Wellan Montessori School Lower Elementary Curriculum Guide

L o w e r E l e m e n t a r y C u r r i c u l u m G u i d e1

OUR MISSION Create a welcoming, diverse school community in which learners are: INSPIRED to strive for excellence and contribute positively to their communities.

CHALLENGED to explore big ideas independently and collaboratively.

EMPOWERED to pursue their goals with confidence, persistence, and integrity.

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L O W E R E L E M E N TA R Y CURRICULUM GUIDE How does the rotation of the earth and its orbit around the sun create day and night around the world?

Children of all ages seek to make meaning out of the world around them.

As preschoolers, their approach tends to focus on identifying, naming, and categorizing what they can see and touch. They repeatedly ask “What’s this?”

Between the ages of 6–9, children’s interest shifts. They start asking “How does this work?” They now want to understand the relationships among objects — how natural systems and machines work, how parts create a whole, how actions create results. They are eager to experiment and to compare findings with peers. Their curiosity is boundless and their joy in their discoveries sustains the intrinsic motivation to learn more.

At Wellan, we enjoy partnering with parents to inspire, challenge, and empower these young learners. Please reach out if, after reading this guide, you have additional questions about our Lower Elementary curriculum.

Beth Black

Developmentally Appropriate Program

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Starting with Big Ideas

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Montessori 101

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Academic Excellence

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Individually Paced Progress

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Social-Emotional Learning

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Assessment and Support

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Schedule

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Subjec t Area Overviews

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Specials

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Why Wellan?

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Caitlin Bowring

Head of School Curriculum Coordinator and Elementary/ Middle School Division Leader

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D E V E L O P M E N TA L LY A P P R O P R I AT E P R O G R A M

Wellan Lower Elementary students sketch a self-portrait at the beginning of each school year. Differences in the level of detail in these two examples, drawn by a 1st grade boy and 3rd grade girl, highlight the tremendous growth that occurs between the ages of 6–9.

The younger child’s drawing charmingly expresses his outdoor interests through setting and clothing, but the figure could be anyone.

The older child has selected a specific skin color and hairstyle; added eyebrows, eyelashes, and lips; and expresses her image of herself as caring through the symbolic hearts on her shirt.

Her sense of who she is has matured along with her artistic skills. Her drawing is a recognizable image of a particular individual.

Educating children ages 6–9 requires understanding the typical developmental changes that accompany this journey to a stronger individual identity.

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Intellectual/ Cognitive

Social/ Emotional

Physical

Te a c h i n g t h e W h o l e C h i l d Common Qualities of 6–9 Year Olds

How Teachers Address These Developmental Needs

CHAR AC TERIS TIC S:

E X AMPLES:

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Love new ideas and asking “big questions”

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Inspire exploration with Montessori’s Five Great Lessons

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Still developing a concept of the passage of time

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Provide long periods of uninterrupted work time

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Need the security of limits and routines

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Use student work plans and scaffolded lessons to help students

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Like doing lots of work but may rush or be sloppy; Tend to be

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focus, set priorities, internalize routines more engaged in process than product

Provide structure of advisory program to ensure learning outcomes are achieved

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Ready to learn the How & Why

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Introduce research skills

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Friendships take on newfound importance and can be

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Provide social-emotional curriculum and collaborative learning

tumultuous •

opportunities to encourage variety of friendships

May be easily hurt and upset when frustrated, discouraged,

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criticized, or perceive self as left out or picked on •

Talkative and noisy; Experimenting with humor and sarcasm,

Provide emotional support while teaching social skills, including conflict resolution using assertive “I” statements

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which may backfire and cause social stress

Vary allowable noise volume during the school day to accommodate need for quiet focus and high energy; Use role-play and stories to teach appropriate use of humor

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Fascinated by rules, norms, what gives someone authority;

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Engage students in creating classroom rules and expectations;

See very little middle ground—right/wrong, wonderful/terrible;

Use feelings and needs protocol to help students work through

Beginning to understand others’ perspectives

either/or thinking and understand alternative perspectives

Seem perpetually in motion; Seek freedom of movement

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Offer natural opportunities for purposeful movement; Provide variety of work spaces (floor mats, tray tables, desks, standing work spaces); Encourage self-initiated Movement/Brain Breaks

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Gaining greater control of fine motor skills, balance; Building

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Introduce tools like fidgets and “wiggle seats”

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Present Health, Safety, Wellness lessons to teach self-care,

increased stamina for sitting still to concentrate •

Prone to impulsive physicality and clumsiness as their bodies grow rapidly; May experience falls or minor injuries as peer interactions become more competitive; Like to demonstrate athleticism, strength, or ability to take risks

boundaries, healthy peer interactions, safe recess play

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S TA R T I N G W I T H B I G I D E A S Lower Elementary students are interested in Big Ideas! As they begin to grasp the enormity of the world around them, they express wonder and curiosity.

Maria Montessori observed that children this age are developing what she called “the reasoning mind.” Previously, their “absorbent minds” eagerly soaked up new information, but now they want to understand the connections among discrete bits of information.

