Upper Elementary Curriculum
The Upper Elementary Montessori classroom is an individualized and dynamic educational environment. Students are treated as individuals, and lessons are given according to personal levels of development and interest. Students work in partnership with the teachers and parents to develop and achieve personal goals.
The Upper Elementary classroom builds upon the foundation of the Lower Elementary experience. A key difference between Upper Elementary students and Lower Elementary students is the power of abstraction. Younger children primarily process information in concrete terms. As a child approaches his/her adolescent years, however, the ability to think abstractly emerges.
Upper Elementary students express interest in their own cultural heritage as well as that of people around the world. At this age the Montessori Culture Curriculum encourages them to step outside their classroom, to peer back in time, think critically, and ask thoughtful questions— e.g. how the first elements formed, why the dinosaurs died, and who the Australopithecus was. It also provides the students with a foundation to begin to understand their place in the world.
Maria Montessori saw the education of a child as the means for transforming our world into a place of peace. This goal can only be met through strengthening the students’ abilities to think critically, understand, question, appreciate, and empathize.
Homework
Learning time management is an essential skill students are developing in Upper Elementary. Students may bring home work that was not completed during the school day, or a long-term project. Work brought home might include academic reading, math fact practice, writing, or research. In addition, students are asked to read independently, a text of their choice, for 20 minutes per day, six days per week. This is the most important work that students can do for their overall academic success, as broadly supported by research.
Another part of their homework is being given “work at home”. Whenever possible, children at this age should be given the responsibility to take on more household chores such as laundry, dishes, meal planning, meal preparation, animal care, trash, and recycling. It is important for children to be a part of daily activities within the family Allowing the children to have a part in the planning and executing of family outings (trips to the grocery, weekend outings, or summer vacations) gives children a chance to make decisions and contribute in meaningful ways.
Arrival Procedures
Upper Elementary students exit their vehicles independent of their parents. It is important that the child feels he/she is responsible for getting himself/herself and all personal belongings to the school without adult intervention or direction. Students are greeted upon arrival. Please wait to exit vehicles until a staff member is ready to greet Teachers will not use this time of day to meet with parents or to converse. Students enter and exit vehicles on the building side only for their safety and cars should pull up as far as possible while waiting to drop off or pick up. Morning carline ends at 8:30 a.m. If you arrive after this time, please go to the Victorian Farmhouse to get your child a tardy pass.
Dismissal Procedures
Students are dismissed at 3:30 p.m. Parents should arrive no later than 3:45 p.m. Any children still present after this time will be sent to aftercare at the Elementary Art Center.
A teacher will be stationed near the parking lot to monitor dismissal. Only authorized adults listed on the student’s transportation form may pick up a child unless otherwise notified directly by parents . If the person picking up your child is not recognized by the teacher, the parent will be called or the person will be asked to report to the main office in the Victorian Farmhouse to receive proper clearance. A student WILL NOT be released to anyone who is not authorized.
Communication
It is important for children to communicate for themselves regarding classroom needs and responsibilities. Student workplans will be sent home consistently in order for parents and students to review work together.
Progress reports are sent home three times a school year (October, March, May) and parent conferences occur twice a year (October and March).
Teachers are available for appointments, telephone conversations, or email exchanges to meet student needs. Parents should expect a response to telephone or email messages within 24 hours of the work day. Whenever possible, appointments and conversations should occur during the school day.
Attendance
Consistent attendance is critical to your Montessori student’s success. If a student is absent, they miss the necessary social interactions with their peers which is so important to building friendships. They miss essential, hands-on Montessori lessons that build the foundations to abstract work and concepts that cannot be duplicated with worksheets or textbooks. Additionally, they miss important community time to help build and solidify expectations set in the classroom.
Parents will be notified in writing if a student misses 10 days. After 12 absences, a conference will be required with parents to form a plan that will help their student move forward successfully. If absences interfere with a student’s progress, a repeat of that year may be recommended.
Late arrivals and early departures are disruptive to the student’s learning community and should be avoided when possible. Necessary appointments should be communicated via email to your student's teacher and attendance@ oakfarmschool.com.
If you are arriving late, picking up your child for an appointment, or picking up your child
early from school, you must report to the Green Farmhouse to sign your student in and out. Students will not be released without a slip.
