the child begins to explore and appreciate how interesting and exciting learning can be.
The Montessori curriculum does not present isolated subjects. Rather, the child is presented
with the whole, from which the parts emerge in a natural fashion. The stories are then referred
to again and again as the child gains more and more knowledge. Awareness of the
interrelatedness between all living things is what Dr. Maria Montessori called “Cosmic
Education”. Children see themselves as part of a whole. They become aware of their
relationships with other people and things, which brings them to an understanding of the
responsibility they have to others.
Areas of the curriculum include Mathematics, Language, Geometry, Cultural Studies, Science,
Fine Arts, Spanish and Music.
The Mathematic curriculum is designed to help students develop: (1) a conceptual
understanding of basic number facts and functions, the value of money, the meaning of time,
and (2) computational and problem solving skills.
Language curriculum is designed to help students develop: (1) the muscle control required to
produce written language, (2) the listening and reading skills required to understand the tone,
as well as the substance, of verbal and written communications, (3) the critical thinking
required to analyze thoughts and ideas and, (4) the basic skills required to communicate
effectively, both orally and in writing. Reading skills acquired at the primary level are
continually enhanced through direct applications in the classroom such as literature, poetry,
and book discussion groups.
Being a multi-cultural school, many languages are heard and spoken here. Spanish is the
‘second language” of the school, with exposure to all languages of children and teachers
included. Latin will also be introduced in early el.
Geometry has been defined as an awareness of the relationship between man and the objects
in his environment. Montessori saw the study of geometry as practical, based on the physical
reality of our world. Exploration of these shapes, and their names and structure, provide the
ground work for later studies ranging outside the confines of the classroom.
Cultural Studies are designed to help students appreciate the impact of geography and
technology upon the history of the human race. Montessori materials familiarize students with
various land-forms, bodies of water, continents, countries, and capital cities. A historical
perspective is reinforced through the development and use of time lines in conjunction with
research projects on subjects such as “The Creation Story”, “Timeline of Life”, “Timeline of Early
Humans” and “The Civilizations”.
The Science curriculum is designed to (1) familiarize students with some of the fundamental
principles of scientific investigation, (2) to strengthen their powers of observation and critical
thinking, and (3) to explore some of the basic concepts within the fields of biology, chemistry,
physical science, astronomy and earth science.
The Fine Arts curriculum is designed to familiarize students with some of the great masters of
art and to encourage the students to recognize the Fine Arts as a creative means for expressing
one’s observations, feelings, imagination, and personal experiences. Many of the class projects
thematically relate to other academic areas.
Music class is offered on a weekly basis (Lower Elementary) to develop students’ musical
intelligence, promote their musical abilities and discover the world of music. Students will have
exposure to many different instruments and learn read music and play an instrument of choice.
Elementary Outings: “Going out” on trips is encouraged for the Elementary students. Although
some outings may include the whole group, smaller group outings may be initiated under the
guidance of the teacher. The purpose of “going out” is to foster independence by making
connections with the world beyond their community to support ongoing classroom work.
Notifications with parental consent forms will be sent prior to the occasions. Parents will have
the option of transporting their own child or will ask for transport from a parent volunteer.
LOWER ELEMENTARY COMMUNITY NOTES
Arrivals/Departures
Our day begins at 8:30 am. Please arrive on time. It is imperative for your child to arrive in
time for their community meeting, which begins at 8:30
If you arrive after 8:45, your child will be marked as tardy. If a child’s attendance
becomes problematic due to absences or late arrivals, you child’s teacher and/or school
director will meet with you to find a solution.
FOR THE SAFETY OF OUR FAMILIES, PARENTS AND CHILDREN ARE NOT PERMITTED TO WALK
TO/FROM THE SCHOOL DURING DESIGNATED DRIVE-THROUGH TIMES.
Designated drive-through times:
8:20 - 8:30
11:30 – 11:35
12:00 – 12:05
2:30 – 2:35
2:55 – 3:00
Drive-through Arrival
Toddler Dismissal
EC Dismissal
Toddler & EC Dismissal
Elementary Dismissal
(Half Day)
(Half Day)
(Extended Day)
What Not to Bring to School
 Clothing with media related characters
 Shoes with lights
 Toys and electronic devices
 Accessories that cause distraction for others
 Valuables
What to Bring to School
 Backpack (Elementary Children Only)
 Specific supply list will be available at parent orientation
Montessori Work Time
Our day begins at 8:30 and continues through to 3:00. An integral part of your child’s day is the
community gathering and the uninterrupted block of work time. This is of utmost importance
to your child for his academic, personal and social growth. Our daily schedule is designed so
that all children are included in this community effort, regardless of their chosen program. It is
also a measure of respect to all the students already working that we expect no disruptions
once the morning work period has started. Please arrive at 8:30.