They start questioning what occurred before the present moment. They seek to understand how things came to be the way they are. Though learning is initially motivated by this natural inquisitiveness, students’ motivation to learn can wane if they don’t see a relationship between what they wonder about and what they are being taught. In traditional schools where each subject is taught separately, students often don’t know why they are learning about, say, the laws of gravity or the geography of Mesopotamia.

Montessori found storytelling to be an effective tool to address this developmental learning need.

She created story-lessons to help students discover interesting connections that sustain their intrinsic motivation and motivate them to exercise their emerging reasoning skills.

Montessori’s Five Great Lessons introduce really big ideas. They also highlight how different areas of study can provide answers to compelling questions that intrigue 6–9 year olds. These five interdisciplinary stories, which are “great” in the sense that they cover a breadth of content, inspire students to engage enthusiastically in concentrated study. Traditional subject areas ranging from math and writing to history and zoology become more interesting and meaningful when students understand how each discipline can help connect the dots in the big picture of “why” things are the way they are.

These lessons fuel students’ imaginations, serving as a foundational springboard for lessons in traditional subject areas as well as independent exploration into areas of individual interest.

Montessori’s Five Great Lessons The Coming of the Universe Through experiments, demonstrations, and storytelling, this creation story gives students an impression of the formation of the universe and our planet. This lesson lays the foundation for study of physics, chemistry, astronomy, geography, and geology.

The Coming of Life Through guided exploration of the Timeline of Life, this story explains the coming and evolution of life on our planet, emphasizing the diversity of life and interconnectedness of all of the organisms on Earth. This lesson begins a study of biology — botany, zoology, ecosystems, and microorganisms.

The Coming of Humans Students explore how the qualities that make humans unique have helped them advance as a species. They discover the ways in which, throughout history, humans have met their fundamental needs — for nutrition, shelter, transportation, clothing, defense, culture, and communication, and how this has impacted the development of civilizations. This lesson sparks work related to history, cultures, social studies, and geography.

The Story of Writing Students learn the way in which written expression has developed from prehistory to modern day. They discover the important role that written communication plays in helping humans to connect and progress. This lesson leads to the study of reading, writing, languages, and history.

The Story of Numbers Similar to The Story of Writing, this lesson uses stories and visual aids to present the development of number systems from ancient civilizations to modern society. This lesson sparks deeper exploration into the study of mathematics, geometry, number systems, and history.

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M O NTE SSO R I 101 Freedom & Responsibility Montessori education is based on the idea that a balance of choice and accountability sustains a child’s intrinsic motivation for learning.

In Lower Elementary, students are responsible for completing work from all subject areas each day. However, because they are following individualized work plans, they have the freedom to choose the order in which they do their assignments. Montessori students learn that all freedom comes with responsibility. As they take on age-appropriate responsibility for self-care, priority-setting, time management, and work completion, they earn new levels of freedom and independence.

Students ultimately learn that this autonomy comes with a corresponding expectation that they uphold classroom norms, communicate respectfully with peers and teachers, and contribute positively to the school community.

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Mixed Age Learning Communities In a Montessori school, students ages 6–9 are grouped together in a mixed age Lower Elementary classroom rather than being separated into 1st, 2nd, and 3rd grade classrooms. In mixed age classes, both younger and older students are more inclined to adopt a growth mindset.

They readily see that ability is not fixed, but can develop with practice.

Younger students learn from observing older peers whom they want to emulate. They become inspired to work harder and take on new challenges. Older students enjoy the responsibility of explaining a concept or teaching a skill to classmates who have not yet mastered what they know or can do. Peer teaching allows them to practice patience and empathy as well as the skills needed to organize information and communicate clearly. In the process, they reinforce and extend their own learning.

Key Features of Montessori Education Teachers As Guides In some schools, the teacher is an authority figure at the front of the room, focused on controlling behavior in order to keep the attention of the entire class. The teacher’s role in a Montessori classroom is very different. Often a teacher sits next to a student as a “guide on the side,” intervening to provide support only as needed.

Montessori teachers do sometimes teach lessons to the entire class, but more typically they present lessons 1:1 or in small groups.

Teachers spend time observing students at work, noting where they excel or get stuck in order to assess what new lessons or continued practice belongs on the student’s work plan. Becoming a Montessori-certified teacher requires specialized training and an internship.

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M O NTE SSO R I 101 The Prepared Environment Maria Montessori observed that children are inspired to advance their learning independently in settings thoughtfully designed to stimulate their interest and meet their age-specific needs. The “prepared environment” of a Lower Elementary classroom allows students the freedom to work in ways that suit their individual needs, whether that means working on the floor, using a lap table, sitting at a desk, or standing at a counter. The classroom layout makes it possible to interact socially or work alone in a quiet corner.

Materials are organized by subject area, such as math, geometry, language, history, science, and practical life.

On each shelf, materials are sequenced from left to right in order of increasing complexity. Students are thus readily able to independently locate the materials needed to complete a particular work as well as review and preview the curriculum. At a glance, they can see works they have previously completed and take note of the more advanced works that will come next.