Related Arts: Physical Education (PE), Art, Music, Spanish, Theater, Ecoliteracy, and Cooking
Students have daily opportunities for physical activity, but PE is also a scheduled event. The primary goals of the program include personal fitness, core strength, balance, agility, flexibility, teamwork, and sportsmanship.
Weekly art and music sessions occur in the Arts Center. Students will walk to the Related Arts Center for classes. Please be sure children are prepared to do so in all types of weather conditions. Music, theater, eco-literacy, and art classes are designed to encourage creative expression and an appreciation of the arts while developing personal skills in these areas.
Snack
The purpose of snack is for student nourishment; therefore, it is important that the snacks provided are healthy and nutritious as outlined in the OFMS parent handbook. Students may bring their own prepared, single serving, nutritious snack. Oak Farm Montessori is a low-sugar school. We encourage all families to turn to whole foods as the staples for your child’s nutritional needs as often as possible.
Remember that high sugared foods containing more than 12 grams of added sugar are not permitted, and plain water only will be consumed for lunches and snacks. Any product containing more than 12 grams of added sugar is considered a high sugar food item and will be sent home Please pay close attention even to foods such as yogurt with fruit, which often has significantly more than 12 grams of sugar. Instead, refer to myplate.gov for more information and recommendations on healthy food choices.
Field Trips and Going-Out
Curriculum-related field trips are taken several times a year. Students are expected to attend the field trips. Parent chaperones may be requested for field trips.
Field trips are classified as trips initiated and coordinated by the teachers. Periodically, students will coordinate a
second kind of trip called a “going out.” These are short trips initiated by students. Students follow a formal trip planning process that allows them to plan the entire trip. The role of the adult on an outing is to provide transportation and guidance when needed. Typically, outings are motivated by the need to acquire more information or materials for a curricular project.
Personal Electronics and Other Belongings
Your child may bring in special items to share such as books and natural science items. Toys are a distraction in the work cycle and are not allowed. Personal games and toys may be shared during recess as long as they do not cause a disruption.
Electronics at school, including smart watches, are a privilege and allowed based on how students handle this freedom. Devices must be in airplane mode. If students show that they cannot handle this freedom responsibly, they will not be allowed to bring them to school. Misuse includes texting, calling, filming, or receiving communications from parents, family members, or friends.
Electronic devices are not allowed on field trips. However, families will be given contact information and students will be able to contact families if needed through the teachers.
Discipline
Primary emphasis is upon respect: selfrespect, respect for others, and respect for the environment. Social and emotional development is a continual focus. Time is spent with students helping them uncover what it means to be leaders, world citizens, and life-long learners. Students learn and practice the concept of valor. Both real-time events and role-playing are used to help aid students in their individual development of conflict resolution skills. Self-regulation, self-monitoring, and selfconstruction are at the core. Whole class discussions occur at community meetings and many times this is where students learn the real-life application of problem solving skills. Teachers are vigilant observers during work cycles. Redirection is a common method used with students before misbehavior becomes an issue.
Occasionally, students will make choices that are disrespectful or disruptive to the learning environment. These situations are individualized, and in such cases, a student is asked to stop the disruptive behavior and the teacher will speak with the student. If disruptive behavior continues, parents are asked to meet with the teacher and the student to create a behavior plan that can be supported at home and school. Under no condition is physical, emotional, or social harm tolerated. When necessary, administrators may become involved to enforce school expectations as outlined in the Parent Handbook.
Gum
We have found that for some children, chewing of gum can aid in concentration during work time. If a piece of gum will aid your child’s success during the work cycle, he/she may bring gum to school. Should distractions or inappropriate disposal of gum take place, your child’s teacher will discuss the gum guidelines with your child and will communicate this with you. Gum will not be allowed outside of the classroom. Should problems continue, gum privileges will be suspended.
Clothing Guidelines
The children are expected to dress in weather appropriate and comfortable clothing that allows them to move about freely and is not distracting to the learning environment. In temperatures above zero children should be prepared with a hat, gloves, winter coat, snow pants, and winter boots. They will be expected to go outdoors. 0º and below, children will not go outside for recess.