We ask that discretionary dental/doctor appointment and well-checks be scheduled later in the
day, so as not to disrupt the routine of your child and that of others.
Your Child’s Work
The student’s work will be sent home periodically and divided into three folders: math,
language and culture.
“Friday Folders” are used to send home school information.
Parent/Teacher Communication
Parent/teacher conferences will be held twice yearly, during the Fall and Spring sessions.
Daily questions, concerns or updates will be addressed in a timely manner, outside of the
children’s work period (8:30-3:00). If you would like to talk with your child’s teacher, please
call the school or send an email to the teacher. Your child’s teacher will contact you at her
earliest convenience. If you have an immediate question or concern, please call the front
office.
Birthday & Special Events
The EL Community celebrates birthdays the “Montessori Way”. Parents are invited to attend as
the birthday child is the ‘center of attention’ of his/her class by holding the globe and walking
around a candle (“sun”) and the months of the year as a story of his/her life is read. The child’s
‘life story’ is composed of a picture from each year of life with a brief description. You may
bring a low sugar snack, perhaps from your particular culture to share with the class. You may
also donate a book in your child’s name in recognition of their birthday.
Special cultural events are celebrated throughout the year in which we experience music, food,
customs and traditions from around the world. Please let your child’s teacher know if there is a
special occasion you wish to share with the class.
Lunch from Home
Our meal times are very special and include careful preparation and clean-up. If you elect to
bring a lunch from home rather than eat our school’s hot catered lunches, we ask that you
please include the following items in your packed lunch to help your child be successful with
meal times:
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Healthy and balanced meal providing a protein, grain fruit and vegetable
Cloth Napkin or paper napkin with cutlery
Do not pack gum, candy, chips, cake, cookies, soda or fruit juice
Do pack sandwiches, soup, yogurt, hard-boiled eggs, cheese, fruits, veggie strips,
popcorn, crackers and milk (water is always available).
Any food sent to school containing high sugar will be sent back home with the child.
Lunches that are perishable need to have ice-packs.
Thermal containers must be used for warm food; classrooms are not equipped with microwave
ovens.
Snacks
Parents are asked to participate in the produce/flower basket rotation for children to use for
food prep activities, snack and flower arranging. Family involvement will help to enrich our
student’s appreciation for good nutrition.
Laundry Baskets
The Elementary classroom has daily laundry baskets that are sent home on a rotational basis
(voluntary sign up by parents). We preferentially use cloth for hand towels to practice good
stewardship of natural resources. The restoration of hand towels is intended to be the work of
the child or brought back to the school for a community folding activity.
Parent Volunteers/Parent Committees
Your involvement will always serve to enhance your child’s learning enjoyment. We will
provide you with a list of ideas for ways that you can contribute to our community. Also, we
welcome any thoughts, special talents and cultural events that you would like to share with us.
“GOING OUT” IN THE ELEMENTARY YEARS
The elementary curriculum continues the integrated learning inherent in the Montessori
Method by adding another layer to the experience – “going out” of the school to see, feel and
hear real world experiences of subjects they have been studying in class. “Going Out” is a
planned undertaking by a small group of children. They find a resource in the community,
schedule the outing, arrange for their own transportation and supervision (by staff or parent
volunteers), prepare themselves for the experience, conduct themselves with dignity while out
in public, and return to share their research with the rest of the class. Each Going Out is an
entire course of study on independence, responsibility, and good citizenship —to say nothing of
the intellectual rewards that children get from such experience. Montessori elementary
children go out to the public library, to museums, to farms, to local businesses and public
service institutions. Experiences may include plays, ballets, concerts, public lectures, tours, and
other civic offerings. They spend time outside, having direct experiences with the natural
world. Montessori children might go out occasionally or often, but the experiences are always
deeply personal and memorable. Each going out will have a separate notice and permission
sheet. Parents are needed to volunteer as drivers. Drivers need to provide/meet the following
qualifications:
· Submit valid driver’s license to the business office
· Affirm that their automobile insurance policy has a minimum of $100k insurance coverage
for accidents and personal injury
· Affirm that at no time will cell phones be used while driving
· Affirm that driver will not be under the influence of alcohol or prescription medicine that
would impair ability to safely operate vehicle
LOWER ELEMENTARY (L/EL) TYPICAL SCHEDULE
FROM
TO
8:30
8:45
8:45
11:45 Uninterrupted work/lesson time
11:15
11:45 Silent reading (children read the SRA cards on Tuesday and Thursday)
11:45
12:15 Lunch
12:15
12:30 Clean-up
12:30
1:00
Recess
1:00
1:45
Art, Spanish, Read Aloud
1:45
3:00
Afternoon work cycle, P.E, etc.
3:00
Community Meeting
Departure
*Mention Physical Ed. or music?