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Key Features of Montessori Education Montessori Materials In any Montessori classroom, you’ll see beautifully crafted hands-on learning tools such as bead chains, puzzle maps, and geometric shapes. Maria Montessori designed these materials to allow students to make discoveries on their own. Students manipulate these materials and self-correct as needed until they achieve success and can move on to the next work in the sequence.

Each activity has visual “control of error” built in so the student understands, without adult intervention, when the lesson is complete and accurately done. For example, the binomial cube is a Montessori material comprised of 8 wooden color-coded blocks of different sizes which form a cube. The cube only fits into its wooden storage box if it’s been assembled correctly. Students first manipulate these blocks to solve the 3D puzzle, but later learn that it is a concrete representation of the cube of a simple binomial equation, (a + b)³. The eight blocks represent the expansion of this equation. Working with concrete materials helps to anchor students’ understanding, supporting the transition to more abstract study over time.

Maria Montessori (1870–1952) Maria Montessori, best known for the philosophy and method of education that bears her name, was an Italian physician, author, public speaker, and social reformer. Her friends and admirers included Helen Keller, Thomas Edison, Alexander Graham Bell, Mahatma Gandhi, and others. Her accomplishments are many. She developed a theory of human development and founded numerous schools. She was a strong advocate for women’s rights. She actively opposed fascism, which resulted in an effigy of her being burned in Germany and all of her schools in Italy being closed by Mussolini. Dr. Montessori was nominated for the Nobel Peace prize in 1949, 1950, and 1951 for her post-war work on behalf of children. Her insights into how children learn have been shown to align with recent brain research. She is regarded by many as a genius.

Her revolutionary influence on education continues to have a world-wide impact.

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AC A DEMIC E XCELLENCE Accreditation

Choosing a School

Public schools are subject to state regulation. These requirements serve to standardize educational programs and assure a basic level of quality. Independent schools, which typically aspire to exceed state standards, are not subject to state regulations. Quality can be assessed by checking whether the independent school has voluntarily sought and received accreditation by a third-party educational association.

School becomes a “second home” for students, so it’s important to choose one whose philosophy and approach aligns with your family’s educational values. Key factors parents are typically looking for include:

Wellan Montessori School is dually accredited by both the American Montessori Society (AMS) and the Association of Independent Schools in New England (AISNE).

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• • • •

A safe, secure, attractive, and well-maintained learning environment A curricular scope and sequence that meets or exceeds national and state standards Warm, caring teachers who are invested in getting to know students as individuals Logistical ease – accessible location, convenient hours, affordable tuition

Equally important is parents’ acceptance of and investment in the way students are taught. Many adults attended traditional schools when younger, so their “mental model” of school is that teachers teach, students try to learn, and grades or test scores measure the success of those efforts. Most public schools still operate that way, so parents exploring an independent school option are sometimes unfamiliar with alternative methods of instruction and assessment. Ask lots of questions before you enroll to determine a good “fit.” Independent schools vary based on their stated mission and approach. No one educational model is “best.” Rather, there’s a right school for every student and every family.

Our Blended Approach Defining Academic Rigor Is academic excellence synonymous with high scores on certain standardized tests? Some schools and parents think so. They expect teachers to hold students accountable for accumulating content-area knowledge at an accelerated pace in order to achieve certain grades or test scores. However, such high-pressure learning environments can backfire, causing students to become passive, focused solely on grades, and fearful of taking the inquisitive risks that are essential for genuine growth.

At Wellan, our students’ accelerated achievements stem from the inner strength they develop as they move confidently at their own individual pace. Students learn how to hold themselves accountable for achieving standardized benchmarks and personal learning goals. At the same time, they are experiencing the joys of independent discovery. For Wellan students, academic rigor is a strength that comes from within. The determination to excel is sustained by intrinsic motivation rather than external rewards like grades or test scores.

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AC A DEMIC E XCELLENCE Blending Montessori, Progressive, and Traditional Education The Montessori philosophy is in the “DNA” of Wellan.

Teachers are Montessori-certified, students learn using Montessori materials, and the learning experience adheres to key elements of Montessori education.

However, when appropriate, Wellan integrates other well-researched, student-centered curricula that can be delivered within a Montessori context. An example is Writers’ Workshop, a language arts curriculum developed by Lucy Calkins at Columbia University, which is used in many traditional educational settings.

Our teachers also encourage collaborative, handson, project-based learning activities and experiential learning, which are features of the Progressive education model.

Wellan students benefit from all that Montessori education has to offer, but also become familiar with teaching practices and learning assessments (e.g., quizzes, tests, rubrics for projects) they will likely encounter in non-Montessori schools in the future.

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The relative mix for each age level of Montessori lessons, as compared to lessons based on other curricula, is suggested by the chart pictured on the right. As students mature and are closer to transitioning to other schools, the balance shifts. However, respect for the student’s own path and the Montessori philosophy of freedom and responsibility continue throughout.