The work in the Upper Elementary environment can be somewhat unpredictable—meaning that they could end up working with clay, paint, mud, or soil on any given day. Please understand that clothes may come home dirty or stained from time to time. Clothing choices should be clean, but functional.
Children should arrive daily with appropriate clothing choices and footwear that allows physical activity that includes running, climbing, and active play. An extra pair of non-skid athletic shoes for PE, rain poncho or jacket and mud boots for eco-literacy, recess, hiking and the like are required to be kept at school. Inappropriate attire does not prevent students from participating. Please label all outerwear with your student’s name or initials.
Library Usage
The children will be given personal library cards which will give them access to our campus-wide library system. Students are responsible for the check out and return of library books. Any books lost or damaged due to neglect will be expected to be replaced at the expense of the child involved.
Parent Volunteers and Classroom Visitation
Parents are a welcome addition to the classroom. Parents may share talents and expertise in a variety of areas ranging from knitting to architecture. Please contact classroom teachers if you have a skill or interest you would like to share with Upper Elementary. Classroom observations are welcomed and can be scheduled between 9am and 11am If you are interested in observing your child’s class, please email your child's teachers and copy Bridget York: byork@oakfarmschool.com
We also appreciate parent support for material making and special projects in the classroom throughout the year. Please contact classroom teachers or Nicole Lowe for information regarding volunteering opportunities. If you would like to join your child at lunch, please contact a classroom teacher in advance to make arrangements.
Birthdays
If your child would like to celebrate their birthday they may gift a book to their classroom or to the Upper Library, or bring a healthy snack for the classroom. Please contact the classroom teachers for information about food allergies. If you wish to invite students to a party, please send those invitations to individual homes, since feelings are easily hurt when selective invitations are delivered at school.
Suggested Reading
Montessori Education: Montessori Madness! A Parent to Parent Argument for Montessori Education Eissler, Trevor (2009), Sevenoff. This book, written by a Montessori parent, a story teller with a sense of humor, follows one family with young children on their journey of determination, discovery, and delight. Learn the who, what, when, where, why, and how of Montessori education.
Montessori: The Science Behind the Genius Lillard, A (2007). Oxford University Press USA. This book shows that science has finally caught up with Maria Montessori. Lillard presents the research concerning eight insights that are foundations of Montessori education, describing how each of these insights is applied in the Montessori classroom.
How To Raise An Amazing
Child the Montessori Way Seldin, Tim (2006). DK Publishing. This book is beautifully illustrated with full-color photographs of a diverse group of children ranging in age from newborn to six years. Chapters address such topics as discovery through the senses, self-reliance, discipline, and natural history, all from the perspective of the Montessori approach used at home.
Montessori Today Lillard, Paula Polk (1996). Knopf. Paula Lillard, director of a Montessori school ranging in age from 18 months to fifteen years, provides a clear
and cogent introduction to the Montessori program for the elementary and later years. In detailed accounts, she shows how children acquire the skills to answer their own questions, learn to manage freedom with responsibility, and maintain a high level of intellectual stimulation by using the Montessori method. This is an essential handbook for parents and teachers who have chosen a Montessori school for their older child.
Montessori In Contemporary American Culture Loeffler, Margaret Howard (1992). Heinemann. Loeffler provides the reader with up-to date information on how Montessori’s ideas and methods are currently employed in American culture, noting ways these ideas have been adapted and changed during the Americanization process and examining the relationship between Montessori’s core concepts and new knowledge and research in the areas of child development and education.
The Montessori Controversy CattinMcNicols, John (1991). Cengage Learning. This excellent book presents a balanced review of the strengths and weaknesses of the Montessori method. Detailed information is given on the Montessori educational philosophy, terms, and concepts. This history of Montessori education in the United States is discussed, along with the reasons for the split between Maria Montessori and ‘traditional’ early childhood education proponents.
The Discovery of the Child Montessori, Maria (1986). Random House. Maria Montessori went beyond the conventions of the day to seek a new way of knowing and loving a child. In this book, she describes the nature of the child and her method of working more fully with the child’s urge to learn.
The Secret of Childhood Montessori, Maria (1982). Random House. Maria Montessori describes the child with warmth and the exactness of a scientist. She also discusses the array of materials and techniques needed to release his or her learning potential.