Our Blended Approach

V O YA G E R Ages 12–14; Grades 7–8

PROGRESSIVE & TRADITIONAL

U P P E R E L E M E N TA R Y Ages 9–12; Grades 4–6

L O W E R E L E M E N TA R Y Ages 6–9; Grades 1–3

PRIMARY Ages 3–6; Preschool & Kindergarten

MONTESSORI

BEGINNERS Ages 15–36 months

Above: This chart shows how the balance between Montessori lessons and other Progressive curricula changes as students move into older grades. Our blended approach offers students the advantages Montessori education is known for, while preparing them to transition to non-Montessori high schools.

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I N D I V I D U A L LY PA C E D P R O G R E S S Individual Work Plans

A Personalized Path and Pace One of Maria Montessori’s maxims was “Follow the child.” She observed that adults often set the pace for learning, dragging some children along and holding back those who tried to pull ahead. She trained teachers to be self-effacing observers, watching closely to see what a particular child was naturally inclined to focus on, then following along to provide support and guidance. Allowing students to dig deeply in areas of study they are drawn to, as opposed to forcing them to shift their attention to a different topic at regular intervals that align with a school schedule, fosters their sense of themselves as explorers who are capable of finding things out on their own. Having agency sustains motivation, which yields deeper concentration. The personalized path students take may zigzag or spiral rather than proceed in a linear fashion but, with teacher support and guidance, they achieve or exceed age-appropriate learning benchmarks. Students set the pace, spending more time on work they find challenging and jumping ahead when ready for more complex work.

Each student works with a classroom teacher/advisor who ensures the student’s individualized work plan is balanced across the disciplines and offers appropriate challenges. Students meet with their advisor briefly at the end of each day to develop the next day’s work plan. Once a week they have a longer meeting to review progress, set goals, and plan new lessons or next steps. This process is scaffolded for 1st through 3rd grade students. Over time, they become more adept at establishing priorities, managing time, and meeting deadlines.

Advisor and student meeting to review progress and set learning goals.

The Key to Intrinsic Motivation Learning Extensions The creativity and curiosity of Lower Elementary students is boundless. The Montessori curriculum is meant to spark this intellectual energy and serve as a springboard for deep exploration. Montessori lessons, particularly those from the cultural subjects (history, geography, science), provide students with the information that they need to understand a concept, but often (and intentionally) leave them with more questions than they started with. At the end of each lesson, students are asked, “What’s next?”. Before they leave the lesson, they are expected to make a plan for how they’re going to demonstrate and/or deepen their learning.

Students generate ideas together, and often are inspired by one another’s ideas. This creative synergy leads to creating models of homes from prehistory to modern day in the Makerspace, writing and performing songs about the internal physiology of frogs, and researching the history of electricity and creating an interactive timeline for peers to use. Allowing students the freedom to choose how they apply their new knowledge compels them to dig deeper and make interesting interdisciplinary connections, which results in the most memorable learning.

Left: Detail from a student’s work plan showing assignments for the week.

Above: 1st grader checking her work plan, choosing what to do next.

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I N D I V I D U A L LY PA C E D P R O G R E S S Executive Functioning

Homework

Executive function skills help students to be successful in school and life. Key executive function skills that are targeted in Lower Elementary include:

At Wellan, homework is designed to strengthen fundamental academic skills and foster the independence and executive function skills needed for success in school. Students are assigned homework on a weekly basis, so they have five nights to complete the tasks they are assigned.

They practice time management by planning their individual homework schedule to allow for family time and for any other commitments they have outside of school.

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Working memory – the ability to hold information in your head and access it when needed.

Flexible thinking – the ability to think about something in more than one way, such as knowing several ways to solve a math problem.

Inhibitory control – the ability to ignore distractions and manage impulsivity.

At Wellan, the prepared environment supports students’ efforts to stay organized. The use of personalized work plans teaches time management and priority-setting. The freedom to take individual movement breaks helps students to retain focus when working.

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Homework, which is individualized by student, includes practice with math facts that relate to the operation(s) the student is working with during the school day and spelling words based on their progress through our spelling curriculum. Choice is built into homework through activity options. For example, students may opt to practice their spelling words while doing jumping jacks or by writing them in rainbow colors.

Generally speaking, homework should not take more than 10 minutes per night per grade level, plus 15–20 minutes a day of reading. At various times of the year, students may also be learning lines for Drama or working on an Interest Fair project.

Parents are encouraged to help students set up a “homework-friendly” work area away from screens. Modeling regular reading for pleasure and encouraging practice with math facts and spelling is beneficial. Assigning additional work beyond assigned homework to accelerate a child’s learning tends to backfire, as research shows that children need some “down time” to decompress and explore creative ventures.

The Key to Intrinsic Motivation

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S O C I A L- E M OT I O N A L L E A R N I N G

Lower Elementary students start the day with Morning Meeting, then transition into a 2–3 hour independent work cycle.

Community Agreements

Morning Meeting

SEL Activities & Lessons

Each Lower Elementary classroom creates a community agreement at the beginning of the year that captures students’ ideas about the types of behavior that will ensure a comfortable learning environment in which everyone feels safe, known, and valued.

The agreement is posted and discussed at various times during the year. If behavioral norms drift away from the agreed-upon standards, this document serves to help the group remember how they want to live out their values. It is a living document that can be adjusted as needs change.

Each Lower Elementary classroom community gathers for Morning Meeting every day. The purpose of this 15–20 minute group meeting is to set the tone for respectful learning, establish a climate of trust, and meet childrens’ need to feel a sense of significance, belonging, and community. It merges social, emotional and intellectual learning.

Group activities include socialemotional lessons and role plays, games, collaborative problem solving, personal sharing and lessons related to the academic curriculum.

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During a typical Morning Meeting, students greet each other, review the schedule for the day, and participate in a shared group activity.

Social-emotional lessons in Lower Elementary typically include skill-building in areas such as: • Self-regulation • Relationship-building • Leadership Topics often addressed include: • Growth mindset • Using humor wisely • Conflict resolution

Building Skills for Life Self-Regulation

Relationship-Building

Leadership/Collaboration

Strong self-regulation skills have been shown to correlate with higher levels of academic achievement and self-esteem.

Self-regulation is the ability to monitor and adjust your own energy level, emotional reactions, internal self-talk, and physical behavior in socially acceptable ways that enhance both relationships and learning.

At ages 6–9, students become increasingly focused on peer relationships, both in and out of class. Friendships begin to form around shared interests. Learning becomes more social as students start working in pairs or small groups on collaborative projects.

While they are eager to interact with peers, Lower Elementary students often find the “unwritten rules” of social interactions very confusing. They have strong opinions on “fairness.” Their ability to use humor is still developing, so they can accidentally hurt others with jokes that misfire. When they become upset with a friend, they may over-generalize (“She’s always mean!”) or try to retaliate for a perceived transgression. Teachers at Wellan help students learn to assert their own needs, see things from another’s perspective, resolve conflicts, and make amends.

Practice in using relationshipbuilding skills is an important part of the Lower Elementary experience.

Lower Elementary students take great pride in their learning and abilities. They are highly imaginative and often develop elaborate plans, some of which require them to engage help from others to execute. Wellan teachers work with students to help them differentiate between being the leader of a project and just “being bossy.” In 3rd grade, students work as in-school interns to learn realworld job skills and participate in the Community Service Council.

These leadership opportunities boost both skills and confidence.

At ages 6–9, students are still developing their abilities to filter sensory stimuli, control impulses, and manage frustration, hurt, and disappointment.

Instances of dysregulated behavior often lead to misunderstandings among students or can affect a student’s ability to concentrate on learning tasks. Wellan faculty use a variety of tools to teach selfregulation skills, including Responsive Classroom, RULER, Zones of Regulation, and The Compassionate Classroom.

Students often need guidance in developing the skills needed to build and maintain friendships.

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ASSESSMENT AND SUPPORT Progress Reports Formal reporting to parents occurs three times per school year. In early November, teachers share initial observations about students’ strengths and growth areas with regard to their Learner Profile Traits (social emotional, executive functioning and growth mindset skills) as well as the results of the first round of formal assessments through an Assessment Result Summary form. Formal Progress Reports are released at the end of each semester, in early February and June. These reports provide a summary of progress in all of the academic content areas as well as the Learner Profile Traits. They include ratings on a series of skills from each content area on a continuum from “Emerging” to “Consistently,” and detailed narratives that outline the content that was covered during the semester.

These reports span the three Lower Elementary grade levels and thus illustrate students’ progression through the complete three-year curriculum. Feedback from ongoing assessment of students’ daily work as well as other informal assessment sources inform the content in these reports. Updated Assessment Result Summary forms are also provided with Progress Reports.

Benchmark Assessments Lower Elementary students are assessed formally three times a year in reading, spelling and math fact fluency.

Wellan uses the Fountas and Pinnell Benchmark Assessment System to assess students’ oral reading accuracy and fluency, self-correction rate and reading comprehension skills. Results help to determine their instructional and independent reading levels. The Words Their Way Primary and Elementary Spelling Inventories are used to determine students’ spelling skills and place them on a continuum of stages of spelling development. Finally, we assess students’ fluency and accuracy rates with basic math facts from the four mathematical operations with a goal of reaching a target of 3 seconds per problem and 90–100% accuracy with all operations by the end of 3rd grade.

These assessment data allow teachers to individualize students’ work in each of these subject areas and provide ongoing feedback about their academic progress. This information is shared with parents through an Assessment Results Summary form three times per year.

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Monitoring Student Progress Parent-Teacher Conferences Parent-Teacher Conferences occur twice per school year, in November and February. The November conference is designed as an opportunity to discuss the transition into the school year and set goals for continued growth, both academic and social-emotional. The February conference, which is at the midpoint of the school year, provides an opportunity for teachers to share feedback about the first semester and an assessment of progress towards ongoing goals. We believe that student progress is best supported by a proactive partnership between home and school.

Though these two conferences provide formal opportunities for reflection and dialogue, ongoing communication between teachers and parents throughout the school year is essential.

Learning Support The personalized pace of Montessori education allows for a great deal of differentiation in learning. However, there are nevertheless occasions when a student would benefit from an in-class accommodation, 1:1 or small group support, or referrals to specialists outside of Wellan who can conduct an evaluation of learning needs.