Elementary and Middle School: Nurture the Nature: Understanding and Supporting your Child’s Unique Core Personality Gurian, Michael (2009). Jossey-Bass. Family therapist Gurian approaches his nature-based theme from a slightly different angle in his latest work, urging parents to buck “social trends parenting” and make decisions based on the core personality of their individual child. A researcher of brain science and gender differences, Gurian believes that much of a child’s behavior is inborn from the start. But he sees a disturbing trend in the increasing willingness of parents to disregard their own instincts, letting media and societydriven fads dictate the way they raise their children.
Brain Rules by Dr John Medina is a fascinating book that explores twelve simple principles to help us make the best use of our brains, enabling us to become better teachers, students, parents and business leaders.
The Shelter of Each Other Pipher, Mary (2008). Riverhead Trade. Families, the bedrock of our society and culture, are today under assault from every side. Parents, struggling under their own pressures and unmet needs, don’t know how to protect their children from crime, poverty, abuse, and media violence. In The Shelter of Each Other, the author of Reviving Ophelia wisely and compassionately challenges readers to find the courage to nurture and revivify the families they cherish.
Last Child in The Woods: Saving Our Children From Nature-Deficit Disorder Louv, Richard (2008). Algonquin Books. In this influential work about the staggering divide between children and the outdoors, the author, a child advocacy expert, directly links the lack of nature in the lives of today’s wired generation—he calls it nature-deficit— to some of the most disturbing childhood trends, such as the rise in obesity, attention disorders, and depression.
Positive Discipline A-Z: 1001 Solutions to Everyday Parenting Problems
Nelson, Jane (2007). Three Rivers Press. As a parent, you face one of the most challenging—and rewarding—roles of your life. No matter how much you love your child, there will still be moments filled with anger, frustration, and, at times, desperation. What do you do? Over the years, millions of parents just like you have come to trust the Positive Discipline series for its consistent, commonsense approach to child rearing.
Yardsticks Wood, Chip (2007). Northeast Foundation for Children. An outstanding guide for anyone working or living with children ages 4-14. Written for teachers and parents, the author offers clear and concise descriptions of children’s development. A comprehensive, “user-friendly” reference that helps translate knowledge of child development into schooling that helps all children succeed.
Awakening Children’s Minds: How Parents and Teachers Can Make a Difference Berk, Laura (2004). Oxford University Press. The author cuts through the confusion of competing theories, offering a new way of thinking about the roles of parents and teachers and how they can make a difference in children’s lives and raise caring, thoughtful, intelligent children.
Magic 1,2,3 for Children 2-12 Phelan, Thomas (2004). Parentmagic, Inc.. Addressing the task of disciplining children ages 2 through 12 without arguing, yelling, or spanking, this program offers easyto-follow steps to immediately manage troublesome behavior with reason, patience, and compassion while strengthening the parent–child relationship. Parents and teachers learn how to encourage and respect children’s growing independence with 10 strategies for building self-esteem.
The Wonder of Girls / The Wonder of Boys Gurian, Michael (2003). Atria / (2006). Tarcher. Yes, boys and girls are different, says family therapist Gurian, urging that society learn how to deal creatively with gender-specific needs. Biology matters. Hormones and brain differences ultimately
define girls’ and boys’ journeys through childhood and adolescence. Writing in a calm, compassionate voice, Gurian delivers a compelling call to action for raising both boys and girls.
The Unwritten Rules of Friendship: Simple Strategies to Help your Child Make Friends Madorsky Elman, Natalie & Kennedy-Moore, Eileen (2003). Little, Brown and Company. This practical and compassionate handbook helps parents sharpen any child’s social skills by identifying the “unwritten rules” that govern all relationships.
Our Last Best Shot: Guiding our Children through Early Adolescence Stepp, Laura Sessions (2001). Berkeley Publishing Group. Our Last Best Shot presents the personal stories of twelve girls and boys from across America. Their stories, and Laura Sessions Stepp’s extensive research, provide real insight for parents trying to raise well-adjusted children in this difficult age. Filled with wisdom and common sense, based on cutting-edge research, and featuring an invaluable resource list, this is a book that parents and educators cannot afford to be without.