Wellan’s Learning Support Team (LST) is comprised of a Student Support Services Coordinator, who is also the School Counselor, and an Academic Learning Specialist. Both work together with the Division Leaders and classroom teachers to support students.

Classroom teachers who have concerns about a student will first inform the parents in an effort to elicit more information that may be helpful in working with the student. Parents who have concerns about their child’s progress or school experience are encouraged to first contact the classroom teachers, who can call in the LST as appropriate.

Classroom teachers will typically involve the LST when, despite classroom-based accommodations the teachers have tried, a student is experiencing difficulty making academic progress in certain areas or is exhibiting disruptive socialemotional behavior (e.g., not age-appropriate or not aligned with community expectations). Parents are informed if the LST is engaged, and a school-family partnership is formed to develop a Strategic Support Plan for the student.

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SCHEDULE Each day, Lower Elementary students begin their morning by reading the Morning Message board. This message, written daily by a classroom teacher, welcomes students into the classroom and highlights one aspect of the learning day ahead. It often includes a simple survey or question for students to respond to as a way to help them begin to mentally engage with the school day.

Daily Schedule (Sample)

The Uninterrupted Work Period

8–8:10 AM

Student Arrival – Attendance

8:15–8:30 AM

Handwriting

8:30–8:45

Morning Meeting

8:45–10:45 AM

Work Period Includes Individual/Small Group Lessons

10:45–11:30 AM

Readers’ Workshop

11:30 AM–12 PM

Lunch

12–1 PM

Recess

1–1:15 PM

Read Aloud

1:15–2 PM

Writers’ Workshop

2–2:05 PM

Transition Time

2:05–2:50 PM

Specials (see page 32 for full list)

2:50–3 PM

Jobs, Work Plans, and Pack Up

The Lower Elementary daily schedule is designed to accommodate what is known as a “Montessori work period,” a 2–3 hour block of time uninterrupted by large group lessons, meetings, or Specials (e.g., Art, Music, etc.). Teachers provide 1:1 and small group lessons during the work period but, primarily, students are engaged in completing the learning activities on their individual work plans. They complete work in any order they choose. Some will start with familiar tasks as a reassuring warm-up before attempting more difficult work; others will choose to tackle newer, more challenging work right away, then reinforce knowledge with work they find easier. The uninterrupted work period allows students to move at their own pace and take pleasure in repeated practice as they move toward mastery.

Above: A Lower Elementary classroom during the Montessori Work Period. Students are working independently, with a peer, or with a teacher.

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SUBJECT AREA OVERVIEWS LANGUAGE ARTS Overarching Learning Goals • • • • • •

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Transition from learning to read, to reading to learn Increase ability to think critically about reading — make connections, predictions and inferences Transition from letter-sound pattern spelling to automatized spelling Build understanding of sentence and paragraph structure, with written work increasing in complexity Learn to revise and edit work Explore and learn the features of a variety of literary genres

1st Grade Spelling/ Word Study

2nd Grade

Spelling: • Short vowels • Blends • Consonant digraphs • Silent e • Vowel digraphs

Spelling: • Vowel digraphs • Complex consonants • Plurals • Syllable types • Inflected endings

Word Study: classifying, compound words, alphabetical order, phonemic awareness, word structure

Word Study: synonyms, antonyms, suffixes, prefixes

Mechanics: appropriate use of periods and capital letters

Mechanics: appropriate use of periods, quotations marks, commas

3rd Grade Spelling: • Syllable junctures • Accented/ unaccented syllables • Prefixes • Suffixes • Greek/Latin elements • Assimilated prefixes Word Study: homophones, homonyms, homographs, guide words Mechanics: appropriate use of apostrophes for contractions and possessives

Grammar/ Sentence Analysis

• • • •

Nouns Adjectives Verbs Articles

• • • • • •

Prepositions Pronouns Adverbs Subject/ Predicate Direct/Indirect Object Sentence syntax

• • • • •

Conjunctions Interjections Direct/Indirect Object Adverbial Modifiers Paragraph syntax

Readers’ Workshop

• •

Reading genres Decoding strategies

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Active Reading strategies: activating schema, making connections, visualizing, questioning, summarizing

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Poetry: styles and types, poetic devices Non-fiction features and research skills

Writers’ Workshop

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Personal Narrative Expository Writing Fiction

• • •

The Writing Process: prewriting, drafting, revising, editing, publishing

• • •

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Persuasive Writing Reviews Letter Writing

M AT H A N D G E O M E T R Y Overarching Learning Goals • • • • • • •

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Solidify knowledge of place value Build a battery of strategies for solving addition, subtraction, multiplication and division problems first concretely, then abstractly Develop an understanding of fractions and decimals Analyze and solve word problems Begin to work with abstract concepts like variables and pi Learn foundational geometry concepts Explore money, measurement and graphing

1st Grade Math

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Geometry

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2nd Grade

Dynamic addition and subtraction of multi-digit whole numbers with materials, moving to abstraction Introduction to multiplication Memorization of math facts, focus on addition and subtraction Introduction to fractions: partial fractions, comparing Word problem strategies Money: coin names and values Measurement: tools, inch and half inch Graphing: tally marks, bar graphs Time: reading a clock to the hour/half hour

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Polygon nomenclature Types and positions of lines Types of angles

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3rd Grade

Dynamic addition, subtraction and multiplication of multi-digit whole numbers with materials, moving to abstraction Introduction to division Memorization of math facts, focus on addition, subtraction and multiplication Comparing, determining equivalency and reducing fractions Multiples and factors Word problem strategies Money: making change Measurement: inch/ foot/ yard, conversions Graphing: line graphs Time: reading a clock to the quarter hour

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Parts of a polygon Study of angles: measurement and classification Study of triangles: classifying by name and angle

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Dynamic addition, subtraction, multiplication and division of multi-digit whole numbers with materials, moving to abstraction Memorization of math facts, focus on multiplication and division Operations with fractions with like denominators Decimal nomenclature, addition and subtraction of decimals Basic pre-algebra Word problem strategies Money: word problems Measurement: mass, liquid volume Graphing: pie charts Time: reading a clock to the nearest minute, elapsed time Study of quadrilaterals: nomenclature, area, perimeter Study of circles: nomenclature, area, circumference Similarity, equivalence, congruence

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Z O O L O G Y A N D B O TA N Y, S C I E N C E A N D ENGINEERING Zoology and Botany: Overarching Learning Goals • • • • •

Compare the characteristics of living organisms Classify living things into groups based on their qualities Recognize the ways in which living things have adapted and evolved over time Understand the interconnectedness of the natural world Use research tools such as encyclopedias to gather information

Science and Engineering: Overarching Learning Goals • • • •

Explore topics from earth science, chemistry, physics and astronomy in conjunction with engineering Understand the movement and impact of water and air on our planet, and their connection to weather patterns Identify the sun’s role in creating seasons, climate, and time zones on Earth Explore the properties of matter, sound, electricity and magnets

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Build an understanding of Earth’s composition and formation Participate in collaborative design challenges related to different fields of engineering that dovetail with science units

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1st Grade Zoology and Botany

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Invertebrate/ Vertebrate 5 Kingdoms of Life Anatomy of Animals Anatomy of Plants Timeline & Evolution of Living Things

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Science and Engineering • • (3 year cycle) • • • • • • • • • • • • •

5 Kingdoms of Life Physiology of Animals Physiology of Plants Characteristics of Fungi, Plants, Animals, Prokaryotes, Protistans Timeline & Evolution of Living Things Independent Research

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Scientific classification of the 5 Kingdoms of Life Interconnectedness of Natural World Timeline & Evolution of Living Things Independent Research

Work of Air: properties, movement, impact of wind Mechanical Engineering: Designing Windmills Weather: measurement tools, types, causes Work of Water: properties, water cycle, erosion Environmental Engineering: Designing Water Filters Electricity Electrical Engineering: Designing Circuits Magnetism Transportation Engineering: Designing Maglev Systems Sun and Earth: gravity, rotation, seasons, climate Composition of the Earth: geology, atmosphere, land forms Materials Engineering: Designing Structures Rocks and Minerals Sound Acoustical Engineering: Representing Sounds

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GEOGRAPHY AND HISTORY Geography: Overarching Learning Goals • • • • •

Explore different facets of geography — political, physical and economic Develop mapmaking skills and create maps that reflect important features of a region of the world Identify the distinguishing features of major land and water forms Learn the characteristics of biomes, including plant and animal life, physical features, and climate Use research tools such as atlases to gather information

History: Overarching Learning Goals • • • • •

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Understand ways to represent the passage of time Sequence events in chronological order on a timeline Explore the origins of our universe and planet Recognize ways in which humans have adapted to meet their needs over time Compare and contrast characteristics of cultures

1st Grade Geography

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History (3 year cycle)

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Inverted Land and Water Forms Countries and Cultures of the world Introduction to Biomes Political Maps Flags of the World Cardinal Directions

2nd Grade • • • • •

Complex Land and Water Forms Countries and Cultures of the world Biome Maps Political Maps Flags of the World

3rd Grade • • • • •

Economic Geography Countries and Cultures of the world Biomes (writing and research) Political Maps Flags of the World

Creation of the universe and the earth Evolution of life on Earth Evolution and progress of humans Fundamental needs of humans The history of writing The history of numbers Introduction to timelines, including the BCE/CE timeline Representations of time – calendars, clocks, historical representation Continent Studies: two per year with a focus on history, geography, people, arts, culture, biomes, animals

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SPECIALS Design Lab

Art Lower Elementary artists work on projects that reinforce their knowledge of the 5 basic elements of art—color, line, texture, shape, and space—with special attention to color and shape. They are introduced to basic drawing and painting techniques, and have many opportunities to experiment with different art-making materials and tools. Students begin to consider various functions of art in the world such as storytelling, self-expression, and representing cultural values. All Lower Elementary students keep a personal sketchbook that provides an open-ended space for developing ideas, practicing skills, collecting inspiration, and honing their personal style. Favorite art projects include color-mixing, illustrating poetry, self-portraits, wire sculptures, and Sumi ink landscapes.