Raising Self-Reliant Children in a SelfIndulgent World: Seven Building Blocks for Developing Capable Young People Glenn, Stephen (2000). Three Rivers Press. In this brilliant and passionate work, two of our nation’s most respected educators offer an original explanation of why so many young people don’t feel capable. Once they explore the nature of the problem, Glenn and Nelsen proceed to offer a blueprint designed to help children.
Hair in Funny Places: A Book About Puberty Cole, Babette (2000). Hyperion Books for Children. Brandishing her outrageously sly sense of humor, Cole tweaks the topic of puberty in all of its glory, with predictably boisterous results. Her madcap style leaves no room for embarrassment; it could pave the way for more informative discussions between children and adults.
Too Old for This, Too Young for That: Your Survival Guide for the MiddleSchool Years Mosatche, Harriet & Unger, Karen (2000). Free Spirit Press. This comprehensive guide offers preteens seven chapters filled with information and advice to help ease the transition from childhood to adolescence. A “survival tip” begins each chapter. The first tip, “Get used to your changing body,” presents the greatest challenge for middle-school students. The authors handle this and other sensitive subjects very well, discussing the body changes of boys and girls using appropriate terms and briefly describing events that occur during puberty,
Raising a Thinking Preteen: The I Can Problem Solve Program for 8- to 12-yearolds Shure, Myrna, (2000). Henry Holt. The author, a developmental psychologist and professor, has developed a successful program especially for eight-to twelveyear-olds as they approach the unique challenges of adolescence. The preteen years are often the last opportunity for parents to teach their children how to think for themselves.
The Secret of Parenting: How to Be in Charge of Today’s Kids, From Toddlers To Preteens, Without Threats or Punishment Wolf, Anthony E. (2000). Farrar, Straus, and Giroux. Using numerous examples of effective and ineffective parentchild interactions, the author offers practical advice on a wide range of basic issues, from tantrums and back talk, to getting kids off to school in the morning and eliminating sibling fights. Humorous and easy to use, The Secret of Parenting is guaranteed to dramatically increase the joy parents get from raising their children.
Chores Without Wars Lott, Lynn & Intner, Riki (1998). Prima Publishing & Communications. With wisdom and humor, this practical, step-by-step guide gives you the techniques you need to enlist the support and cooperation of your entire family to make life easier for all.
Positive Discipline for Teenagers: Empowering Your Teens and Yourself
Though Kind and Firm Parenting Nelson, Jane & Lott, Lynn. (1994). Prima Publishing & Communications. Adolescence is often a time of great stress and turmoil—not only for children going through it, but for you, their parents as well. During the teen years, children aggressively begin to explore a new sense of freedom, which often leads to feelings of resentment and powerlessness for parents who increasingly are excluded from their children’s lives. This book shows you how to break the destructive cycle of guilt and blame and work toward greater understanding and communication with your adolescents.
Positive Discipline Nelson, Jane. (1987). Ballantine. For over twenty-five years, Positive Discipline has been the gold standard reference for grown-ups working with children. Now Jane Nelsen, distinguished psychologist, educator, and mother of seven, has written a revised and expanded edition. The key to positive discipline is not punishment, she tells us, but mutual respect. Nelsen coaches parents and teachers to be both firm and kind, so that any child–from a three-year-old toddler to a rebellious teenager–can learn creative cooperation and self-discipline with no loss of dignity
Upper 1
Upper 3
TEAM
Upper 2
Upper 4
School Closings or Delays
Notice of emergency closings or delays will be broadcast on the following radio and TV stations: WOWO (1190 AM Ft. Wayne), WMEE (97.3 FM Ft. Wayne) & Fort Wayne television stations 15, 21, and 33.
*Please note that there will be no before care on school delay days.
• A 1-hour delay means that students may begin arriving in their classrooms at 9:30. School will be open on 1-hour delay days for half-day students and the school lunch program will be as planned.
• A 2-hour delay means that students may begin arriving in their classrooms at 10:30. School will be closed to half-day students and the lunch program may be modified to a lunch menu that can be prepared for the normal lunch time.
Sandra Deacon
Amber Coss
Nancy Bradtmiller Courtney Pillers
April VanOsdale Chad Seewald
Linda Hoffman Flor Ortega