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Held in Wellan’s Makerspace, the Design Lab class provides opportunities for students to create, invent, tinker, explore, and discover. During their time in Lower Elementary, students learn woodworking, Lego robotics, cardboard building techniques, coding, hand sewing, and more. They are instructed on how to appropriately use various tools, including hammers, cross-cut saws, and sewing needles, and they demonstrate an ongoing commitment to keeping each other safe. Projects are planned and realized using the Stanford Design Thinking Process, a human-centered problem-solving technique involving 5 steps: empathize, define, ideate, prototype, and test. This process focuses on collaboration and emphasizes creative, innovative problem-solving to bring ideas to life based on how real people think, feel, and behave.

Music While exploring fundamental musical concepts—beat, rhythm, pitch, and melody—Lower Elementary musicians experience a multi-cultural repertoire and develop an appreciation and love for music and singing. Games and songs from around the world reinforce “steady beat.” As rhythm and melody are introduced, students learn to audiate, notate, and decode rhythm as well as to recognize melodic shapes and form thoughtful musical phrases.

As they work towards mastering these concepts, students are proud to create their own music. Many different instruments, including unpitched percussion instruments, drums, xylophones, and voice, are incorporated into classes.

Students also gain a kinesthetic experience of different musical qualities by exploring movement and dance. All students perform in our annual, school-wide Festival of Lights, and they look forward to studying the recorder in 3rd grade.

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SPECIALS Spanish

Drama Students understand the concept of “ensemble” and are increasingly able to reflect on how individual choices impact the group. They develop enough confidence to be onstage in front of others; to follow their vocal and physical impulses; and to make use of vocal variations and physical levels in the creation of characters and relationships.

Each class works towards a performance that connects to their homeroom continent and/or cultural studies. Students consider the ways props and costumes can help tell a story, and as they gain experience, take more ownership of how a production unfolds both onstage and backstage.

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Lower Elementary Spanish teachers recognize that speaking a new language takes courage, and they provide ongoing opportunities for students to practice and overcome inhibitions. Formal grammar lessons move beyond basic vocabulary to cover topics such as the placement of adjectives (feminine and masculine) and verb tenses. As students work through Montessori grammar materials in their homerooms, these lessons become mutually reinforcing. Lower Elementary Spanish students move from giving one-word answers in Spanish to combining vocabulary into phrases and short sentences, both orally and in writing. They read short articles in Spanish magazines and look forward to celebrations of Latinx culture around the world.

Physical Education Students understand that regular movement is an important part of staying physically and mentally healthy. Students play cooperative games to develop motor skills and coordination, and as they gain experience, variations on these games address the need for leveled challenges. Students begin learning the athletic skills and rules of a few sports games such as basketball and soccer, and they appreciate that playing by the rules creates a fair, safe environment.

Group discussions and reflections support the development of teamwork, turn-taking, and conflict resolution. Lower Elementary students have the option to join “Jr Owls,” an after school athletic club.

Information Technology Wellan’s library is a busy place as Lower Elementary students have the opportunity to browse and to check out books independently. 1st grade students have a designated library class where they enjoy read-alouds and regularly review story elements, make predictions, and share text-to-self/world connections. Library lessons help the students develop the ability to recognize specific genres; locate books in the library; and use text features to gather information. These basic research skills aid them in completing classroom assignments, and they continue to develop a love for reading.

2nd and 3rd grade students are introduced to technology as a learning tool, and they develop skills to use Chromebooks and the internet safely and productively in an academic setting. Tech class begins with a review of basic computer handling and how to login; however, students quickly progress to using G-Suite, practicing research strategies, and discussing Digital Citizenship. Projects include creating digital versions of familiar homeroom assignments as well as a variety of activities designed to help students become more comfortable with selected applications. All Lower Elementary students develop their keyboarding skills using the Keyboarding Without Tears program so that the computer becomes a more efficient learning tool.

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WHY WELLAN? What sets Wellan Montessori School apart in the Lower Elementary years?

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An individually-paced curriculum that challenges children academically and encourages the development of executive function skills.

The use of hands-on materials and project-based learning to facilitate the transition from concrete to abstract thinking.

A schedule offering a balance of structure and freedom, which inspires high achievement while sustaining intrinsic motivation and joyful learning.

A diverse school and classroom community that encourages the development of empathy, an understanding of equity and inclusion, and a commitment to social action for justice and peace.

Opportunities to explore various means of self-expression through creative endeavors, both in school and through after-school enrichment offerings.

An emphasis on the development of social-emotional skills, including self-regulation, relationship-building, leadership, and collaboration.

A unique blend of Montessori, Progressive, and traditional pedagogy.

These features of our highly engaging program prepare students to be successful in the Upper Elementary years and beyond.

Interested in Lower Elementary at Wellan? Connect with us to learn more.

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admissions@wellan.org

(617) 969-4488

80 Crescent Avenue Newton Centre, MA 02459

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NEWTON CENTRE, MA 02459

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